Presentation Transcript

1. Text Goes Digital: Supporting Reading and Writing #140-12 E-text and Digital Learning materials are bursting into our classrooms at unprecedented speed.  Are you ready?  This class will explore the concepts of Universal Design for Learning (UDL) as it applies to reading and writing activities.  UDL focuses on providing students with materials that meet their learning style and need through alternate means of representations, action and expression or engagement. Digital materials allow us to accommodate or modify reading and writing tasks to better meet the needs of our student learners.  We will look at various representations of the same reading materials, explore web and iPad based sites/apps that allow students to explore content in different ways and to provide their answers not only through writing but as pictures/video or audio files that can be emailed or shared.  Finally, we will investigate the use of interactive content to help students engage with the learning tasks they are working on.  If you are using devices like iPads, iPods, Kindles or other portable devices, please bring them along.

2. Text Goes Digital: Supporting Reading and Writing

   Marcia Obukowicz CESA 9 AT Coordinator mobukowicz@cesa9.k12.wi.us http://marciaoat.wikispaces.com/
3. In the future
4. Something I Need to Learn Today…
5. Our Day
6. How do you currently learn new information?
7. The Next Generation http://www.youtube.com/watch?v=LV-RvzXGH2Y
8. What do I need in a digital textbook?
9. Skills Needed for Digital Reading Content format and increased interaction Relevant source Tracking the flow of content Traction and Bias current, relevant and accurate Skim (details) and Scan (how the eyes perform vertical and horizontal on screen readers)
10. Increasing Engagement and Comprehension Build in background knowledge Built in: dictionaries Using the find feature to locate key info Look up tools Pairing concepts with pictures, video or interactives Media playback Bookmarks and notes
11. Change is swift. How will you keep up? Talk at your table
12. SETT Student Environment Task Tool
13. Student: Interest in topic Experiences Reading Ability Listening Ability Thinking and application of knowledge skills Learning styles
14. Environment Static Tethered Mobile Collaborative
15. The Tasks of Reading and Writing Decoding Understanding and Using Content Handwriting, Typing, Talking or Texting Conveying ideas Fiction and Nonfiction
16. Formatting CONTENT Paper Digital
17. Project Gutenberg: http://www.gutenberg.org/ Off Copyright Texts Digital versions in lots of formats
18. Formats Online options/small files Software options/ largerfiles Alternate formats (MP3/WAV/video) Where will student access material? What format does that device need?
19. How can we adapt this What tasks must the student perform? How can we adapt this?
20. UDL Adaptation Multiple Means of Representation Action And Expression Engagement
21. Interactive http://oceantoday.noaa.gov/whaleanatomy/ http://www.indiana.edu/~ensiweb/lessons/whalekiosk.html
22. The Secret Garden http://www.sparknotes.com/lit/secretgarden/ http://www.youtube.com/watch?v=VrMahhudZvo
23. http://www.youtube.com/watch?v=_oi47scPH6A
24. UDL http://www.udlcenter.org/aboutudl/udlguidelines
25. If you are feeling overwhelmed…
26. Resources UDL http://www.udlcenter.org/aboutudl/udlguidelines Handouthttp://marciaoat.wikispaces.com/ Build a PLN (Will talk more when we go to the lab.)
27. Perception To reduce barriers to learning, it is important to ensure that key information is equally perceptible to all learners by: providing the same information through different modalities (vision, hearing, or touch) providing information in a format that will allow for adjustability by the user (text that can be enlarged, sounds that can be amplified).
28. Customizing the Display 1.1 Display information in a flexible format so that the following perceptual features can be varied: The size of text, images, graphs, tables, or other visual content The contrast between background and text or image The color used for information or emphasis The volume or rate of speech or sound The speed or timing of video, animation, sound, simulations, etc. The layout of visual or other elements The font used for print materials 
29. Alternatives to Audio 1.2 Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language Provide visual diagrams, charts, notations of music or sound Provide written transcripts for videos or auditory clips Provide American Sign Language (ASL) for spoken English Use visual analogues to represent emphasis and prosody (e.g., emoticons, symbols, or images) Provide visual or tactile (e.g., vibrations) equivalents for sound effects or alerts Provide visual and/or emotional description for musical interpretation
30. Signed Stories
31. Signing Savvyhttp://www.signingsavvy.com/ Type a word and sign is delivered App: Sign4me also an option http://www.tobermorey.com/deaf/fsanime/fsanime.swf
32. Captioning Site
33. Decrease Distractions The look of the text Reader feature in Safari on ios5 devices Whale example Add video or interactive elements
34. Visuals: 1.3 Provide descriptions (text or spoken) for all images, graphics, video, or animations Use touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts Provide physical objects and spatial models to convey perspective or interaction Provide auditory cues for key concepts and transitions in visual information
35. Voki http://www.voki.com/ http://www.voki.com/pickup.php?scid=5423934&height=267&width=200 Think about these types of tools on web pages or explaining assignments.
36. Audio: Play away Overdrive Audio versions of the Text Converted Text to Audio through a Text Reader
37. Effective Practices for Description of Science Content within Digital Talking Books http://ncam.wgbh.org/experience_learn/educational_media/stemdx
38. Print Disabilities Access to copyrighted digital material LD, VI,OI Same stuff at the same time Determine Eligibility Place in programs at Bookshare and NIMAC Formats: Large print, text reader, audio or braille
39. AIM Navigator: Print Disabilities http://aim.cast.org/experience/decision-making_tools/aim_navigator
40. Bookshare http://www.bookshare.org/
41. Learning Ally /Bookshare Learning Ally: Human Read Audio, Need special players or conversion to more typical players, Lots of the textbooks Bookshare is Daisy format books, text reader reading http://www.wamp.k12.wi.us/ Learning Ally Do you need Bookshare Download practice
42. Learning Ally
43. Text Readers Read OutloudBookshare edition (NIMAS only) (free, download through bookshare) Bookshare’s Read2go for iPad (NIMAS+) Kurzweil and WYNN Read Write Gold (Web App that plays nice with iPad) Read Outloud 6 http://www.donjohnston.com/products/read_outloud/features.html Premier
44. Text Reading Options for Home Read Please http://www.readplease.com/ Natural Reader http://www.naturalreaders.com/ Browse Aloud http://www.browsealoud.com/page.asp?pg_id=80107
45. Now/Future for Portables Apps iPhone4 apps: KNFB reader Prizmo reader PerfectOCR OCR conversion Fotonote OCR Conversion Camera is limitation for iPad but camera in latest iPhone version is rated well for use with these apps.
46. Portables: iPad/Android Speakit Text2speech Neojulie, Neokate and Neopaul http://appadvice.com/appguides/show/text-to-speech-apps-for-ipad Knowtilus app Texthelp apps http://www.youtube.com/user/TexthelpSystemsUS?feature=mhee#p/u/6/f3pBJirEK8s
47. 2: Provide options for language, mathematical expressions, and symbols How a language is perceived and interpreted Varies by experience, understanding of symbols
48. 2.1 Clarify Vocab and Symbols How information is presented – the words, symbols, numbers, and icons – can be received differently based on backgrounds, languages, and lexical knowledge. key vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate representations of their meaning Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated.
49. Marzano and Vocabulary How are some ways that you introduce vocabulary?
50. Flash Cards and Quizlet Flashboard App Talking Flashcards Play nice with Quizlet Have kids make the flashcards, add the pictures, maybe the text.
51. Wordplay http://whatplanetareyoulivingon.blogspot.com/2010_02_01_archive.html
52. Visuwords http://www.visuwords.com/
53. Visual Dictionary http://visual.merriam-webster.com/
54. Amathdictionary http://www.amathsdictionaryforkids.com/
55. Scientific Notation
56. Chemical Table
57. The Elements: Transfer from Book to Interactive http://www.youtube.com/watch?v=nHiEqf5wb3g
58. http://www.idiomsite.com/
59. 2.2 Syntax and Structure Variations in how a sentence is structured in languages (The Sweden Epidsode) Grammar Checker in MS Word Daily writing tip guides http://www.dailywritingtips.com/10-varieties-of-syntax-to-improve-your-writing/
60. 2.3: Decoding Dealing with “the voice” in text readers Math ML Offer notation lists or cheat sheets ie. alphabet strips in the younger grades, math notation http://www.roleplaygateway.com/word-misuse-and-grammar-cheat-sheet-t64177.html http://www.teachingdegree.org/2009/07/01/100-terrific-cheat-sheets-for-k-12-teachers/ http://math-blog.com/2008/09/20/13-useful-math-cheat-sheets/ http://www.mathconcentration.com/profiles/blogs/top-10-math-cheat-sheets
61. AIM Explorer Online tool that test student set up needs for text including a text reader http://aim.cast.org/experience/decision-making_tools/aim_explorer
62. Text to Speech Computer based App based Neo Julie, Neo Paul, Neo kate Voice Over built in accessibility Siri Dragon Read Please Natural Reader Premier Read Outloud Read Write Gold WYNN Kurzweil
63. Book Sites Starfall http://www.starfall.com/ Also an App Tumble books www.tumblebooks.com (Free through most area public library systems) One More Story http://onemorestory.com/ Tarheel Reader Project: http://tarheelreader.org/
64. Story Chimes: App Highlighted text as you read Mix of fairy tales and lesson stories
65. 2.4: ELL Google Translate (Remember it is a literal translation) Larry Ferlazzo http://larryferlazzo.edublogs.org/ Multiple Language tools:
66. Language Cheat Sheet: BoardmakerMultiple language options, ASL packet
67. http://www.word2word.com/ Online dictionaries and translators in several languages
68. Switch to the Lab
69. 2.5: Alternate Media This is huge, build your resources!!!!!!!! Add them to your web pages Task: Understand content Tools: Print, Video, Cartoons, Comics, Audio, interactive experiences How to Find: Use google. Say topic and interactive, tutorial or hands on. See what happens.
70. Use of videos to convey content You Tube http://www.youtube.com/education http://www.youtube.com/teachers Teacher tube www.teachertube.com
71. Embedding into Webspaces Embed codes http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html
72. Energy http://sciencenetlinks.com/interactives/powerup.html http://environment.nationalgeographic.com/environment/global-warming/wind-power-interactive/
73. APP: Text book on alternate energyLivebinders http://www.livebinders.com/play/play/100736
74. Math InteractivesNational Library of Virtual ManipulativesIlluminations http://nlvm.usu.edu/ http://illuminations.nctm.org/ActivitySearch.aspx
75. Google Earth Drive/ Fly the Tectonic Plate Explore the Eifel Tower Google Lit Trips http://www.googlelittrips.org/ More ideas http://sitescontent.google.com/google-earth-for-educators/
76. Virtual Field Trips at the Museum http://www.coudal.com/moom/
77. Comics: (More to come later) Max Axiom Science Series Research on the use of comics as effective reading and writing tools is solid. Need a how to use: Adventures in Graphica by Terry Thompson Going Graphic Comics at work in the multilingual classroom by Stephen Cary
78. Gathering in Class Knowledge Use collaborative tools like googledocs or wikis to collect what folks know and resources that can guide learning Tools allow some flexibility in format Store collective wisdom in a class cloud storage like drop box or evernote.
79. Search for Media
80. 3.0: Comprehension The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge
81. 3.1: Activate or Supply Background Knowledge Tying to previous experience Providing connecting experience Finding relevance in current material Overriding organization (Social Studies) Using organizational tools to help bring pieces together
82. Digging for Answers
83. Windows to the Universe: NASA http://www.windows2universe.org/windows.html
84. http://community.sparknotes.com/ http://www.sparknotes.com/lit/secretgarden/
85. Background Knowledge Builders http://www.exploratorium.edu/afterschool/activities/index.php?activity=134&display=further http://ellclassroom.wordpress.com/2008/12/01/building-background/ http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Teaching-and-learning-sequences/Oral-language-Participate-in-a-conversation-US17142/Learning-task-1-Activating-prior-knowledge http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html
86. Graphic organizers Inspiration Mindmeister Idea sketch Syncpad
87. Bringing Paper Graphic Organizers to the iPad PDF Annotator Programs Type on PDF
88. 3.2: The Bigger Picture Patterns What’s the best information What are the bigger picture items How do we connect these items
89. Patterns Our brains are designed to find patterns. They are drivers of learning: When young we look at color and shapes, respond and react These early experiences build into Reading the environment Reading the book Organizing the stories, photos, music or art by genre Explain historical context: What factors lead to war. http://ianchaiwriting.50megs.com/classroom-ed.html Build lessons that access these patterns
90. Evaluating the source http://school.discoveryeducation.com/schrockguide/eval.html Kathy Schrock web guides
91. Where are you on web page development?
92. Building a Digital Resource http://my-ecoach.com/online/webresourcelist.php?rlid=5742 Elem: http://www.cape.k12.mo.us/blanchard/hicks/index.html MS http://www.mrconant.org/science/index.htm http://www.thesciencequeen.net/ HS: http://teacherweb.com/Blog/CA/VanNuysHighSchool/TovarsEnglishClass/3/default.aspx
93. Readability and Reader http://www.readability.com/ Reader in safari on the iPad
94. Framing the Task Persuasive Essay Text Book Intro. : Big picture Chpt. 1 –Covered and Get: (reinforcing intro). Main point: encapsulate the all of what’s coming next. Chpt. 2 – first meaty point. Start with a story. Add detailed examples. Finish with action info. Then a transition. Chpt. 3 – end – same as 2. Last Chpt. – sum up. Give next steps. Speculate on what could go wrong. Last Few Pages – a call to action to extend the relationship further. Great Title Related Graphic Strong+Story First Paragraph First Example Second and/or Third Example Action Items Call to Action
95. Autosummarizing Built in to some Word programs http://www.tools4noobs.com/summarize/ http://www.wired.com/wiredscience/eruptions
96. Cliff Notes, Spark Notes and Pink Monkey Highlight the key points Provide insight into characters, plot and setting
97. 3.3: Info Processing Give explicit prompts for each step in a sequential process Provide options for organizational methods and approaches (tables and algorithms for processing mathematical operations) Provide interactive models that guide exploration and new understandings Introduce graduated scaffolds that support information processing strategies Provide multiple entry points to a lesson and optional pathways through content (e.g., exploring big ideas through dramatic works, arts and literature, film and media) “Chunk” information into smaller elements Progressively release information (e.g., sequential highlighting) Remove unnecessary distractions unless they are essential to the instructional goal
98. Exploratree http://www.exploratree.org.uk/
99. Graphic Organizer Sites http://www.eduplace.com/graphicorganizer/
100. Moving a PDF to an iPad Find through Safari Transfer to iBooks or another app by tapping in upper right hand corner, finding the program and selecting it. Page will open in the app.
101. 3.4: Transfer and Generalization Provide checklists, organizers, sticky notes, electronic reminders Prompt the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies, method of loci, etc.) Incorporate explicit opportunities for review and practice Provide templates, graphic organizers, concept maps to support note-taking Provide scaffolds that connect new information to prior knowledge (e.g., word webs, half-full concept maps) Embed new ideas in familiar ideas and contexts (e.g., use of analogy, metaphor, drama, music, film, etc.) Provide explicit, supported opportunities to generalize learning to new situations (e.g., different types of problems that can be solved with linear equations, using physics principles to build a playground) Offer opportunities over time to revisit key ideas and linkages between ideas
102. Inspiration
103. Vocab Ahead Mini videos that act out vocabulary
104. 4.0: Means of Action and Expression provide materials with which all learners can interact.
105. 4.1: Physical Action Watch response time Watch timed tasks Manipulatives Input methods for action Think beyond paper pencil Mobiles and iPad camera Polls Voice Recognition
106. Digital manipulatives Pick a topic Think about the manipulative you would like to have. Search for it. Strategy: Google topic, interactive Topic manipulative
107. 4.2: Access The tool is not enough. Provide the support to use the tool effectively. Learners need help navigating the physical space and the curriculum), and need the opportunity to use tools that might help them meet the goal of full participation in the classroom.
108. The Dragon Issue The Art of Dictation Editing Online vs. mobile
109. Thinking About the Keyboard
110. Switches and Scanning http://www.bltt.org/switch/scanning.htm Splashtop remote mouse
111. 5.0: Expression and Communication There is no medium of expression that is equally suited for all learners or for all kinds of communication.
112. 5.1: Optimal Media for Content Expression Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks) Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations) Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video Solve problems using a variety of strategies
113. Multi-Media Flip Cameras iPad videos Explain Everything Glogster Animoto
114. Cartoons Speech bubble in smartnotebook Kerpoof Comic Life Comic Creator Comix Toondoo
115. Story Kit Free Bookmaker
116. Other Book Maker Apps Explain Everything ( My favorite) 2.99 Splice: Free Book Creator 4.99
117. Collaborations Wikis Blogs Google Docs Social Networks
118. 5.2: Construction and Composition Provide spellcheckers, grammar checkers, word prediction Provide Text-To-Speech software, voice recognition, human dictation, recording Provide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper Provide sentence starters or sentence strips Use story webs, outlining tools, or concept mapping tools Provide Computer-Aided-Design (CAD), music notation (writing) software, or mathematical notation software Provide virtual or concrete mathematics manipulatives (e.g., base-10 blocks, algebra blocks) Use web applications (e.g., wikis, animation, presentation)
119. Dictionary.com http://dictionary.reference.com/ Speaks the word
120. 5.3 Fluency is Built by Performance Scaffolds Graduated levels of support There are many ways to show competency http://udleditions.cast.org/
121. 6.0 Learner Navigates the Environment
122. 6.1: Goal Setting Vision for how to get there Child Centered Setting goals http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=279&link1=31&link2=279
123. 6.2: Strategic Plan Embed prompts to “stop and think” before acting as well as adequate space Embed prompts to “show and explain your work” (e.g., portfolio review, art critiques) Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps Embed coaches or mentors that model think-alouds of the process Provide guides for breaking long-term goals into reachable short-term objectives
124. The Assignment Calculator http://www.lib.umn.edu/help/calculator/
125. The Learning Tool Box http://coe.jmu.edu/learningtoolbox/index.html
126. 6.3: Managing Info and Resources provide a variety of internal scaffolds and external organizational aids Graphic organizers and templates
127. Zoho Notebook Online version of several iPad apps that offer text, audio, drawing, and video/ image entries https://notebook.zoho.com/
128. 6.4: Progress Ask questions to guide self-monitoring and reflection Show representations of progress (e.g., before and after photos, graphs and charts showing progress over time, process portfolios) Prompt learners to identify the type of feedback or advice that they are seeking Use templates/rubrics/checklists that guide self-reflection on quality and completeness Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback) Provide samples of student work.
129. Create a graph http://nces.ed.gov/nceskids/createAgraph/default.aspx
130. 7-9 Engagement How the brain, sensory processing, life work Motivation The fixed and growth mindsets: Carol Dweck http://www.youtube.com/watch?v=AbaWNPBNJhk&feature=related