Technology Enhanced Brain-based Learning Strategies

1. Technology Enhanced Brain-based Learning Strategies Monica Phelps, M.S. Johns Hopkins University Center for Technology in Education Gretchen Rockafellow, M. Ed. Baltimore County Public Schools Carney Elementary MICCA 2003

2. Monica Phelps, M.S. General Educator 1988-1994; Special Educator 1994-1999 Johns Hopkins University Center for Technology in Education 1999-present Partners: Early Childhood/ Early Intervention Project with MSDE; Autism Project with BCPSS Projects/Interests: Online Course and community development, emergent literacy, and parent collaboration Gretchen Rockafellow, M.Ed. Special Educator for 17 years in the areas of hearing impairment and autism. Currently working in a self-contained classroom for children with autism Adjunct faculty – Johns Hopkins University since 2001 Projects and Interests: Assistive Technology and literacy access for all students Today’s Presenters

3. The Center for Technology in Education The Center for Technology in Education (CTE) strives to improve the quality of life of children and youth, particularly those with special needs, through teaching, research, and leadership in the use of technology. This unique partnership combines the research and teaching resources of The Johns Hopkins University and the leadership and policy support of the MSDE.

4. Putting it in context What is your mindset?

5. Application to the Student with Special Needs Current brain research has primarily yielded results in the understanding of the learning processes for the typically developing brain. This workshop has been designed to encourage the application of the same basic principles to the student with special needs through the use of Assistive Technology solutions.

6. It is general accepted that the acquisition of skills leads to increase in knowledge through generalization of the skills to other situations. Most teachers believe that this process of learning should be internally rewarding and thus motivating. Let’s look at an example.

7. Motivation Skills Knowledge Eliciting a Behavior Change

8. Design Principles Based on Brain Research (Lackney, J. A. (2002). 12 Design principles based on brain-based learning research. ) You can click on these links to see an AT application • “Rich-stimulating environments” • “Places for group learning” • “Linking indoor and outdoor places” • Engineering public spacesFire Drill • “Safe places” • Variety activities, spaces, and displays • “Resources available” • “Flexibility” • “Personalized spaces”

9. What is Assistive Technology? • Any item, piece of equipment or system that helps compensate for learning difficulties in some way. • A definition of assistive technology may be a system of no, low and/or high-tech tools and strategies that are suited to a person based on their individual needs. • Also services as a way of meeting the individual’s need to access the AT or the curriculum

10. AND… • As a tool to assist in the accomplishment of tasks that would be difficult or impossible to complete without assistance. • Assistive Technology is "any item, piece of equipment, or product system whether acquired commercially of the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.“ (From IDEA ’97)

11. Assistive Technology… • Provides opportunities to experiences that might otherwise be too • Frustrating • Stimulating • Boring • Provides repeated opportunities to express oneself (voice output), be understood (voice output), control your environment (switches, v.o., adapted keyboards, etc) • Provides opportunity to learn independence thereby not learning helplessness • Is NOT a panacea, cure, the only answer…Categories of Assistive Technology

13. The “thinking” or rationale part of the brain. BRAINSTEM CEREBRAL CORTEX Emotional Center including the fight or flight response. The autonomic or involuntary responses (I.e. breathing, blinking, heart, etc.) LIMBIC SYSTEM

14. Growth of a Brain Network • At birth • 50 trillion connections • Ages 3 to 10 • 1000 trillion connections • Age 20 • 500 trillion connections

16. Experiential Learning • Repeated use strengthens brain connections. • If connections are not used, they are “pruned” away. • The brain “grows itself” for whatever environment it experiences. • Most of this experience-based growth occurs in the cortex (the “executive brain”).

17. Experiences that Strengthen Connections • Are frequent, regular, and predictable • Occur in the context of a warm, supportive relationship • Are associated with positive emotion (fun, excitement, humor, comfort) • Involve several senses • Are responsive to the child’s interests or initiative

18. Monica Phelps mphelps@jhu.edu Gretchen Rockafellow Gretchenrockafellow@msn.com Contact Information Reference list:

20. Writing Drawing Reading Researching Designing Presenting Acting Support performance-based learning (e.g. through apprenticeships) Multiple means of expression and control

21. Learning Styles Self-selection Individualized learning Motivation Tap into the affective system to promote engagement in learning Multiple means of engagement

22. Analyzing Brain Chemistry • Cortisol • stress hormone • Serotonin • neurotransmitter

23. Text to speech programs to read text on the screen WYNN Software Adaptations - Reading

24. Cost of Assistive Technology (Koshakji, A. (1997). Focus on Technology for the Diverse Workforce. A report from the Technology for the Diverse Workforce Conference, Knoxville, TN.)

25. Looking at “Accessibility” in a New Light • Shortening the time of implementation of intervention • “Now” world application • Reducing the resources (time and money) necessary to reach more learners • Providing services that are least restrictive

26. Scenarios for Assistive Technology Young Children, Children, and Youth with Disabilities

27. Categories of Assistive Technology • Stability • Mobility • Self Care • Communication • Computer Access • Recreation

28. Low Tech Accommodations • Making materials easier to manipulate…

29. AT to Create Rich Environments • Supplementing text with picture symbols for emergent readers and those with language differences… • Making it easier to recognize relevant information…

30. Low Tech Accommodations • Making it easier to recognize relevant information…

31. Creating Environments • Concept map or outline of ideas for group work • Assistive technology for children who need a writing scaffold • Instructional technology for all students

32. Text to speech programs or “talking word processors” Write OutLoud, Intellitalk II Software Adaptations – Reading & Writing

33. Software Adaptations - Writing • Word prediction – Co:Writer

34. Internet Accessibility For those who use screen readers and text readers: • Internal indexing for lengthy pages (table of contents in upper right corner of page) • Microsoft link • Buttons include alt-text identification features • Tables and fields include text descriptors • Flashing items cannot exceed a specific rate