Johns Hopkins University

1
Set Up Directions

• Start Time 900 Stop Time 930
• 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?

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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

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Assistive Technology Update

• AT Considerations
• AT Monograph Considerations Model
• AT Outcomes Results
• Considerationv
• Implementation?
• A Collaborative Approach
• An Evidence-Based Instructional Delivery System

4
Whats 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.

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Assistive Technology Cycle Consideration to
Implementation
Class Profile Matrix A 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
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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.

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High Performance Teaming

• Understand Team Roles
• Facilitator
• Supply Manager

• Recorder
• Coach
• Data Manager

Create Team Identity Select a team name with a
technology theme. Record team identity on
cardstock on team folder.
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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

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Establishing a Positive Learning Environment

• Classroom Organization
• Planning and Preparing for AT in the GLOBE Tech
  Framework
• Planning Instruction for Diverse Learners

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Classroom Organization A 3-Tiered Approach

• Whole Class
• Teams
• Individuals

Instruction
Management
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3-Tiered Classroom Organization Benefits

• Ratio 125

Whole Class
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3-Tiered Classroom Organization Benefits

• Ratio 15

Teams
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3-Tiered Classroom Organization Benefits

• Ratio 11

Individual
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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.

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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
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Team ActivityPlanning Instruction Scenario

1. Read the MVSC Indicator and Objective Card.
2. Read the snapshot for Kathy.
3. Use the graphic organizer to record potential
   strategies, accommodations, and assistive
   technologies that would give access to
   curriculum.
4. Be prepared to share your teams responses with
   whole group.

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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.

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What is GLOBE Tech?

• Get Ready
• Launch Teacher Presentation
• Organize Team Learning
• Boost Individual Understanding
• Evaluate and Celebrate

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A Flexible Framework
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Get Ready

• Occurs during the first 5-7 minutes of class
• Sets purpose for learning and establishes set-up
  routine

• 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

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Get Ready

• 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

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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.

• 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.

Challenge Question How does temperature affect
solids, liquids, and gases?
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Launch Teacher Presentation
Teacher presents information or models strategies

• Students
• Complete interactive presentation activities
• Think about how the Challenge Question relates to
  teacher presentation

• 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

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Launch Teacher Presentation

• 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)

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States of Matter Video Public Response
Questions

• 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 ____.

States of Matter Video
What other types of response systems can teachers
use in the classroom to facilitate student
participation?
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Organize Team Learning
Applies student learning and understanding in a
team setting

• Students
• Execute team roles and responsibilities
• Use group processing skills to work cooperatively
• Review academic goals to enrich understanding of
  the Challenge Question

• Teachers
• Structure team learning activity by assigning
  student roles and responsibilities
• Form small groups for specific needs
• Circulate to monitor and assess performance

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Organize Team Learning

• 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

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Team Activity List-Group-Label

1. Supply Managers, take the List-Group-Label
   envelope out of the Team Folder and read aloud
   each vocabulary term.
2. As a team, sort the words into categories. There
   must be at least 2 words in each category.
3. Coach, encourage each member to participate.
4. Recorder, write down the name of each category on
   scrap paper in team folder.
5. Facilitator, be prepared to share how you sorted
   the terms.
6. 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?
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Pyramid Puzzle
There is a word hidden in each line of the
triangle. Each symbol represents a letter. What
are the 5 words?
?
?
?
?
?
Adapted from 103 Additional Training Games,
Kroehnert, 2001
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Boost Individual Understanding
Establishes daily routine for students to
independently apply learning and transition
smoothly into homework assignments

• Teachers
• Provide activities to build understanding
• Accommodate diverse learning needs
• Circulate to monitor each students progress

• Students
• Demonstrate understanding and mastery of content
• Work individually to answer content questions,
  practice skills, summarize understanding, and
  complete assignments

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Boost Individual Understanding

• 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)

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Individual Activity VVWA

• 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.
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How to Open ReadPlease

1. Double click ReadPlease 2003 on the desktop.
2. ReadPlease opens to instructional text.  If you
   press play, it will read the instructions.
3. FilegtOpen will browse to the C/Program
   Files/Read Please/My Readings folder by default.
4. Click on States of Matter Vocabulary file in My
   Readings and then click Open button.
5. States of Matter Vocabulary is now ready to Read.

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Evaluate and Celebrate
Brings meaningful closure to lesson and prepares
students for tomorrow's learning

• 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

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Evaluate and Celebrate

• 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

Evaporation
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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

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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

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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/movingfor
ward Boundless Learning PRC www.cte.jhu.edu/bound
lesslearning Educational Technology Gateway
www.cte.jhu.edu/edtech
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Wrap Up

• MATN Boundless Learning Spring Institute Survey
• Prize Give Away
• Whole Group
• Team
• Individual
• Upcoming Events
• Fall MATN Meeting
• Statewide Capacity Building Opportunity

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Resources

• Bowser, Gayl. AT Implementation Plan.
  Gayl.bowser_at_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