Differentiation and Apps: Understanding your students and course design
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This document discusses how technology can help differentiate instruction for students with unique learning needs. It defines differentiation as ensuring goodness of fit between a student's learning processes and curriculum/instruction. Technology allows for personalized learning adaptations and exposure to varied content. The document provides examples of technologies that can assist students with specific needs like slow processing speed or language difficulties. It also cautions that technology may not always be appropriate and outlines factors to consider when evaluating technologies for children.
Differentiation and Apps: Understanding your students and course design
- 1. Differentiation & Apps: Understanding Your Students and Course Design Rita Brusca-Vega, Ed.D. Denise Frazier, Ph.D. Anastasia Trekles, Ph.D. Download these slides: tinyurl.com/kidstechPNW
- 2. What you’ll be able to do by the end of this session Identify common and freely available technologies that can assist with child learning development. Discuss strategies, both technological and “low-tech” or “no-tech,” that can be employed in working with students with unique differences. Match various technologies to specific needs that a child may have. Evaluate the effectiveness of various technologies in assisting a specific child.
- 3. How technology can help differentiate Technology can offer experiences that otherwise are difficult to replicate “offline” including: Personalized learning adaptations Multimedia with sound, captions/text, pictures to increase learning and engagement Virtual “field trips” Exposure to multiple languages and cultures
- 4. What does it mean to differentiate? Concept 1: Goodness of Fit Learning is more effective when curriculum & instruction is presented in ways that complement the student’s learning processes. Examples of processes: Visual processing, auditory memory, processing speed, abstract reasoning…..
- 5. What does it mean to differentiate? Concept 2: Relation to Universal Design for Learning Goal of future learning environments is to maximize: • Means of representation • Means of action and engagement • Means of expression
- 6. Students with “special” education needs About 14% of population age 18 and under have identified special ed needs. These needs fall into categories of disability defined by the IDEA: Developmental disabilities (for younger children); Intellectual disabilities; Speech/language disorders; Sensory disorders (hearing & vision); Physical disabilities (orthopedic & other health impairments & TBI); Learning disabilities; Autism spectrum disorders; Emotional/behavioral disorders BUT also consider English learners; students with processing issues that do not rise to level of disability; students with unique patterns of strengths & weaknesses
- 7. Matching Instruction to Characteristics Based on processing characteristics… Slow processing speed Figure-ground issues Receptive oral language difficulties Receptive written language difficulties Need technology where … Students can control speed Backgrounds are not “busy” Written language and oral language are presented simultaneously Students can click for word definitions, pronunciations and/or have text read aloud
- 9. Assistive technology Many children need some type of assistance; technology can help bridge their gaps by giving them the tools needed Some common examples are: Speech to text to dictate and control computer functions (i.s., Siri) Text to speech to read what’s on the screen for blind, non-readers, language learners Adaptive features of interfaces on tablets and on computers to make the interface easier to use for little hands or limited mobility Screen magnification and magnification of real objects through scanning devices Sound amplification for the hearing-impaired
- 10. When technology might NOT be right Screen time and how much is too much is always a concern, especially for young children Children with disabilities may often benefit from non-technical solutions just as well as technical ones, if not more so (toys, non-tech switches, etc) NAEYC guidelines indicate that young children should always engage in digital materials with adult guidance - avoid passive screen time Learning with children using technology can be great, but too much can overstimulate some children even when you’re there to guide them; take frequent breaks and reduce screen time to no more than hour per day
- 11. Evaluating technologies for children Effective early childhood apps should be (see www.CTDInstitute.org): Open-ended to promote play and problem solving Promote literacy and vocabulary without repetitive drills Include engaging, interactive activities that gives the learner control Encourages fine and gross motor movement Promotes interaction with adults or peers Culturally diverse Our rubrics give you some options for how to evaluate apps and other tools you find
- 12. Communication and Interaction Technology Children’s interaction with technology should mirror authentic play-social, make- believe, games with rules, etc. FaceTime or Skype allows babies to communicate with a live person which positively impacts learning Language develops most readily when there is social interaction - research on the use of passive technologies like TV to develop language shows that it is not effective as an alternative
- 13. More resources Reading tip sheets in other languages A downloadable handout, for parents of children in preschool to grade 3, is also available below in the following languages: Spanish (471K PDF)* Arabic (964K PDF)* Traditional Chinese (959K PDF)* Haitian Creole (950K PDF)* Hmong (943K PDF)* Korean (446K PDF)* Navajo (578K PDF)* Russian (646K PDF)* Tagalog (943K PDF)* Vietnamese (945K PDF)* Find these and other downloadable tips and guides in our Guides section. www.readingrockets.org
- 14. Must-have apps Apps that make your life easier: Google Drive: http://drive.google.com or app stores Google Cardboard: https://vr.google.com/cardboard/get-cardboard/ (make your own at http://www.instructables.com/id/How-to-make-Google-Cardboard/) Kahoot (quiz game): https://create.kahoot.it GoNoodle (for getting kids up and moving!): http://gonoodle.com Educreations (for creating and presenting info): https://www.educreations.com or app stores ClassDojo (for classroom management): http://www.classdojo.com or app stores
- 15. Sites for kids Starfall PBS Kids ABCYa National Geographic Kids Brain Pop Jr.
- 16. Sites that keep parents connected Remind: http://www.remind.com Edmodo: http://www.edmodo.com Bloomz: http://www.bloomz.net
- 17. Language and Literacy apps David Weisner’s Spot-app for storytelling by Caldecott winner Scribble press-kids can write and illustrate their own stories Spelling/Vocabulary City DuoLingo Montessori Writing Wizard Kids A-Z: https://www.kidsa-z.com or http://www.raz-kids.com Little Fox stories Kidspiration iLearnWith series ABCMouse
- 18. Science NASA apps and website Skyview Happy Little Farmer Sea Life
- 19. Math Montessori Numbers/Math Endless Numbers Tiggly Chef Kids Academy Math Games Sumdog Johnnie’s Math Page
- 20. Social Studies & World Languages Word Wizards app Continents and Countries of the World app - Montessori (multiple apps - iOS) DuoLingo (learn languages) Google Earth
- 21. Low tech option for promoting communication Picture Exchange Communication System Phase 1. Exchange single picture for item or activity Phase 2. Expand settings, people; learn to persist Phase 3. Discriminate among pictures Phases 4-6. Make picture sentences, answer questions, make comments http://www.pecsusa.com/
- 22. Low tech options for promoting concepts & structureVisual Schedules & Supports Using pictures to build sense of daily schedule, prepare for transitions, follow directions. Video Modeling Using video clips to teach & reinforce skills & sequences.
- 23. Roles/Responsibilities of educators in technology for differentiation ❖Are ALL teachers in building aware of tech for differentiation? ❖In case of student with disability, is need for tech addressed in IFSP or IEP? ❖Who’s responsible for training staff & monitoring student progress? ❖Who’s responsible for purchasing & maintaining equipment & programs? ❖What to do when support is not available?
- 24. Thanks! Contact us! Rita: vegar@pnw.edu Denise: frazierd@pnw.edu Staci: atrekles@pnw.edu Download these slides: http://tinyurl.com/kidstechPNW