Technology Enhanced Brain-based Learning Strategies

1. Technology Enhanced Brain-based Learning Strategies Monica Phelps, M.S. Johns Hopkins University Center for Technology in Education Gretchen Rockafellow, M. Ed. Baltimore County Public Schools Carney Elementary

3. The Center for Technology in Education The Center for Technology in Education (CTE) strives to improve the quality of life of children and youth, particularly those with special needs, through teaching, research, and leadership in the use of technology. This unique partnership combines the research and teaching resources of The Johns Hopkins University and the leadership and policy support of the MSDE.

4. Putting it in context What is your mindset?

5. Application to the Student with Special Needs Current brain research has primarily yielded results in the understanding of the learning processes for the typically developing brain. This workshop has been designed to encourage the application of the same basic principles to the student with special needs through the use of Assistive Technology solutions.

6. It is general accepted that the acquisition of skills leads to increase in knowledge through generalization of the skills to other situations. Most teachers believe that this process of learning should be internally rewarding and thus motivating. Let�s look at an example.

7. Eliciting a Behavior Change

8. Design Principles Based on Brain Research (Lackney, J. A. (2002). 12 Design principles based on brain-based learning research. ) You can click on these links to see an AT application �Rich-stimulating environments� �Places for group learning� �Linking indoor and outdoor places� Engineering public spaces Fire Drill �Safe places� Variety activities, spaces, and displays �Resources available� �Flexibility� �Personalized spaces� Rich stimulating environments � sights, sounds, texture, student work Places for group learning � flexible, safe, secure changing environments that support group learning � table groupings, alcoves Indoor/outdoor link � movement, changing environments, exploration Engineering public spaces � integration of signs and symbols to motivate students and engage students across the board Safe places � Consistency and compassion. Reduction of threats Variety � lights, colors, alcoves, textures, types of spaces and activities (active and passive) Resources Available � including making the community accessible as a resources for learning Flexibility � �Personalized spaces� � making a space your own, Rich stimulating environments � sights, sounds, texture, student work Places for group learning � flexible, safe, secure changing environments that support group learning � table groupings, alcoves Indoor/outdoor link � movement, changing environments, exploration Engineering public spaces � integration of signs and symbols to motivate students and engage students across the board Safe places � Consistency and compassion. Reduction of threats Variety � lights, colors, alcoves, textures, types of spaces and activities (active and passive) Resources Available � including making the community accessible as a resources for learning Flexibility � �Personalized spaces� � making a space your own,

9. What is Assistive Technology? Any item, piece of equipment or system that helps compensate for learning difficulties in some way. A definition of assistive technology may be a system of no, low and/or high-tech tools and strategies that are suited to a person based on their individual needs. Also services as a way of meeting the individual�s need to access the AT or the curriculum

10. AND� As a tool to assist in the accomplishment of tasks that would be difficult or impossible to complete without assistance. Assistive Technology is "any item, piece of equipment, or product system whether acquired commercially of the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.� (From IDEA �97)

13. Brainstem Limbic system: Before information can arrive at the cerebral cortex it must get through this gatekeeper. The term emotional high jacking has been used to describe the phenomenon of not being rational but reacting � ex: running into a burning building to save a child/loved one; road rage; viseral response from young children. Cerebral Cortex: The �thinking� or rationale part of the brain.Brainstem Limbic system: Before information can arrive at the cerebral cortex it must get through this gatekeeper. The term emotional high jacking has been used to describe the phenomenon of not being rational but reacting � ex: running into a burning building to save a child/loved one; road rage; viseral response from young children. Cerebral Cortex: The �thinking� or rationale part of the brain.

14. Growth of a Brain Network

16. Experiential Learning Repeated use strengthens brain connections. If connections are not used, they are �pruned� away. The brain �grows itself� for whatever environment it experiences. Most of this experience-based growth occurs in the cortex (the �executive brain�). Bullet 1: What does this mean to the kid with special needs? Good example: Food selection sheet over conversation at lunch. If all you are expected to do is make a request, your interest in holding a conversation with someone could become extinguished. Bullet 2: The old �Don�t use it; you lose it� adage. Example: How many of us (older) find that climbing a tree is more challenging now than when we were younger (size not withstanding). Twirling around, swinging Bullet 3: Kids and video games or television. The desensitization of a child to the violence because of repeated exposure. No one understands you so you choose not to communicate. Bullet 4: This is because the experiences have made it through the emotional center of the brain and have been able to move into the �thoughtful� portion of the brain.Bullet 1: What does this mean to the kid with special needs? Good example: Food selection sheet over conversation at lunch. If all you are expected to do is make a request, your interest in holding a conversation with someone could become extinguished. Bullet 2: The old �Don�t use it; you lose it� adage. Example: How many of us (older) find that climbing a tree is more challenging now than when we were younger (size not withstanding). Twirling around, swinging Bullet 3: Kids and video games or television. The desensitization of a child to the violence because of repeated exposure. No one understands you so you choose not to communicate. Bullet 4: This is because the experiences have made it through the emotional center of the brain and have been able to move into the �thoughtful� portion of the brain.

17. Experiences that Strengthen Connections Are frequent, regular, and predictable Occur in the context of a warm, supportive relationship Are associated with positive emotion (fun, excitement, humor, comfort) Involve several senses Are responsive to the child�s interests or initiative

18. Contact Information Monica Phelps mphelps@jhu.edu Gretchen Rockafellow Gretchenrockafellow@msn.com

20. Multiple means of expression and control Writing Drawing Reading Researching Designing Presenting Acting Support performance-based learning (e.g. through apprenticeships)

21. Multiple means of engagement Learning Styles Self-selection Individualized learning Motivation Tap into the affective system to promote engagement in learning

22. Analyzing Brain Chemistry Cortisol stress hormone Serotonin neurotransmitter

23. Software Adaptations - Reading Text to speech programs to read text on the screen WYNN

24. Cost of Assistive Technology

25. Looking at �Accessibility� in a New Light Shortening the time of implementation of intervention �Now� world application Reducing the resources (time and money) necessary to reach more learners Providing services that are least restrictive How many of you have heard of Universal Design before you signed up for this workshop? How many of you have heard of Universal Design before you signed up for this workshop?

26. Scenarios for Assistive Technology Young Children, Children, and Youth with Disabilities

27. Categories of Assistive Technology Stability Mobility Self Care Communication Computer Access Recreation

28. Low Tech Accommodations Making materials easier to manipulate� Explain concepts the photos demonstrate: Materials may need to be easier to manipulate to improve fine motor skills Or materials may need to be easier to manipulate for students who are blind or attention and organization problems.Explain concepts the photos demonstrate: Materials may need to be easier to manipulate to improve fine motor skills Or materials may need to be easier to manipulate for students who are blind or attention and organization problems.

29. AT to Create Rich Environments Supplementing text with picture symbols for emergent readers and those with language differences� Making it easier to recognize relevant information� Explain what the photo means in terms of providing a form of visual language for children with autism or language delays, a large portion of early childhood population.Explain what the photo means in terms of providing a form of visual language for children with autism or language delays, a large portion of early childhood population.

30. Low Tech Accommodations Making it easier to recognize relevant information� Explain what photo is showing about using contact like sticky notes to guide students with marking text that shows main ideas, details, conclusion as when learning to read or write to be informed.Explain what photo is showing about using contact like sticky notes to guide students with marking text that shows main ideas, details, conclusion as when learning to read or write to be informed.

31. Creating Environments Concept map or outline of ideas for group work Assistive technology for children who need a writing scaffold Instructional technology for all students Example of commonly available tool that can become AT for some children because tool is so well designedExample of commonly available tool that can become AT for some children because tool is so well designed

32. Software Adaptations � Reading & Writing Text to speech programs or �talking word processors� Write OutLoud, Intellitalk II Explain how a talking word processor enables children who have difficulty editing, to listen to their text to make corrections. Can use for reading aloud single words, sentences, paragraphs, or pages. Can turn speech off and have word processor just highlight words without sound to build reading fluency because the reading speed is adjustable.Explain how a talking word processor enables children who have difficulty editing, to listen to their text to make corrections. Can use for reading aloud single words, sentences, paragraphs, or pages. Can turn speech off and have word processor just highlight words without sound to build reading fluency because the reading speed is adjustable.

33. Software Adaptations - Writing Word prediction � Co:Writer Example of tool to support children who have difficulty producing written work, either because they are slow typists for whatever reason or because they are phonetic spellers and have difficulty spelling words to such an extent that they don�t write words well.Example of tool to support children who have difficulty producing written work, either because they are slow typists for whatever reason or because they are phonetic spellers and have difficulty spelling words to such an extent that they don�t write words well.

34. For those who use screen readers and text readers: Internal indexing for lengthy pages (table of contents in upper right corner of page) Microsoft link Buttons include alt-text identification features Tables and fields include text descriptors Flashing items cannot exceed a specific rate Internet Accessibility