SPE 424 CTEL at Poly

1. Assistive and Instructional Technology to Support Literacy Kathleen Puckett Arizona State University SPE 424 CTEL at Poly

2. Overview Purpose: • Explore ways that common technology tools can increase literacy success • Explore problem-solutions to mediate academic difficulties • Be familiar with a variety of literacy strategies paired with a basic set of software and other technologies Brozo09

3. Instructional Process

4. Principles of Technology Toolkits • Instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences. • Source: CAST http://www.cast.org/udl/index.cfm?i=7

5. Premises • Technology use supports curriculum access for diverse learners • Technology should follow the instructional task and should be readily available to all students. • Teachers should have enough technology access to quickly deploy such tools as needed • Teachers cannot recommend technology that they are not aware of

6. Text to speech word processors Word prediction Speech option spell check Electronic dictionary and thesaurus Electronic calendar– personal digital assistant Electronic reading and study programs Visual tools– concept mapping Writing assistance-outlining Pictures, movies, sound for input and expression Alternate and accessible keyboards Featured AT Tools

7. Sample toolkit items • Solo (Don Johnston) (view Write Outloud) • Classroom Suite (Intellitools) overview videos • Picture it Power Pack (Slater software) • Kurzweil 300 Kurzweil Education Systems • Board Maker (Mayer Johnson) Brozo09

8. Curriculum Examples • Text to Speech Word Processors • Text impressions • Holes • Tuck Everlasting • Justin and the Best Biscuits • Sea Animals • Anticipation Guide • Huck Finn • Raft Writing • Tuck Everlasting

15. Concept Mapping Examples • Technology: Inspiration • venn diagram Scandinavia • outline Stanley

18. What is universal design for learning? • http://udltechtoolkit.wikispaces.com/About+UDL Brozo09

19. Then follow the discussion, can web 2.0 tools be considered a form of universal design?http://teachingeverystudent.ning.com/forum/topics/web-20-tools Brozo09

20. If you would rather get the context of UDL in video format, here are two choices:the history of Instructional technologyhttp://teachingeverystudent.ning.com/video/instructional-technology-1 Brozo09

21. Using google spectrum for students with autism:http://teachingeverystudent.ning.com/video/project-spectrum-autistic Brozo09

22. Assistive technology resourceshttp://www.ed.sc.edu/caw/toolbox.htmlAssistive technology toolkitshttp://www.ed.sc.edu/caw/toolboxvendors.htmlvendor listhttp://www.ed.sc.edu/caw/toolboxat.htmlVoice thread projects in k-2http://voicethread4education.wikispaces.com/K-

23. Content Literacy Strategies What are they? • Instructional practices that braid reading, writing, and thinking with content material from the disciplines • Instructional practices that teach students independent strategic reading and writing processes for content area learning • Teacher modeled and prompted • Student initiated Brozo09

24. Overarching Premises of Content Literacy • Learning the content of the disciplines, such as science and math, is as much about learning to read, write, and talk about the content as it is learning the concepts and facts. • Academic literacy and disciplinary knowledge are inseparable. • Therefore, teaching reading, writing, and thinking skills in the disciplines is teaching the disciplines Brozo09

25. A FRAMEWORK FOR CONTENT LITERACY STRATEGY INSTRUCTION • Readiness Phase • Interactive Comprehension Phase • Extending New Learning Phase Brozo09

26. Content Literacy Strategiesin the Comprehensive Curriculum Brozo09

27. Goals of Readiness Phase of a Lesson • Activate and build relevant prior knowledge for text topics about to be read and studied • Set meaningful purposes for reading and learning • Engender interest and motivation for reading and learning • Begin with an engaging learning experience that can be sustained throughout the lesson Brozo09

28. Reading Engagement • The “will” to read along with the skill of reading • Many youth know how to read but choose not to—aliteracy • Indicators: (a) Attitude toward reading; (b) time spent reading; (c ) variety of texts read Brozo09

29. Two Readiness Strategies • Opinionnaire/Anticipation Guide activates prior knowledge of text topics and helps students set purposes for reading and learning by having them respond to statements before and after an information source • SQPL (Student Questions for Purposeful Learning) promotes purposeful reading and learning by prompting students to ask and answer their own questions about content Brozo09

30. DIRECTIONS: Read each statement carefully and decide whether you Agree or • Disagree with it, placing a check mark in the appropriate Before Reading column. • When finished reading, decide whether your Anticipations need to be changed by • placing a check mark in the appropriate After Reading column. • Before Reading After Reading • Agree Disagree Agree Disagree • A great deal of petroleum is used to make • Styrofoam. ___ ___ ___ ___ • The main ingredient of Styrofoam is plastic. ___ ___ ___ ___ • Chlorofluorocarbons, once used in making • Styrofoam, were found to enrich the ozone • layer. ___ ___ ___ ___ • Styrofoam cups cost much more than paper cups. ___ ___ ___ ___ • Recycling of Styrofoam now equals that of paper. ___ ___ ___ ___ Brozo09

31. DIRECTIONS: Read each statement carefully about The Greedy Triangle and decide whether you Agree or Disagree with it. If you agree circle thumbs up. If you disagree, circle thumbs down. Do this first before we read the story. Then do it again during and after we read the story. Be ready to say why you circled either thumbs up or thumbs down. Before Reading After Reading Agree Disagree Agree Disagree 1. The greedy triangle wasn’t really greedy. 2. Every time the greedy triangle adds a side he gets a new name. 3. The greedy triangle adds so many sides he becomes a circle. 4. The greedy triangle likes being a triangle the most. Brozo09

32. ANTICIPATION GUIDES & OPINIONNAIRES 1. Generate Statements Related to the Content to be Presented, focusing on aspects of the content you want students to learn and remember 2. Give the Statements to Students in a Format That Allows Them to Consider Whether the Statements are True/False, Whether they agree or disagree, or That Stimulate Students to Take a Position 3. Discuss Student Anticipations and Opinions 4. Provide Lesson Material 5. Pause Regularly so Students Can Reconsider Initial Anticipations and Opinions Brozo09

33. IT IS NOW POSSIBLE TO CLONE HUMAN BEINGS With a partner, brainstorm 2-3 questions you would like answered based on this statement. Be prepared to share your questions with the whole group. Brozo09

34. With just a yardstick and a shadow, you can measure the distance around the entire Earth. With a partner, brainstorm 2-3 questions you would like answered based on this statement. Be prepared to share your questions with the whole group. Brozo09

35. Anticipation Guide Process • After every student had an opportunity to add a question to the total, the math teacher drew the class's attention to those questions that were essentially the same, and added stars next to those questions. • Some questions, such as How do you measure the size of the Earth? had five stars, since at least five separate pairs of students came up with the same or highly similar question. • Another question, Why is the shadow so important? was repeated four times, and How do mathematicians measure the Earth today? had three stars. Brozo09

36. SQPL – STUDENT QUESTIONS FOR PURPOSEFUL LEARNING 1. Present Students with a Thought-Provoking Prompt 2. Allow Students to Pair Up and Brainstorm Questions Based on the Prompt 3. Elicit Students’ Questions and Write Them on the Board, Overhead, or Computer 4. Prepare Students for the Presentation of the Information Source by Telling Them to Answer as Many of Their Questions as Possible 5. Provide Information 6. Gather Students’ Responses to Their Questions Brozo09

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38. Our Questions about this statement • A. Where does it say this in the Constitution? • The Constitution doesn't say anything about the Internet but gives everyone freedom of speech in the Bill of Rights. This means I can look at anything I want to on the Internet. In some countries like North Korea, people can only go to certain places on the Internet. The government controls what they can see and read Brozo09

39. Goals of Interactive Comprehension Phase of a Lesson • Work reciprocally to construct meaning • Model and elicit meaning making processes • Teach independent, strategic reading Brozo09

40. Two Interactive Comprehension Strategies • Split-Page Notetaking facilitates meaningful reading and listening , leads to an organized record of learning, and makes review and study efficient • Word Grid provides an effective visual technique for helping students learn important related terms and concepts by providing students an organized framework for analyzing the similarities and differences of key features Brozo09

41. “The Most Dangerous Game” – Richard Connell February 12, 2008 English 10, 3rd block ------------------------------------------------------------------------------------------------------- Plot defined --related events that present and resolve a problem/conflict Rainsford --celebrated hunter Sanger --learned meaning of terror --forced to become hunted Setting --Ship Trap Island --Caribbean Sea --jungle environment --General Zaroff’s preserve Plot --R. falls overboard --R. swims to shore --Zaroff admits hunting man --Zaroff hunts R. Brozo09

42. Split Page Notes for The Greedy Triangle Story begins The greedy triangle wants to become other shapes Different shapes he becomes: quadrilateral 4 sided –a checkerboard, a computer screen pentagon 5 sided—a baseball diamond, a section on a soccer ball hexagon 6 sided—honeycomb of a bees nest Problem after greedy triangle has more than 10 sides (decagon+) he loses balance and rolls down the hill Resolution greedy triangle turns back into a triangle Brozo09

43. SPLIT PAGE NOTETAKING AS A NOTE TAKING METHOD IT HAS MANY ADVANTAGES OVER OTHER METHODS: A) IT IS LOGICALLY ORGANIZED B) IT HELPS LEARNERS SEPARATE BIG IDEAS FROM SUPPORTING DETAILS C) IT ALLOWS FOR INDUCTIVE AND DEDUCTIVE PROMPTING AND RECALL Brozo09

44. SPLIT PAGE NOTETAKING STEPS 1. USE 8 1/2" BY 11" LINED PAPER 2. WITH A RULER OR SOME OTHER STRAIGHT EDGE, DRAW A LINE FROM TOP TO BOTTOM ON EACH PAGE APPROXIMATELY 2 1/2" FROM THE LEFT MARGIN. TRY TO SPLIT THE PAGE INTO ONE-THIRD/TWO-THIRDS. 3. WRITE BIG IDEAS, KEY DATES, NAMES, ETC. IN THE LEFT COLUMN AND SUPPORTING INFORMATION IN THE RIGHT COLUMN. PARAPHRASE AND ABBREVIATE AS MUCH AS POSSIBLE. 4. PROMPT RECALL BY BENDING THE SHEET SO THAT INFORMATION IN THE RIGHT OR LEFT COLUMNS IS COVERED. Brozo09

45. WORD GRIDS • Build a grid in which essential vocabulary is listed on vertical axis of the grid and major features, characteristics, or important ideas are listed on the horizontal axis. • Students fill in the grid, indicating the extent to which the key words possess the stated features or are related to important ideas. • Once the grid is completed, students are led to discover both the shared and unique characteristics of the vocabulary words. Brozo09

46. Word Grid for “Fruit” 0 = None of the Feature 1 = Some of the Feature 2 = All of the Feature Brozo09

47. Word Grid: Poetic Devices+ = yes; -- = no; ? = unsure Brozo09

48. Word Grid for Types of Triangles Brozo09

49. Word Grid for Political Parties of the Late 19th Century 0 = none 1 = some 2 = all Brozo09

50. Content-Focused Writing can Further the Goals of the Extending New Learning Phase of a Lesson • Apply New Knowledge • Cement New Knowledge to Memory • Explore New Connections Brozo09