Regional Technology in Education Consortia
Presentation to Spring CUE
Presenting from the
WestEd RTEC
Julie Duffield, Linda Ullah, and Kent Graeber
February , 2004
Using Existing Tools to Support Diverse Learners
3 Things We Need to Consider
• Need to tailor instruction to meet student needs
• Technology as a primary change force
• Teachers as the key
Sit & Consider
Think of the students you teach:• Think of your most capable student
• Think of 3 things s/he was good at
• Think of a student who struggled• Think of 3 things s/he was good at
• How different are those two students?• How different are the things they were good at?
Can we expect these two studentsto benefit equally from the same instructional program?
Tailoring instruction to meet student needs -it’s not going away…
Good news, good news
Good news for kids…..Teachers focus & design instruction
Good news for teachers…..Technology is a key to differentiate instruction
Differentiated learning
“ is a model of instruction that revolves around the belief that students learn in many different ways.”
A differentiated classroom provides multiple options for:
X Taking in information
Making sense of information
Expressing what students learn
A Simple Definition
CONTENT
PROCESS
PRODUCTS
What does PLB offer?
“a framework in which to
make differentiated instruction possible.”
A Process that features…
a teaching methodology that centers on a problem learner-centered educational methods learning from working with problems
Instruction is designed around
Engagement
Exploration
Investigation
Creation
& Sharing
Reflection:
What are the shared philosophies between PBL and Differentiation?
A Thought…
PBL Curriculum offers a framework in which to make differentiated instruction possible.
The Case for Technology“Durable learning starts with engagement.”
It offers?
Universal Design To Support Differentiation, Engagement and Learning
Technology enables more than a “one size fits all”
Images from CAST
Digital media and materials allows for
Digital media and materials allows for Multiple representations– Different learners use different aspects– Scaffolding can be built in – Other languages can be added– General search tools like Google can be used
Tale of Two Cities
…It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of
Tale of Two Cities
…It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of
Stand & Consider:
It is Flexible & Versatile.
Images from CAST
Some Tips for Differentiated Instruction Using Technology
1. Use graphic organizers
2. Make the text talk (text-to-speech)
3. Find electronic text
4. Use Word features
5. Use portable word processors
Using Graphic Organizers
Why use graphic organizers
Top three reasons
• generate ideas (brain-storming, etc.)• organize & display information• aid learning by explicitly integrating new
and old knowledge
Why use graphic organizers
A few more reasons…• assess understanding or diagnose
misunderstanding• can increase recall • design a complex structure (long texts, large
web sites, etc.) or communicate complex ideas
Who does it help?
• Students who benefit from seeing relationships between information
• Students who enjoy an interactive process
Factors Influencing Effectiveness
Instructional context:
Graphic organizers can be effective learning tools when implemented within a substantive instructional context, particularly a interactive/collaborative approach involving teacher modeling, student-teacher discussion, and practice with feedback.
Organization of Observations & Ideas
Visual Organizers that allow text & images are good for seeing, reflecting and modifying students’ ideas & concepts and connections among them
Text to Symbols
Ideas for graphic organizers
• Webbing
• Concept mapping
• Matrix
• Flow chart
• Venn diagram
• Time line
Examples within PBL Process
Assessing Prior Knowledge around a problem (e.g KWHL)
Setting Up the Problem (P/S Outline) Deciding on the Project (Spider Map) Students Choosing a Topic Setting Up the Problem/Quest
Assessment – e.g prior knowledge using KWHL Chart
KWHL Chart
Deciding On The Topic
Setting up the problem
Exploring and Investigating
Beginning Research (Compare & Contrast)
Note Taking Summarizing Making a Content Map
Researching for Compare & Contrast
Assessment
Pre/Post (KWHL) Summarizing Creating a Rubric (Rubi Star) Demonstrating Understanding(Duck)
Demonstrating understanding
Graphic organizer generatorshttp://www.teach-ology.com/web_tools/graphic_org/http://www.enchantedlearning.com/graphicorganizers/http://cbss.uoregon.edu/clearing/index.html#
Bonus: Visualization of Processes
Commerical –Visual Thesaurus
Making the Text Talk
What is talking text?
• Words on the screen are read by the computer, on command.
• In some cases, the words need to be highlighted first.
- allows reading of individual words or phrases.- works with word processors, websites, and more.- often called text-to-speech.
Who does it help?
• Those who could benefit from auditory input to support reading and finding information
• Students who struggle with the task of composing grammatically correct sentences;
• Those who could benefit from hearing omissions or inaccuracies in their work;
What does research say?
• If a great deal of effort goes to sounding out words, energy for comprehension is reduced.
• Many students improve editing and proofreading.
• Hearing one’s own words is rewarding and motivating.
Using talking text
in PBL as part of Exploration & Investigation – researching information on the WWW /Internet read aloud –to support different readers
as a differentiation that allows a choice in how to access content
PBL Examples
Graphic Organizers (e.g Setting Up the Problem, Scaffolding audio word lists,)
Word Processing (Product, Paper, Summary)
WWW
Exploring and Investigating
Research on Internet
Low tech- various books at different reading levels, interviewing different folks
Internet read aloud – can scaffold learning by providing a multi sensory access to content
Supporting “reading across the content areas”
Assessment/Reflection
Graphic organizer – children explaining diagram
Doing a “Taking” PowerPoint Presentation etc
Demo: Life Cycle
Go to Web Site on Life Cycle Copy and Paste Text from Web into Word
Processing E.g. Text from the WWW brought into Simple Text
and Read Aloud
Change the font
CAST Real Player Clip- Life Cycles
How to provide talking text
Macintosh (10.3.1)Speech Preferences
Finder menu, System Preferences, Speech, Spoken User Interfaces
Set Key to read highlighted text (Command plus L) Choice of voices & rate (under Default Voice)
How to provide talking text
Macintosh (10.2 or earlier)• Download free utility called HearIthttp://www.ldresources.com/files/hearit.sea.hqx• Install as a control panel and restart.• Set key combination (Hit Control plus \ to hear text.)
(Select a key not frequently used by other software.)• Works with highlighted text in any program • Deselect text to stop the talking.
• (SimpleText also talks)
AppleWorks talks, as well
• Open a Word Processing document. • Highlight text and click “lips” or “text to speech” icon
in the button bar.
• If there is no “talking” icon in the tool bar:• Open Preferences, Available buttons, Word Processing• Drag “lips” into button bar, click “done”.
How to provide talking text
Windows XP & 2000 - Free downloads Alive Text
http://www.alivemedia.net/textspeech.htm
Text Aloud is another option, also with free download : http://www.nextup.com/TextAloud/download.html
How to provide talking text
Microsoft Reader for Windows and the Text-to-Speech Package
• Works with Windows 98, 2000, EP, Me
http://www.microsoft.com/reader/downloads/pc.asp
Commercial products
Not free but can be worth the expense.• Write OutLoud ($99 or less)• IntelliTalk ($140 or less) (Free 45 day download)• CAST
ALL highlight sentence and word within sentence as it is read
allow reading by letter, word, or sentence allow correction of pronunciation have other helpful features, e.g. talking dictionary
Kidspiration talks
• The Talking Interface reads menus, buttons, and other program elements on-screen.
• The Listen tool (Symbol of an ear) reads the words in their projects.
• The Record command (click Record on the Goodies menu) can record sounds so they can be attached to symbols or ideas to expand and reinforce learning. This allows a teacher to record instructions for students to use in an activity.
KidPix talks, too
Speech Menu• Read Text Aloud
- Reads text entered with the keyboard, using typewriter key
- Text boxes will be read in order, top to bottom• Pick a Voice
- Dialog box with choice of voices- Preview to hear how each sounds- Click OK to select a voice
Using Digital Information -Electronic Text
What is electronic text?
Text stored as strings of characters.• If you can select and change the font of text on the
computer screen, it’s electronic text.
• Many books and historical documents have been converted to digital format, for access via computer.
Why Use E Text ?
Specifically, electronic documents are usually searchable, modifiable, and enhanceable
For example
Visual display can be varied Auditory display - good for pre-reading Allows embedding learning supports in
content• Pre-reading background, definitions • Summary • Key questions
Allows students to copy/paste, or otherwise manipulate the text.
Who does it help?
• Those who have trouble reading standard print from books
• Those who need additional information or supports placed immediately near the relevant text.
• Those who could benefit manipulating or interacting with the text.
PBL: Different ways to engage with the content
Can be changed during use to meet the needs of the reader
E-text often allows students to choose their own font and font size
May have features so students can add: their own documents and images to the bookor annotate the text with personal observations
in the form of notes.
Exploring and Investigating: Searchable
Helpful if researching a topic in a large document
Studying variations in how something is treated by the author over time
If searching a set of web pages, readers may receive a list specifying all matches for the desired word or phrase, thus allowing easier access to a single desired occurrence and easier comparison of multiple occurrences.
UDL Design Rubric for reviewing digital media
In what ways can students take in information?
In what ways can they demonstrate their understanding?
In what ways are their interest matched with the type of presentation & type of response
Enhanceable
Resources designed to enhance text use and comprehension can be embedded into an electronic book by the developers or by teachers
Resources support students' understanding of the text (e.g.,
definitions, explanations, pictures ) extend their learning (e.g., background
information, primary source material, links to related documents
(Note: different types of embedded resources have different functions
How to find digital text
How to find digital textFree or almost free books online
• CAST e-Text Spider: Searches e-Text repositories that index public domain materials and are free of charge. http://www.cast.org/udl/index.cfm?i=1300
• Benetech’s BookShare, http://www.bookshare.org (Over 12,000 titles)
Historical Source Documents
When in the Course of human Events, it becomes necessary for one People to dissolve the Political Bands which have connected them with another, and to assume among the Powers of the Earth, the separate and equal Station to which the Laws of Nature and of Nature's God entitle them, a decent Respect to the Opinions of Mankind requires that they should declare the causes which impel them to the Separation.
We hold these Truths to be self-evident, that all Men are created…
Free Enhanced Books: Project INTERSECT
Creating a set of digital books with a wide variety of resources to support comprehension, extend reading strategies, provide background information, improve content area achievement, and help students meet state standards.
http://intersect.uoregon.edu/
Free Enhanced Books: Project INTERSECT
Free Enhanced Books: Project INTERSECT
It’s here now - online interactive text
books
Enhancing text: Prentice Hall Interactive Text Books
http://www.phschool.com/
interactive textbook is the same trusted content with the same pagination as your print textbook
Holt Online http://www.hrw.com/ include printed version, interactive tutors, classroom
management tools, tests, journals, audio files, video files, and additional activities that engage students in the subject matter.
Selecting Digital Media via specialized search engines & directories
Search Engines
Consider Visual displays -
Groker2 http://www.groxis.com
Kartoo http://kartoo.com
NSDL http://nsdl.org
Kids Search Tools http://www.rcls.org/ksearch.htm
Selecting Digital Media directories
Marcopolo
http://marcopolo-education.org
Web Quest
http://edweb.sdsu.edu/webquest/matrix.html
Historical Source Documents
The Library Of Congress American Memory Site http://memory.loc.gov/learnWhen in the Course of human Events, it becomes
necessary for one People to dissolve the Political Bands which have connected them with another, and to assume among the Powers of the Earth, the separate and equal Station to which the Laws of Nature and of Nature's God entitle them, a decent Respect to the Opinions of Mankind requires that they should declare the causes which impel them to the Separation.
We hold these Truths to be self-evident, that all Men are created…
Word Features
• Computer-generated summaries
• How the text looks on the screen• Other:
• Word’s Table Feature to make rubric,outline to make better topic choices
• Organization Chart - show 2 commons structures Using The Track Changes tool
• Annotation Feature – for Peer editing and open dialogue
PBL:Exploration & Investigation
Beginning Research Note Taking Summarizing Making a Content Map
1) Description of the concept
2) Mental picture you associate with the concept (either describe or draw the picture)
3) Physical sensations you have about the concept
4) The emotions you have about the concept
Examples within PBL Process: Word Table Feature for Concept Attainment
Demo: MS Word- AutoSummarizeLife Cycle PBL
Auto-Summarize
A tool that will
• highlight key sentences or• extract key parts of a document
Why?• Pre-reading for meaning• Post-reading to self-test or summarize
MS Word- AutoSummarize
How to Auto-Summarize
Tools, Auto-Summarize
Dialog Box gives choices on:
% or size of summary
Method: highlight, summary on top, etc.
Readability Statistics
Changing the display in Word
FontSerif or sans-serif, size, and color
Yellow text, serif fontYellow text, sans-serif font
Blue background, pink text
Why
Why: Greater clarity for students having difficulty reading
How: Preferences, General: blue background with white text
Consider: Text in audio form
CD-Rom or cassette tapes Student comprehension improves when material has been added to
help identify and locate information help organize information help students self-assess their comprehension
Use portable word processors
Why use portable word processors?
• Typing is easier than writing for some students• Writing can be imported into other programs, for
editing, enhancing, etc.• Supports lesson plans that encourage
cooperative learning• Highly transportable
Who does it help?
• Students who struggle with paper and pencil• Students who are motivated by technology
PBL:Exploring & Investing
Fieldtrip/Interviewing Recording:
• Students or adults take notes on 3-4 AlphaSmarts, of what the group saw, did, and learned.
• Students can refer to these notes in writing up their experience
• Collect data• Students can use these to write their interview
questions and use as a prompt or collect data or take notes about the interview.
Bonus Hint: AlphaSmart with Co:Writer
From the first letters students type, Co:Writer SmartApplet generates possibilities for the words they want. Words are based on spelling, grammar rules, context clues and vocabulary.
Topic dictionaries give fast access to very specific words and phrases such as Queen of the Nile and Alexandria.
The Future
SB 842 passed Accessible websites beginning in
2005. Accessible literature support online
beginning with next adoption- 2009.
Differentiated Instruction
Greater ease of modification with “respectful work for all” CONTENT
How students access the information PROCESS
What students do with the information to make sense of it
PRODUCTS What students produce to demonstrate learning
Next Steps
“Waiting until conditions are ideal or
until you are [completely] sure of yourself
yields lethargy, not growth.
“On the other hand, trying to do too many things before you have a
chance to think them through leads to frustration & failure.”
Tomlinson on Differentiation
Next Steps
Set a goal for yourself Try something & reflect on it Work together & share practice
Let us know how we can help"Who dares to teach must never cease to learn."
- John Cotton Dana
Online Teacher Professional Resources
http://www.cast.org/tes
RTEC & ATA:Tips
LeaFE WestEd RTEC http://www.westedrtec.org
Alliance for Technology Access http://www.ataccess.org
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