Tuesday, June 14, 2011
Final Website and Lesson Plan
Here is the link to my final Web Presence:
CCIU Preschool Special Education
Here is my lesson plan as well:
Additional Standards Lesson would meet. Data would not be collected on these standards on a monthly basis for itinerant preschool special education students. Students who attend a specialized classroom (preschool special education classroom) would, however, be assessed on a yearly bases on PA Learning Standards for Early Childhood:
CCIU Preschool Special Education
Here is my lesson plan as well:
This is the lesson plan format that I used for my itinerant student therapy sessions. Itinerant therapy sessions are 30 minutes in length, take place in a one-on-one setting, and occur once per week.
Date: ______________________
Student Name: _______________________________________
Student Will Be Able To (SWBAT):
Goal: Given the prompt hierarchy faded to the lowest level necessary, (name) will point to at least 6 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) During structured activities in 4 out of 5 trials over 3 consecutive sessions
Goal: Given the prompt hierarchy faded to the lowest level necessary, (Name), will comply with 2 step auditory directions during a structured activity (example: circle time, gross motor game) during a 15-minute period over 3 consecutive sessions.
Goal: Given use of the prompt hierarchy faded to the lowest level necessary, (Name) will sustain his/her attention for 15 minutes of independent active participation during both individual and small group learning, in 4 out of 5 trials over 3 consecutive sessions.
Goal: Given the prompt hierarchy faded to the lowest level necessary and presented a choice of 5 activities, (Name) will choose and engage with the chosen activity for 5 minutes for 3 consecutive sessions.
Materials:
- * Signed AUP
- * IEP
- * ER
- * MacBook
- * Internet Connection
- * Desk/chair
- * Rule chart
- * Picture Schedule
Introduction (Anticipatory set):
Teacher will review therapy rules. Teacher will review lesson picture schedule.
Student will choose a video from the "video" page to watch. Student will choose between songs of video clips. If student wants to watch additional videos, they will have to first complete the lesson, then choose a video as a reward.
Focus (Procedure):
Student will complete Power point: "My Concept Words" from the "Lesson" page. Teacher will assist student with beginning slideshow and mouse navigation as needed. Teacher will record slides that were confusing or challenging for student and assign homework related to those concepts.
Conclusion (Guided practice/monitoring):
Student will complete a game from the "Game" page. Teacher will guide student to play game that will best review challenging concepts. Teach will assist with mouse navigation and repeat game directions as needed. Teacher will record student ability and any challenges that arose with game as well.
If time allows, student may choose to watch additional video or play additional game as a reward for cooperation during lesson.
Homework (Independent Practice):
Each student will leave therapy session with a copy of "Opposite Word Cards" from "Worksheets" page. Additionally, student will be assigned a worksheet (will be chosen based on challenges in lesson and game) from "Worksheet" page as weekly homework. Student will bring completed worksheet to therapy next week to check for comprehension and completion.
Assessment:
The teacher will collect data on each goal in 4 out of 5 (or number of minutes for duration goals) over 3 consecutive sessions via ongoing parent/teacher/therapist written/verbal communication, yes/no checklists, anecdotal notes, observation, and formal data collection including charts, graphs, etc. Teachers and therapists will collect data twice per month and progress will be reported to the family two times per year.
Example of Student Weekly Goal Checklist:
Name: A Sample Preschool: Wooden Shoe
Frequency: 30min/week Setting: Group or Individual
* - WORKED ON P - ACHIEVE W/ PROMPTS
√ - START TO ACHIEVE X – ACHIEVE INDEPENDENTLY
SKILL | 6-14 | 6-21 | 6-28 | 7-5 | 7-12 | |
1 | Point to 6 beginning | |||||
2 | Comply with 2 step directions | |||||
3 | Attend15 minutes | |||||
4 | Engage for 5 given 5 |
International Society for Technology in Education Standards
· Apply existing knowledge to generate new ideas, products, or processes
· Use models and simulations to explore complex systems and issues:
· Contribute to project teams to produce original works or solve problems
· Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
· Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
· Identify and define authentic problems and significant questions for investigation
· Collect and analyze data to identify solutions and/or make informed decisions
· Advocate and practice safe, legal, and responsible use of information and technology
· Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
· Understand and use technology systems
· Select and use applications effectively and productively
· Transfer current knowledge to learning of new technologies
PA Learning Standards for Early Childhood
· Utilize all available senses to explore and learn from the environment
· Ask questions for clarification and to seek meaningful information
· Demonstrate an increased willingness to participate in both familiar and new experiences
· Differentiate between appropriate and inappropriate methods for learning information
· Engage in simple games with rules
· Attend and follow through on adults’ one or two step directions
· Initiate and extend activities
· Complete short tasks, activities, projects and experiences from beginning to end independently
· Work towards completing task despite interruptions or classroom disruptions
· Attempt to accomplish a difficult task on own
· Practice using directionality and appropriate vocabulary with assistance
· Demonstrate an understanding of directionality, order and positions of objects
· Describe objects according to size, shape, color or properties of matter
· Identify the function of simple technological objects
· Identify the appropriate technology to complete a task
· Use simple tools and materials
· Identify parts of a computer
· Use a computer to run specific software independently
· Practice new vocabulary with teacher assistance
· Match vocabulary to picture clues
· Use new vocabulary when speaking
Reflection
I learned a good bit about virtual presentation options, web etiquette, and student technology standards. I'm a bit more open to special needs preschoolers being able to navigate the Internet and now see a greater importance to exposing them to Internet learning at such a young age. It has been especially helpful to see how my classmates have or hope to integrated technology into their lessons/classrooms. Reading classmate blogs has provided me with many ideas to share with coworkers who continue to teach directly.
When/if I go back to direct instruction (I'm kind of enjoying the position I hold now, and find it hard to imagine going back!), I will feel much more prepared to integrate technology in a meaningful manner to my therapy sessions. I see how Internet lessons can really increase parent involvement and parent follow through of therapy sessions.
I think that I'll be able to communicate the importance of Internet use policies more with my co-workers as well. I don't think that's something that my coworkers have given much thought. Each year, I am required to complete a "Self-Directed Learning Plan" for my department. I think that an age appropriate AUP for our department could be a great project for next school year. I'll be speaking to my supervisor about it in July. I think my coworkers and supervisors will be happy to integrate a preschool special educition specific AUP (and be glad they didn't have to create them themselves.)
When/if I go back to direct instruction (I'm kind of enjoying the position I hold now, and find it hard to imagine going back!), I will feel much more prepared to integrate technology in a meaningful manner to my therapy sessions. I see how Internet lessons can really increase parent involvement and parent follow through of therapy sessions.
I think that I'll be able to communicate the importance of Internet use policies more with my co-workers as well. I don't think that's something that my coworkers have given much thought. Each year, I am required to complete a "Self-Directed Learning Plan" for my department. I think that an age appropriate AUP for our department could be a great project for next school year. I'll be speaking to my supervisor about it in July. I think my coworkers and supervisors will be happy to integrate a preschool special educition specific AUP (and be glad they didn't have to create them themselves.)
Friday, June 10, 2011
Website sample
I tried to host this on Weebly, but Weebly was charging me $ for everything I wanted to do-- embedding the power point, adding icons, etc... Also, Weebly's layouts were not very cute. I asked my friend to host this for me, as he's "in the biz" and is already paying to have a site. If I do end up giving this site to my department to use, perhaps the IU will pay to host it, or add it as a link to their site? Anyway, let me know what you think so far...
CCIU Preschool Special Education
goals- Student will point to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions. subject- General Knowledge and Comprehension/Preacademic readiness/Specialized Instruction grade- Pre-Kindergarten (ages 3-5) assessment- The teacher will collect data on pointing to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions via ongoing parent/teacher/therapist written/verbal communication, yes/no checklists, anecdotal notes, observation, and formal data collection including charts, graphs, etc. Teachers and therapists will collect data twice per month and progress will be reported to the family two times per year. tool(s) you're using- Adobe Dreamweaver Website
CCIU Preschool Special Education
goals- Student will point to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions. subject- General Knowledge and Comprehension/Preacademic readiness/Specialized Instruction grade- Pre-Kindergarten (ages 3-5) assessment- The teacher will collect data on pointing to at least 4 pictures of beginning quantitative (opposite) concepts when given opposite analogies (example: Find the one that is big. Find the one that is small. Which glass is empty? Which one is full? ) during structured activities in 4 out of 5 trials over 3 consecutive sessions via ongoing parent/teacher/therapist written/verbal communication, yes/no checklists, anecdotal notes, observation, and formal data collection including charts, graphs, etc. Teachers and therapists will collect data twice per month and progress will be reported to the family two times per year. tool(s) you're using- Adobe Dreamweaver Website
Thursday, June 2, 2011
Blog Entry #5
What does an "Internet Safety and Security" policy need to look like in your classroom?
Think about:
1. How your students will use the Web
My students would use the Internet to play educational games with adult supervision. They might use the Internet to chat with other students via Skype or other video chat tools. They may be able to do follow up activities provided by classroom teachers in their homes using the Internet if their classroom teachers created class websites.
2. The Standards (above)
• advocate and practice safe, legal, and responsible use of information and technology--- This would be done by classroom and itinerant teachers before each interaction with the Internet. Our students are young and need many reminders. It might be nice to accompany the verbal ques with a visual safety and use schedule. Perhaps something made with the Boardmaker icons that our students are used to working with throughout the school and therapy day.
• exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity-- Preschool special education students seem to come to the table with pretty excited and positive feelings about technology as it is, but this could be enhanced with planned experiences. Teachers would differentiate student introductions to Internet games and lessons by assuring that students are first given success in completing online work, and then moving onto more challenging Internet activities.
• demonstrate personal responsibility for lifelong learning-- At 3-5 years old, this might be something teachers would work with parents to establish? Giving the preschool special education students the skills to begin navigating the Internet would be a start.
• exhibit leadership for digital citizenship-- This would probably include lessons on digital citizenship and what it entails. Maybe once a week for a few months. Perhaps a mascot could be created and then a graduate certificate and ceremony could happen at the end of the unit.
3. What access do you (and your students) have to the Internet
I have a laptop that the CCIU provides for me to do my work. I do not have a wireless card, but could apply to get one if neccessary. Some of the people who do my job in Southern Chester County have wireless cards, simply because access is more sparce in that area when you're on the road, evaluating and holding IEP meetings. Most classrooms had one or 2 desk tops for the students to use.
4. Your building/district AUP
The CCIU's AUP is extensive and something that was easily adaptable to Preschool Special Educaiton needs.
5. The grade level of your students
My students are Pre-Kindergarten students, ages 3-5
Think about:
1. How your students will use the Web
My students would use the Internet to play educational games with adult supervision. They might use the Internet to chat with other students via Skype or other video chat tools. They may be able to do follow up activities provided by classroom teachers in their homes using the Internet if their classroom teachers created class websites.
2. The Standards (above)
• advocate and practice safe, legal, and responsible use of information and technology--- This would be done by classroom and itinerant teachers before each interaction with the Internet. Our students are young and need many reminders. It might be nice to accompany the verbal ques with a visual safety and use schedule. Perhaps something made with the Boardmaker icons that our students are used to working with throughout the school and therapy day.
• exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity-- Preschool special education students seem to come to the table with pretty excited and positive feelings about technology as it is, but this could be enhanced with planned experiences. Teachers would differentiate student introductions to Internet games and lessons by assuring that students are first given success in completing online work, and then moving onto more challenging Internet activities.
• demonstrate personal responsibility for lifelong learning-- At 3-5 years old, this might be something teachers would work with parents to establish? Giving the preschool special education students the skills to begin navigating the Internet would be a start.
• exhibit leadership for digital citizenship-- This would probably include lessons on digital citizenship and what it entails. Maybe once a week for a few months. Perhaps a mascot could be created and then a graduate certificate and ceremony could happen at the end of the unit.
3. What access do you (and your students) have to the Internet
I have a laptop that the CCIU provides for me to do my work. I do not have a wireless card, but could apply to get one if neccessary. Some of the people who do my job in Southern Chester County have wireless cards, simply because access is more sparce in that area when you're on the road, evaluating and holding IEP meetings. Most classrooms had one or 2 desk tops for the students to use.
4. Your building/district AUP
The CCIU's AUP is extensive and something that was easily adaptable to Preschool Special Educaiton needs.
5. The grade level of your students
My students are Pre-Kindergarten students, ages 3-5
AUP- PSEP
(Please read this document carefully before signing.)
Internet access is available to students and teachers in the Chester County Intermediate Unit Preschool Special Education Program.
Internet--Terms and Conditions of Use
1) Acceptable Use – Use of the Internet will be to support research, education, and collaborative work.
2) Privileges - The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges.
3) Network Etiquette - You are expected to abide by the generally accepted rules of network etiquette. These include (but are not limited to) the following:
a) Be polite.
b) Use appropriate language.
c) Illegal activities are strictly forbidden.
d) Do not reveal your personal address or phone numbers of students or colleagues.
g) Do not disclose confidential information about Individual Education Plans on the Internet.
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Internet Use Agreement. I understand that this access is designed for educational purposes. I hereby give permission to issue an account for my child and certify that the information contained on this form is correct.
Parent or Guardian's Name (please print): _________________________
Parent or Guardian's Signature: _________________________________
SPECIAL EDUCAITON TEACHER
(Must be signed if the applicant is a student)
I have read the Internet Use Agreement and agree to promote THIS agreement with the student. As a Preschool Special Education Teacher I agree to instruct the student on acceptable use of the network and proper network etiquette.
Teacher's Name (please print): _________________________________
Teacher's Signature: _________________________________________
Internet access is available to students and teachers in the Chester County Intermediate Unit Preschool Special Education Program.
Internet--Terms and Conditions of Use
1) Acceptable Use – Use of the Internet will be to support research, education, and collaborative work.
2) Privileges - The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges.
3) Network Etiquette - You are expected to abide by the generally accepted rules of network etiquette. These include (but are not limited to) the following:
a) Be polite.
b) Use appropriate language.
c) Illegal activities are strictly forbidden.
d) Do not reveal your personal address or phone numbers of students or colleagues.
g) Do not disclose confidential information about Individual Education Plans on the Internet.
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Internet Use Agreement. I understand that this access is designed for educational purposes. I hereby give permission to issue an account for my child and certify that the information contained on this form is correct.
Parent or Guardian's Name (please print): _________________________
Parent or Guardian's Signature: _________________________________
SPECIAL EDUCAITON TEACHER
(Must be signed if the applicant is a student)
I have read the Internet Use Agreement and agree to promote THIS agreement with the student. As a Preschool Special Education Teacher I agree to instruct the student on acceptable use of the network and proper network etiquette.
Teacher's Name (please print): _________________________________
Teacher's Signature: _________________________________________
Monday, May 30, 2011
For some reason I couldn't comment again...
But I wanted to acknowledge your feedback. So I'll just put a response here...
I totally agree that technology and digital readers and writers can aid the older special eduation population. I also wanted to share a little excerpt of a blog I follow (it's the mom of a student I evaluated a year ago) that shows how technology can assist even 3.5 year olds. The things that the therapists that I work with do with this little guy are amazing! He's a rather involved little fella and they use simple (and not so simple) applications to help him to communicate. This Thursday entry has a great example of the speech therapist's innovation. Here's the specific section that I'm talking about. The blog isn't all about his therapy, so in case you don't want to weed through it all...
"First was Miss Maggie for speech therapy. She came with her supervisor who, luckily, is well versed on the communication app I have on my iPad. "Proloquo 2 Go". We set it up so Gavin only saw one choice - a book. He had to touch the screen to hear "Book" in order to get his favorite books! He caught on pretty quick today and did a great job! The iPad can be tricky - you really have to touch "just right" and make sure you're not touching it with your other hand at the same time or it won't work. It's also a little tough as Gavin intentionally touches the iPad - but not in the right spot that gets it to "talk". We're getting there..."
I totally agree that technology and digital readers and writers can aid the older special eduation population. I also wanted to share a little excerpt of a blog I follow (it's the mom of a student I evaluated a year ago) that shows how technology can assist even 3.5 year olds. The things that the therapists that I work with do with this little guy are amazing! He's a rather involved little fella and they use simple (and not so simple) applications to help him to communicate. This Thursday entry has a great example of the speech therapist's innovation. Here's the specific section that I'm talking about. The blog isn't all about his therapy, so in case you don't want to weed through it all...
"First was Miss Maggie for speech therapy. She came with her supervisor who, luckily, is well versed on the communication app I have on my iPad. "Proloquo 2 Go". We set it up so Gavin only saw one choice - a book. He had to touch the screen to hear "Book" in order to get his favorite books! He caught on pretty quick today and did a great job! The iPad can be tricky - you really have to touch "just right" and make sure you're not touching it with your other hand at the same time or it won't work. It's also a little tough as Gavin intentionally touches the iPad - but not in the right spot that gets it to "talk". We're getting there..."
Friday, May 27, 2011
Blog Entry #4
Your thoughts on the reading/Will Richardson's speech:
Richardson's speech was informative, creative, and well organized. He spoke much of innovation and gave some insight into applications of the future that will become the norm. I do think that many of his points were valid and considered more thought. However, some of his point s did seem rather extreme, and possibly detrimental. For example, could there be repercussions from consistently reading from a digital screen? How would an optometrist react react to Richardson's hypothesis about reading and writing taking place only in a digital world in the future? Wouldn't replacing textbooks due to wear and tear be significantly less expensive than replacing a digital readers? Sure students would be given training on how to use their new tools, but kids are kids at the end of the day; even when they're kids that can program an entire video game in an evening and have classmates playing them the next day. On the other hand, would downloading updated textbooks be less expensive than purchasing and shipping hundreds of textbooks every 5-10 years? Perhaps digital readers would provide more up to date scientific, historical, etc… writings.
When experts, such as Richardson discuss the eminent change in how writing is taught, I get a little uneasy in my skin, as I work with 3-5 year olds that are developing their fine muscles in order to be able to print in an age appropriate manner. Merely learning to write with a keyboard would do a disservice to future students and their muscle development. Perhaps cursive writing could become obsolete, but students should certainly be able to print using pen/pencil and paper. We've already taken away tying shoes with the implementation of Velcro and now we could take away the dexterity necessary to print as well. Future students aren't going to be able to button their clothing if we keep taking away their fine motor work.
Basically, I agree that novel technological resources can, will, and should change learning; but I don't think that means we have to throw everything else out the window. The innovators that came up with these resources learned to read and write with books and paper, played outside after school, and were given a chance to create during arts classes. I just don't want education to become so technological that it can never go back to more routine, and valid instruction techniques.
I certainly know from experience, that once you have the new convenience of some novel technology, you can't imagine going back. For example, I have a DVR cable package in my home. It's amazing. I can never go back to regular cable at this point. I've become overly accustomed to watching prime time Thursday evening shows on Sunday afternoons and watching Saturday Night Live on a Wednesday afternoon.
Finally, and I know it's been mentioned before, but I still feel that teachers are using technology in their classrooms out of obligation. It's a delicate to walk during lesson planning between using technology to enhance learning, and using technology to check off a box in the state standards or in your employee review. It's a line that I have been dancing on since I began this degree 5 years ago, and I'm not always sure I navigated the course with precision.
Wednesday, May 18, 2011
Response Blog 3: Web Based Learning
1. How will you apply the concepts from the above online learning experiences in your final web-based learning experience project for this course?
I'm leaning towards completing an online research module for my final project. The Eric Karl example that I posted on the wiki was really helpful. It got me thinking about how to age appropriately integrate Internet learning into preschool special education lessons. I'll probably make a lesson geared toward itinerant teaching, since I know from previous experience how to organized one of those lessons. Perhaps I'll include a link the blank WELES lesson planner in the teacher section as well? It's always nice to have another planning resource.
2. What content area are you thinking about using? You might have a unit that needs some "sprucing up".
The content areas in preschool special education are pretty basic. Since I'm going to need to use web resources that already exist to help my lesson along, I'll probably just pick a general knowledge concept as opposed to a behavioral or social concept. I'm thinking about completing a lesson on opposites. However, I need to get out there and find some more existing information before I really commit to an idea. Also, I'd like to get a chance to work with a few more Internet teaching strategies before beginning to tackle my final project. But, if I do go with my opposite idea, one example of a useful game that I found was this opposite game. Teaching opposites/beginning concepts can get a little stale for students, so having something computer based might be just what an itinerant teacher would need to maintain student attention.
3. What websites have you found so far that you would like to use?
(You can start your own list in your Diigo account for this project. You can also tag all of the sites for this project with a special tag. Then, when you go to look up the sites, all you have to do is type that tag to search for them!)
Here are some examples of Opposite Lesson Plans that I will modify to meet itinerant preschool special education online learning lessons. I'll use games from some of the other sites I've shared in other posts and blog responses too. Those are all already tagged in Diigo for you. My icon is a dog in a raincoat on Diigo.
http://www.ehow.com/way_5263284_toddler-lesson-plans-opposites.html
http://its.guilford.k12.nc.us/act/grade1/act1.asp?ID=965
http://www.suite101.com/content/preschool-lesson-plan-on-opposites-a322475
http://www.atozteacherstuff.com/pages/363.shtml
http://www.tlsbooks.com/preschoolconcepts.htm
http://www.perpetualpreschool.com/preschool_themes/opposites/opposites_songs.htm
I'm leaning towards completing an online research module for my final project. The Eric Karl example that I posted on the wiki was really helpful. It got me thinking about how to age appropriately integrate Internet learning into preschool special education lessons. I'll probably make a lesson geared toward itinerant teaching, since I know from previous experience how to organized one of those lessons. Perhaps I'll include a link the blank WELES lesson planner in the teacher section as well? It's always nice to have another planning resource.
2. What content area are you thinking about using? You might have a unit that needs some "sprucing up".
The content areas in preschool special education are pretty basic. Since I'm going to need to use web resources that already exist to help my lesson along, I'll probably just pick a general knowledge concept as opposed to a behavioral or social concept. I'm thinking about completing a lesson on opposites. However, I need to get out there and find some more existing information before I really commit to an idea. Also, I'd like to get a chance to work with a few more Internet teaching strategies before beginning to tackle my final project. But, if I do go with my opposite idea, one example of a useful game that I found was this opposite game. Teaching opposites/beginning concepts can get a little stale for students, so having something computer based might be just what an itinerant teacher would need to maintain student attention.
3. What websites have you found so far that you would like to use?
(You can start your own list in your Diigo account for this project. You can also tag all of the sites for this project with a special tag. Then, when you go to look up the sites, all you have to do is type that tag to search for them!)
Here are some examples of Opposite Lesson Plans that I will modify to meet itinerant preschool special education online learning lessons. I'll use games from some of the other sites I've shared in other posts and blog responses too. Those are all already tagged in Diigo for you. My icon is a dog in a raincoat on Diigo.
http://www.ehow.com/way_5263284_toddler-lesson-plans-opposites.html
http://its.guilford.k12.nc.us/act/grade1/act1.asp?ID=965
http://www.suite101.com/content/preschool-lesson-plan-on-opposites-a322475
http://www.atozteacherstuff.com/pages/363.shtml
http://www.tlsbooks.com/preschoolconcepts.htm
http://www.perpetualpreschool.com/preschool_themes/opposites/opposites_songs.htm
Wednesday, May 11, 2011
Response Blog 2: Web site Evaluation Lesson
For this assignment, I'm going to have to be a little create to put a preschool special education twist on website evaluation. Typically, with the preschool special education population, we work on functional skills like hand washing, color recognition, and taking turns with peers in play. So, for the most part, we are not asking our 3-5 year old students to evaluate the merits of resources. Nevertheless, there are always some surprise students that end up on our itinerant teachers' caseloads, in speech therapy, or even in some of our developmental delay or autistic support classrooms that can read and therefore require some truly individualized instruction.
Specifically, I had a student, we'll call him Andy, on my itinerant caseload, 4 years ago, who was 5 years old and reading at approximately a 4th grade level. He was a highly functioning autistic child whose family did not want him in a classroom setting. Therefore, I provided educational therapy for him, at home, on a bi-weekly basis, for 30 minutes per session. Andy loved dinosaurs. He read books about dinosaurs, drew pictures of dinosaurs, completed 150-piece dinosaur puzzles, and even had a dinosaur themed daily schedule and reward chart that I made for him at the CCIU Teachers' Center . Andy and I did play some games on my laptop now and then, but I never gave him the chance to explore dinosaur websites during our weekly sessions.
One of his IEP goals was to attend to non-preferred adult directed activities for 12-15 minutes. Even though the topic of dinosaurs is one that Andy preferred, being asked to answer questions about the websites that discussed dinosaurs would not be a preferred activity for Andy. So, I would still have been able to track his adequate weekly and yearly progress while completing this assignment.
In order to get him engaged and thinking about usefulness and safety on the Internet, I would have worked with him to complete the "E=Examine The Content Worksheet" on page 45 on our text book. Andy could have chosen 5 or so dinosaurs to research more on depth. He could have answered the questions posed and deciphered between useful/educational and outdated/inadequate sites. We could have also talked about how just searching for, say, allosaurus would have yielded a lot of facts about that dinosaur; but searching for specifics like what allisaurus ate and the time period in which he lived would have require some additional search words.
In order to have gone a little deeper in our searches, Andy could have used this Elementary School Critical Web Page Evaluation Tool http://school.discoveryeducation.com/schrockguide/evalelem.html from Kathy Schrock's web page to evaluate pages that he found particularly useful. Once Andy had found sites that had the most authentic and accurate information, he could have made a little book about his favorite dinosaurs. It could be something similar to this book on this Enchanted Learning website, which is a site I used a lot as an itinerant teacher. However, Andy could have cut out (another non-preferred activity for him) pictures of dinosaurs that he printed off of his top web sites and chosen which characteristics he wanted to include on each page. And finally, the worksheets on The Learning Page would have been great supplements to give to his parents to follow through with the lesson.
You do have to join both Enchanted Learning and The Learning Page to get full access to their resources, but the resources contained within them were invaluable to me when I was teaching without a set curriculum in the itinerant special education world. Also, joining was a minimal fee each year. His parents were very passionate about following through with what we worked on each week, and I'm sure they would have happily joined one or both of the sites to give him a chance to work online a little more while at home.
Specifically, I had a student, we'll call him Andy, on my itinerant caseload, 4 years ago, who was 5 years old and reading at approximately a 4th grade level. He was a highly functioning autistic child whose family did not want him in a classroom setting. Therefore, I provided educational therapy for him, at home, on a bi-weekly basis, for 30 minutes per session. Andy loved dinosaurs. He read books about dinosaurs, drew pictures of dinosaurs, completed 150-piece dinosaur puzzles, and even had a dinosaur themed daily schedule and reward chart that I made for him at the CCIU Teachers' Center . Andy and I did play some games on my laptop now and then, but I never gave him the chance to explore dinosaur websites during our weekly sessions.
One of his IEP goals was to attend to non-preferred adult directed activities for 12-15 minutes. Even though the topic of dinosaurs is one that Andy preferred, being asked to answer questions about the websites that discussed dinosaurs would not be a preferred activity for Andy. So, I would still have been able to track his adequate weekly and yearly progress while completing this assignment.
In order to get him engaged and thinking about usefulness and safety on the Internet, I would have worked with him to complete the "E=Examine The Content Worksheet" on page 45 on our text book. Andy could have chosen 5 or so dinosaurs to research more on depth. He could have answered the questions posed and deciphered between useful/educational and outdated/inadequate sites. We could have also talked about how just searching for, say, allosaurus would have yielded a lot of facts about that dinosaur; but searching for specifics like what allisaurus ate and the time period in which he lived would have require some additional search words.
In order to have gone a little deeper in our searches, Andy could have used this Elementary School Critical Web Page Evaluation Tool http://school.discoveryeducation.com/schrockguide/evalelem.html from Kathy Schrock's web page to evaluate pages that he found particularly useful. Once Andy had found sites that had the most authentic and accurate information, he could have made a little book about his favorite dinosaurs. It could be something similar to this book on this Enchanted Learning website, which is a site I used a lot as an itinerant teacher. However, Andy could have cut out (another non-preferred activity for him) pictures of dinosaurs that he printed off of his top web sites and chosen which characteristics he wanted to include on each page. And finally, the worksheets on The Learning Page would have been great supplements to give to his parents to follow through with the lesson.
You do have to join both Enchanted Learning and The Learning Page to get full access to their resources, but the resources contained within them were invaluable to me when I was teaching without a set curriculum in the itinerant special education world. Also, joining was a minimal fee each year. His parents were very passionate about following through with what we worked on each week, and I'm sure they would have happily joined one or both of the sites to give him a chance to work online a little more while at home.
Friday, May 6, 2011
~ Response Blog 1~~~ My Opinions and Reflections~~~
The issue I faced with relating to Chapter 2, The Empowered Researcher, is that the students I teach/taught would not be searching on the Internet at any point during my instruction time. Most of my former students were lucky to be able to label the letters in their first name by age 5, so truncating a URL is a little extreme for them. However, this is an issue I've faced often in grad school and at company trainings as research in my general field is minimal. Maybe not research in preschool alone, or special education alone, but in "preschool special education" the amount of research and presentations are skimpy. So I've gotten used to adapting the information for my use and have passed along tons of great ideas to coworkers and friends that work with older students.
The kid friendly search engines mentioned in the text are certainly something to keep in my back pocket for use by my relatives and coworkers. I did decide, however, that it might be helpful if some of the kids search engines/websites "spoke" to searchers more. If my students were to roll over an icon, it would be great if that icon gave them ideas of what they could play with or learn from on a given page with an actual voice output. I can't imagine the time and effort it would take a web designer to set something like that up, but I bet a pro would say the idea isn't totally off the wall or unachievable. I guess a lot of that is reserved for games that children and families would pay to use on their computers?
For example, this Fisher Price website has awesome games for students age infant to preschooler. But, on the page where the student would choose the game, there is no auditory description of what they could choose. Students would just be choosing games based on the picture icon and not the content. When you get into a game, like this one about opposites, the directions, prompts, and praise are accompanied by sound. That's an outstanding option for a non-reader or a beginning reader.
I know this feedback might sound very case specific, but if you think about it, a lot of students are unable to read until first grade. Even some second graders may be able to read well, but might not be totally confident with their abilities to do so on an unfamiliar site loaded with text (and blinking, moving ads in the margins, headers, and footers).
Finally, a lot of the kid friendly search engines weren't as forgiving with misspellings as good old Google. When I typed in "tomas tha tnk" (a pretend phonetic spelling of Thomas the Tank) on CyberSleuth Kids and Kids Click, no search results were found. I did have luck with AOL Kids and traditional Google. However, Google was the only site to automatically give me Thomas the Tank findings, without having to click on another hyperlink labeled Thomas the Tank.
Here are just some random other reflections/questions that I wrote down while reading. This part isn't very well formed, but I still wanted to throw it out to you all:
I did find it interesting that the tilde (~) symbol meant that a site was based on opinion. So that's something I'll definitely take with me in future research and Web surfs. It is curious that Blog URLs don't have tildes embedded in their text, but perhaps it's just to be assumed that content in Blogs is most often opinion based.
One thing I did wonder while reading was is .us follows as TLD extension when you search United States site in Europe or South America, for example? I never even thought to ask about that until going through the reading.
It's really wild that companies and groups can purchase words for web searches for their benefit. It reminded me a lot of pharmaceutical companies funding disease research so that their drugs will seem more useful or necessary. It really makes you wonder how easy it is to get solid, valid, straight, fact based answers about personal questions.
The kid friendly search engines mentioned in the text are certainly something to keep in my back pocket for use by my relatives and coworkers. I did decide, however, that it might be helpful if some of the kids search engines/websites "spoke" to searchers more. If my students were to roll over an icon, it would be great if that icon gave them ideas of what they could play with or learn from on a given page with an actual voice output. I can't imagine the time and effort it would take a web designer to set something like that up, but I bet a pro would say the idea isn't totally off the wall or unachievable. I guess a lot of that is reserved for games that children and families would pay to use on their computers?
For example, this Fisher Price website has awesome games for students age infant to preschooler. But, on the page where the student would choose the game, there is no auditory description of what they could choose. Students would just be choosing games based on the picture icon and not the content. When you get into a game, like this one about opposites, the directions, prompts, and praise are accompanied by sound. That's an outstanding option for a non-reader or a beginning reader.
I know this feedback might sound very case specific, but if you think about it, a lot of students are unable to read until first grade. Even some second graders may be able to read well, but might not be totally confident with their abilities to do so on an unfamiliar site loaded with text (and blinking, moving ads in the margins, headers, and footers).
Finally, a lot of the kid friendly search engines weren't as forgiving with misspellings as good old Google. When I typed in "tomas tha tnk" (a pretend phonetic spelling of Thomas the Tank) on CyberSleuth Kids and Kids Click, no search results were found. I did have luck with AOL Kids and traditional Google. However, Google was the only site to automatically give me Thomas the Tank findings, without having to click on another hyperlink labeled Thomas the Tank.
Here are just some random other reflections/questions that I wrote down while reading. This part isn't very well formed, but I still wanted to throw it out to you all:
I did find it interesting that the tilde (~) symbol meant that a site was based on opinion. So that's something I'll definitely take with me in future research and Web surfs. It is curious that Blog URLs don't have tildes embedded in their text, but perhaps it's just to be assumed that content in Blogs is most often opinion based.
One thing I did wonder while reading was is .us follows as TLD extension when you search United States site in Europe or South America, for example? I never even thought to ask about that until going through the reading.
It's really wild that companies and groups can purchase words for web searches for their benefit. It reminded me a lot of pharmaceutical companies funding disease research so that their drugs will seem more useful or necessary. It really makes you wonder how easy it is to get solid, valid, straight, fact based answers about personal questions.
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