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
Triumphs
This section is devoted to anything good that happens--WHATEVER helps improve students' access to the curriculum.
- Just Like That--I told the SELPA secretary about Bookshare.org, who passed the word onto the SELPA director, who--within two weeks, signed us up! What a GIFT we now have to pass onto our students who have difficulty reading! May this be the beginning of a beautiful turning point for them.
Student Showcase
This section is to showcase (and show off!) student work. If a student has worked particularly hard at an assignment, then it will be displayed here for others to see.
This semester, my English Fundamentals students each wrote essays on what they felt is the biggest problem in America. Topics such as drunk driving, teenage pregnancy, animal abuse, kidnapping and drugs were researched. Profiled here is freshman Victoria Hamilton's essay on child abuse.
Child Abuse in America
By V.H.
Jan. 8, 2010
Out of all the problems in America, child abuse is one of the worst. Child abuse is bad for three main reasons. It results in physical abuse, mental damage and causes relationship problems.
First, physical child abuse is when parents hit and kick their child. This is bad because it can kill the child. Some abused children may be hospitalized with brain damage, or may suffer other injuries like broken bones, bruises and burns. Children should not endure such suffering.
Second, child abuse causes mental suffering. Abused children feel unloved and rejected. Years of abuse can lead to mental illness. Children should not be made to feel worthless. They should feel happy and loved. All children deserve loving parents who care for them and protect them.
Third, many children who are abused have relationship problems as adults. They find it hard to trust anyone. In addition, they may have unresolved anger. Left untreated, the cycle of abuse may repeat itself when abused children grow up and begin to have children of their own.
Child abuse should not be tolerated. Parents who abuse children need to be counseled, and their children should be placed in foster homes. Older abused children should get to choose where they live for the rest of their lives. Abusers should be educated about the dangers of child abuse. According to the Child Abuse Council of Santa Clara County, “Child abuse prevention costs only a fraction of the millions of dollars currently needed to respond after a child has been abused,” (2010). Prevention makes sense.
Clearly, child abuse is a problem in America because it affects the lives of many children in a negative way. Children deserve loving homes where they feel safe. They should be treated with respect and love. Children are too young to protect themselves, so the rest of us should make sure that child abuse is not allowed to continue.
Work Cited
“Child Abuse Statistics”. Child Abuse Council of Santa Clara County. 28 January 2010
www.cacscc.org/statistics.htm.
This semester, my English Fundamentals students each wrote essays on what they felt is the biggest problem in America. Topics such as drunk driving, teenage pregnancy, animal abuse, kidnapping and drugs were researched. Profiled here is freshman Victoria Hamilton's essay on child abuse.
Child Abuse in America
By V.H.
Jan. 8, 2010
Out of all the problems in America, child abuse is one of the worst. Child abuse is bad for three main reasons. It results in physical abuse, mental damage and causes relationship problems.
First, physical child abuse is when parents hit and kick their child. This is bad because it can kill the child. Some abused children may be hospitalized with brain damage, or may suffer other injuries like broken bones, bruises and burns. Children should not endure such suffering.
Second, child abuse causes mental suffering. Abused children feel unloved and rejected. Years of abuse can lead to mental illness. Children should not be made to feel worthless. They should feel happy and loved. All children deserve loving parents who care for them and protect them.
Third, many children who are abused have relationship problems as adults. They find it hard to trust anyone. In addition, they may have unresolved anger. Left untreated, the cycle of abuse may repeat itself when abused children grow up and begin to have children of their own.
Child abuse should not be tolerated. Parents who abuse children need to be counseled, and their children should be placed in foster homes. Older abused children should get to choose where they live for the rest of their lives. Abusers should be educated about the dangers of child abuse. According to the Child Abuse Council of Santa Clara County, “Child abuse prevention costs only a fraction of the millions of dollars currently needed to respond after a child has been abused,” (2010). Prevention makes sense.
Clearly, child abuse is a problem in America because it affects the lives of many children in a negative way. Children deserve loving homes where they feel safe. They should be treated with respect and love. Children are too young to protect themselves, so the rest of us should make sure that child abuse is not allowed to continue.
Work Cited
“Child Abuse Statistics”. Child Abuse Council of Santa Clara County. 28 January 2010
www.cacscc.org/statistics.htm.
Thursday, April 22, 2010
Daily Schedule
1st Period: Math, Study Skills
2nd Period: English Fundamentals
3rd Period: Prep
4th Period: Study Skills, Reading
5th Period: Assessment
6th Period: Social Stories
7th Period: Work Study
2nd Period: English Fundamentals
3rd Period: Prep
4th Period: Study Skills, Reading
5th Period: Assessment
6th Period: Social Stories
7th Period: Work Study
Friday, March 19, 2010
The resources that relate most to my blog audience include Augmentative and Alternative Communication (AAC), Web 2.0, Supportive Technology Tools and Information, Assistive Technology (AT) and Parent Education. I chose these five because the population I serve includes students who have the following disabilities: Down Syndrome, mental retardation and SLD-- specific learning disabilities. To increase my understanding of each of these resources, I have read and summarized the following five articles.
“PECS: Facts and Fiction” by Catherine Horton, Jo-Anne Matteo, Jill Waegenaere and Lori Frost
Target audience: Parents, teachers, paraprofessionals
Link: PECS: Facts and Fiction by Catherine Horton
This article, laid out in the form of a power point, clarifies the misconceptions and myths associated with PECS-Picture Exchange Communication System. Perhaps the biggest myth dispelled is that learners aren’t able to develop speech after using PECS. The authors caution that speech acquisition can take more than a year to develop, with the biggest change seen after sentence structure is introduced. PECS has helped learners of various diagnoses—32 listed in all--who range from ages 16 months to beyond age 80. Developed 25 years ago, PECS targets specific skills in six chronological phases. A comparison of PECS and sign language is given, noting the advantages and disadvantages of each. PECS is versatile in that it can be used simultaneously with other programs. Contrary to what some hold true, learners are able to make both responsive and expressive comments by using PECS. Parents, teachers or anyone who wants to learn the basics about PECS would benefit from reading this power point. Types of disabilities this information pertains to is full in range, some of which include developmental or speech and language delays, cognitive impairments, Alzheimer’s, autism, cerebral palsy, hearing impaired and those who are English Language learners.
“Web 2.0: From Curious to Competent” by publisher Jo-Ann McDevitt
Target audience: Teachers and parents who want to be informed
Link: Web 2.0: From Curious to Competent
Teachers are the target audience of this e-Book, although it would be a notable resource for any parent who is at all curious about technology and how it can be incorporated into the classroom. The information isn’t directed at any one type of disability: it’s simply for the technologically curious. This article lists several reasons why teachers should embed Web 2.0 into their curricula. Web 2.0 engages students with a recreational tool most of them are probably already familiar with, while connecting them and their parents to the school. Resources featured include: Blogs and Blogging: Helps students prepare for class, as discussions can be posted beforehand or afterward. Allows students to come up with their own reflections and think about posts contributed by their peers. Blogging is also a good way for peers to review each other’s work, it unifies those who participate in the process and encourages students to share their ideas. Podcasts: Defined by Wikipedia as “a media file that is distributed over the internet using syndication feeds for playback on portable media players and personal computers. Like “radio,” it can mean both the content and the method of syndication.” The podcast is portable and the information downloaded to it is free. Wikis: Good for shared projects since wikis are collaborative by nature. Groups can update and add to a wiki, which is easy to edit. Each person’s contribution is tracked. Moodle: organizes courses by chronology or topic. Students have the option of creating collaborative wikis through this particular environment. Includes threaded discussions which are organized and direct. A moodle allows the user to learn at a comfortable pace. It’s easy to add features once the basics are understood. Also included in this article is an alphabetized list of Web 2.0-related terms. Teachers who are interested in keeping up with technology will benefit from the material this article mentions. It’s a good introduction to Web 2.0. However, I think its resources are understood best when seen and experienced firsthand.
“Making the Most of Standard Technology to Enhance Learning” by Lisa Wahl, M.A.
Target audience: Teachers and parents of the learning disabled student
Link: Making the Most of Standard Technology to Enhance Learning by Lisa Wahl, M.A.
Do you know someone who struggles with reading? Do you have a computer? The computer hardware and software on your personal computer might have features that can help poor readers boost their academic performance. An electronic (or computer-displayed) text can help strengthen a student’s preferred way of learning by adapting the text to that student’s learning disability. The first step is to find an electronic test that’s suitable for the student by searching “Resources for Locating Electronic Text” on the Internet. Second, see if you can customize the material by copying and pasting it into a word processor. Download a plain text file or a PDF file (with Acrobat Reader); use any browser to open an HTML file, or use Microsoft Reader--the software is free. Once the text is accessed by any of the above methods, modify it so it’s more accessible to your student or child. Example: change its appearance, add to, reorganize or have the computer read it. Specific Learning Disability is the main disability the information is directed. Knowing how to access electronic text and using it is the knowledge gained from this information.
“The Sticky Note Prewriting Strategy"
Target audience: Mainly teachers, but parents too
Link: http://www.montgomeryschoolsmd.org/departments/hiat/resources/downloads/StickyNoteStrategy.pdf
Experts say that students who have trouble writing spend less than a minute planning what they want to say and under six minutes writing. They have a hard time keeping a thought, so their writing often lacks detail and fullness. Further, researchers say that this population employs “knowledge telling”. This involves taking an idea, writing it down and using it to initiate the next sentence. The down side of this stream-of-consciousness kind of writing is that it is unfocussed and unorganized.
The sticky note method of prewriting helps students who have learning disabilities organize what they want to write before putting pencil to paper. Here’s how it works: the student dictates to the staff person, who writes specific phrases or the start of a sentence on a small sticky note—one idea on each sticky. When the student has provided enough information—introduction, details, support, conclusion, etc., the notes are put in order on a piece of binder paper. This creates a ready-made outline for paragraph writing.
The article ends with a number of steps teachers can use to sell this strategy to their students. Also included is a detailed list of references at the bottom of the page.
Information from this article would be useful to teachers and parents alike. It pertains to any student who has difficulty writing.
"Assistive Technology for Kids with Learning Disabilities—An Overview" by Kristin Stanberry and Marshall H. Raskind
Target audience: Parents and their children who have learning disabilities
Link: Assistive Technology for Kids with Learning Disabilities--An Overview by Marshall H. Raskind, Ph.D. and Kristin Stanberry
This introductory article explains to parents how assistive technology (AT) can help if their children struggle in the areas of listening, reading, writing, math or organization and memory. Although AT doesn’t rid the difficulty some students have with learning, it emphasizes their strengths. Listening to a talking book for example, could help a student who’s a poor reader. Employing the aide of AT also encourages a child to become self-reliant and more independent. The article lists a variety of AT tools, from personal FM listening systems and abbreviation expanders to specialty paper and highlighting tape. Parents should consider their child’s needs, strengths, experience with technology and the setting in which AT will be used when evaluating products. Knowledge gleaned from this article can drastically improve a child’s educational experience if the right AT devise is implemented.
“PECS: Facts and Fiction” by Catherine Horton, Jo-Anne Matteo, Jill Waegenaere and Lori Frost
Target audience: Parents, teachers, paraprofessionals
Link: PECS: Facts and Fiction by Catherine Horton
This article, laid out in the form of a power point, clarifies the misconceptions and myths associated with PECS-Picture Exchange Communication System. Perhaps the biggest myth dispelled is that learners aren’t able to develop speech after using PECS. The authors caution that speech acquisition can take more than a year to develop, with the biggest change seen after sentence structure is introduced. PECS has helped learners of various diagnoses—32 listed in all--who range from ages 16 months to beyond age 80. Developed 25 years ago, PECS targets specific skills in six chronological phases. A comparison of PECS and sign language is given, noting the advantages and disadvantages of each. PECS is versatile in that it can be used simultaneously with other programs. Contrary to what some hold true, learners are able to make both responsive and expressive comments by using PECS. Parents, teachers or anyone who wants to learn the basics about PECS would benefit from reading this power point. Types of disabilities this information pertains to is full in range, some of which include developmental or speech and language delays, cognitive impairments, Alzheimer’s, autism, cerebral palsy, hearing impaired and those who are English Language learners.
“Web 2.0: From Curious to Competent” by publisher Jo-Ann McDevitt
Target audience: Teachers and parents who want to be informed
Link: Web 2.0: From Curious to Competent
Teachers are the target audience of this e-Book, although it would be a notable resource for any parent who is at all curious about technology and how it can be incorporated into the classroom. The information isn’t directed at any one type of disability: it’s simply for the technologically curious. This article lists several reasons why teachers should embed Web 2.0 into their curricula. Web 2.0 engages students with a recreational tool most of them are probably already familiar with, while connecting them and their parents to the school. Resources featured include: Blogs and Blogging: Helps students prepare for class, as discussions can be posted beforehand or afterward. Allows students to come up with their own reflections and think about posts contributed by their peers. Blogging is also a good way for peers to review each other’s work, it unifies those who participate in the process and encourages students to share their ideas. Podcasts: Defined by Wikipedia as “a media file that is distributed over the internet using syndication feeds for playback on portable media players and personal computers. Like “radio,” it can mean both the content and the method of syndication.” The podcast is portable and the information downloaded to it is free. Wikis: Good for shared projects since wikis are collaborative by nature. Groups can update and add to a wiki, which is easy to edit. Each person’s contribution is tracked. Moodle: organizes courses by chronology or topic. Students have the option of creating collaborative wikis through this particular environment. Includes threaded discussions which are organized and direct. A moodle allows the user to learn at a comfortable pace. It’s easy to add features once the basics are understood. Also included in this article is an alphabetized list of Web 2.0-related terms. Teachers who are interested in keeping up with technology will benefit from the material this article mentions. It’s a good introduction to Web 2.0. However, I think its resources are understood best when seen and experienced firsthand.
“Making the Most of Standard Technology to Enhance Learning” by Lisa Wahl, M.A.
Target audience: Teachers and parents of the learning disabled student
Link: Making the Most of Standard Technology to Enhance Learning by Lisa Wahl, M.A.
Do you know someone who struggles with reading? Do you have a computer? The computer hardware and software on your personal computer might have features that can help poor readers boost their academic performance. An electronic (or computer-displayed) text can help strengthen a student’s preferred way of learning by adapting the text to that student’s learning disability. The first step is to find an electronic test that’s suitable for the student by searching “Resources for Locating Electronic Text” on the Internet. Second, see if you can customize the material by copying and pasting it into a word processor. Download a plain text file or a PDF file (with Acrobat Reader); use any browser to open an HTML file, or use Microsoft Reader--the software is free. Once the text is accessed by any of the above methods, modify it so it’s more accessible to your student or child. Example: change its appearance, add to, reorganize or have the computer read it. Specific Learning Disability is the main disability the information is directed. Knowing how to access electronic text and using it is the knowledge gained from this information.
“The Sticky Note Prewriting Strategy"
Target audience: Mainly teachers, but parents too
Link: http://www.montgomeryschoolsmd.org/departments/hiat/resources/downloads/StickyNoteStrategy.pdf
Experts say that students who have trouble writing spend less than a minute planning what they want to say and under six minutes writing. They have a hard time keeping a thought, so their writing often lacks detail and fullness. Further, researchers say that this population employs “knowledge telling”. This involves taking an idea, writing it down and using it to initiate the next sentence. The down side of this stream-of-consciousness kind of writing is that it is unfocussed and unorganized.
The sticky note method of prewriting helps students who have learning disabilities organize what they want to write before putting pencil to paper. Here’s how it works: the student dictates to the staff person, who writes specific phrases or the start of a sentence on a small sticky note—one idea on each sticky. When the student has provided enough information—introduction, details, support, conclusion, etc., the notes are put in order on a piece of binder paper. This creates a ready-made outline for paragraph writing.
The article ends with a number of steps teachers can use to sell this strategy to their students. Also included is a detailed list of references at the bottom of the page.
Information from this article would be useful to teachers and parents alike. It pertains to any student who has difficulty writing.
"Assistive Technology for Kids with Learning Disabilities—An Overview" by Kristin Stanberry and Marshall H. Raskind
Target audience: Parents and their children who have learning disabilities
Link: Assistive Technology for Kids with Learning Disabilities--An Overview by Marshall H. Raskind, Ph.D. and Kristin Stanberry
This introductory article explains to parents how assistive technology (AT) can help if their children struggle in the areas of listening, reading, writing, math or organization and memory. Although AT doesn’t rid the difficulty some students have with learning, it emphasizes their strengths. Listening to a talking book for example, could help a student who’s a poor reader. Employing the aide of AT also encourages a child to become self-reliant and more independent. The article lists a variety of AT tools, from personal FM listening systems and abbreviation expanders to specialty paper and highlighting tape. Parents should consider their child’s needs, strengths, experience with technology and the setting in which AT will be used when evaluating products. Knowledge gleaned from this article can drastically improve a child’s educational experience if the right AT devise is implemented.
Friday, February 19, 2010
Talking Power Point
Okay, so after all the self-induced angst, I have to say that the talking power point was a lot of fun. I could really get into this techno stuff once I overcome some of the bumps. I'm disappointed that after working on the power point and figuring out the audio piece--[thank you for your help, Brett(Watson)!] I read that we were supposed to venture out and not use clip art! Well, I'll get what I earned and know that next time I have to pay attention to assignment details much earlier in the game.
So, this was the second power point I've ever done independently. But I had some guidance from a (high school)senior who helped me with design (background and graphics)and animation. After Brett gave me the basics on the audio (yes, there's a toolbar but it's so much easier to ask someone else who's in the know!)I figured out the custom animation piece myself: going from slide to slide with the sound corresponding to the correct slide. Feels good!
So, this was the second power point I've ever done independently. But I had some guidance from a (high school)senior who helped me with design (background and graphics)and animation. After Brett gave me the basics on the audio (yes, there's a toolbar but it's so much easier to ask someone else who's in the know!)I figured out the custom animation piece myself: going from slide to slide with the sound corresponding to the correct slide. Feels good!
Tuesday, February 16, 2010
Sign in, dashboard, new post. So that's how to post! Alright, so I'm technologically ignorant, I admit. Don't have any idea how to begin some of these assignments, so I'm forced to ask. Somebody's got to know. Can't feed my fear forever, there's no time!
Trying to think up a power point.....class rules, social skills, basic arithmetic. And then to figure out the voice part. Due Friday.
Trying to think up a power point.....class rules, social skills, basic arithmetic. And then to figure out the voice part. Due Friday.
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