Friday, June 25, 2010
Hooray for Rotary!
My students and I were asked to make a "Doggie Delights" presentation to the Sunrise Rotary Club on June 10. I had one student and her mom show up for the early morning event, which turned out to be a lot of fun. The Rotarians are a great group! We brought a box full of dog treats and sold all but two! Members of the Rotary were very supportive. George from the Belligerent Duck offered to buy and resell the treats once we resume sales in the fall and Stan from Antonio's is working with us to brainstorm ways to make the sales more cost effective. It's nice to have so much support for our project, which began in part to fulfill a requirement for a college course!
Photo Story as a final
For a portion of their final, I had my English students create their own photo stories. All in all, they seemed to enjoy the project, in that it was something different for them to do. Each student selected a topic of interest, such as motocycles, guns, the Twilight movie saga, friends and relatives. One student took the assignment literally by creating a fictional story, then matched different parts of the story with selected pictures off the internet. She put in a lot of extra time, writing outside of class time! The students found the program fairly easy to work with and also managed to figure out how to download their choices of music off the internet.
It felt good to introduce something that was technologically new to them.
It felt good to introduce something that was technologically new to them.
Thursday, May 6, 2010
Use of assistive technology at Modoc High
In my current placement at Modoc High School, we serve approximately 25 students who have IEPs and a number of others who are site-based. All of these students are placed in study skills. Incomplete work is tracked closely, written up on the board and crossed off as assignments are finished.
Staff uses a number of low-tech assistive technology tools and strategies to keep students abreast of their work. Highlighters are used to make key points in textbooks stand out. Instructional aides are sent into core classes to assist students and take notes. If they have unfinished notes, students finish copying them once back in study skills. Outlining is another tool used to note main ideas of short stories. Aides will scribe for students who have a hard time writing down their thoughts in a timely fashion.
During exams, students have the option of coming out to test in a quiet room. Instructional aides read tests out loud to students.
The main mid to high-tech tool used at our school is the electronic spell checker accessible on any student computer.
For more information on both low and high-tech technology tools, go to http://www.nsnet.org/atc/tools/lowtohightech.html http://www.ldresources.com/ http://www.ldonline.org/ld_indepth/technology/technology.html
Staff uses a number of low-tech assistive technology tools and strategies to keep students abreast of their work. Highlighters are used to make key points in textbooks stand out. Instructional aides are sent into core classes to assist students and take notes. If they have unfinished notes, students finish copying them once back in study skills. Outlining is another tool used to note main ideas of short stories. Aides will scribe for students who have a hard time writing down their thoughts in a timely fashion.
During exams, students have the option of coming out to test in a quiet room. Instructional aides read tests out loud to students.
The main mid to high-tech tool used at our school is the electronic spell checker accessible on any student computer.
For more information on both low and high-tech technology tools, go to http://www.nsnet.org/atc/tools/lowtohightech.html http://www.ldresources.com/ http://www.ldonline.org/ld_indepth/technology/technology.html
Wednesday, May 5, 2010
Service Learning Project
My students in Workability and the Transition Partnership Program (TPP) are embarking on an entrepreneurial adventure in the making and selling of dog treats! They’ve selected a recipe, made batches of dough, rolled it out and used cookie cutters to cut out doggie-shaped bones. They’ve baked and packaged the treats and thought up and rehearsed a sales pitch.
This week, they delivered the displays of treats to select businesses. Cash boxes with slits in the top sit alongside each display for customers to deposit their money. Students are responsible for collecting the money earned and keeping the display boxes full. One business called tonight to say they’re almost out of treats after just one day!
Funded by Workability, profits made from selling Doggie Delights will help support the students’ cooking program, field trips and other classroom activities. In addition, this service learning project will help integrate students into the community and give them hands-on job experience.
Sunday, April 25, 2010
Microsoft Office PowerPoint 2007—A How To Guide
GETTING STARTED
What pops up is a large slide on the screen. Two boxes sit within this first slide. One says, “Click to add Title” and the other, smaller one reads, “Click to add Subtitles”. In the left-hand margin is a small version of this same slide.
Add text and or retrieve an image from a search engine or add your own pictures from a picture file. You can also insert charts, tables, graphics or media clips. Just click on the icon you’re interested in adding.
When finished with the initial slide, click on “Next Slide” and fill it. Continue until you have all the slides you want.
ANIMATIONS
Select Animations tab. There are several animation options to choose from and you can pick a different one for each slide. To the far right of the toolbar, under Advance Slide, click on the box that says “Automatically After” and put in a time—either seconds or minutes—depending how long you want each slide to show. Also, be sure to unclick “On Mouse Click” on every slide.
SOUND/AUDIO
Go to Insert and (to the far right) click on Sound—choose Record Sound. You’ll need a microphone and headphones.
Once you click on Record Sound, a box will pop up. Click on the red button and begin reading your text. When you’re done speaking about the first slide, click the red button again. Length is recorded so you know how long your audio is per slid. Simply cancel to re-record if you’re not happy with the recording.
Remove the megaphone or sound symbol by dragging it off each slide.
For further information, go to http://atto.buffalo.edu/registered/Tutorials/talkingBooks/powerpoint.php http://www.videojug.com/film/how-to-create-a-talking-book-in-microsoft-office-powerpoint-2003 http://atclassroom.blogspot.com/2007/04/talking-powerpoint-books-using.html
I incorporated talking power points in my English Fundamentals classroom this spring by first having my students write five-paragraph essays about “Where in the World” they want to travel. Once they finished the writing piece, they put together talking power points. Most of them were familiar with power points, but none of them had ever created one with sound.
Power points are so versatile. Other ways students can use them include: creating a summary or character analysis of a book recently read, defining terms/vocabulary in any subject matter, as a teaching tool to learn the values of coins and bills, figuring out how to tell time, creating social stories, to note the steps of a specific recipe and as part of an oral presentation for (again) any subject.
GETTING STARTED
What pops up is a large slide on the screen. Two boxes sit within this first slide. One says, “Click to add Title” and the other, smaller one reads, “Click to add Subtitles”. In the left-hand margin is a small version of this same slide.
Add text and or retrieve an image from a search engine or add your own pictures from a picture file. You can also insert charts, tables, graphics or media clips. Just click on the icon you’re interested in adding.
When finished with the initial slide, click on “Next Slide” and fill it. Continue until you have all the slides you want.
ANIMATIONS
Select Animations tab. There are several animation options to choose from and you can pick a different one for each slide. To the far right of the toolbar, under Advance Slide, click on the box that says “Automatically After” and put in a time—either seconds or minutes—depending how long you want each slide to show. Also, be sure to unclick “On Mouse Click” on every slide.
SOUND/AUDIO
Go to Insert and (to the far right) click on Sound—choose Record Sound. You’ll need a microphone and headphones.
Once you click on Record Sound, a box will pop up. Click on the red button and begin reading your text. When you’re done speaking about the first slide, click the red button again. Length is recorded so you know how long your audio is per slid. Simply cancel to re-record if you’re not happy with the recording.
Remove the megaphone or sound symbol by dragging it off each slide.
For further information, go to http://atto.buffalo.edu/registered/Tutorials/talkingBooks/powerpoint.php http://www.videojug.com/film/how-to-create-a-talking-book-in-microsoft-office-powerpoint-2003 http://atclassroom.blogspot.com/2007/04/talking-powerpoint-books-using.html
I incorporated talking power points in my English Fundamentals classroom this spring by first having my students write five-paragraph essays about “Where in the World” they want to travel. Once they finished the writing piece, they put together talking power points. Most of them were familiar with power points, but none of them had ever created one with sound.
Power points are so versatile. Other ways students can use them include: creating a summary or character analysis of a book recently read, defining terms/vocabulary in any subject matter, as a teaching tool to learn the values of coins and bills, figuring out how to tell time, creating social stories, to note the steps of a specific recipe and as part of an oral presentation for (again) any subject.
Learning Photo Story
Using Photo Story is a great way to inspire, introduce and enhance any lesson. Like its name implies, this type of medium allows the user to tell a story in a digital format, using pictures, narration and or music. Made by Microsoft, it's free and can be downloaded off the internet.
It might be simpler to list what Photo Story can't be used for--as the possibilities are vast and wide! It's a high-interest tool that appeals to students whose learning preferences are visual, auditory or both. The combination of pictures with music intrigue emotionally, or leave the viewer curious to know more about the subject at hand. Of the three options presented to us in the technology class I'm taking through Chico State--voice thread, podcast and photo story, I knew I wanted to choose the latter because it seemed the most interesting and looked like a lot of fun.
Putting together the photo story was a blast! I began by selecting photos of Austria off the internet. I wanted to make a presentation to my English students, who at the time, were researching places in the world they would like to travel. All the pictures I selected—whether from sites recommended by technology instructor Glenda Hampton Anderson or otherwise—turned out blurry when I imported them. Could be a pixel problem or because certain sites don’t want their photos to be used. To avoid the blurry issue, I decided to put together a photo story of my students who are embarking on a service learning project. About midway through the story, I realized submission of this story means these students’ images would be on the web. Although I do have permission slips signed on each student, I felt I should talk to each parent so they know exactly where the assignment would end up (on the web, albeit for a college course). I knew a couple of my protective parents would be reluctant. Plus, in addition to already having county approval, I needed district approval, which isn’t easy to get without knowing all parents are on board. So, I decided to come up with a third photo story. My English students will each interview a person of interest who has resided in Modoc County a number of years. The introductory photo story I created—which is intended to inspire them-- included scenic photos around Alturas. These students need practice listening and writing and I thought this lesson plan—where they have to interview someone—would be a good hands-on exercise for them. I used John (Cougar) Mellancamp’s Small Town as background music. It was simply a blast to put together (as was the service learning story) and fun to dabble in photography once again.
By the time I was ready to submit Small Town, I had challenges emailing it (using both my work and personal email accounts) because it was too large. No surprise there. So I downloaded WinZip off the internet and compressed and recompressed. Still too large, I went back into the story to remove some of the photos—which I hated doing—and eventually the size was small enough. With 15 minutes to spare, the story emailed successfully! However, I checked the attachment in my email’s sent file, and a box to buy winzip popped up instead of my story! [I noticed later that someone else in the class had the same result]. I was at a loss as to what to do. I contacted my sister-in-law (who’s technologically savy) and together, we transferred the original photo story to a flash drive and submitted it through her email successfully.
It was good to go through the compression process, but it seems like a waste of effort that you can compress a file only to have it become “corrupted” and therefore unable to send by way of email.
For more information, go to http://photopeach.com/ http://www.microsoft.com/windowsxp/using/digitalphotography/learnmore/ballew_photostory3.mspx and http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/photo_story.shtm
It might be simpler to list what Photo Story can't be used for--as the possibilities are vast and wide! It's a high-interest tool that appeals to students whose learning preferences are visual, auditory or both. The combination of pictures with music intrigue emotionally, or leave the viewer curious to know more about the subject at hand. Of the three options presented to us in the technology class I'm taking through Chico State--voice thread, podcast and photo story, I knew I wanted to choose the latter because it seemed the most interesting and looked like a lot of fun.
Putting together the photo story was a blast! I began by selecting photos of Austria off the internet. I wanted to make a presentation to my English students, who at the time, were researching places in the world they would like to travel. All the pictures I selected—whether from sites recommended by technology instructor Glenda Hampton Anderson or otherwise—turned out blurry when I imported them. Could be a pixel problem or because certain sites don’t want their photos to be used. To avoid the blurry issue, I decided to put together a photo story of my students who are embarking on a service learning project. About midway through the story, I realized submission of this story means these students’ images would be on the web. Although I do have permission slips signed on each student, I felt I should talk to each parent so they know exactly where the assignment would end up (on the web, albeit for a college course). I knew a couple of my protective parents would be reluctant. Plus, in addition to already having county approval, I needed district approval, which isn’t easy to get without knowing all parents are on board. So, I decided to come up with a third photo story. My English students will each interview a person of interest who has resided in Modoc County a number of years. The introductory photo story I created—which is intended to inspire them-- included scenic photos around Alturas. These students need practice listening and writing and I thought this lesson plan—where they have to interview someone—would be a good hands-on exercise for them. I used John (Cougar) Mellancamp’s Small Town as background music. It was simply a blast to put together (as was the service learning story) and fun to dabble in photography once again.
By the time I was ready to submit Small Town, I had challenges emailing it (using both my work and personal email accounts) because it was too large. No surprise there. So I downloaded WinZip off the internet and compressed and recompressed. Still too large, I went back into the story to remove some of the photos—which I hated doing—and eventually the size was small enough. With 15 minutes to spare, the story emailed successfully! However, I checked the attachment in my email’s sent file, and a box to buy winzip popped up instead of my story! [I noticed later that someone else in the class had the same result]. I was at a loss as to what to do. I contacted my sister-in-law (who’s technologically savy) and together, we transferred the original photo story to a flash drive and submitted it through her email successfully.
It was good to go through the compression process, but it seems like a waste of effort that you can compress a file only to have it become “corrupted” and therefore unable to send by way of email.
For more information, go to http://photopeach.com/ http://www.microsoft.com/windowsxp/using/digitalphotography/learnmore/ballew_photostory3.mspx and http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/photo_story.shtm
All About Bookshare.org
Bookshare.org is an internet-based, digital library funded by award monies through the U.S. Department of Education Office of Special Education Programs (OSEP). This resource avails anybody with a print disability access to materials in print. Students in grades kindergarten up to age 26 who have specific learning disabilities, are visually impaired or who are physically disabled are eligible to use Bookshare free of charge.
An online library, Bookshare is helpful for students who have mild to moderate disabilities, because its collection includes not only books, but textbooks, magazines and newspapers as well. Readers can browse, request and download items any day of the week, at any hour.
Bookshare memberships include individual, organizational and gift.
Individual: Offered freely to anyone who has a qualifying disability, whether in public school, private, home-school post-secondary or adult education. In addition to having an individual account set up, these members can also be included through organizational membership. If under age 18, students need parental permission to obtain membership. Cost is $75 for all other individuals in the United States. Costs vary for those outside the U.S. Up to 100 books per month may be downloaded!
Organizational: Membership is free for the following: schools, libraries, rehabilitation facilities, resource agencies, retirement communities and group homes inside and outside the U.S. that work with people who have print disabilities. Cost varies for all other U.S. organizations (by the quantity of books used) and international organizations.
Staff members download books for students and clients, providing Bookshare with both a roster of sponsors and members.
Gift memberships: Benefit those who have qualifying disabilities. Through gift membership, books may also be ordered in Braille. Recipients of gift memberships register on the website and provide Proof of Disability.
ADVANTAGES FOR STUDENTS WITH MILD TO MODERATE DISABILITIES:
Struggling readers have access to print items in alternate forms, such as enlarging the text, changing its color, font, putting fewer words on a page and following the text while listening to a narrator. This last option, known as a text-to-speech, also lets readers choose the tone of the narrator’s voice and how fast they want the text read. Text-to-speech programs such as Read:OutLoud are downloadable and read files in Microsoft word, Microsoft internet, PDF files and emails.
Although Bookshare is available for students beginning at the kindergarten level, it’s recommended for students in upper elementary grades (and beyond) if reading strategies have proven unsuccessful. Secondary education includes multiple teachers and greater expectations, which can be overwhelming to students who find reading difficult.
How do teachers provide support to students? Through Bookshare, teachers can help students access books as easily as students who don’t have disabilities. The best case scenario is that teachers will help students change their attitudes about reading by helping them enjoy reading and succeed at learning by reading. Alex Clark, a 13-year-old student at Lowville Academy in Lowville, New York, states in a promotional video that Bookshare makes him feel smart. Reading through Bookshare helps him know what’s going on, whereas before, he didn’t understand what he read. Having text-to-speech access makes it easier for him to pay attention and relax. The information stays with him and has helped him raise his grades, he says. He is now prepared for tests and finds them “easy”. Testimonials from other users note that Bookshare helps them focus. The words on the page “move” through highlighting. Reading becomes easier, is more accurate and helps students gain independence.
For more information, go to Bookshare.org and http://twitter.com/BookShare and http://atclassroom.blogspot.com/2007/10/bookshare.html
An online library, Bookshare is helpful for students who have mild to moderate disabilities, because its collection includes not only books, but textbooks, magazines and newspapers as well. Readers can browse, request and download items any day of the week, at any hour.
Bookshare memberships include individual, organizational and gift.
Individual: Offered freely to anyone who has a qualifying disability, whether in public school, private, home-school post-secondary or adult education. In addition to having an individual account set up, these members can also be included through organizational membership. If under age 18, students need parental permission to obtain membership. Cost is $75 for all other individuals in the United States. Costs vary for those outside the U.S. Up to 100 books per month may be downloaded!
Organizational: Membership is free for the following: schools, libraries, rehabilitation facilities, resource agencies, retirement communities and group homes inside and outside the U.S. that work with people who have print disabilities. Cost varies for all other U.S. organizations (by the quantity of books used) and international organizations.
Staff members download books for students and clients, providing Bookshare with both a roster of sponsors and members.
Gift memberships: Benefit those who have qualifying disabilities. Through gift membership, books may also be ordered in Braille. Recipients of gift memberships register on the website and provide Proof of Disability.
ADVANTAGES FOR STUDENTS WITH MILD TO MODERATE DISABILITIES:
Struggling readers have access to print items in alternate forms, such as enlarging the text, changing its color, font, putting fewer words on a page and following the text while listening to a narrator. This last option, known as a text-to-speech, also lets readers choose the tone of the narrator’s voice and how fast they want the text read. Text-to-speech programs such as Read:OutLoud are downloadable and read files in Microsoft word, Microsoft internet, PDF files and emails.
Although Bookshare is available for students beginning at the kindergarten level, it’s recommended for students in upper elementary grades (and beyond) if reading strategies have proven unsuccessful. Secondary education includes multiple teachers and greater expectations, which can be overwhelming to students who find reading difficult.
How do teachers provide support to students? Through Bookshare, teachers can help students access books as easily as students who don’t have disabilities. The best case scenario is that teachers will help students change their attitudes about reading by helping them enjoy reading and succeed at learning by reading. Alex Clark, a 13-year-old student at Lowville Academy in Lowville, New York, states in a promotional video that Bookshare makes him feel smart. Reading through Bookshare helps him know what’s going on, whereas before, he didn’t understand what he read. Having text-to-speech access makes it easier for him to pay attention and relax. The information stays with him and has helped him raise his grades, he says. He is now prepared for tests and finds them “easy”. Testimonials from other users note that Bookshare helps them focus. The words on the page “move” through highlighting. Reading becomes easier, is more accurate and helps students gain independence.
For more information, go to Bookshare.org and http://twitter.com/BookShare and http://atclassroom.blogspot.com/2007/10/bookshare.html
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