Embedding Assistive Technology in planning

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TODOs

Gary Sibbittsにより

RAPID High Level Structure

M G Abuにより

dispersal

Aswinder Singhにより

SEGREGATION

HOUYAME HARBAZにより

for teachers to learn

for students to learn

to implement technology

What opportunities are there to process/practice?

Online review

Kahoot/quizlet

https://kahoot.com/

https://quizlet.com/

provide notes, rather than writing them

student trivia cards

additional questions

Do I require? larger fonts, scanned documents text to speech access Additional volume when speaking?

How can I vary my delivery method?

Ideas:

Smart Board

Video

Experiment

Collaborative Learning

Will I need to provide background knowledge? to who? how?

Plan for individual supports

Plan targeted or small group supports

Build in choice

Plan diverse Media and tools

Is it appropriate for the environment?

Is it age appropriate?

Is it effective? Is there a more efficient tool?

Technology should be reassessed regulary

How can I vary the type of learning?

What are the options for final product type

RAFT provides many options such as:

video

test

project

written task

https://www.nbss.ie/sites/default/files/publications/raft_strategy.pdf

What access will there be to materials?

- open access to manipulatives, calculators

- clearly designated times, systems to use tech

-an inclusive cultures that understands not everyone will have access to the same technology

Movement considerations?

- space between seating areas

- stand up desks

- movement break space

Lighting/Sound considerations?

Lighting

vary throughout the day

-some, none, all, spot lighting

Sound

Examples:

noise cancelling headphones

white noise

background music

silence

What tools are needed/available to express knowledge?

Computer

Handwritten

Multi-media

Cameras

Math manipulatives

Highlighters

Post-its

Clipboards

Art materials



How will I vary the level of challenge and/or the amount of time to complete task?

-use digital classroom to assign different levels on the same topic

- online activities

-centres

Is everyone learning the same - number of expectations? - the same topic?

There may be videos, website that allow a student to work on one topic or content area at a lower level while moving forward with other students.

Envrionment

Product

Process

Content

Differentiated Instruction

• IEP goals and needs of specific student's are addressed
• may have different expectations
• may have fewer problems
• students work/assess on the same or different content
• often Special Education/Gifted
• 
  

"Differentiation is planning for the unpredictability of the classroom." Carol Tomlinson

http://www.mtagate.org/uploads/1/1/7/4/11741428/tomlinson_differentiation.pdf

Plan TIME

Teach Evaluate Revise

UDL for specific learning goals

Determine Learning Goals

Look at: Learning Profiles Interests Readiness IEP

Start with Universal Design for Learning What can be done to manage the classroom on a daily basis that will be available to all and assist many students?

• can benefit all students
• same curriculum (may vary the difficulty level)
• uses technology

Using classroom management systems can help to remove many barriers to daily function by creating common language, clear places for locating information, routines for getting assistance and using technology.

Some examples are:

Randy Sprick's CHAMPS

http://www.safeandcivilschools.com/services/classroom_management.php

Noise Level Charts

https://www.google.com/search?q=noise+level+chart&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiT67GckbTgAhWJxYMKHancA6sQ_AUIDigB&biw=1366&bih=657

Zones of Regulation

http://www.zonesofregulation.com/index.html

AT TOOL BOX