1. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario1 » 2. Solution » 3. Scenario 2 » 3. Solution » 4. TipsScenarioSolutionTips Content description: Duration: 10 minutes Goal: Extend motivation Length (steps): 2 Level (1-3): 2 Number of slides: 6 Institution: Egebakken Author: Name: Emil Paulsen Contact: emil.kristian.paulsen@skol ekom.dk Note: Be patient when watching the instructional videos, as there can be a delay during some prensentations. 1 Scenario1 How to work with Motivation Scenario 1: A pupil is refusing to use the HANDS phone Erik is 9 years-old and the teachers think he is quite resistant and selective when something new is presented to him. Erik needs a lot of help when he plays and works on a computer. Sometimes the teacher and Erik sit down together and download small games that he enjoys. However, Erik refuses to use the HANDS phone. ”I don’t like it and it’s not something for me!” he says.

2. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario1 » 2. Solution » 3. Scenario 2 » 3. Solution » 4. TipsScenarioSolutionTips Content description: Duration: 10 minutes Goal: Extend motivation Length (steps): 2 Level (1-3): 2 Number of slides: 6 Institution: Egebakken Author: Name: Emil Paulsen Contact: emil.kristian.paulsen@skol ekom.dk Note: Be patient when watching the instructional videos, as there can be a delay during some prensentations. 2 Solution Solution: A pupil refusing to use the HANDS phone 1.Pedagogical consideration: Consider why Erik isn’t motivated to use the HANDS phone. If Erik refuses to use the phone it could be helpful to introduce it in a fun and engaging way: Playing with the camera, taking pictures or video. Downloading games or programs from, for example, Windows Marketplace Surfing the Internet, including YouTube or Facebook. Listening to music. Customising the phone’s screen wallpaper and ringtones. Adding phone numbers of friends and relatives. Asking the pupil which type of phone he prefers. Possibily select a new cover or case for the phone.

3. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario1 » 2. Solution » 3. Scenario 2 » 3. Solution » 4. TipsScenarioSolutionTips Content description: Duration: 10 minutes Goal: Extend motivation Length (steps): 2 Level (1-3): 2 Number of slides: 6 Institution: Egebakken Author: Name: Emil Paulsen Contact: emil.kristian.paulsen@skol ekom.dk Note: Be patient when watching the instructional videos, as there can be a delay during some prensentations. 3 Scenario2 Scenario 2: A pupil is refusing to use the HANDS toolset Dan is 12 years-old. He has just received a new phone and is very fond of it. The teachers have tried to introduce the HANDS toolset to Dan but he refuses to use it. ”I don’t like it and I don’t need it”, he says. Dan is more interested in World of Warcraft, which he plays and talks about wherever and whenever he can.

4. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario1 » 2. Solution » 3. Scenario 2 » 3. Solution » 4. TipsScenarioSolutionTips Content description: Duration: 10 minutes Goal: Extend motivation Length (steps): 2 Level (1-3): 2 Number of slides: 6 Institution: Egebakken Author: Name: Emil Paulsen Contact: emil.kristian.paulsen@skol ekom.dk Note: Be patient when watching the instructional videos, as there can be a delay during some prensentations. 4 Solution Solution: A pupil is refusing to use the HANDS toolset 1.Pedagogical consideration: Consider if Dan is really motivated to use the HANDS toolset and, if not, why? If Dan refuses to use the HANDS toolset it might help to personalise the interface acording to his interest in ”World of Warcraft.” ”World of Warcraft” and other icons can be found at: www.iconspedia.com Backgrounds and splashscreens can be found at: www.google.com The HANDS reward tool can be set up as start-up application. Choose the audio skin Dan likes best. The Toolset can contain videos, music and pictures from World of Warcraft. HANDS can be set up to start automatically, when turning on the mobile

5. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario1 » 2. Solution » 3. Scenario 2 » 3. Solution » 4. TipsScenarioSolutionTips Content description: Duration: 10 minutes Goal: Extend motivation Length (steps): 2 Level (1-3): 2 Number of slides: 6 Institution: Egebakken Author: Name: Emil Paulsen Contact: emil.kristian.paulsen@skol ekom.dk Note: Be patient when watching the instructional videos, as there can be a delay during some prensentations. 5 Solution Click on the phone to see an example with ’World of Warcraft’

6. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario1 » 2. Solution » 3. Scenario 2 » 3. Solution » 4. TipsScenarioSolutionTips Content description: Duration: 10 minutes Goal: Extend motivation Length (steps): 2 Level (1-3): 2 Number of slides: 6 Institution: Egebakken Author: Name: Emil Paulsen Contact: emil.kristian.paulsen@skol ekom.dk Note: Be patient when watching the instructional videos, as there can be a delay during some prensentations. 6 Tips Tips: 1.Consider if the pupil could benefit from using the reward tool within HANDS. See the tunnel: ”How to work with rewards”. 2.It might be valuable to customise the phone alongside the pupil, using their input, as it could strengthen feelings of value and ’ownership.’ See the tunnel: ”How Marcus gets to love his mobile”. 3.Other relevant tunnels include: How to work with rewards How Marcus gets to love his mobile Opportunity for customisation Child self awareness Evaluate your teaching strategies Why HANDS