EdTech Solutions - Teaching Every Student

iPad Resources

2012-01-17T22:59:00.000-05:00

Just a quick post to share two iPad Resources I've been working on.

Check out this constantly updated Google Doc that lists Free Apps for Educators.

Here's a wiki resource that I use during professional development workshops. Please feel free to use and share.

Simulating Learning Issues

2011-11-06T22:17:00.000-05:00

"He's lazy."

"If only she tried harder."

Have you ever entertained those thoughts about any of your students? Have you ever heard your colleagues use those statements to describe any of their students? Do you realize how difficult it can be for your struggling learners, ON A DAILY BASIS?

If you never struggled as a student, here is an opportunity to experience, even briefly, what school is like for too many of our students. It is vital we have empathy for what our struggling learners experience on a daily basis.

PBS.org has created a set of interactive activities which offer the chance to simulate reading disabilities, writing disabilities or attentional issues. Try it out here.

Click on the challenge you would like to experience firsthand

Now, click try it.

How does it feel? Can you imagine what it is like to face this difficulty throughout the school day?

Next time, you are tempted to think your student on an IEP is lazy, rethink your reaction. Talk with them. Provide the external supports to promote success and ensure you are incorporating universal design for learning (UDL) principles which will bypass or accommodate for their learning challenges. It's our responsibility as educators if we truly care about all our kids.

Speak: Built into the new iOS Update

2011-10-30T15:31:00.000-05:00

Holding off installing the newest update to iOS5? Wait no longer; there are 200 new features to explore!
Today, I want to spotlight just one, one that is pure gold. The "Speak/Define" feature is what many of us who work with struggling readers have been waiting for.This is an amazing feature but it defaults to Off so you need to toggle it to On.

How do you find it? Settings > General > Scroll Down to Accessibility > Speak Selection > Toggle On.

Whenever you highlight single words (unfortunately, except for PDFs or iBooks at this point), you can view a definition or listen to the word read to you. When you select more text, you can listen to the text-to-speech feature. A high quality male and female voice is available; it's also possible to select the read feedback speed. Show this to students as a way to empower them. They have control over what they listen to independently. No more dependence upon adults when they encounter challenging words or text.

Awesome!

ReThinking: Home-School Communication

2011-09-29T19:01:00.000-05:00

Parent: "How was your day?"
Student: "Boring."
Parent: "What did you do?"
Student: "Nothing."

In the spirit of rethinking a variety of school practices, it is time to revisit the traditional home-school communication method in special education - the home-school communication notebook (HSCN). It is not uncommon for special educators to use a home/school communication notebook to provide information to parents about their child's day.

Before we consider alternatives, let's first explore the importance and benefits of effective home-school communication from Home-School Communication: What's All the Commotion?):

Parents and teachers consider communication the number one factor to increase trust (Adams & Christenson, 2000).

Strong communication can also encourage higher and realistic parental expectations. When teachers and parents are on the “same page” they can engage in more individual and concrete discussion around student progress and develop realistic goals and plans of action that are linked to student achievement (Drake 2000; James, Jurich & Estes, 2001).

Parents who receive more consistent information about their children's school performance report a higher degree of commitment to helping children improve (Helling, 1996).

Parents view effective communication by a new school as a quality that makes the transition from preschool to kindergarten positive (Rimm-Kauffman, 1999).

Communication serves as the first step to other types of parent involvement to follow (Elman, 1999).

Parents seek good communication skills in their children's teachers, citing it as one of the most desirable characteristics a new teacher could have (Lupi, 2001; McDermott, 2001).

Why is it important to consider alternatives to the traditional communication methods?

1. The home/school communication notebook is adult focused and adult driven.

2. The notebook can be lost or misplaced in the school or home.

3. Documenting in the HSCN is time consuming; there is often a separate notebook for each student in the special education classroom or special education program.

4. Too often, the HSCN focuses on reporting about behaviors and not what the students actually did in school that day. The documentation does not necessarily promote constructive dialogue at home.

5. New technologies allow for greater flexibility and promote innovative practices.

Interested in learning about alternatives? Start with Sound Recordings. Why use sound recordings?
Sound recordings can be time savers, You create one recording about the day and share it with all the parents in the program. An adult is not necessary with sound recordings, once students understand how to use the online resources. Every day, a different "historian" can record the highlights of the day. It becomes a student driven process.

Vocaroo - Web-based, free audio recorder. Simplest method for voice recordings. Click Record, record your voice and share.

Add, digital photos.

Voisse - Free, very easy online method to record your voice, share with parents. The recordings are dated and saved when you sign up for an account.Keep a running record of your daily School Reports in your personal library. Also possible to upload photos and attach voice recordings. EASY!

Fotobabble- Easily create talking photo records of the school day. Share with parents. Free online tool. Also available as an app for iOS devices. EASY, EASY!

Voicethread - Upload multiple photos and record your voice describing each photo separately. Involve multiple students in the process of documenting the day. A free online resource - To Create - Upload, Comment, Share. Read the Educator's Guide to VoiceThread.

Use these options as teachable moments. "What do we believe are the most important parts of the day? What do we want to share with our families? What pictures should we take about our day?" Share, share, share. Parents love to know about the school day!

Do you have other ideas that work in your classroom? Would love to learn from you as well. Please leave your ideas that work in the comment section.

ReThinking : Assignment Notebooks

2011-07-27T08:20:00.000-05:00

IMPORTANT: First, read The Homework Myth by Alfie Kohn. If, after reading this book, homework is still considered necessary for learning, you will want to consider these alternatives.

Many districts require assignment notebooks for scheduling homework and long-term assignments. For some students, a paper-based system works effectively. For other students, the assignment notebook provides unintended consequences as a method of frustration. Not all students are able to independently record homework in an assignment notebook, for a variety of reasons (i.e. difficulty with pencil control, difficulty managing multiple paper materials, unable to use notebooks due to vision or physical disabilities) .

The paper IS the disability for these students.

What are alternatives? Thinking creatively, and considering the ubiquitous technology available, here are a few options:

1.    Embed the assignments on the class webpage. Students (and parents) will know where it is recorded which can become part of the home routine.
2.    Use Audio Recordings - If homework is assigned at the upper elementary level, have a student be the Homework Recorder for the day using simple tools such as Vocaroo, Fotobabble, or Eyejot (webcam needed). Or, use Audacity or Garage Band to create a podcast as a record of accomplishments as well as the assignments of the day. Whatever method is used, embed or link it to the classroom website or wiki.
3.    Use a Livescribe SmartPen to create audio recordings which are synched with the text for review at home. Audio recordings can be uploaded to the computer and linked to the class website or wiki.
4.   If you have a mobile device, consider these apps - SmartNote, Fotobabble, Evernote, any audio note app that allows you to embed or send to your students' email list.
5.   Allow students to take a picture where the homework is recorded with their cell phones or iPod Touches.
6.   Low tech - Allow students to purchase their own assignment notebooks - do not require a one size fits all mandated approach

Assignment notebooks, can get lost, students can overlook recording an assignment, students may have difficulty reading their own writing due to fine motor issues, When external supports are offered, students with executive skill challenges can flourish. They know (and their parents are grateful that) there is a place where they can find the information they need for success at home.

Keep in mind Toolbelt Theory. We have a responsibility to show students a variety of tools to develop their own toolbelts for use beyond school. Not everyone accomplishes tasks in the same standardized way. Some of us use paper-based organizers, others use cell phones or apps in Smartphones. Offering alternatives helps students develop a system that works for them instead of using a “one-size fits all approach” which may not actually fit.

These suggestions incorporate Universal Design for Learning principles. What is put in place for students with disabilities, benefits all students. Students can be encouraged to purchase the organizer that works best for them, if it is something they need. Some students prefer a daily, weekly or monthly view. One size does not fit all and assignment notebooks do not work for everyone.

Do you have other suggestions?

Why Not Twitter?

2011-06-02T19:46:00.000-05:00

If you've ever heard me present, you've heard Twitter is the best professional development.
Free, just-in-time, whenever, wherever and total access control.

Well, Scott McLeod's blog post came across my reader tonight and it makes the case for Why Not Twitter better than I ever could. Here's an excerpt:

Dear educator, if you were on Twitter yesterday, you might have found:

Read the rest of the post here to learn fifteen more things you missed and why you need to be part of the Twitter professional development experience.

Addendum - Rethinking Editing

2011-05-30T20:54:00.000-05:00

I love learning from the experiences of others.

Cheryl Oakes shares an effective editing method she uses with her students with special needs at a high school in Maine. Check out her method here using Google Docs and add it to your editing repertoire. As Ira Socol states in Toolbelt Theory, we have a responsibility to allow students to explore the tools which will help them be successful beyond school. To withhold that information is a grave injustice.

Are you still relying on teaching your traditional editing methods? Are they working for all your students? If not, now is the time to explore the methods in this post and the previous Rethinking Editing post.

Thank you, Cheryl, for teaching me something new!

ReThinking: "He Doesn't Want to be Seen as Different"

2011-05-13T16:09:00.000-05:00

I've heard that refrain numerous times.

"But... he doesn't want to be seen as different."

It's usually uttered in response to specific technology recommendations offered during the IEP team process. The team typically nods their head in agreement; after all, it is a priority that the student completes school tasks in the same manner as their peers, or uses the same school tools as their friends.(Or is it?)

Unfortunately, I realize another team is unaware of Universal Design for Learning principles. If they understood UDL, they would appreciate the importance of offering MULTIPLE methods of engagement, presentation and expression. Instead, they are sticking to the "one size fits all" approach, an approach which fails to meet the needs of all learners. It's an approach that allows teams to agree, "He doesn't want to be seen as different."

My challenge to the team is to change the culture, don't let the student be seen as different. Offer multiple methods of expression. Give choices. Offer alternatives to the traditional methods which fail many kids.

Sometimes students need a different method.

A classic example is the Poster Board.

Think of all the poster boards that have been assigned over the years. For some students, the fine motor or visual processing skills required to complete that task are nearly impossible without significant help from home. Paper can be the disability. Two alternatives are Glogster or VoiceThread, free online multimedia tools which minimize the potential output challenges. In addition, these tools can be more engaging.

But don't just change the expectation to ALL students will now create a Glog. Introduce them to the tools. Then let students choose the tool which will help them accomplish the task in the way that works best for them. Promote an environment where they are not seen as different. Every one chooses the method which promotes success. Some students will opt for the paper poster board, others will choose another option.

The essential point is the availability of choice. When there is choice, no one is seen as different. Every student gets what they need.

Easily accomplished in an age of numerous tool choices. Need a starting place? Refer to the UDL Tech Toolkit wiki to get you going.

ReThinking: Editing

2011-05-01T19:59:00.001-05:00

It's been almost three months since my last post. I've written hundreds in my head but none of them made it to the website. So, I'm starting with rethinking editing.

In my experience, editing is one of the least preferred activities for students. Many students believe since they've written it and used pre-writing strategies such as outlines or graphic organizers, then it must be good enough. Or, they've put so much energy into the first draft, they have nothing left for the revision process. Too often, they fail to see the value of editing to improve the quality of their written work.

How are you teaching the editing process? Have you incorporated technology as part of your instruction?

Technology allows new editing methods and strategies. Here's one I've been working on for some time.

Technology Editing Method:

a)     Disable spell and grammar check when the student is writing their initial draft so as not to interrupt the flow of ideas. Save the initial word-processed document.

b)     Rename the document (such as, Revision). Check the Readability Statistics (Tools > Options > Spelling and Grammar > Show Readability Statistics). Record the grade level. This step provides objective information which can be quite motivating. For example, when an 8th grade student checks the Readabilty Statistics Grade Level and discovers the computer grades their work at a 5.7 grade level, or even less, they are motivated to improve the quality to obtain a higher grade level. (It is vital to recognize Grade Levels are based upon mathematical formulas such as length of words and length of sentences. Run-on sentences may distort the final Grade Level).

c)      Use spell check, grammar check and synonym support (Right Click or ctrl + click for the Mac) Synonym support can be extremely beneficial, especially for students who have difficulty spelling. They often choose to type the shorter word which they know how to spell despite having a more extensive vocabulary. Using the Synonym feature helps them bypass this issue. Explicitly teach the use of this feature; it's often helpful to right click multiple times until the exact word is identified.

d)     Listen to the text using text to speech software , one sentence at a time. Does it say what you intended? Does it make sense? You may want to create an editing checklist. Excellent grade level writing checklists can be created here.

e)     Make any additional corrections.

f)       Use Paperrater.com (http://paperrater.com/ ) to provide online analysis. Follow the instructions, once the analysis is performed. Make the corrections. Listen to the final product using text to speech software.

g)     Check the Readability Statistics again to determine change. Review written work with academic support teacher.

h)     Compare the final product with the original document (Step 1) to determine effectiveness of this approach. Revise the approach as necessary.

What do you think? Are you using something similar? Or, do you have recommendations of your own? I'm always looking to improve the quality of my work. I look forward to reading your comments.

Rethinking Series

2011-02-12T15:10:00.001-05:00

My attempt to follow through with a series, "Around the Web in 80 Days" was a major fail and I apologize to those who wanted to learn more about specific sites and tools. It's embarrassing that I offered something and then failed to deliver.

I realized there are so many other blogs and wikis devoted to that type of posting and that's not where my passion lies. (Look at SpeechTechie, Free Technology for Teachers and Larry Ferlazzo's Websites of the Day, among others, for daily resources and 21st Century Educational Technology and Learning for detailed information about topics.)

Instead, my hope through my blog is to challenge thinking about how we educate struggling learners. Over the next few weeks, I will embark on a series about rethinking established and unquestioned educational practices. The first few posts will look at the use of assignment notebooks, the use of textbooks, and requiring all students to produce the same product to demonstrate what they have learned. I'll also write about the guiding principles which permeate what I do as an educator.

Thank you for your patience and understanding.

(photo attribution - http://www.flickr.com/photos/proimos/4199675334/sizes/o/in/photostream/)

Content Creation on the iPad: Portable Solutions that Work!

2011-01-23T14:49:00.000-05:00

One of the complaints often stated about the iPad is the difficulty or inability to create content. Fortunately, the thinking is evolving as new apps appear which address content creation.

Why is that important for education? Two reasons.

First, students who struggle with output due to, for example, handwriting issues, generating ideas, organizing written ideas, or slow processing, need choices so they can demonstrate knowledge in a manner that helps them see themselves as successful learners. Have you ever worked with students who shut down? Were they were so demoralized by their struggles to get their thoughts expressed in a paper-based format? For some students, school is a daily reminder of everything that is difficult for them. It's in their face; they can't escape it.

Therefore, it's imperative we offer alternatives to tap into students' strengths. Some kids may prefer paper-based expression. Others may prefer a computer based solution using word processing software or online resources such as VoiceThread. Still others may benefit from the simplicity of the iPad and content creation apps.

Secondly, research proves the value of video modeling and social story creation for changing behavior with students on the Autism Spectrum. iOS Devices provide a portable method for improving behaviors and fostering social skill development.

Given that more teachers are applying for grants to purchase iPads (http://donorschoose.org) the need to promote appropriate apps to reach their learners increases. Here are some
specific content creation apps you may want to consider:

Idea Sketch (free) Map out your ideas here, converts diagrams to outlines (similar to Inspiration)
StoryRobe (free) tutorials available here
StoryKit (free)
SonicPics (free light version, $2.99 full version) Video Tutorial
Stories2Learn ($13.99) Video Tutorial The video tutorial also explains how to transfer pictures from your computer to your iOS device. Watch this video to see how one mother created a social story for her son using Stories2Learn
Pictello ($14.99)

If you have an iOS device, these are apps you will definitely want to explore in your classroom to address the needs of your students. Let me know what you think or if you have additional suggestions.

Additional Resources
Digital StoryTelling with the iPad
Digital StoryTelling - Ten computer based tools

Fun and Games

2011-01-03T19:53:00.002-05:00

Think about your recent learning. What was the setting? Were you alone or in a group? Was it a self selected topic or a session or workshop that you were mandated to attend? Did you share the experience with others? Did you feel stressed or joyful? Did you have "aha" moments that you wanted to discuss with others?

Brain research tells us that when the fun stops, learning often stops too. - Judy Willis

Support Good Teaching Practices with Neuroscience
Most children can't wait to start kindergarten and approach the beginning of school with awe and anticipation. Kindergartners and 1st graders often talk passionately about what they learn and do in school. Unfortunately, the current emphasis on standardized testing and rote learning encroaches upon many students' joy. In their zeal to raise test scores, too many policymakers wrongly assume that students who are laughing, interacting in groups, or being creative with art, music, or dance are not doing real academic work. The result is that some teachers feel pressure to preside over more sedate classrooms with students on the same page in the same book, sitting in straight rows, facing straight ahead.

Read what Dr. Judy Willis, neurologist turned middle school teacher, has to say in her book, The Neuroscience of Joyful Learning. And who knows? You just might inspire this type of reaction in your classroom:

Additional brain research which reveals the necessity of joyful experiences as prerequisites to learning can be found here and here.

Day 4 - Remediation AND Compensation: A Necessary Balancing Act

2010-12-15T22:12:00.000-05:00

photo © 2008 Hans Splinter | more info (via: Wylio)
Anyone who works with struggling learners must grasp the importance of balancing remediation with compensation. Remediation allows the student to gain the foundational skills necessary for academic success.Compensation allows the student to bypass the academic challenges which result from their learning disability, while they are receiving remediation. With compensatory techniques, students have access to the general education curriculum despite their learning challenges. Accommodations remove the obstacles which frequently hinder student success.

Special educators and other specialists, often overemphasize remediation at the expense of accommodation and compensation. What are the unintended consequences of this imbalance?

Gaps in acquired skills. When remediation alone is emphasized, students are taught at their developmental level. This may be two or more grade levels below their current grade. Their peers continue to have exposure to grade level text and vocabulary while they fall further behind IF accommodations are overlooked.

Remedial instruction often includes "kill and drill" components making learning less than joyful. How much learning actually occurs in the absence of engagement and joy? (See Judy Willis' work on The Neuroscience of Joyful Learning.)

Instruction focuses on students' deficits areas, continually pointing out that they are behind their peers and therefore, must not be as smart. Remediation often emphasizes deficits at the expense of strengths.

Is it possible to balance remediation with accommodations and compensatory techniques? I believe it is through the use of assistive technologies and the use of universally designed curriculum. Have you evaluated whether you are effectively offering compensatory strategies in your classroom? How often do you reflect on the experiences of your struggling learners? If you've never placed yourself in your struggling learner's shoes, now is the time to take 15 minutes to simulate their challenges. Check out the activities at the PBS.org Misunderstood Minds website. Try the "Experience Firsthand" activities under each category - Attention, Reading, Writing, and Math. If you have never tried these activities, I promise you will have a new appreciation for how difficult school can be for some of your students.

So, tomorrow, add accommodations which work to your lesson plans. If you need ideas, a good starting place is the UDL Tech Toolkit wiki. Peruse the numerous free tools and strategies.And think how they can bridge the gap and make learning fun again.

Day 3 - Mouse Skills - Help Kidz Learn

2010-12-10T10:34:00.026-05:00

Some of our early learners need help using and controlling the mouse for computer navigation..Several sites help teach this skill. Today I will highlighting the HelpKidzLearn site to teach mouse skills. Click on the Early Years Tab and then scroll down to and select Big Bang Bugs.

Watch the video:

Application: This activity targets Mouse Skill Navigation:

Mouse click
Mouse movement
Mouse click on a target
Click and drag.

You can set it up in a developmental sequence depending upon the skills of your learner. Use in a preschool classroom or with students with intellectual disabilities who need mouse skill practice.

NOTE: It is oftentimes helpful to place a sticker on the mouse where you would like the student to press. This serves as a visual cue for those who benefit from visuals.

Additional Mouse Skills Practice Sites

I See You!
Mouse Program
Drag the Hats on the Monkey - teaches click and drag
Flower Garden - teaches mouse click and click and drag
Bubble Wrap - who doesn't love Bubble wrap?? teaches mouse click
Build a Snowman - timely, teaches click and drag
Mr. Smiley Brushes His Teeth - click and drag the toothbrush to help Mr. Smiley brush his teeth, very cute.
Feed the Monster - click and drag

And you can always create mouse skills activities in Powerpoint using a child's preferred activities. I have created many using Thomas the Tank Engine, Dora, Favorite Foods, Clifford, Transformers, etc.

Do you have favorites that aren't listed?

Day 2 - StoryBird for Struggling Writers

2010-12-09T15:50:00.000-05:00

Today's post highlights StoryBird, a free online storytelling tool to engage struggling writers. Storybird offers an extensive collection of beautiful graphics. Students select the graphics they would like to use in their story, drag and drop the graphics in a sequence of their choosing and then write text. It really is as simple as that.

It is also possible to read Storybirds that others have created, save them to a reading list or embed them in blogs, wikis, or glogs.

Storybird works with Co:Writer word prediction and Dragon Naturally Speaking software.

Here are two to give you an idea of what a StoryBird can be:

The Holidays are Here on Storybird

When I look up at night. on Storybird

Applications - Struggling writers often have difficulty imagining and developing an idea. Storybird provides the external structure which promotes student success. Reluctant or struggling writers seem to love the ability to select graphics for their own creative stories. Because it is a forgiving, flexibility program, students can easily edit and change their work. Use this tool during a writing block to promote success with writing.

Don't forget to share the site with parents so that students can continue writing at home.

Day 1 - Into The Book - Reading Comprehension

2010-12-07T21:38:00.003-05:00

Do your students struggle with reading comprehension? Are you using online resources to tap into your students' strengths?

The inaugural post for Around the Web in 80 Days highlights Into The Book, an interactive reading comprehension website for students and teachers. I first learned about it from a 4th grade teacher who is also a literacy specialist. Upon her recommendation, I explored the site further and have since shared it with numerous other teachers.

The site focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing and provides tools and resources to help your learners gain meaning from text.

Watch this short video to learn more about the Into The Book site.

Applications: Many students struggle with understanding what they are reading, especially students on the autism spectrum or students with learning disabilities. There may be a breakdown in their ability to summarize or visualize or make connections to the text. Use this online resource during your literacy block to target specific strategies. Download the MP3 files and additional resources to build on your students skills. Make connections to your states' standards. Into the Book offers an engaging, multisensory, interactive approach to learning skills necessary for reading success. Students who are engaged by computer based activities and instruction will greatly benefit from the use of this tool to supplement teaching. Check it out!

Around the Web in 80 Days

2010-12-07T07:37:00.003-05:00

For the next 80 days, this blog will highlight a free, online resource to help meet the needs of struggling learners in innovative and creative ways. My hope is that educators will become motivated to offer students choices - of instructional materials, instructional methods and new ways to demonstrate learning.

Target one new tool or strategy each week to implement with your students.

Stay tuned for the first entry with an accompanying video which will briefly demonstate how to use the resource. I will also try to offer applications and will depend upon your creativity and expertise as well. Traditional methods fail to reach at least half of your students. Let's reach all the learners in our classroom and have fun, learning together.

Please....SHOUT this from the ROOFTOPS

2010-11-05T05:57:00.004-05:00

Why is text-to-speech (TTS) the best kept secret from our students? Is it also the best kept secret from teachers?

Do you know about TTS? Is it available on every computer that your students use?

The single most important free strategy we can show our students is the ability to use text-to-speech on any computer. Why? Three main reasons.

It supports the writing process, especially when editing and revising written work.
It provides the ability to access content for students who are reading below grade level. When content is digital it is now accessible and students can access the curriculum independently. No longer are they dependent on others to read to them.
It's Universal Design for Learning.

As part of the writing process, teach students to use TTS. When students write, the use of TTS often motivates them to write more. They enjoy listening to what they have written. Then, as students edit their work, they are more likely to catch errors when they listen to it (and especially when each word is highlighted as it is read).

Moreover, Text-to-speech is the great equalizer and levels the playing field for struggling readers. It empowers students when they have control over listening to text independently.

Are you withholding TTS from your students?

There are a number of free TTS resources at the UDL Tech Toolkit Wiki. Show your students the options so they can add to their Toolbelts for success beyond school.

This post was motivated by my recent work with students and teachers. In professional development and small group settings, teachers reveal that they do not have TTS available on their computers. Students are amazed when I show them the ability to use TTS at the computer. This past week, one student even asked me to write down the directions so he could access the feature on his home Mac computer*.

It's all about our students and what they need. So, I'm asking you to, please....SHOUT this one from the ROOFTOPS. Share this post and RT often.

* (Go to System Preferences > Speech (bottom row)> Make sure Text-to-speech tab is selected > Check "Speak selected text when the key is pressed" > a new window appears - Type Command + R (for read) > OK.
Every time a student highlights a word, sentence or more (in Word or on the Internet, for example) and then types Command R, they will hear the text read to them. They can type Command R to stop the reading as well).

Question Everything

2010-09-21T20:53:00.004-05:00

Math Minute
Copying from the Board
Reading Out Loud
Paper/Pencil Tasks
Textbooks

What do these all have in common?

They present obstacles to success for students with disabilities.

Do you realize that tasks you present to your students have unintended consequences? Do you consider the fact that some students can not achieve success because you have placed obstacles before them which they can not overcome? Have you really thought about that possibility?

If not, it's time to think about the educational rationale for the instructional methods you incorporate into your teaching practice. Why do you do what you do? And what obstacles are you presenting by the choices you make?

Question everything.

Let's start with the Math Minute. During a recent IEP meeting, the issue of the Math Minute (a common practice in many classrooms) arose. A student's parents brought up the point their son was only able to complete about half of the problems on the Math Minute sheet. He completed them correctly, I should add. Nevertheless, he was graded 15/30. He was penalized due to his slow processing, which was identified during his cognitive testing. The WISC-4 provides a score for processing speed so there was no denying his difficulty. Let's question this practice. What is the educational rationale for timing students using the Math Minute? If there is a satisfactory rationale, how do we accommodate for students who are slower processors or who have physical or visual disabilities that prevent them from completing all the problems in a timed scenario?

Question everything.

Can we talk about copying from the board? What is the educational rationale for this school task? Some students have difficulty with eye gaze shifting and locating their place on the board from a distance. Other students struggle with visual processing skills. The ability to copy is one of those skills that proves nothing other than to point out which students are challenged by this task. Instead, it slows down their performance and may prevent them from achieving the point of the lesson. One example is the grammar correction task. Teachers write grammatically incorrect sentences on the board; students copy the sentences and then make corrections. Many students complete this activity without difficulty but some students only have time to copy and do not have time to make the corrections. What have they learned? Let's consider some alternatives. Provide all students with the sentences printed out in advance. Or, post the sentences to the class wiki or other resource. Show students how to use the reviewing toolbar to make corrections and then email their work to you at the end of the week. No need for paper or copying.

Question everything.

Let's tackle the subject of reading out loud, even if it's only in a small group. Have you ever noticed how some students will do whatever it takes to avoid the humiliation of reading in front of their peers? When they are so anxious about the prospect of reading, how much learning is actually occurring? Instead, give students options to record their reading using Garage Band or VoiceThread or Audacity. Kids are very aware of their reading abilities. Respect their need to avoid humiliation while providing an alternative.

Question everything.

There are many students who struggle with written output and yet we require them to use the tools and methods (paper/pencil/worksheets) that limit their success. When your students struggle with spelling despite an extensive vocabulary, when your students have great ideas but can't get them down on paper, what are you doing to promote success? Do you persist in depending upon the the "old standbys?"What alternatives have you considered? Is word prediction software available on your computer (Co:Writer 6, WordQ, Write:Online)? Have you shown students how they can use Ghotit, a free contextual spell checker that can be downloaded or used online?

Question everything you do. Question every instructional method you employ. Do your methods reach every learner? Does every choice you make in your classroom lead to success for all your students? If not, I encourage you to reflect on your practice and consider using some of the tools from the FREE UDL Tech Toolkit wiki.

Some students will need additional options and this is when you need to involve the assistive technology specialist in your district. A wealth of options exist which promote student success. Don't handicap your students by limiting the choices in your classroom.

Instead, question (your instructional methods), consider (alternatives), reflect (on your professional practice and ask, is it reaching all your learners?) and finally, accommodate (for individual learning challenges).

"An Open Letter to Special Needs Professionals"

2010-09-01T18:44:00.004-05:00

Via twitter, I learned about a blog post written by a mother of a child with special needs. She directed it specifically to "special needs professionals." I believe all educators are "special needs professionals" and encourage you to read this heartfelt, humbling and powerful post.

Hello?
New teacher, or therapist, or doctor? Is that you?
Oh hello...
I just wanted to chat with you a second. To caution you. Or warn you.
Please, tread carefully.
You see, what you might not realize as you look at me, talk to me, tell me your opinions, our options, our lack of options, and your predictions of our outcomes is that;
well ... you see that heart? continued...

Ira Hits it Out of the Park Again

2010-08-24T16:26:00.004-05:00

We are living in a time of drastic paradigm shifts and revolutionary game changers. Social media (read/write web) is an invaluable game changer and allows me to access great educators throughout the world. I have learned more in the past few years because of new media and have developed a Personal/Professional Learning Network (PLN) as a result.

Ira Socol is one of the most brilliant members of my PLN and today I refer you to two of his recent blog posts filled with practical recommendations for classroom instruction change and home/school communication change.

The tools are readily available - back channel conversation tools, text-to-speech, speech recognition, Do Not Disturb signs (a personal favorite), Google Calendar, Google Docs, etc. Read how Ira recommends using these tools to promote student engagement and learning. His ideas incorporate "21st century teaching" and Universal Design for Learning to benefit all students. As always, he says it better than I ever could.

A Better Search - Beyond Google

2010-08-02T15:58:00.007-05:00

What are the best tools for students' Internet searches? We know our students are comfortable with technology; unfortunately, that doesn't always translate into knowing what is best for their learning and productivity. For example, when our students search Google, they often indiscriminately choose one of the first two or three sites when looking for information.

Better search engines exist for academic use.

Prolific teacher/blogger Richard Byrne at Free Technology for Teachers highlights seven search engines created for student use. Check out his blog post for descriptions of each search engine.

Sweet Search - a search engine for students where "every web site has been evaluated by our research experts"
Kid Rex - "Safe search by kids, for kids!" (what's not to love about a site which includes a T-Rex on it's home page?)
Ref Seek
Fam Hoo - calls itself the "family friendly" search engine
Ask Kids
Wolfram Alpha - the "computational, knowledge engine"
Google Scholar

Add each search engine to the class Diigo or Delicious account so that your students can access these sites from any computer, anywhere. Remember to tag it and share the tag during the first week of school.

Spelling

2010-07-21T16:59:00.001-05:00

Spelling is the spoiler of thought. -- Richard Wanderman, February 2001.

So what do you about it in your classroom?

(Possible solutions will follow in a subsequent post)

Don't Overlook the Little Things

2010-06-16T18:41:00.004-05:00

A few years ago, I worked with a fourth grade student who struggled with reading and writing. He also exhibited behavior issues and would have frequent "meltdowns" when he had to complete a school assignment in cursive. It was his teacher's expectation to complete certain assignments using cursive writing. At home, he would do anything he could to avoid his written homework.

One day, I was observing in his classroom and witnessed the emotional breakdown. He had to write his spelling words in cursive and one word included the "os" cursive combination as in "most." That one was particularly troublesome and really set him off. He just couldn't get it to look right. (Try it. It's a difficult combination, especially if you struggle with cursive).

Later that day, we worked together using a computer. I had a chance to show him some of the fonts built into Microsoft Word and asked him to choose a font that looked good to him. As we tried all the various font choices, he zeroed in on a cursive font and said,"That's the one!" We also customized the size of the font and talked about how he could set it as the default font on his home computer.

A month later, I got a call from his mother. She told me that her son now came home from school, went to the computer and willingly completed his homework on his own, using the cursive font. She was ecstatic; the battles over writing assignments were over.

Sometimes, it's the solution that's right in front of our faces. And this one didn't cost anything.

Going Paperless - It's Not Just About the Environment

2010-06-11T08:28:00.002-05:00

In celebration of Earth Day in April, an organized effort to reduce the use of paper, and in fact, go paperless, was spearheaded by Shelley Blake-Plock. About 1,500 teachers nationwide and beyond made the pledge to go paperless that day. A collaborative effort produced a Google Doc with numerous ways to give up paper in the classroom. The beauty of this document is the fact it was created by teachers, for teachers. No administrators were involved. No AT specialists were necessary.

What does this mean for us?
We know that too often, paper creates the disability for many students. In a non-paper environment, their disability disappears.

An invaluable document detailing typical activities using paper and paperless alternatives exists for all to use as a resource. There are great ideas and abundant resources here.

It's good teaching and it's Universal Design - embedding UDL principles proactively into instruction.

While I applaud the effort that started the paperless trend, I encourage you to join the paperless bandwagon for your students, not just for the environment.