Institute for Small and Rural Districts (ISRD) presentation on technology tools to support learning and cognitive processes.

1. 2017 ISRD
TECHNOLOGY

2. What Do You Believe?
Academic Supports
Handout

3. Standards
• Unpacking the Standard(s) – this
information should come from core
– Select a standard or set of standards
– Circle the verbs and action phrases (skills –
Do)
– Underline the nouns and noun phrases
(knowledge and understanding – K and U)
– Identify pre-requisite skills implied within the
standard
– Determine instructional implications
of the standard

4. Standards
• Example pre-requisite or implied skills
Reading | Planning and Problem Solving |
Critical Thinking Skills | Maintain Focus | Task
Persistence | Organization and Synthesis of
Information | Self-Regulation | Active Listening |
Language
• Instructional Implication
– Review/reteach the implied skills
– Provide scaffolding for implied skills

5. Cognition & Neurology
Neurological, or cognitive, processes
(such as memory) can impact
engagement, learning, and achievement.
Students differ widely in their cognitive
processing skills.

6. Can This Make a Difference?

7. Information Mapping
• Pass out first business letter.
• Do not open the letter until instructed.
• Time the response.
• Pass out second business letter.
• Do not open the letter until instructed.
• Time the response.

8. Cognition – Input (visual/auditory)
• Recognizing size, shape, and placement
of text
• Recognizing line and paragraph
typography
• Distinguishing subtle differences in sounds
• Distinguishing figure and background
sounds

9. Instructional Scaffolds
• Input
– Reading/focus guides
– Fonts and font sizes
– Spacing between words, lines and
paragraphs
– Visually organizing text with
highlighters, comments, and
stamps
– Graph paper
– Text-to-speech
– Personal FM systems

10. Technology Tools – Input
• http://cognitive-
supports.wikispaces.com/Input

11. Cognition – Integration
• Sequencing
– Ordering and sequencing information
– Organizing and relating information
• Abstraction
– Inferring meaning
– Generalizing a text

12. Cognition – Integration
• Externalized thinking
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13. Cognition – Integration
• Demo - Rationale

14. Instructional Scaffolds
• Integration
– Graphic organizers
– Concept maps
– Mind maps
– Timelines
– Outlines

15. Technology Tools – Integration
• http://cognitive-
supports.wikispaces.com/Integration

16. Cognition – Memory
– Short-term memory
– Long-term memory
– Engrams
– Long-term potentiation
– Long-term depression

17. Cognition – Engram

18. Long Term Potentiation

19. Long Term Potentiation

20. Long Term Potentiation

21. Long Term Depression

22. Long Term Depression

23. Long Term Depression

24. Cognition – Memory
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4
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12
14
15 min 45 min 1 hr 45 min 2 hr 45 min
23 hrs

25. Instructional Scaffolds
• Memory
– Multiple text processing
– Comparing/contrasting
– Spread information across
multiple media
– Self-selecting icons or
graphics (and sharing)
– Notebooks / Journals
– Review schedules

26. Technology Tools – Memory
• http://cognitive-
supports.wikispaces.com/Memory

27. Cognition – Output
• Spontaneous language
– Self-selecting subject and related information
– Organizing information and thoughts
• Demand language
– Selecting related information
– Organizing information and thoughts

28. Instructional Scaffolds
• Output
– Guided discussion questions
– Cue cards
– Graphic organizers
– Written notes with main
points highlighted
– Extra time to prepare
responses (with specific
strategies)

29. Technology Tools – Output
• http://cognitive-
supports.wikispaces.com/Output

30. Scaffold Integration
All of these types of scaffolds are most effective
when used in conjunction with each other. For
example, a student may be taught a strategy or
system for highlighting and visually marking complex
text. The text that was highlighted and marked may
then be used to fill out a graphic organizer, concept
map, timeline, etc. Further processing could include
illustrating some of the information on the graphic
organizer. That graphic organizer could then become
a discussion support tool.

31. Reflection
• What affirms what you already
know?
• What makes you uncomfortable or
would require additional
discussion with colleagues?
• What could result in changing a
way of work or changing a
process?