Set Up Directions

1. Set Up Directions Start Time: 9:00 Stop Time: 9:30 Objectives: By the end of the session, participants will be able to: • Identify an instructional framework for effective implementation of assistive technology in the general education classroom. • Identify peer-assisted learning strategies that support building a positive learning environment in the general education classroom. • Describe basic components of the GLOBE Tech explicit instruction delivery model. • Access online and print resources to support GLOBE Tech implementation. Special Directions: • Register and pick up nametag. • Sit at your assigned table and seat according to your nametag. Challenge Question: How will the instructional strategies of the GLOBE Tech model support the implementation of assistive technology for student learning? Johns Hopkins University Center for Technology in Education

2. Empowering EducatorsAT Consideration + Classroom Implementation = Access for All 2006 Maryland Assistive Technology Network and Boundless Learning Spring Institute – May 18, 2006 Nicole Tucker-Smith, Jeanne Dwyer, Lynne Mainzer, John Castellani, Tammy Devlin

3. Assistive Technology Update • AT Considerations • AT Monograph Considerations Model • AT Outcomes Results • Consideration√ • Implementation? • A Collaborative Approach • An Evidence-Based Instructional Delivery System Johns Hopkins University Center for Technology in Education

4. What’s Going On? Please stand if… • You have seen technology being used to help students learn. Remain standing if… • You have seen general and special educators effectively collaborating and using assistive technology in the general education classroom. • You believe ALL students with disabilities in your school or school district who need assistive technology supports are actively engaged in positive learning environments AND achieving AYP. Johns Hopkins University Center for Technology in Education

5. Assistive Technology Cycle: Consideration to Implementation Class Profile MatrixA tool that organizes instructional accommodations and assistive technology for students with special needs AT Consideration Planning Guide A decision-making guide to identify possible assistive technology solutions GLOBE Tech An explicit instruction delivery system that integrates tools and strategies to help all students access the curriculum Assistive Technology Outcomes An evaluation tool to developan AT accountability system Johns Hopkins University Center for Technology in Education

6. Teambuilding Icebreaker: Windows • Start with the Facilitator. • Take turns suggesting something that everyone might have in common. Example: Do we all like chocolate chip cookies? • If everyone says yes, record “like chocolate chip cookies” in the window marked 5 (if you have 5 team members). If 2 people agree, record that statement in the window marked 2. • Pass the paper around the table and try to discover uncommon commonalities. 1 4 5 2 3 Johns Hopkins University Center for Technology in Education

7. Understand Team Roles: Facilitator Supply Manager Recorder Coach Data Manager High Performance Teaming Create Team Identity: Select a team name with a technology theme. Record team identity on cardstock on team folder. Johns Hopkins University Center for Technology in Education

8. Boundless Learning Overview Boundless Learning is a comprehensive, technology-supported approach designed to promote collaboration between general and special educators and facilitate access to and success in the general education curriculum for students with diverse needs, including students with disabilities. Management: Establishing a Positive Learning Environment Instruction: GLOBE Tech Daily Cycle Collaboration: Special Education and General Education Johns Hopkins University Center for Technology in Education

9. Establishing a Positive Learning Environment • Classroom Organization • Planning and Preparing for AT in the GLOBE Tech Framework • Planning Instruction for Diverse Learners Johns Hopkins University Center for Technology in Education

10. Classroom Organization: A 3-Tiered Approach Whole Class Teams Individuals Instruction Management Johns Hopkins University Center for Technology in Education

11. 3-Tiered Classroom Organization Benefits Whole Class Ratio 1:25 Johns Hopkins University Center for Technology in Education

12. 3-Tiered Classroom Organization Benefits Teams Ratio 1:5 Johns Hopkins University Center for Technology in Education

13. 3-Tiered Classroom Organization Benefits Individual Ratio 1:1 Johns Hopkins University Center for Technology in Education

14. Planning and Preparing Technology Planning: Think about the diverse needs of your students. Preparation: • Devices and materials are readily accessible. • Procedures for using technology are known and practiced. • There are back up strategies and low tech tools. Johns Hopkins University Center for Technology in Education

15. Planning Instruction for Diverse Learners • Identify curriculum indicators and learning objectives • Review IEP goals and objectives • Consider what strategies, accommodations, and technologies need to be implemented so that all students achieve learning goals AT Consideration Planning Guide Class Profile Matrix Johns Hopkins University Center for Technology in Education

16. Team Activity:Planning Instruction Scenario • Read the MVSC Indicator and Objective Card. • Read the snapshot for “Kathy.” • Use the graphic organizer to record potential strategies, accommodations, and assistive technologies that would give access to curriculum. • Be prepared to share your team’s responses with whole group. Johns Hopkins University Center for Technology in Education

17. GLOBE Tech GLOBE Tech is a daily cycle of instruction anchored in peer-assisted learning that implements assistive and instructional technology tools and strategies to help all students gain access to the general education curriculum in order to meet state content standards. Johns Hopkins University Center for Technology in Education

18. What is GLOBE Tech? Get Ready Launch Teacher Presentation Organize Team Learning Boost Individual Understanding Evaluate and Celebrate Johns Hopkins University Center for Technology in Education

19. A Flexible Framework Johns Hopkins University Center for Technology in Education

20. Teachers Assign student roles and responsibilities Display Set-Up Directions Pose Challenge Question Students Complete team roles Follow steps of the Set-Up Directions Discuss the Challenge Question and make predictions Get Ready • Occurs during the first 5-7 minutes of class • Sets purpose for learning and establishes set-up routine Johns Hopkins University Center for Technology in Education

21. Tasks Listen Read Role Cards Think about learning Talk to team members Get materials and prepare for use Follow schedule Tools & Strategies Visual Timer Recorded phrases for team roles Get Ready Johns Hopkins University Center for Technology in Education

22. Indicator: Recognize and describe the processes involved with changing materials from one state to another. Objectives: Classify materials as solids, liquids, and gases. Recognize that heating causes liquids to evaporate changing them to gases. Recognize that cooling causes gases to condense into liquids. Sample Daily Challenge Question Relate this question directly to your curriculum indicators as well as to your student objectives. Students should discuss this daily Challenge Question. Challenge Question: How does temperature affect solids, liquids, and gases? Johns Hopkins University Center for Technology in Education

23. Teachers Vary presentation strategies to meet various learning styles Use visual, auditory, and tactile aids to enhance presentation Use strategies to elicit responses from all students Provide structured handouts to guide students Students Complete interactive presentation activities Think about how the Challenge Question relates to teacher presentation Launch Teacher Presentation Teacher presents information or models strategies Johns Hopkins University Center for Technology in Education

24. Tasks Listen Connect to main ideas Focus and engage with presentation Respond to questions posed to class Write main ideas Tools & Strategies Media (video, sound, graphics) Public Response System (clickers) Launch Teacher Presentation Johns Hopkins University Center for Technology in Education

25. States of Matter Video & Public Response Questions States of Matter Video Selected Response Questions: • If the substance is changing from a solid to a liquid, then the temperature is ____. • Which is not an example of evaporation? • When matter changes state, the molecules can ____. What other types of response systems can teachers use in the classroom to facilitate student participation? Johns Hopkins University Center for Technology in Education

26. Teachers Structure team learning activity by assigning student roles and responsibilities Form small groups for specific needs Circulate to monitor and assess performance Students Execute team roles and responsibilities Use group processing skills to work cooperatively Review academic goals to enrich understanding of the Challenge Question Organize Team Learning Applies student learning and understanding in a team setting Johns Hopkins University Center for Technology in Education

27. Tasks Listen peers Think about key questions and concepts Talk to team members Engage in peer-assisted learning strategies Write notes/questions Tools & Strategies Picture-supported text Numbered Heads List-Group-Label Organize Team Learning Johns Hopkins University Center for Technology in Education

28. Team Activity: List-Group-Label • Supply Managers, take the List-Group-Label envelope out of the Team Folder and read aloud each vocabulary term. • As a team, sort the words into categories. There must be at least 2 words in each category. • Coach, encourage each member to participate. • Recorder, write down the name of each category on scrap paper in team folder. • Facilitator, be prepared to share how you sorted the terms. • Data Manager, make sure your team stays on task. How can a teacher use/adapt a strategy like List-Group-Label to support students with special learning needs? Johns Hopkins University Center for Technology in Education

29. Pyramid Puzzle There is a word hidden in each line of the triangle. Each symbol represents a letter. What are the 5 words?      Johns Hopkins University Center for Technology in Education Adapted from 103 Additional Training Games, Kroehnert, 2001

30. Teachers Provide activities to build understanding Accommodate diverse learning needs Circulate to monitor each student’s progress Students Demonstrate understanding and mastery of content Work individually to answer content questions, practice skills, summarize understanding, and complete assignments Boost Individual Understanding Establishes daily routine for students to independently apply learning and transition smoothly into homework assignments Johns Hopkins University Center for Technology in Education

31. Tasks Focus and work independently Respond to questions/prompts Write notes, questions, summary, report Read/research for needed information Tools & Strategies Recorded text Text-to-speech software Low-tech writing supports VVWA (Verbal Visual Word Association) Boost Individual Understanding Johns Hopkins University Center for Technology in Education

32. Individual Activity: VVWA Vocabulary Term Picture Personal Association Definition Divide your paper into four sections. F: Boiling Point R: Evaporation S: Condensation C: Freezing Point D: Heat Note: Students who need text-to-speech can use free software like ReadPlease. Johns Hopkins University Center for Technology in Education

33. How to Open ReadPlease • Double click ReadPlease 2003 on the desktop. • ReadPlease opens to instructional text.  If you press play, it will read the instructions. • File>Open will browse to the C:/Program Files/Read Please/My Readings folder by default. • Click on States of Matter Vocabulary file in My Readings and then click Open button. • States of Matter Vocabulary is now ready to Read. Johns Hopkins University Center for Technology in Education

34. Teachers Review lesson objectives and Challenge Question Assess learning and explain connection to homework assignment and future lessons Give feedback about individual, team, and whole class performance Students Reflect on individual learning and contributions to team Begin to make connections to future learning Evaluate and Celebrate Brings meaningful closure to lesson and prepares students for tomorrow's learning Johns Hopkins University Center for Technology in Education

35. Tasks Listen to teachers and peers Reflect on Challenge Question Talk to teachers and peers Record homework assignment Tools & Strategies Visual timer Picture supported text Exit slip 3-2-1 Reflection Evaluate and Celebrate Evaporation Johns Hopkins University Center for Technology in Education

36. Sample 3-2-1 Reflection Challenge Question: How does temperature affect solids, liquids, and gases? • 3 new vocabulary terms you have learned • 2 ways temperature affects substances • 1 question you still have about how temperature affects solids, liquids, and gases Johns Hopkins University Center for Technology in Education

37. Your 3-2-1 Reflection Challenge Question: How will the instructional strategies of the GLOBE Tech model support the implementation of assistive technology for student learning? • 3 new concepts, strategies, or tools you have learned about today • 2 ways you could support the instructional use of assistive technology to help students access curriculum • 1 concept you already knew prior to the institute Johns Hopkins University Center for Technology in Education

38. GLOBE Tech Implementation Work with your district-level colleagues to consider GLOBE Tech implementation in your schools. Resources: • AT Consideration Planning Guide • Class Profile Matrix • GLOBE Tech Quick Guide • GLOBE Tech Implementation Plan • GLOBE Tech Lesson Plan Template • Assistive Technology Outcomes Evaluation GLOBE Tech Online Manual www.cte.jhu.edu/globetech Moving Forward Web Site www.cte.jhu.edu/movingforward Boundless Learning PRC www.cte.jhu.edu/boundlesslearning Educational Technology Gateway www.cte.jhu.edu/edtech Johns Hopkins University Center for Technology in Education

39. Wrap Up • MATN & Boundless Learning Spring Institute Survey • Prize Give Away • Whole Group • Team • Individual • Upcoming Events • Fall MATN Meeting • Statewide Capacity Building Opportunity Johns Hopkins University Center for Technology in Education

40. Resources • Bowser, Gayl. AT Implementation Plan. Gayl.bowser@douglasesd.k12.or.us • CAST http://www.cast.org/research/udl/index.html • Johnson, David W. and Roger T. Johnson. Leading the Cooperative School. Johnson & Johnson,1989. • Kagan, Laurie, Miguel Kagan, and Spencer Kagan. Cooperative Learning Structures for Classbuilding. Kagan Cooperative Learning, 1995. • Kagan, Laurie, Miguel Kagan, and Spencer Kagan. Cooperative Learning Structures for Teambuilding. Kagan Cooperative Learning, 1995. • Zabala, J.S. SETT Framework • Zabala, J.S. & Korsten, J.E.,(Revised 2002) Activity-Based Implementation and Evaluation Plan Summary Johns Hopkins University Center for Technology in Education