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Using Chrome Extensions to Support Literacy
- 1. Literacy Differentiation Using Chrome Extensions and Apps Dr. Tara Mason @ New Tech for Education
- 2. Hello! I am Dr. Tara Mason I am here to talk about differentiating when using technology with Chrome Extensions and Apps You can find me at: tara@newtechfored.com
- 3. Technology as an Universal Equalizer…
- 4. Our Objectives 1. Overview Chrome Extensions, Google Drive and Apps + UDL 2.Implementation Guidance 3. Connect the why, when and where…
- 5. Quiz Agenda & Socrative (for feedback) Socrative Student - http://apple.co/1RnFKPE Room # 4NQ6PGAFR
- 6. 1. What is Differentiation? All learners benefit.
- 7. “ Our 21st Century definition of differentiation is creating multiple paths for students at different levels to have appropriate and accessible ways to absorb, apply, develop and present concepts and learning.
- 8. An Education System where Everyone Can Thrive
- 9. BIG IDEA: Create it & Plan for it Right from the Start Universal Design for Learning http://bit.ly/1PyIqzg
- 10. Universal Design for Learning Multiple Forms of: Representation Expression Engagement
- 11. “ Decrease the disabilities in the curriculum itself, so that more students succeed….
- 13. Another Important UDL Truth to Know…
- 14. “ “The Average {Brain} Represented Nobody…”
- 15. Stages of Differentiation: How to implement classroom wide differentiation using technology Differentiation Grid 1. Scaffolding- supports built in for all students 2. Differentiation- data-driven supports and accommodations unique to student 3. Accommodations- connected to differentiation and accessibility 4. Modification- students with alternative to the target skill
- 16. Two Paths: ❏ Classroom Differentiation ❏ Individualized Student AT Need
- 17. “Fairness is giving each student what they need, not just what everyone else has. Fair does not mean equal.”
- 18. Accessibility and Chrome Extensions Chrome Accessibility Guide
- 19. So… now that we know what Google Chrome can do… What should we consider?
- 21. Other items to consider Instructional Planning Task Analysis Collaboration
- 22. Task Analysis Steps 1. Identify target skill 2. Identify prerequisite skills 3. Break down skill into components or steps 4. Confirm tasks is complete 5. Determine how skill will be taught 6. Monitor skill progress
- 23. Using your Table Tent Guidance let’s try it!
- 24. Reading 1. Differentiated Informational Text= Newsela 2. Text to Speech = Read and Write Google or Click to Speech 3. Simplified text using Reading and Write 4. Reading Fluency by Texthelp 5. Try Don Johnston’s Snap and Read Writing 1. Read and Write Google for highlighting, categorizing, Speech to Text 2. Research tab in Google Docs 3. Voice Typing and Templates 4. Google Forms + Autocrat for drafting and writing process 5. Try Don Johnston’s Co- Writer Highlight the Fav’s!
- 25. Case study and discussion
- 26. Where would I use these and why?? Case study Example Student Y, Middle School 1. Needs Speech to Text using Voice Typing 2. Text to Speech using Read/Write 3. Headphones/mic
- 27. Where would I use these and why?? Case study Example Student X, High School 1. Reading 5+ grade level below peers- Text to speech/Speech to Text + Google Forms 2. Significant support with organization & writing (spelling and sentence stems)- Google Drive/Apps 3. Executive functioning support: iOS + Chrome
- 28. Where would I use these and why?? Case study Example Student Z, Upper Elementary 1. Translation and vocabulary support 2. Text to Speech for comprehension and fluency 3. Google Docs for organization and research tab
- 30. Case Study #1: Student is a struggling reader, grade level 3rd-12th, reading 3+ grade levels below his/her peers. 1.Feature match 2.Try it out 3.What steps are needed? Case Study #2: Student is a struggling writer and unable to complete more than 1-2 sentences written by hand due to graphomotor or problems with conventions or spelling. 1. Feature match 2. Try it out 3. What steps are needed? Case Study #3: Student is desperately disorganized in his/her executive processing and it impacts reading and writing tasks. 1.Feature match 2.Try it out 3.What steps are needed? Choose Extension that would be a Feature Match
- 31. Additional Information: Writing and Reading Components related to Assistive Technology
- 32. Writing Intervention: Chrome Extensions & Apps 5 Neurodevelomental Areas of Writing (Levine, 2002) 1.Graphomotor: What to try? 2.Attention: What to try? 3.Language: What to try? 4.Memory: What to try? 5.Higher Order Thinking: What to try?
- 33. 5 Essential Elements of Reading 1. Phonemic Awareness (Not covering possible AT solutions) 2. Phonics (Not covering possible AT solutions) 1. Fluency: What to try? 2. Vocabulary: What to try? 3. Comprehension: What to try?
- 34. Thanks! Any questions? You can find me at: www.newtechfored.com tara@newtechfored.com ILC Teacher at Monarch HS in BVSD! Resources: Center for the Individual, Todd Rose Co-Founder, http://bit.ly/28Tm8ac Universal Design for Learning @ CAST: http://bit.ly/1PyIqzg Youtube channel: http://bit.ly/1J4UFiO St. Vrain Assistive Technology Blog: http://bit.ly/1NSvb5C
Editor's Notes
- Our Objectives… 1. Utilize accessibility features, strategies and teaching tools for differentiation with Google apps with students with unique learning needs in the areas of literacy 2. Through the lens of UDL, learn how to implement differentiated learning activities using Google apps. 3. Practice reviewing case study examples of students who would benefit from differentiated features when using Google apps
- What is it? Word tossed around a ton and we will delve into what it really means.. where and why to use it and how it helps students. Requires us to make a decision about student learning and needs related to their learning. When we employ accessibility features it should be a decision supported by student need and monitored by student growth.
- The big idea is UDL, what is UDL? Multiple Forms of: Expression, Representation and Engagement
- What does this quote mean to you?
- Another way to think about it… The learning activities may not always be situated to meet learner needs and learners may be unfairly penalized when it comes time to demonstrate their knowledge. It is imperative for students to continue to fill in the areas where they have skill gaps in their reading and writing but not in a vacuum. How can we ensure students obtain content and succeed, when they are struggling? We can use technology to differentiate. This technology can be considered assistive technology or we can think of it as individualized learning. I always tell people that if a student has: -had an assistive technology evaluation of some kind -trialed using some AT supports and shown growth through progress monitoring - proven that they benefit from having access to AT then it should be checked on the IEP For example, I have a late elementary student with significant writing challenges placing them around kindergarten, 1st grade in production, the student is going onto middle school next year and cannot produce written text. I would trial both keyboarding and dication with the student. I would ensure the team is using a graphic organizer or outline and any other writing supports need. The student’s baseline use of each tool would be evaluated using the same 5 or 10 minute writing probe. Then around every 10 days of instruction, I would check for progress using the same probe constraints and setting. If I was only focusing on one solution, since it was found to be the strongest, then I only probe for it.
- We will stop at around 4 minutes.. After he talks about how our system was developed/designed to put ppl to work in factories and it more or less accomplished what it was designed to to.
- Instructional Planning involves sequential planning for student success. This means we use a teaching and learning cycle when bringing in AT tools. Often times, we bring the tool in to differentiate for student need, remember differentiation is where we are adapting the curriculum to meet the students where they are, i.e. adapting grade level text- not modifying it or changing the target skill.
- How to teach? -backwards chaining, forward chaining, total skill Other things to consider: a. the learner’s temperament, b. the learner’s learning style, c. the history of what has and has not worked for this learner, d. the learner’s IEP/IFSP/Summary of Performance, and e. the environments within which the learner functions best.
- Student from co-teach at a Middle School
- Student who is an ELL elementary student, needing organization and idea help
- Graphomotor: fine motor issues with writing, sloppy and illegible handwriting, inconsistent writing, off the line, spacing issues, etc. What to try? Voice Typing & Keyboarding with Google Docs Attention: easily distracted, difficulty getting started, poor planning when writing. What to try? Google Forms for writing process + Autocrat to create a Google Document. Language: poor vocabulary, spelling issues, difficulty with sentence structure… What to try? Grammarly + Google Research Tab OR Co-Writer with data-driven support for word usage, spelling errors, etc. Memory: issues around conventions and genre writing, spelling and capitalization… What to try? Google Doc templates or creating presentations using Google Slides Higher Order Thinking: Google Forms, help students work through genre writing without so much cognitive load.
- Fluency- integrated translator in Google Read and Write & Picture dictionary support with text to speech support, repeat readings, Fluency Tutor. OR Snap and Read, repeat readings and tools for organization. Vocabulary- research and tools tabs in Google Docs & Simple highlighter. Google Read/Write will create a vocabulary list Comprehension- use Newsela to differentiate text. Create text sets for students and match their text level to articles. Have students all reading the same, up-to-date articles Taking it a step further.. Use highlighting and annotations Try these Annotation reading strategies on Newsela: Highlight unknown words in RED and Annotate a definition based on clues from the text; Highlight evidence in GREEN that supports the Central Idea and Annotate why this important; Highlight in BLUE a quote that is surprising and Annotate why this evidence is surprising to you Highlight in YELLOW evidence that is exciting and Annotate what you would like to learn more about.