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 Setsig Cindy Betsy Sigte Sarah TE

RTI ET/IT UDL AT

Why Learning Blocks?

RTI Learning Block Dr. Sarah McPherson New York Institute of Technology

The S tudent: Jonathan Easily frustrated 3 rd Grader Struggling Reader Outgoing, friendly Learns by doing Likes attention Little support at home

About Jonathan Strengths: 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.

T asks: Grade 3 Common 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

Tier 2. Secondary intervention – Targeted intensive prevention or intervention services for students whose performance and rate of progress lag behind the norm for their grade and educational setting Small groups intensive targeted instruction additional time increased frequency 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-One Specialized Instruction Accelerated Growth Slow Growth or No Growth LD – provide continued instruction Possible RTI Approach to LD Classification Adapted from: (Scanlon, D 10/22/2005)

Resources – Center for Implementing Technology Education (CITEd) – Common Core State Standards standards. standards – International Reading Association (IRA) – IRIS Center for Training Enhancement – National Research Center on Learning Disabilities (NRCLD) – Reading Rockets – RtI Action Network

Universal Design for Learning Nature, Importance, and Issues Concerning Teacher Education Elizabeth M. Dalton, PhD Paul V. Sherlock Center, Feinstein School of Education Rhode Island College SITE Nashville

The Nature of UDL What’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 UDL Why 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 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

Issues concerning Teacher Education

extends UDL extends the architectural concept of Universal Design (UD) Standard Accessible

And differs from Differentiated Instruction (DI) UDL = variation by curriculum design DI = variation by varied supports

UDL builds variation by design, into the 4 Curriculum Components Goals Methods Materials Assessment 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 framework Primarily CAST-based Implementation? Clear evidence still weak. Solutions? Independent research studies UDL-IRN

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 Dr. Cindy Anderson SITE conference in March 2011

Assistive technology was first defined by the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (The Tech Act), now known as the Assistive Technology Act of 1998 ("AT Act"). Assistive Technology Device Definition

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 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 Definition

Assistive Technology Learning Block I Students with Academic Disabilities

Assistive 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.

Assistive Technology for Reading (Case Study) Mike was a third grader who had been retained in first grade. He lived at home with a younger brother. His father raced cars; his mother made a habit of running away with various men. Mike had a reading level of 1.2. He could not consistently remember from one day to the next, simple words like “the,” “when,” “where,” and “there.” He used images to try to read selections, but results were inadequate with words unrelated to what the text actually said. However, Mike could remember stories that he heard, even though he could not read them. He could remember such details that his classmates would turn to him to answer questions about past stories each time a question was asked. He was almost gifted in details that he could remember from stories that he heard.

Assistive Technology for Reading Selected Assistive Technology: Talking Word Processors: – Bookshare, Write OutLoud, Texthelp – Recording for the Blind books – Playaway recorded books Scanning aids: – Kurzweil (text-to-speech synthesis) – Winscan (text-to-speech synthesis) – Quicktionary (A Scanning Reading Pen) 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 and scaffolds specific reading problems, such as defining unknown words, highlighting specific words, or providing contrasting colors.

Disabilities and Reading cont’d Digital versions of reading selections such as storybook CDs, Start to Finish – Intel Reader – digitizes and reads books. – Knfb Reader – Nokia phone digitizer and reader – Unabridged digital books in CA, CO, DE, IL, MA, NH, OH, OR, or Texas Reading series designed to include those with reading disabilities such as Read 180, Open Court, etc. Portable or online dictionaries

Disabilities and Reading cont’d Web page readers such as PBWebspeak, IBM Homepage Colored acetate overlays Highlighters Online dictionaries OneLook Dictionary Screen captioning ASL in-screen translating text TextBridge

Disabilities and Writing Students 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 Writing – Case Studies Sean was a transfer student identified with learning disabilities. He avoided writing at all cost. When finally coaxed to write something on skateboarding using the computer, it became clear why he would not write. His sentences were short, spelling was bad, grammar was poor, and content was incomplete.

Disabilities and Writing cont’d Write and record pens that interface with computers such as Livescribe, permitting student to record lectures while taking notes Word prediction like Co-Writer, Classroom Suite, and Texthelp allowing students with poor spelling and/or physical disabilities to click on the next word in a sentence. Speech recognition software like Dragon Naturally Speaking that bypasses poor writing skills Talking word processors like Write OutLoud that help students self-correct mistakes and provide a multisensory writing experience. Grammar/spelling checkers, pocket dictionaries and portable spell checkers to scaffold spelling Concept maps like Exploratree, Inspiration, Kidspiration, myWebspiration, and Draftbuilder that will help organize written products

Disabilities and Writing cont’d PicLits Bitstrips Magic Key (BBC) SymWriter Storynory Edistorm Storynory Kurzweil Writing with Symbols Piratepad Grammaropolis Software and Websites: PicLitsMagic Key

Disabilities and Writing cont’d Goanimate Classroom Suite Clicker Draftbuilder Write OutLoud Fluxtime Studio Livebinders Ginger Write Online Storymap: ReadWriteThink Makebeliefscomix.com

Disabilities & Writing Cont’d Low Tech Highlighters Pencil grips Dry erase boards Adapted paper, such as raised line paper to help guide handwriting Writing guides – assisting visually impaired to write WIKI sticks to help guide writing in lines Post-It Notes – to help organize writing and take notes Slates Styluses Raised line drawing boards Raised line paper and paper forms Raised/talking clock faces, watches, calculators Geometric, volume, measurement forms Raised line checkbooks WIKI Sticks

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.

Disabilities and Math Case Study Jennifer has difficulty with mathematics. She cannot consistently remember her addition and subtraction facts. When writing two and three digit math problems, she does a poor job lining up the numbers. She does not understand regrouping and mixes it up when she tries to use it. She gets frustrated and gives up quickly, asking to do something else instead of math

Disabilities and Math Microsoft Excel MathPad Equation Editor (Word) Geometer’s Sketchpad Geogebra Adapting Math Curriculum: Money Skills Check your Math Books Differentiated Math Lessons Explore Math Explore Math Manipulative Package Functional Math Package Functional Math Software Bundle General Curriculum Access Math & Science Package Life Skills Academics: Math Math Activity Program Real Life Math Collection Show Me Math Software Teaching to Standards: MATH and extra student books Teaching to Standards: MATH

Disabilities and Math GOOGLE ACTIVITIES THAT CAN BE ADAPTED FOR MATH  Google Scribe  Google Picnik for pictures for stories  Google Shared Spaces: ConceptDrawMindWave  Google sets – will assist in finding additional vocabulary  Google groups  Google Panorimio  Google Shared Spaces: Listy Google City Tours Google Moderator (allows you to get input on a topic from an audience) Google sets – will assist in creating sets of things to help teach concepts

Disabilities and Math cont’d Drill and practice programs On-screen manipulatives Data software math grids graph paper multiplication grids Calculators Conceptua Math

Disabilities and Math cont’d Audio Screen Reader/Browser for Mathematics (Mavis) Scientific and Mathematical Data Interpretation Systems (Mavis) Calculators: – Large key calculators – Talking calculators – Scientific/graphing calculators – On screen calculator – On screen talking calculators Calculators

Disabilities and Math cont’d Functional Math Package Functional Math Software Bundle General Curriculum Access Math & Science Package Life Skills Academics: Math Math Activity Program Real Life Math Collection Show Me Math Software Teaching to Standards: MATH and extra student books Teaching to Standards: MATH Coin Changer

Disabilities and Math Cont’d Google Options Google spreadsheet Google forms Google Sketchpad Google Building Maker Math Pad Counting items Math line Classroom Suite – Math Abacus National Library of manipulatives Ask Dr. Math Webmath Algebra.help Mathonline

Assistive Technology Learning Block II Students with Visual Disabilities

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 for Visual Impairments Case Study Misty is legally blind. Her visual impairments need alternate ways to be able to read text. She does benefit from text enlarging, but also benefits from a audio scaffolding. She prefers the audio method, so her school has provided a laptop and fitted it with Jaws and Winn. Using auditory alternatives, she performs well.

Assistive Technology for Visual Impairments Technology for students who need supports but are not blind Talking word processors Screen enlargers Computer-based magnifiers Hand-held magnifiers Voice recognition software closed circuit television. Technology for students who are blind Braille textbooks Talking word processors Kurzweil text to speech reading Braille printers Talking textbooks Three-dimensional aids like raised-face clocks and calculators Screenreading software like Jaws, OutSPOKEN Refreshable Braille and synthesized speech output Adapted recreation equipment

Assistive Technology Learning Block III 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 for Hearing Impairments Case Study Linda is a thirteen-year-old student with a hearing impairment in the eleventh grade. She has a moderate hearing loss and uses an auditory trainer. She cannot hear teacher information and often makes mistakes. She may do an assignment incorrectly and is often frustrated by her mistakes. Linda wears hearing aids.

Assistive Technology for Hearing Impairments Technology for deaf screen captioning ASL on the computer screen Auditory FM systems Hearing aides Speech training software Vibrating alarms. Technology for hard of hearing Hearing aids FM systems Amplified telephones Amplified or visual doorbells,

Assistive Technology Learning Block IV 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 for Physical Disabilities Case Study Jim was 16 when he had an accident with his motorcycle. The accident left him in a wheelchair with limited fine motor skills in his hands. His physical therapist tried to get him to use a prosthetic device which held his hands flat and isolated the middle finger to type on the computer keys as an alternative to writing that was no longer possible for him to do. However, the prosthetic devices were not sufficient for him to access the computer. He needed a keyboard overlay to isolate the keys for his typing. He also was found to be able to use alternative external keyboards that made keys larger.

Physical Disabilities and Selected Assistive Technology Alternative computer inputs/outputs Switch Keyboard Head mouse Eye gaze Environmental controls Wheelchairs Crutches, canes Braces Switch-controlled software Switch-adapted toys Switch-adapted small appliances Expanded Numeric Keypad Slant boards Page turners Book stands Clip boards Intellikeys

Assistive Technology Learning Block V Students with Communication Disabilities

Augmentative 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.

Augmentative Communication Case Study Jeff is a 12 year old with ASD. He communicates with his family and peers using nonverbal means. When he wants something, he reaches for it within the sight of a caregiver who can then give him the item. He communicates with peers using nonverbal means also.

Augmentative Communication AT Dynavox Pvoice Small augmentative devices One/two message devices Speech software Language boards Boardmaker

Assistive Technology Learning Block VI 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.

Assistive Technology for Social Skill Impairments Case Study Valerie is a 5-year-old girl with autism. She has difficulty communicating with her peers and family and frequently fails to respond when people speak to her. Valerie does not initiate conversations and rarely makes eye contact with other individuals. Periodically, Valerie becomes upset and loses her temper throughout the school day, throwing a tantrum that disrupts the class and upsets the students.

Assistive Technology for Social Skill Impairments Students who need social skills training Visual software such as Boardmaker or PECS, Picture This Video, video and audio tapes Attending software Language software Language Master Role-playing games, i.e. Decisions, Decisions, Collaborative software such as Google Shared Spaces Low tech Visual schedules Calendars Visual signals such as stop signs to end behavior.

“ 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, USA Sarah McPherson, New York Institute of Technology, USA Elizabeth M. Dalton, Paul V. Sherlock Center on Disabilities, Rhode Island College, USA Handout for SITE Nashville