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

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Why Learning Blocks?

RTI Learning

Block

Dr. Sarah McPherson New York Institute of Technology

The Student: Jonathan

• Easily frustrated

3rd GraderStruggling Reader

Outgoing, friendly

Learns by doing

Likes attention

Little support at home

About JonathanStrengths:• Recalling stories and

decodes some one-syllable words.

• Alert, active and likes to do things with his hands.

• Responds to questions when asked.

• Stays focused and actively participates in small groups.

• Outgoing and friendly.• Enjoys working one-on-one

with the teacher.

Weaknesses: Below grade level behind in sight words, decoding,

spelling, vocabulary, and oral expression.

Frustrated with reading,

Looses interest easily.

Distracts other students with angry outbursts.

Has difficulty following written and oral directions.

Completes written work slowly.

Easily distracted.

Tasks: Grade 3Common Core State Standards

ENGLISH LANGUAGE ARTS

• READING – Literature, Informational text, and Foundation (phonics, word recognition, and fluency).

• WRITING – Opinion pieces with supporting details, information and explanations, narrative of experiences, research, production (editing and revising).

• LISTENING AND SPEAKING – Comprehension and collaboration. • LANGUAGE – Conventions of Standard English, knowledge of

language, vocabulary acquisition and use

Response to Intervention Model

Response to Intervention Model

Jonathan is in Tier 2 for more intensive reading instruction.

Small Group: James and William

Focus: Phonics.

Method: Orton-Gillingham tactile and kinesthetic techniques.

Resources: Software with audio, Touchpad, or iPad.

Progress Monitoring: Curriculum-based assessment

After 4 weeks of Tier 2 Intervention with weekly

progress monitoring, Jonathan continues to fall behind in oral

reading fluency due to his difficulty decoding accurately.

Tier 3. Tertiary intervention –Targeted intensive 1:1 instruction for those students who do not make progress in the Tier 2 intervention stage.

• 1:1 with reading specialist.

• Additional intensity, time an frequency.

• Enlists support from home.

Response to Intervention Model

Jonathan is making progress in Tier 3 with the reading specialist. If he continues, he may return to Tier 2 next marking period.

If he does not make progress, he will be recommended for an full evaluation for learning disabilities and eligibility for special education services.

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Provide Small Group Classroom Instruction for lowest 30%

Accelerated Growth

Slow Growth or No Growth

Provide Very Small Group Specialized Instruction

Slow Growth or No Growth

Accelerated Growth

Regular Classroom Instruction

Provide One-to-OneSpecialized Instruction

Accelerated Growth

Slow Growth or No Growth

LD –provide continued instruction

Possible RTI Approach to LD ClassificationAdapted from: (Scanlon, D 10/22/2005)

Resources– Center for Implementing Technology Education

(CITEd)http://www.cited.org/index.aspx.

– Common Core State Standards http://www.corestandards.org/the-standards.

– International Reading Association (IRA) http://www.reading.org/.

– IRIS Center for Training Enhancement http://iris.peabody.vanderbilt.edu/.

– National Research Center on Learning Disabilities (NRCLD)http://www.nrcld.org/.

– Reading Rockets http://www.readingrockets.org/.

– RtI Action Network http://www.rtinetwork.org/.

Universal Design

for Learning

Nature, Importance, and Issues Concerning Teacher Education

Elizabeth M. Dalton, PhDPaul V. Sherlock Center, Feinstein School of

EducationRhode Island CollegeSITE 2011 - Nashville

The Nature of UDLWhat’s it all about??

It begins with Neural Networks

Recognition

Strategic

Affective

The 3 Principles of UDL

• Multiple Means of Representation– To increase recognition

• Multiple Means of Expression– To expand strategic output

• Multiple Means of Engagement– To enhance involvement

The Importance of UDLWhy is it needed?

Need to diversify our instruction…HOW?

1. Architectural concept of UD:

“Universal Design is the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”Ron Mace, Center for Universal Design @ NC State University

2. Differentiated Instruction (DI) Carol Tomlinson

Students of same age:

All DIFFER!

Differences impact needs

Differentiated Instruction (DI)

Students learn best when:Pushed slightly

Have appropriate support

Curriculum & experiences are connected

Have natural learning opportunities

Have respectful community membership

Individual capacity in maximized

3. Universal Design for Learning (UDL) Implementation Guidelines

http://www.udlcenter.org/aboutudl/udlguidelines

Issues concerningTeacher Education

UDL extendsextends the architectural concept of Universal Design (UD)

Standard

Accessible

And differs fromDifferentiated Instruction (DI)

UDL = variation by curriculum

design

DI = variation by

varied supports

UDL builds variation by design, into the 4 Curriculum Components

GoalsMethodsMaterialsAssessment

To change from ‘one size fits all’

Current UDL Issues• Included in HEOA Act for post-secondary• Included in the National Educational Technology Plan• Soon, in ESEA (rewrite of NCLB)

Research?Neurological base for UDL frameworkPrimarily CAST-based www.cast.org Implementation? Clear evidence still weak.

Solutions?Independent research studiesUDL-IRN http://udl-irn.org/

LB Structure*Content area*Brief description & rationale*Learning objectives (linked with Common Core and NETS standards)*Content media items (with directions for use)*Expected outcomes*Assignments & goal time-frame for work completion*Assessment criteria for assignments*Materials/hardware/software/Web 2.0 (with set-up requirements)*Anticipated challenges & tips for implementation*Data-gathering to determine efficacy (using Survey Monkey)

UDL Learning Blocks

• Block 1: Diverse learners in schools – their rights and our responsibilities

• Identification process for student’s needs; Identifying access needs & technology supports; Diverse learners

• Block 2: Varying how we are teaching• Universal Design for Learning; Differentiated Instruction; Understanding by Design; Brain-based

Learning; Direct Instruction; On-line learning

• Block 3: Varying how we present information, concepts, and content

• Options in formats; Building from Concrete to Abstract; Multi-media; Web-based resources; Multi-sensory approaches

• Block 4: Varying options for student expression of learning

• Multiple intelligences; Multi-sensory approaches; Multiple options for formats

• Block 5: Varying methods to increase student engagement in learning

• Project-based learning; Community connections; Peer-supported approaches

• Block 6: Varying assessment of learning and performance

• Curriculum-based assessment; Formative assessment; Summative assessment; Accommodations

Assistive Technology Learning Blocks

Assistive Technology Learning Blocks

Dr. Cindy Andersoncanderson@roosevelt.edu

SITE conference in March 2011

Assistive technology devices are identified in the IDEA 2004 as: – Any item, piece of equipment or product system,

whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. The term does not include a medical device that is surgically implanted, or the replacement of such device. (Authority 20 U.S.C. 1401(1))

Assistive Technology Device DefinitionAssistive Technology Device Definition

• As defined in IDEA 2004, an assistive technology service is • Any service that directly assists a child with a disability in the selection, acquisition,

and use of an assistive technology device. The term includes- – (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the

child in the child’s customary environment; – (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by

children with disabilities; – (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing

assistive technology devices; – (d) Coordinating and use other therapies, interventions, or services with assistive technology

devices, such as those associated with existing education and rehabilitation plans and programs; – (e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family;

and – (f) Training or technical assistance for professionals (including individuals or rehabilitation services),

employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities.

• (Authority 20 U.S.C. 1401(2))

Assistive Technology Service DefinitionAssistive Technology Service Definition

Assistive Technology Learning Block I

Students with Academic Disabilities

Assistive Technology Learning Block I

Students with Academic Disabilities

Assistive Technology for ReadingAssistive Technology for Reading

Students with reading difficulties such as learning disabilities, intellectual disabilities, and some students with behavior disabilities benefit from software that allows the students to listen to the text using text-to-speech synthesis and scaffolds specific reading problems with such tools as linked audio vocabulary definitions, highlighted core terminology, or linked contextual video explanations. Some software provides multiple levels of reading, graphic concept maps to understand the organization of the printed word, or a combination of simplified organization with scaffolds to comprehend this organization. These scaffolds allow students with reading deficits to interact with the text in a multisensory, interactive way.Assistive technology also includes instructional reading software such as Fast Forward that is aimed at teaching reading to students with auditory deficits.

Disabilities and WritingDisabilities and WritingStudents with writing deficits benefit from software and hardware to make clear writing possible. Software such as concept mapping software, speech recognition software, word prediction software, text-to-speech software, digital dictionaries, and spelling and grammar checkers will scaffold the writing process for these students.The multisensory software that scaffolds poor readers, also scaffolds poor writers.

Exploratree

Disabilities and Math Disabilities and Math

Most students with academic mathematics difficulties benefit from additional explanation and practice, manipulation of objects, and authentic problem-solving situations. Calculation may need to be scaffolded with highlighting, frame elements that help order and orderliness of the problem, and assistance with reading if this is an additional disability.

Assistive Technology Learning Block II

Students with Visual Disabilities

Assistive Technology Learning Block II

Students with Visual Disabilities

Assistive Technology for Students with Visual Impairments

Assistive Technology for Students with Visual Impairments

Students with visual impairments need alternate ways to interact with text. Most frequently, students with visual impairments use text-to-speech synthesis. Those who use Braille to read require a Braille computer output. Some student require text enlarging, some require color changes, while others require multiple alternative access methods.

Assistive Technology Learning Block III

Students with Hearing Impairments

Assistive Technology Learning Block III

Students with Hearing Impairments

Assistive Technology for Students with Hearing Impairments

Assistive Technology for Students with Hearing Impairments

Students hearing impairments need alternate ways to be able to process auditory elements. Some student require adaptations that use residual hearing while still communicating in English, items such as hearing aids, auditory trainers, etc. Others require assistive technology that includes ASL as an alternative communication method. This technology can include items such as flashing alarms, TTL telephones, and software that uses ASL translation in the corner of the screen.

Assistive Technology Learning Block IV

Students with Physical Disabilities

Assistive Technology Learning Block IV

Students with Physical Disabilities

Assistive Technology for Students with Physical Disabilities

Assistive Technology for Students with Physical Disabilities

Students physical disabilities often experience difficulty accessing the computer. Their disabilities make it difficult to use the keyboard. Some individuals with physical disabilities need an alternative kind of keyboard, switch, or voice input.

Assistive Technology Learning Block V

Students with Communication Disabilities

Assistive Technology Learning Block V

Students with Communication Disabilities

Augmentative Communication ATAugmentative Communication AT

Students needing augmentative communication benefit from several assistive technologies. If unable to communicate, students can use low tech communication aids like PECS communication pictures or high-tech devices like a Dynavox communication device. Some electronic devices are designed as simple limited phrase devices; others are full language boards.

Assistive Technology Learning Block VI

Students with Social Skill Impairments

Assistive Technology Learning Block VI

Students with Social Skill Impairments

Assistive Technology for Students with Social Skill Impairments

Assistive Technology for Students with Social Skill Impairments

Students with social skills impairments can vary from students with mild academic disabilities to students with behavior disabilities to students with autism. The instructional needs of these students focuses on providing support in social skills. Assistive technology varies from language software to attending software. It includes items that include role-playing and often overlaps with other needs of these students, such as augmentative communication.

“Let us think of education as the means of developing our greatest

abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated

into benefit for everyone and greater strength for our nation.”

John Fitzgerald Kennedy

Our questions for you….

• Turn to your neighbor(s)

• Discuss any of our questions

• Or… come up with your own questions & discuss

• In 10 minutes, we will share our views

Is Technology Instruction in Teacher Education Programs Too Narrow to Meet Current Needs?SITE 2011 – Nashville, TN

ABSTRACT: Today’s diverse classrooms with diverse learning needs provide a challenge for today’s pre-service teacher training. This paper outlines the background and plans for a series of curricular tools or blocks being planned to address this need called Learning Blocks. The Learning Blocks outlined in this paper are Assistive Technology, Response to Intervention, and Universal Design for Learning.

Guiding questions:•What do general education teachers need to know and be able to do to implement AT, ET/IT, RtI, and/or UDL in the classroom? •What other elements/content should be included in Learning Blocks? For whom? •What resources would be helpful to include?•or Add your own questions….

Presenters:•Cindy L. Anderson, Roosevelt University, USAcanderson@roosevelt.edu•Sarah McPherson, New York Institute of Technology, USAsmcphers@nyit.edu•Elizabeth M. Dalton, Paul V. Sherlock Center on Disabilities, Rhode Island College, USAEDalton@ric.edu

Handout for SITE 2011 - Nashville