Using Technology to Overcome "Print Disabilities"

Recently at the MassCUE conference, I heard Dr. David Rose, a developmental neuropsychologist and educator, discuss the notion of "print disabilities."  I was fascinated by his discussion, and prompted to think more carefully about this as I work with children.  Essentially "print disabilities" or "print challenges" relate to the way people use text to make meaning.  He suggests that technology provides us with many new avenues to remedy "print disabilities" for learners.

Anyone familiar with Ellin Keene and her book, Mosaic of Thought, knows that one way to remedy students' challenges with text is to teach the comprehension strategies, cognitive strategies which help children make meaning from text.  Another way is to use the computer effectively and strategically to help students.

I tried this out recently as I completed a short story analysis for a writing class I am taking.  There are a couple of factors that have always stood in my way when analyzing literature.  Those factors include the quick recall of facts, vocabulary and organization.  So this time I decided to conduct the entire analysis online using Google docs with the following strategy:

1. Download a copy of the story (free or purchased) onto a Google doc.
2. Color code as I read:

• pink - words I'm unsure of.
• red - descriptive phrases.
• orange - main events that move the plot along.

3. Then using the Google "define" or image search tool on the menu bar, I looked up definitions and/or images for all the words I wasn't sure of.  I copy and pasted to make a vocab list to reference.

4. Next I read through the story again, listing questions and summary notes in blue along the way.

5. After that, I made a quick story time line.

6.  Then I completed the assignment, sometimes checking the Internet for clarification of concepts and ideas.  

In the days, months and years to come, people will be coming up with all kinds of strategies to make print more accessible to learners.  This Google doc strategy coupled with my knowledge of the comprehension strategies allowed me to turn a tough text into a provocative learning experience. On a smaller scale, I hope to try out this strategy with some of my students soon.  Let me know if you have anything to add.  It's a wonderful new world of learning.

Assignment Example

School System Idea-Management?

"Idea management is the practice of gathering and evaluating ideas in a structured fashion, with a goal of selecting the best ideas with the greatest bottom-line potential for implementation." (@innovationTools.com)n


Why are idea-management systems ideal for schools?  


Schools are problem solving centers.  Schools' overarching problem is how do we educate each and every child to their best potential?  Teachers are continually asking that question and employing idea after idea to provide the best possible education for their students.


Tenured teachers like me have seen positive ideas flourish in schools and make substantial change.  We've also been witness to ideas that take time, but have little to no value.  Idea management systems could potentially evaluate all ideas from the start, helping schools and teachers to choose ideas with the greatest merit.  Ideal idea management systems would also become a place where schools' good ideas are noted, discussed and exchanged.  When I attended an idea-management lecture a few years ago, I was struck by the fact that most of the good ideas come from those in the front line -- in schools, that would be the people working with students.  In some schools, those people's ideas get little to no attention, and in other schools vehicles exist for idea sharing and evaluation.


How would a school system create and employ an idea management system?


School systems need to create a welcoming atmosphere for ideas and a system for idea collection, evaluation and exchange.  Unlike businesses, schools' bottom-line is not making money, instead it's to best educate each child.


So for starters, school systems have to define "best educate" for their system/schools.  Currently, I would describe "best educate" as the combination of the following criteria:

• simple, inspiring, productive, welcoming work spaces/environment/structure.
• energetic, educated, inspired staff.
• students who are ready to learn i.e. adequate nutrition, rest, health-care, commitment to learning.
• family members who are both welcome and integrated into the school culture and efforts.
• essential skill instruction/development: reading, writing, math, social competency.
• project-base learning opportunities which integrate the arts to build content, knowledge and 21st C skills: communication, collaboration, critical thinking/inquiry and creativity.
• adequate tools and supplies for learning including up-to-date technology.
• sports, health and recreation facilities, equipment and programs.

Next, schools need to promote a process of continual evaluation and response.  This action would promote an attitude of positive change -- embracing and strengthening what works, and eliminating, revising or replacing what doesn't work.  How can schools do this in a fluid, productive manner that includes all voices in a school community?

A simple solution for schools could be to start with a collaborative Google doc (see model below) where all are invited to share their ideas.  There could be a protocol in place about how to post, what's acceptable on the document and what is not, and the process of evaluation/implementation.  I use a similar "action" chart with my students.  We look at the chart once a week to determine student/teacher work and goals.  It's an effective process.  

Obviously the chart will have limitations, and that's why businesses and other organizations employ computer-model idea management systems.  But for now, this is a start, and in summary, ideas are important ingredients to healthy, forward-moving, student-centered schools and educational systems.  When ideas from all involved are welcome and reviewed, the system has its greatest chance for success and innovation.  I believe these thoughts were supported at the recent The IDEAS ECONOMY Conference sponsored by the Economist on the Berkeley campus as summarized by Randy Haykin in his Innovation Sparks Bulletin: http://haykin.net/innovationsparks/2011/03/25/the-economist-ideas-economy-conference-at-uc-berkeley/

This post is a leap for me.  It's a post based on my belief in the potential ideas hold for positive change in schools -- ideas from all members of the school community from students to family members to staff to community members to administration.  As always, I welcome your thoughts and ideas.

Model of a simple idea chart schools can use to collect, review, evaluate and implement ideas from all members of a community. Note that the ideas expressed in the chart are just examples, not ideas related to any one school.

Video Learning

I was struck by the recent Khan video I watched (  http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html ).  I thought is was interesting that he was promoting video viewing for homework, and practice for class work.  I decided to explore that idea with greater depth.

I created an It's Learning Course, Fraction Action, for my fourth grade students.  It's Learning is our school system's new learning management system.  As part of the course, I added videos.  I started to think about how students would use those videos.  Then I posed the following video learning discussion questions to my students:  What are the advantages and disadvantages of video learning?  Also, what actions can we do to enhance our learning from videos?

Students agreed that videos offered a multi-modal venue for learning: words, images, and sound.  Also, everyone agreed that you could watch a video again and again, and you could watch it anywhere you had Internet access via a computer or mobile device.  They commented that they liked videos that were entertaining.  Disadvantages included videos that were boring and dull to watch. Actions that help one learn from videos including note taking, writing down questions and drawing.  We will continue this discussion as students try-out video watching for homework.

In the meantime, their comments remind me that if we're going to use videos, we have to choose the best ones -- videos that are entertaining, educational, accurate and developmentally "just right."  I'm also thinking about the right balance for 4th grade learning related to videos, hands-on, classroom discussion, project work, paper/pencil. . .  I will continue to ponder these questions as education evolves.  Let me know if you have any thoughts.   

The Fraction Unit: Planning, Implementation, Review

I'm using this post as to plan my fraction unit.  I welcome feedback and thoughts.

I start with the following steps:

• reviewing standards for 3rd, 4th, 5th (grade-level, remediation, and enrichment).
• review of current materials i.e. EDM book, fraction file, videos, online games, projects.
• reflection about my students' learning styles, classroom materials, and teaching support.

Then I plan the entire unit from start to finish. Regular homework, blog posts, and other classroom activities will support this unit roll-out.  Decisions about specific teaching methods will be made after each lesson/reflection to best meet the developing learning needs of students with the goal of mastery for all.

1. Informal assessment.
2. Introduction to many fraction models accompanied by related word problems.
3. Introduction to the comparison of fractions, decimals, and percents using 100's chart.
4. Simplifying fractions.
5. Adding fractions with like denominators.
6. Modeling student end-unit project.
7. Giving students time to prepare their projects.
8. Project presentations.  This is a snapshot of a student team's presentation.
9. End unit assessment.

Now, I'll get my materials in order, online and offline.  I'll store most materials in It's Learning, our new school system learning management system.  Then I'll slowly and responsively implement the unit step-by-step.  

Elementary Curriculum Thoughts

As the crocuses begin to push their way up through the hard, winterworn earth, thoughts of next year's curriculum and efforts begin to fill my mind.  I won't make the decisions by myself.  Our team will discuss objectives, materials and efforts -- I'm fortunate to have a thoughtful, experienced, dedicated team of educators whose ideas and points of view always positively affect my work with children.

Today I created a chart of the efforts currently in place.  Our efforts, in general, are based on the Massachusetts State Standards -- a worthy list of concept, skill and knowledge goals.  We integrate these standards into a meaningful, student-centered program.  Soon, we will begin to weave the common core standards into our program too.

Now I want to think about the essential elements of an upper elementary school student's academic program.  I've listed the primary components below with some focus notes.

Community Building:
We do this with morning meetings, social competency, and curriculum efforts that build in social awareness such as our Just Like Me Program and Culture Studies.  I believe our classroom social network (NING) also fosters community and communication.

Reading:
We develop reading skills in so many ways including interactive read aloud, comprehension strategy instruction, reading workshop, reading focus lessons, reading intervention groups and nightly reading homework. I want to think deeply about how we can minimize "print disabilities" for students with the use of technology such as iPods, ebooks, interactive stories and more.

Writing:
We use the Lucy Calkins' program as a guide for our writing program.  Fourth graders' main focus is the personal narrative.  Other writing includes paragraphs, poetry, fiction stories, and a research report/slide show.  Currently, we utilize Google docs for most of our writing work.  Blogging on our social network and ePal letters also encourage and develop writing skill.  We use Inspiration, KidPix, Google Presentation, and other venues too.  What tools, routines, and methods do we deem best for student writing development and growth?

Math:
Currently, we use the Everyday Math Series as our curriculum program.  We deliver lessons in a variety of ways utilizing a large variety of materials and tools including That Quiz, online games and activities, and classroom projects and investigations.  I continue to wonder about the best approach to math education.  I teach with two threads -- one is a computation/problem solving thread, and the other is a concept, knowledge, skill thread.  Of course, the two connect and overlap.  EDM moves quickly from concept to concept, rather than spending a significant amount of time on one math concept; that makes it difficult to differentiate and foster deep questioning and understanding of math concepts.  I will continue to think about and research math instruction with respect to these considerations.

Social Studies/Science:
We integrate math and ELA into many of our social studies and science content units.  This might be an area where we can think more creatively about employing more technology and 21stC skills for student success.

Field Studies/Special Programs: 
We choose a myriad of field studies and special programs to enrich our content/skill teaching.  We revisit those choices each year.

Reflection/Habits of a Good Student:
Students utilize reflective pieces such as portfolios to collect, share and think about their efforts and goals.  Is it time to move our portfolios online.  We now have a new tech vehicle for this.

This list is just a start as I begin to think about the rest of this year and the year ahead. What's missing?  What should we include as part of our lesson/project delivery menu?  What are the priorities?  What is admin. thinking with respect to our program and priorities?

Let me know what your thoughts are related to optimal curriculum for young 9-11-year-old students.  In the meantime, I will continue to reflect, revise and review what we do, possible revisions/additions, and information related to our students' developmental profile.  Execution of an optimal program fosters happiness, pride and success for all members of a learning community.  Optimal programs also continually evolve.