What’s In Your Digital Toolbox?

1. What’s In Your Digital Toolbox? Karla Marty and Marc Young The Kennedy Krieger School

2. The Kennedy Krieger School is a non-public, K-8 facility. • Autism – spectrum • Multiple Disabilities • Self-contained classrooms • Departmentalized traveling classrooms

3. Maryland Voluntary State Curriculum-Reading/English Language Arts: Grades 3-8 • Standard 3.0: Comprehension of Literary Text: Students will read, comprehend, interpret, analyze and evaluate literary text.

4. State Standards A.3.Analyze elements of narrative texts to facilitate understanding and interpretation • 3.d. Analyze characterization • 3. e. Analyze relationships between and among characters, setting and events • 3. g. Analyze internal and/or external conflicts that motivate characters and those that advance the plot.

5. Our Students’ Learning Styles: • Good auditory, but poor visual learners • Good visual, but poor auditory learners • Organizational skills are poor and comprehension suffers • Often require learning in multiple modalities and alternate means of representation and expression.

6. These challenges have a tremendous impact on our students’ ability to express themselves in traditional ways.

7. While the end-goal may be the same, we all have the opportunity and ability to choose different ways of getting there

9. Gardner’s Theory of Multiple Intelligences

11. What is Universal Design for Learning?

12. UDL is a blueprint for creating flexible goals, methods, materials and assessments that accommodate learner differences. This includes presentation and response modes.

13. Digital Media • By virtue of one essential feature, flexibility, digital media surpasses traditional media in its ability to meet diverse students' varied needs in a variety of instructional contexts. This flexibility is inherent in the way digital content is stored and transmitted. • Teaching Every Student – Rose and Meyer

14. Universal Design says: Represent information in multiple formats and media:-traditional text-text to speech-MP-3 files -video/movies- closed captioningAND various combinations of the above

15. Universal design says: provide multiple pathways for students’expression:PowerPointVideo/Video EditingDigital ImagesPhoto Story 3PodcastsKer-poofScratch

16. Universal design says: Provide multiple ways to engage students’ interest and motivation:-Flexible work groups-Offer a variety of forms of expression(Written, oral, or musical)-offer a variety of presentation tools and modes-Having a choice!

17. Student Engagement is Key

18. Once Given a variety of means of representation and expression and a variety of Digital tools, student engagement will increase.

19. How do we apply Universal Design to Comprehension of Literary Text?

20. Backward Design • Begin with the end product in mind. How will my students demonstrate their understanding when the unit is completed? Essay? Video? Poster?

22. Crash Summary • “Everyone knows Crash Coogan, seventh-grade football sensation. He’s been mowing down everything in his path since the time he could walk- and Penn Webb, his dweeby, vegetable-eating neighbor, is his favorite target. After all, Webb’s not just a nerd, he’s a cheerleader. • Crash and his best buddy, Mike, can’t think of anything more hilarious than making Webb’s life miserable. But Crash starts to realize that Webb has something he may never gain, no matter how many touchdowns he scores. And when Mike takes a prank too far, maybe even for Crash, the football star has to choose which side he is really on.” • From the back cover, Crash, by Jerry Spinelli 2001

23. Step #1: Create a list of Characteristics

24. Here is your assignment • 1) Use the group generated list of character traits and choose three for each character that you think are most interesting or important about him or her . Use those in the Kidspiration web. 10 minutes • 2) From the web, click on the outline icon. Use those sentences to compose a 3-5 sentence paragraph about each character. 20 minutes • Find an image the supports your impression of the character. 10minutes

25. Kidspiration

27. Digital Images • This adolescent novel doesn’t have the benefit of illustrations to support the text. Instead, readers must create their own visual images based on the book’s descriptions. • Many of the book’s themes (protest, conflict, bullying, friendship ) are not entirely familiar to all students. • By allowing them the opportunity to visually share their own experiences, they inform their peers.

28. Crash Coogan is a 13 year old violent bully. He bullies a wimpy kid. He has a little sister who is very quiet. • http://comps.fotosearch.com/comp/BDX/BDX352/little-football-player_~bxp67964.jpg

29. Mike DeLuca is a hardcore bully like Crash. He is also 13 years old. He is Crash's best friend. http://images.google.com/imgres?imgurl=http://www.brainpowerlearning.com/Bully.jpg&imgrefurl=http://www.brainpowerlearning.com/&usg=__jGqKMVoE4KnwGyPVes8hDvb3jKQ=&h=875&w=471&sz=60&hl=en&start=4&tbnid=bp-0RHWEnfczqM:&tbnh=146&tbnw=79&prev=/images%3Fq%3Dbully%26gbv%3D2%26hl%3Den%26safe%3Dactive%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DG

30. Penn Webb is a quiet 13 year old gullible boy. He is being bullied by Crash. He is also like Crash's sister. • Joe G.’s style of the summary from Crash

31. Sometimes the best ideas come about spontaneously… Ms Marty, I have a question…

32. CHARACTER INTERVIEW • We asked the question, “If you wanted to be able to interview one of the characters in the book, what would you say to them and what would you want to know in order to learn more about them.”

33. And now the real stars of the show…

34. Rafael’s Intro

35. Interview

36. Rubric

37. Rubric

38. Power Point • Crash\crash pictures\Crash slide show 2.ppt

39. Kerpoof • Is a Schoolastic Product • Online • Stories with Characters • Animation • Script Development www.kerpoof.com

42. Kerpoof Movie

43. Scratch

44. By choosing an interesting topic, giving students the means to create knowledge and allowing variety of means of expression… • we hit many state curricular standards. • we achieved and maintained high student engagement. • students were invested in their projects and in their learning.

45. By presenting traditional reading and writing assignments in flexible formats, it allows diverse learners to work toward meeting State Standards

46. Maryland Voluntary State Curriculum-Reading/English Language Arts: Grades 3-8 • Standard 3.0: Comprehension of Literary Text: Students will read, comprehend, interpret, analyze and evaluate literary text.

47. Benefits • Increased student motivation • Vivid emotional language and images • Effective and engaging character interview and character analysis

48. “Icing on the Cake” Greater flexibility in choosing a response mode Collaboration • In generating interview questions and responses that get to the heart of the characters Evaluating final product and future preferences, self-reflection Cooperation in character development • “I wonder if Crash might actually do this instead.” Improved knowledge about available software Less than successful learners become successful and, therefore, more engaged in the activity

49. Reflecting on the process

50. Testimonials