Technology Enhanced Brain-based Learning Strategies

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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

MICCA 2003
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Todays Presenters

• Gretchen Rockafellow, M.Ed.
• Special Educator for 17 years in the areas of
  hearing impairment and autism. Currently working
  in a self-contained classroom for children with
  autism
• Adjunct faculty Johns Hopkins University since
  2001
• Projects and Interests Assistive Technology and
  literacy access for all students

• Monica Phelps, M.S.
• General Educator 1988-1994 Special Educator
  1994-1999 Johns Hopkins University Center for
  Technology in Education 1999-present
• Partners Early Childhood/ Early Intervention
  Project with MSDE Autism Project with BCPSS
• Projects/Interests Online Course and community
  development, emergent literacy, and parent
  collaboration

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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.

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Putting it in context

• What is your mindset?

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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.

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• 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.
• Lets look at an example.

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Eliciting a Behavior Change
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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

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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
  individuals need to access the AT or the
  curriculum

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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)

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Assistive Technology

• Provides opportunities to experiences that might
  otherwise be too
• Frustrating
• Stimulating
• Boring
• Provides repeated opportunities to express
  oneself (voice output), be understood (voice
  output), control your environment (switches,
  v.o., adapted keyboards, etc)
• Provides opportunity to learn independence
  thereby not learning helplessness
• Is NOT a panacea, cure, the only
  answerCategories of Assistive Technology

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The thinking or rationale part of the brain.
CEREBRAL CORTEX
Emotional Center including the fight or flight
response.
The autonomic or involuntary responses (I.e.
breathing, blinking, heart, etc.)
LIMBIC SYSTEM
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Growth of a Brain Network

• At birth
• 50 trillion connections

• Ages 3 to 10
• 1000 trillion connections

• Age 20
• 500 trillion connections

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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).

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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 childs interests or
  initiative

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Contact Information

• Monica Phelps
• mphelps_at_jhu.edu

• Gretchen Rockafellow
• Gretchenrockafellow_at_msn.com

Reference list
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Multiple means of expression and control

• Support performance-based learning (e.g. through
  apprenticeships)

• Writing
• Drawing
• Reading
• Researching
• Designing
• Presenting
• Acting

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Multiple means of engagement

• Tap into the affective system to promote
  engagement in learning

• Learning Styles
• Self-selection
• Individualized learning
• Motivation

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Analyzing Brain Chemistry

• Cortisol
• stress hormone
• Serotonin
• neurotransmitter

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Software Adaptations - Reading

• Text to speech programs to read text on the
  screen
• WYNN

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Cost of Assistive Technology
(Koshakji, A. (1997). Focus on Technology for the
Diverse Workforce. A report from the Technology
for the Diverse Workforce Conference, Knoxville,
TN.)
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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

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Scenarios for Assistive Technology

• Young Children, Children, and Youth with
  Disabilities

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Categories of Assistive Technology

• Stability
• Mobility
• Self Care
• Communication
• Computer Access
• Recreation

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Low Tech Accommodations

• Making materials easier to manipulate

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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

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Low Tech Accommodations

• Making it easier to recognize relevant
  information

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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

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Software Adaptations Reading Writing

• Text to speech programs or talking word
  processors
• Write OutLoud, Intellitalk II

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Software Adaptations - Writing

• Word prediction CoWriter

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Internet Accessibility

• 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

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