Learning Blocks:Broadening the model for technology content in teacher education
Where we began….
Sarah McPherson, NYIT
Cindy Anderson, ROOSEVELT UNIVERSITY
Betsy Dalton, RHODE ISLAND COLLEGE SITE 2011-NASHVILLE
Shared interests project collaboration
TE
Why Learning Blocks?
RTI Learning
Block
Dr. Sarah McPherson New York Institute of Technology
The Student: Jonathan
• Easily frustrated
3rd GraderStruggling Reader
Outgoing, friendly
Learns by doing
Likes attention
Little support at home
About JonathanStrengths:• Recalling stories and
decodes some one-syllable words.
• Alert, active and likes to do things with his hands.
• Responds to questions when asked.
• Stays focused and actively participates in small groups.
• Outgoing and friendly.• Enjoys working one-on-one
with the teacher.
Weaknesses: Below grade level behind in sight words, decoding,
spelling, vocabulary, and oral expression.
Frustrated with reading,
Looses interest easily.
Distracts other students with angry outbursts.
Has difficulty following written and oral directions.
Completes written work slowly.
Easily distracted.
Tasks: Grade 3Common Core State Standards
ENGLISH LANGUAGE ARTS
• READING – Literature, Informational text, and Foundation (phonics, word recognition, and fluency).
• WRITING – Opinion pieces with supporting details, information and explanations, narrative of experiences, research, production (editing and revising).
• LISTENING AND SPEAKING – Comprehension and collaboration. • LANGUAGE – Conventions of Standard English, knowledge of
language, vocabulary acquisition and use
Response to Intervention Model
Response to Intervention Model
Jonathan is in Tier 2 for more intensive reading instruction.
Small Group: James and William
Focus: Phonics.
Method: Orton-Gillingham tactile and kinesthetic techniques.
Resources: Software with audio, Touchpad, or iPad.
Progress Monitoring: Curriculum-based assessment
After 4 weeks of Tier 2 Intervention with weekly
progress monitoring, Jonathan continues to fall behind in oral
reading fluency due to his difficulty decoding accurately.
Tier 3. Tertiary intervention –Targeted intensive 1:1 instruction for those students who do not make progress in the Tier 2 intervention stage.
• 1:1 with reading specialist.
• Additional intensity, time an frequency.
• Enlists support from home.
Response to Intervention Model
Jonathan is making progress in Tier 3 with the reading specialist. If he continues, he may return to Tier 2 next marking period.
If he does not make progress, he will be recommended for an full evaluation for learning disabilities and eligibility for special education services.
15
Provide Small Group Classroom Instruction for lowest 30%
Accelerated Growth
Slow Growth or No Growth
Provide Very Small Group Specialized Instruction
Slow Growth or No Growth
Accelerated Growth
Regular Classroom Instruction
Provide One-to-OneSpecialized Instruction
Accelerated Growth
Slow Growth or No Growth
LD –provide continued instruction
Possible RTI Approach to LD ClassificationAdapted from: (Scanlon, D 10/22/2005)
Resources– Center for Implementing Technology Education
(CITEd)http://www.cited.org/index.aspx.
– Common Core State Standards http://www.corestandards.org/the-standards.
– International Reading Association (IRA) http://www.reading.org/.
– IRIS Center for Training Enhancement http://iris.peabody.vanderbilt.edu/.
– National Research Center on Learning Disabilities (NRCLD)http://www.nrcld.org/.
– Reading Rockets http://www.readingrockets.org/.
– RtI Action Network http://www.rtinetwork.org/.
Universal Design
for Learning
Nature, Importance, and Issues Concerning Teacher Education
Elizabeth M. Dalton, PhDPaul V. Sherlock Center, Feinstein School of
EducationRhode Island CollegeSITE 2011 - Nashville
The Nature of UDLWhat’s it all about??
It begins with Neural Networks
Recognition
Strategic
Affective
The 3 Principles of UDL
• Multiple Means of Representation– To increase recognition
• Multiple Means of Expression– To expand strategic output
• Multiple Means of Engagement– To enhance involvement
The Importance of UDLWhy is it needed?
Need to diversify our instruction…HOW?
1. Architectural concept of UD:
“Universal Design is the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”Ron Mace, Center for Universal Design @ NC State University
2. Differentiated Instruction (DI) Carol Tomlinson
Students of same age:
All DIFFER!
Differences impact needs
Differentiated Instruction (DI)
Students learn best when:Pushed slightly
Have appropriate support
Curriculum & experiences are connected
Have natural learning opportunities
Have respectful community membership
Individual capacity in maximized
3. Universal Design for Learning (UDL) Implementation Guidelines
http://www.udlcenter.org/aboutudl/udlguidelines
Issues concerningTeacher Education
UDL extendsextends the architectural concept of Universal Design (UD)
Standard
Accessible
And differs fromDifferentiated Instruction (DI)
UDL = variation by curriculum
design
DI = variation by
varied supports
UDL builds variation by design, into the 4 Curriculum Components
GoalsMethodsMaterialsAssessment
To change from ‘one size fits all’
Current UDL Issues• Included in HEOA Act for post-secondary• Included in the National Educational Technology Plan• Soon, in ESEA (rewrite of NCLB)
Research?Neurological base for UDL frameworkPrimarily CAST-based www.cast.org Implementation? Clear evidence still weak.
Solutions?Independent research studiesUDL-IRN http://udl-irn.org/
LB Structure*Content area*Brief description & rationale*Learning objectives (linked with Common Core and NETS standards)*Content media items (with directions for use)*Expected outcomes*Assignments & goal time-frame for work completion*Assessment criteria for assignments*Materials/hardware/software/Web 2.0 (with set-up requirements)*Anticipated challenges & tips for implementation*Data-gathering to determine efficacy (using Survey Monkey)
UDL Learning Blocks
• Block 1: Diverse learners in schools – their rights and our responsibilities
• Identification process for student’s needs; Identifying access needs & technology supports; Diverse learners
• Block 2: Varying how we are teaching• Universal Design for Learning; Differentiated Instruction; Understanding by Design; Brain-based
Learning; Direct Instruction; On-line learning
• Block 3: Varying how we present information, concepts, and content
• Options in formats; Building from Concrete to Abstract; Multi-media; Web-based resources; Multi-sensory approaches
• Block 4: Varying options for student expression of learning
• Multiple intelligences; Multi-sensory approaches; Multiple options for formats
• Block 5: Varying methods to increase student engagement in learning
• Project-based learning; Community connections; Peer-supported approaches
• Block 6: Varying assessment of learning and performance
• Curriculum-based assessment; Formative assessment; Summative assessment; Accommodations
Assistive Technology Learning Blocks
Assistive Technology Learning Blocks
Dr. Cindy [email protected]
SITE conference in March 2011
Assistive technology devices are identified in the IDEA 2004 as: – Any item, piece of equipment or product system,
whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. The term does not include a medical device that is surgically implanted, or the replacement of such device. (Authority 20 U.S.C. 1401(1))
Assistive Technology Device DefinitionAssistive Technology Device Definition
• As defined in IDEA 2004, an assistive technology service is • Any service that directly assists a child with a disability in the selection, acquisition,
and use of an assistive technology device. The term includes- – (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the
child in the child’s customary environment; – (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by
children with disabilities; – (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing
assistive technology devices; – (d) Coordinating and use other therapies, interventions, or services with assistive technology
devices, such as those associated with existing education and rehabilitation plans and programs; – (e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family;
and – (f) Training or technical assistance for professionals (including individuals or rehabilitation services),
employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities.
• (Authority 20 U.S.C. 1401(2))
Assistive Technology Service DefinitionAssistive Technology Service Definition
Assistive Technology Learning Block I
Students with Academic Disabilities
Assistive Technology Learning Block I
Students with Academic Disabilities
Assistive Technology for ReadingAssistive Technology for Reading
Students with reading difficulties such as learning disabilities, intellectual disabilities, and some students with behavior disabilities benefit from software that allows the students to listen to the text using text-to-speech synthesis and scaffolds specific reading problems with such tools as linked audio vocabulary definitions, highlighted core terminology, or linked contextual video explanations. Some software provides multiple levels of reading, graphic concept maps to understand the organization of the printed word, or a combination of simplified organization with scaffolds to comprehend this organization. These scaffolds allow students with reading deficits to interact with the text in a multisensory, interactive way.Assistive technology also includes instructional reading software such as Fast Forward that is aimed at teaching reading to students with auditory deficits.
Disabilities and WritingDisabilities and WritingStudents with writing deficits benefit from software and hardware to make clear writing possible. Software such as concept mapping software, speech recognition software, word prediction software, text-to-speech software, digital dictionaries, and spelling and grammar checkers will scaffold the writing process for these students.The multisensory software that scaffolds poor readers, also scaffolds poor writers.
Exploratree
Disabilities and Math Disabilities and Math
Most students with academic mathematics difficulties benefit from additional explanation and practice, manipulation of objects, and authentic problem-solving situations. Calculation may need to be scaffolded with highlighting, frame elements that help order and orderliness of the problem, and assistance with reading if this is an additional disability.
Assistive Technology Learning Block II
Students with Visual Disabilities
Assistive Technology Learning Block II
Students with Visual Disabilities
Assistive Technology for Students with Visual Impairments
Assistive Technology for Students with Visual Impairments
Students with visual impairments need alternate ways to interact with text. Most frequently, students with visual impairments use text-to-speech synthesis. Those who use Braille to read require a Braille computer output. Some student require text enlarging, some require color changes, while others require multiple alternative access methods.
Assistive Technology Learning Block III
Students with Hearing Impairments
Assistive Technology Learning Block III
Students with Hearing Impairments
Assistive Technology for Students with Hearing Impairments
Assistive Technology for Students with Hearing Impairments
Students hearing impairments need alternate ways to be able to process auditory elements. Some student require adaptations that use residual hearing while still communicating in English, items such as hearing aids, auditory trainers, etc. Others require assistive technology that includes ASL as an alternative communication method. This technology can include items such as flashing alarms, TTL telephones, and software that uses ASL translation in the corner of the screen.
Assistive Technology Learning Block IV
Students with Physical Disabilities
Assistive Technology Learning Block IV
Students with Physical Disabilities
Assistive Technology for Students with Physical Disabilities
Assistive Technology for Students with Physical Disabilities
Students physical disabilities often experience difficulty accessing the computer. Their disabilities make it difficult to use the keyboard. Some individuals with physical disabilities need an alternative kind of keyboard, switch, or voice input.
Assistive Technology Learning Block V
Students with Communication Disabilities
Assistive Technology Learning Block V
Students with Communication Disabilities
Augmentative Communication ATAugmentative Communication AT
Students needing augmentative communication benefit from several assistive technologies. If unable to communicate, students can use low tech communication aids like PECS communication pictures or high-tech devices like a Dynavox communication device. Some electronic devices are designed as simple limited phrase devices; others are full language boards.
Assistive Technology Learning Block VI
Students with Social Skill Impairments
Assistive Technology Learning Block VI
Students with Social Skill Impairments
Assistive Technology for Students with Social Skill Impairments
Assistive Technology for Students with Social Skill Impairments
Students with social skills impairments can vary from students with mild academic disabilities to students with behavior disabilities to students with autism. The instructional needs of these students focuses on providing support in social skills. Assistive technology varies from language software to attending software. It includes items that include role-playing and often overlaps with other needs of these students, such as augmentative communication.
“Let us think of education as the means of developing our greatest
abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated
into benefit for everyone and greater strength for our nation.”
John Fitzgerald Kennedy
Our questions for you….
• Turn to your neighbor(s)
• Discuss any of our questions
• Or… come up with your own questions & discuss
• In 10 minutes, we will share our views
Is Technology Instruction in Teacher Education Programs Too Narrow to Meet Current Needs?SITE 2011 – Nashville, TN
ABSTRACT: Today’s diverse classrooms with diverse learning needs provide a challenge for today’s pre-service teacher training. This paper outlines the background and plans for a series of curricular tools or blocks being planned to address this need called Learning Blocks. The Learning Blocks outlined in this paper are Assistive Technology, Response to Intervention, and Universal Design for Learning.
Guiding questions:•What do general education teachers need to know and be able to do to implement AT, ET/IT, RtI, and/or UDL in the classroom? •What other elements/content should be included in Learning Blocks? For whom? •What resources would be helpful to include?•or Add your own questions….
Presenters:•Cindy L. Anderson, Roosevelt University, [email protected]•Sarah McPherson, New York Institute of Technology, [email protected]•Elizabeth M. Dalton, Paul V. Sherlock Center on Disabilities, Rhode Island College, [email protected]
Handout for SITE 2011 - Nashville