Keystone Project: SETT Case Study

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Keystone Project SETT Case Study

• Lynne M. BaileyEDPC 610 Foundations II
  Diversity, Learning Technology

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S E T T

• Designing lessons with the student in mind
• Who is the Student
• What is the Environment
• What Task is to be accomplished
• What Tools are needed and available
• Key to better instruction and learning

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The Student

• What does the Student need to do?
• What are the Student's special needs?
• What are the Student's current abilities?

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Johnny

• 10th grade LD student in general classes
• Very amicable, not disruptive
• Good family support and attendance
• Resource room support
• IEP allows extra time for test taking
• Likes computers, soccer

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Student Strengths / Abilities

• Good attendance
• Attentive, good listener
• Former ESL, speaks English well
• Reads at 5th grade level
• Likes hands-on activities
• Good with hyper-linking, has own home page (using
  web-based templates)
• Proficiency using PowerPoint
• Average artistic abilities

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Student Weaknesses

• Reading problems
• Difficulty comprehending meaning from written
  language
• May not be able to abstract important information
• Writing issues
• Poor sentence structure
• Difficulty expressing ideas effectively
• Types slowly, and doesnt like to practice
• Shyness/pride presents as unwillingness to ask
  for extra help
• Slow cognitive processing

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School Support

• Additional support services in the school for
  students needs improvement
• All students are assigned an Advisory class to
  foster student better communication and guidance
  for students
• Resource room scheduled into student programs
• Teachers assist students with various subject
  work, including projects, assignments, reading
• Wilson Reading program provided for select
  students
• Parent coordinator often works with students and
  has excellent rapport with many of them

• Good after school programs
• Teachers have access to a teacher center in the
  building,
• Professional development sessions address various
  topics
• Scheduled department and grade meetings can be
  useful for collaborating
• Deans are available to assist with behavioral
  issues
• Sorely missing resources
• Computer lab only available if used during class
• Library unavailable this year
• No student advocate this year

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The Environment

• What materials and equipment are currently
  available in the environment?
• What is the physical arrangement?
• Are there special concerns?
• What is the instructional arrangement?
• Are there likely to be changes?

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Materials Equipment

• 25 Computers stations with 15 CRT monitors
• Some have movable keyboard trays
• Dell desktop computers with 256mb RAM
• Installed software Windows XP OS, MS Office
  2003, MS Photo Editor
• Disabled features Sound Cards, XP Games, Windows
  Media Player
• Adjustable-height, rolling chairs
• Whiteboard at short end of room behind teachers
  workstation
• Bookcase with fledgling library and textbooks

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Physical Arrangement

• Initiated major change from previous year,
  reconfiguring the entire room
• Computer classroom with 25 computers now arranged
  around the perimeter of a 20 x 30 foot room
  instead of long, parallel rows
• Large work tables in center of room with
  teachers desk at one end
• Other boards around the room, not usable for
  daily instruction, but used for permanent notes
  and display
• Topical unit posters and student work on display

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Instructional Arrangement

• LCD projector used with whiteboard as screen
• Recent installation of NETops computer classroom
  management software to control accessibility to
  Internet, software applications
• Large whiteboard, various colored markers
• Topic, Aim, Do Now, Current Project, EQs
  displayed
• Old, but usable textbooks
• Server just became available in May
• Individual accounts for students
• Teacher can access work in student accounts
• Space available to post instructional resources,
  such as glossaries, graphic organizers, content
  text, study guides

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Special Concerns

• Disabled sound cards
• Plan to enable sound on select computers
• Drop-down screen needed so notes on whiteboard
  dont have to be erased when using LCD
• Limited accessibility for mobility-impaired
  students
• Should be sufficient room for 1, perhaps 2
  wheelchair bound students at end of rows
• Incoming 9th grader is wheelchair bound, as is
  one special educator
• Many keyboard trays dysfunctional
• Need for 1 or 2 flexible workstations
• No software installed for special need students
• Theft and vandalism
• Removed all mice from workstations and distribute
  only as needed

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East Classroom Wall (Front)
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West Classroom (Rear)
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Student Group Posters
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South Classroom Wall
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North Classroom Wall
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North Wall Detail
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East Wall Detail
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Tech Notes in Classroom
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School and Class Rules

• Uniforms, no hats, no cell phones, no portable
  electronic devices
• Students out of uniform (khaki bottoms, black or
  white top) must be sent to Deans office they may
  get permission to attend class that day
• Zero tolerance for fighting, weapons
• If student sufficiently disrupts class
  instruction, can be sent to Deans office (Save
  room)
• No eating in class
• Allow beverages in plastic containers with tops
  on tables in center of room

• Referral forms used to report student misconduct
• Report to student advisor for conference, to Dean
  for detention
• Keep scoring log of interruptions and student
  with high levels of interrupts get detention
• If student vandalizes equipment, suspension
• Metal detectors greet students when arriving to
  school
• Bathrooms cannot be used during first and last
  10-minutes of class

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The Tasks

• What activities take place in the environment?
• What activities support the student's curriculum?
• What are the critical elements of the activities?
• How might the activities be modified to
  accommodate the student's special needs?
• How might technology support the student's active
  participation in those activities?

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Primary Objectives of Course

• Demonstrate understanding of basic concepts of
  technology
• Systems components
• Evolution of technology and societal impact
• Technology trends
• Growth of computer use skill sets
• Ability to use common computer software,
  particularly Word and PowerPoint for academic
  assignments
• Improved keyboarding skills
• Development of research skills

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Classroom Activities

• Technology classes take place in a classroom
  equipped with computers
• Computers are not always used
• Supporting activities include reading, writing,
  making illustrations, creating PowerPoint
  presentations that reinforce main ideas,
  cooperative learning groups, and working with a
  student-selected partner
• Do Now activities reinforce technology topics,
  keyboarding skills, and familiarity with word
  processing software

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Critical Elements of Activities

• Visual elements
• See LCD projections and computer monitor
• English language reading and writing skills
• Acquire and use relevant vocabulary
• Complete short writing assignments
• Enter data by using keyboard and mouse
• Sit at computer
• Hear lecture/ discussion
• Work with others

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Special Need Modifications for Activities

• Provide alternate reading materials at lower
  grade level
• Record videos geared to younger audience for
  student review
• Use text-to-speech tool and/or recordings
• Pair student with another for reading assignments
• Create graphic/digital study guide, more detailed
  outlines for writing, fill in the blank
  worksheets
• Provide resource room teacher with hand-outs and
  course materials
• Encourage student to come for tutoring
• Give student extra attention whenever possible
  pair up with student occasionally during group
  activities

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Technology to Support Student Participation

• Use classroom management software to interact
  directly with student from teacher workstation
• Can monitor student progress without leaning over
  students shoulder
• Enable sound cards on select computers so student
  can read with text-to-speech software
• Use recording device to archive reading materials
  for later playback
• Digital or analog, compatible with student
  resources
• Create graphic images using computer printed clip
  art, creating collages
• Use common software packages to create outlines,
  bullet points of key ideas and facts

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The Tools

• What no tech, low tech, and high tech options
  should be considered when developing a system for
  a student with these needs and abilities doing
  these tasks in these environments?

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No-Tech Tools

• Typewriter, or non-electric (or disconnected)
  keyboard for individual practice
• Outlining and highlighting of key words
• Dictionaries and sentence practice
• Read aloud with suitable instructor
• Flash cards with key terms

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Low Tech Tools

• Tapes and tape recorder
• Listen to pre-recorded tapes
• Record own readings of printed material and
  original writings for self-analysis and feedback
• Electric typewriter
• Word games on CDs
• Supplementary subject matter videos designed for
  younger audiences

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High Tech Tools

• Sophisticated software to increase reading
  comprehension
• Built-in features of Word software to check word
  meaning, grammar and spelling
• Built-in features of language options in
  operating system
• Microphone and speech recognition software
• Exploit other features of generally available
  software programs for outlining and note-taking
• Create games to review subject matter

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Strategies for Student to Increase Performance

• Write test questions and answers
• Use PowerPoint to start and develop writing
  skills
• Produce digital illustrations for others to label
• Take notes and outline key ideas in PowerPoint
• Make a PowerPoint presentation to use and share
  as a study guide with others
• Use sport analogies
• Create concept maps
• Work with class buddy
• Use Internet to access supplemental dictionaries
  and additional, simpler, reading materials