1. APA Citation - Cited within the review
2. Article Elements
a. Type of Design
- ABAB or Reversal Design
b. IV
- The Intervention or called the Mystery Motivators Intervention
- What can be manipulated, effects the dependent variable, and in this design the dependent variable is the disruptive behavior
c. DV
- Disruptive behavior
- 1. Keep hands and feet to yourself
- 2. Remain on Task
- 3. Sit or Stand properly on the rug
d. Functional Relationship
- The reversal design or ABAB Design shows a functional relationship through the data observed and recorded on graphs for 8 students between the ages of 3-5. With the reversal design the intervention is implemented after baseline data is observed, then baseline data is observed after the intervention is stopped, a time period passes and the intervention is reintroduced and then the data collected shows whether or not the intervention changed the behavior, and in this case it did therefore a functional relationship exist.
- All the students attend a head start program and all had one or more disruptive behaviors being observed to test an intervention on and that was successful in decreasing the amount of inappropriate disruptive behavior.
e. Experimental Control
- Is easily demonstrated throughout the intervention because the students are all observed from a Head Start program ranging in age 3 to 5 together, and all were of Hispanic descent, also spoke two languages, and Spanish was the main language spoken in all the children’s home.
- With the use of a mystery motivator students stay focused and actually improve on their disruptive behaviors, and with “interdependent group contingencies reinforce the group based upon the entire class meeting a specified criterion” (Murphy Theodore, Aloiso, Alric-Edwards, & Hughes 2007)
f. Functional Analysis
- Is demonstrated throughout the graphs of the data provided in the article.
- “This research-into-practice study implements an empirically validated intervention into an applied setting that is similar to what would be expected in typical classrooms across the country.” (Murphy et al. 2007)
g. Operational Definition
- Operational definition to “keep hands and feet to yourself”: “no intentional bodily contact between two or more people, including touching, kicking, hitting, biting, and removal of another person’s clothing accessories.” (Murphy et al. 2007)
- Operational definition to “remain on task”: “not leaving the rug area or being oriented in a direction other than the teacher or the assignment for more than 10 s.” (Murphy et al. 2007)
- Operational Definition to “sit or stand properly on the rug” “not laying on the rug either on one’s stomach or back, not swinging one’s arms and legs, not standing or kneeling, or not running around in circles.” (Murphy et al. 2007)
h. Social Validity
- Social Validity, in my opinion is reached because the treatment and the behaviors that are targeted for change are socially accepted and the treatment and implementation of the intervention is ethical.
i. Reliability
- This intervention is reliable because the data and graphs prove that the intervention increased acceptable behavior in the preschool classroom especially on the eight students observed and put through the intervention. The graphs show that after the reversal design intervention is implemented the changes are for the better.
j. Baseline Phase –
- “Baseline data were collected for 8 days. During this time, the teacher employed her typical method of classroom management. This included verbal reprimands and time-out techniques.” (Murphy et al. 2007)
- Student 1: Female, 4 years old, “happy, and even mannered,” generally on task, gets along with others, about to start kindergarten. (Murphy et al. 2007)
- Student 2: Male, 3 years old, generally distracted even so by peers misbehaving, described as mainly off task and uninterested in participating in class instructions. (Murphy et al. 2007)
- Student 3: Female 4 years old, usually on task, and easily liked, at times non compliant to instructions and directions, about to start kindergarten. (Murphy et al. 2007)
- Student 4: Female, age 4, could be domineering at times, but friendly also, was about to start kindergarten. (Murphy et al. 2007)
- Student 5: Female, 4 years old, could be easily distracted by off task students, displayed some problems with interactions that were appropriate to her age. (Murphy et al. 2007)
- Student 6: Male, 5 years old, gets along with other students, excited to participate, but could go off task especially if others were already off task. (Murphy et al. 2007)
- Student 7: Female, 4 years old, quiet and shy and needed encouragement to participate in class activities, and remained on task. (Murphy et al. 2007)
- Student 8: Male, 3 years old, did not share well with others, and somewhat distracted. (Murphy et al. 2007)
k. Intervention Phase
- Disruptive behaviors were observed in 15 second intervals over 15 minutes and graphs were created.
- The teacher was trained with respect to proper treatment administration.
- “Must follow the classroom rules. Rules posted on a sheet of oak tag in the front of classroom, and pictures accompanied the rules to help the preschoolers understand them more clearly.” (Murphy et al. 2007)
- each need to earn five or fewer checks to receive motivational reward
- Example of rewards included: games, free time, stickers, dance activity, books, pencils, or a puppet show.
- The first part of the intervention phase was introduced in the first morning activity. This activity was a 15 minute group activity of many children that continued for 8 days. Before each day the students were reminded and read the rules of the intervention and were able to hear the rules in English and Spanish to be sure that they were clearly understood by all. The students were informed that if all the students met the criterion of 5 checks or less per day they would all receive a motivator from the mystery motivator box. Checks were accumulated by not following the rules; therefore each student had 5 chances to still receive a motivator. Wrapping up the end of the day, the teacher would inform the students on if they had all passed and got to receive a motivator or if they did not pass followed by why they did not all pass. This method allowed for not just one child to succeed or one to fail.
- “After two weeks the intervention was withdrawn for 6 school days, and then the intervention was reinstated for another 8 school days.” (Murphy et al. 2007)
- After the intervention had then been implemented again, and after it had been withdrawn the first time, the data collected showed that the intervention did in fact work and with the mystery reinforcers the students disruptive behaviors did decrease. The graphs of each student show a functional relationship that the intervention did decrease the amount of disruptive behavior.
l. Misc
- The title of the article is Interdependent Group Contingency and Mystery Motivators to Reduce Preschool Disruptive Behavior by: Kelly A. Murphy, Lea A. Theodore, Danielle Aloiso and, Jolie M. Alric-Edwards
- The graphs that are in the article that show the functional relationship, the data observed, data plotted on a the graph, the change in behavior after the intervention is introduced, change in behavior after withdrawal of intervention, and then the behavior after the intervention is reintroduced. The graphs are on page 59 of the article.
Sunday, November 8, 2009
Tuesday, November 3, 2009
Single Subject Review on an Article on ADHD
1. APA Citation
Flood, W.A., Wilder D.A., (2002). Antecedent assessment and assessment based treatment of off-task behavior in a child diagnosed with adhd. Education and Treatment of Children, Volume (25.3)331-338.
2. Article Elements
a. Type of Design- Multiple baseline across task design
b. IV- Functional communication training and the sessions on the x-axis.
c. DV – Off task behavior
d. Functional Relationship- No a functional relationship is not demonstrated because there is not multiple trials shown and no way of knowing if an outside event affected the outcome of the intervention.
e. Experimental Control- Was demonstrated because the sessions were conducted in a therapy room equipped with a one-way at a psychology clinic.
f. Functional Analysis- No
g. Operational Definition – Off task behavior is defined as looking away from the academic task for three or more seconds, not writing or erasing for 5 consecutive seconds, or emitting a verbalization that was not related to the academic task he was working on.
h. Social Validity – This intervention was accepted by his teacher after the intervention evaluation was done. She implemented it into the classroom and found it to be successful at reducing off task behavior. Even though there was no actual formal data collected it was concluded that form telephone conferences with the first author and teacher that his on task much more often than before.
i. Reliability- The reliability of the data collection was assessed by dividing the number of agreements by the number of agreements plus disagreements and multiplying by 100%. Mean total agreement averaged 85% because the range was 62% to 100% for the assessment and 92% for treatment because the range was 62% to 100%.
j. Baseline Phase- Johns was asked to perform difficult word and division problems. Word problems were introduced because John’s teacher reported the he had trouble with those types of problems. The level of difficulty John had with the word problems was around the same level of difficulty as the division problems he completed in the conditions of the AA.
k. Intervention Phase- Intervention started by John being told that he could use the FCT response whenever he reached a problem he had a question about the academic task he was asked to do. John sat at the table in the therapy room and was asked to perform difficult word or division problems. The Therapist sat about 5 feet away and would help John with his request for assistance but she ignored all other statements. There was a contingency contracting also used. John was told before each of the sessions began that for every two division problems or ten word problems that he answered correctly, during a session he would get to choose an appropriate number of items based on his problem completion for that session.
l. Misc- In this article, there was a pre-treatment phase that taught John how to ask for help when he needed it or if a problem was cor
Flood, W.A., Wilder D.A., (2002). Antecedent assessment and assessment based treatment of off-task behavior in a child diagnosed with adhd. Education and Treatment of Children, Volume (25.3)331-338.
2. Article Elements
a. Type of Design- Multiple baseline across task design
b. IV- Functional communication training and the sessions on the x-axis.
c. DV – Off task behavior
d. Functional Relationship- No a functional relationship is not demonstrated because there is not multiple trials shown and no way of knowing if an outside event affected the outcome of the intervention.
e. Experimental Control- Was demonstrated because the sessions were conducted in a therapy room equipped with a one-way at a psychology clinic.
f. Functional Analysis- No
g. Operational Definition – Off task behavior is defined as looking away from the academic task for three or more seconds, not writing or erasing for 5 consecutive seconds, or emitting a verbalization that was not related to the academic task he was working on.
h. Social Validity – This intervention was accepted by his teacher after the intervention evaluation was done. She implemented it into the classroom and found it to be successful at reducing off task behavior. Even though there was no actual formal data collected it was concluded that form telephone conferences with the first author and teacher that his on task much more often than before.
i. Reliability- The reliability of the data collection was assessed by dividing the number of agreements by the number of agreements plus disagreements and multiplying by 100%. Mean total agreement averaged 85% because the range was 62% to 100% for the assessment and 92% for treatment because the range was 62% to 100%.
j. Baseline Phase- Johns was asked to perform difficult word and division problems. Word problems were introduced because John’s teacher reported the he had trouble with those types of problems. The level of difficulty John had with the word problems was around the same level of difficulty as the division problems he completed in the conditions of the AA.
k. Intervention Phase- Intervention started by John being told that he could use the FCT response whenever he reached a problem he had a question about the academic task he was asked to do. John sat at the table in the therapy room and was asked to perform difficult word or division problems. The Therapist sat about 5 feet away and would help John with his request for assistance but she ignored all other statements. There was a contingency contracting also used. John was told before each of the sessions began that for every two division problems or ten word problems that he answered correctly, during a session he would get to choose an appropriate number of items based on his problem completion for that session.
l. Misc- In this article, there was a pre-treatment phase that taught John how to ask for help when he needed it or if a problem was cor
Friday, October 30, 2009
Progress Monitoring Module
1. List three advantages of progress monitoring over annual achievement tests.
1. The assessment results assist in instructional planning
2. The skills assessed are aligned with the curriculum
3. Students’ skills are assessed frequently
2. List two key differences between mastery measurement and CBM.
With mastery measurement the skills are broken down into sequenced sub skills, where as with CBM the skills can be taught in any logical order. With MM students must meet a desired criterion to be considered demonstrating mastery and with CBM growth of the entire skill is tracked over the entire year. A key difference is MM each new skill is assessed one by one but with CBM each test or probe contains samples from other skills to check the retention of the previous knowledge.
3. Name three ways CBM can be used to help at-risk students.
1. The assessments are giving multiple times throughout the year to track progress and areas of weakness.
2. CBM can address the problem with the at risk student and provide extra practice
3. CBM is easy and able to be implemented easily with assessments to show wither its working or not.
4. What are the six steps in the CBM process?
Step 1. Create or select appropriate tests (probes)
Step 2. Administer and score the probes
Step 3. Graph the scores
Step 4. Set goals
Step 5. Make instructional decisions
Step 6. Communicate progress
5. How would you use CBM when teaching multiplication fact families (e.g., times tables for 2, 3, 4)? Describe what you would do for each of the six steps.
First it would do an overall assessment of the times tables to see where the students stand and what prior knowledge from 3rd grade they had. Then I would score the tests and graph them to see where the weak areas are and the weak students are. After graphing the test scores I would set a group goal followed by individual goals for struggling students who would get extra help in small group math time. Then I would develop specified test with certain numbers to focus on finding patterns and tricks with times tables. After each day I would give the students assessment son the times tables adding more and more problems to solve in a given time frame. At the end of that the test would be graded and decisions would be made on which way to go, review or move on. After all that is I would communicate the progress with each student and send progress reports home so parents would know what the child needed to work on.
6. Create a CBM implementation plan for your classroom. Make sure you include the academic subject, frequency of administration, how you will score and graph the data, and how you will use the information for your instructional planning.
The academic subject is multiplication. The students will be given a list of multiplication problems every morning and have a certain amount of time to complete them. This would happen every day of the week for a total of 5 assessments that would be timed every morning. Each day the students will receive a grade and at the end of the week the students g=would get an average of those five days to count as one test grade to be recorded. The student’s math problems would be sent home with the students so they could receive extra practice at home so they would do better on the next quiz. The scores will be graphed individually for each child as the years goes, this way to avoid public humiliation, and a class average will be graphed in the classroom for the class to see. This way when the students reach certain bench marks they can receive incentives to keep doing better.
1. The assessment results assist in instructional planning
2. The skills assessed are aligned with the curriculum
3. Students’ skills are assessed frequently
2. List two key differences between mastery measurement and CBM.
With mastery measurement the skills are broken down into sequenced sub skills, where as with CBM the skills can be taught in any logical order. With MM students must meet a desired criterion to be considered demonstrating mastery and with CBM growth of the entire skill is tracked over the entire year. A key difference is MM each new skill is assessed one by one but with CBM each test or probe contains samples from other skills to check the retention of the previous knowledge.
3. Name three ways CBM can be used to help at-risk students.
1. The assessments are giving multiple times throughout the year to track progress and areas of weakness.
2. CBM can address the problem with the at risk student and provide extra practice
3. CBM is easy and able to be implemented easily with assessments to show wither its working or not.
4. What are the six steps in the CBM process?
Step 1. Create or select appropriate tests (probes)
Step 2. Administer and score the probes
Step 3. Graph the scores
Step 4. Set goals
Step 5. Make instructional decisions
Step 6. Communicate progress
5. How would you use CBM when teaching multiplication fact families (e.g., times tables for 2, 3, 4)? Describe what you would do for each of the six steps.
First it would do an overall assessment of the times tables to see where the students stand and what prior knowledge from 3rd grade they had. Then I would score the tests and graph them to see where the weak areas are and the weak students are. After graphing the test scores I would set a group goal followed by individual goals for struggling students who would get extra help in small group math time. Then I would develop specified test with certain numbers to focus on finding patterns and tricks with times tables. After each day I would give the students assessment son the times tables adding more and more problems to solve in a given time frame. At the end of that the test would be graded and decisions would be made on which way to go, review or move on. After all that is I would communicate the progress with each student and send progress reports home so parents would know what the child needed to work on.
6. Create a CBM implementation plan for your classroom. Make sure you include the academic subject, frequency of administration, how you will score and graph the data, and how you will use the information for your instructional planning.
The academic subject is multiplication. The students will be given a list of multiplication problems every morning and have a certain amount of time to complete them. This would happen every day of the week for a total of 5 assessments that would be timed every morning. Each day the students will receive a grade and at the end of the week the students g=would get an average of those five days to count as one test grade to be recorded. The student’s math problems would be sent home with the students so they could receive extra practice at home so they would do better on the next quiz. The scores will be graphed individually for each child as the years goes, this way to avoid public humiliation, and a class average will be graphed in the classroom for the class to see. This way when the students reach certain bench marks they can receive incentives to keep doing better.
Monday, October 26, 2009
Iris Module on Scaffolding
1.What are the two critical elements to keep in mind when using instructional scaffolding?
Modeling and Practice. Modeling means that students can watch the teacher and see how something is done and practicing is where the students work in groups or individually on the task shown by the teacher.
2.Briefly describe the three approaches to instructional scaffolding presented in this module.
The three approaches to instructional scaffolding are Content Scaffolding, Task Scaffolding, and Material Scaffolding. Content Scaffolding is where a teacher a teacher selects content that is not too difficult or the student, this allows the student to focus on the lesson. Task Scaffolding is where a teacher begins by specifying the steps in a task, then the teacher models the steps in the task, and she allows thinks out loud how he/she is doing these steps, followed by allowing the students to practice. Material scaffolding is involving the use of written prompts or cues to help the students perform a task or use a strategy like a word web.
3. List at least two reasons why error detection and correction is important.
1. Students understand what they should be doing
2. Students learn mistakes are ok as long as you know why you made the mistake and how t fix it and not make that same mistake again.
4. Imagine you are a fourth-grade teacher and one of your students, who has a learning disability, is experiencing difficulty with long division:
a. Which of the approaches discussed in this module would you use to scaffold instruction for this student?
First I would use task scaffolding to show the steps and how it is done then I would use material scaffolding and use visual steps to show them how it is done.
b. Why did you choose this approach?
I choose these approaches because students with disabilities can learn from visuals and also by seeing and doing. Me choosing both of these allows for the student to be taught the same thing in different ways so they can for sure learn it.
c. Give a detailed description of how you would use this approach to scaffold instruction for this student.
First I would get make sure I had my lesson plan that I worked out with me, then I would sit with the student and go over each individual step, followed by verbal explanations as to how and why I got a certain point and how they too can get to that point, followed by letting the student practice exactly what I did by writing each step out as I do and after I do and then by himself. After all that then I would get out to material scaffolding work sheets I made for this particular student and have the student use the worksheets to help perfect long division followed by going back over everything and grading it together to see where the student went wrong and why it as wrong and how to make it right!
.
Modeling and Practice. Modeling means that students can watch the teacher and see how something is done and practicing is where the students work in groups or individually on the task shown by the teacher.
2.Briefly describe the three approaches to instructional scaffolding presented in this module.
The three approaches to instructional scaffolding are Content Scaffolding, Task Scaffolding, and Material Scaffolding. Content Scaffolding is where a teacher a teacher selects content that is not too difficult or the student, this allows the student to focus on the lesson. Task Scaffolding is where a teacher begins by specifying the steps in a task, then the teacher models the steps in the task, and she allows thinks out loud how he/she is doing these steps, followed by allowing the students to practice. Material scaffolding is involving the use of written prompts or cues to help the students perform a task or use a strategy like a word web.
3. List at least two reasons why error detection and correction is important.
1. Students understand what they should be doing
2. Students learn mistakes are ok as long as you know why you made the mistake and how t fix it and not make that same mistake again.
4. Imagine you are a fourth-grade teacher and one of your students, who has a learning disability, is experiencing difficulty with long division:
a. Which of the approaches discussed in this module would you use to scaffold instruction for this student?
First I would use task scaffolding to show the steps and how it is done then I would use material scaffolding and use visual steps to show them how it is done.
b. Why did you choose this approach?
I choose these approaches because students with disabilities can learn from visuals and also by seeing and doing. Me choosing both of these allows for the student to be taught the same thing in different ways so they can for sure learn it.
c. Give a detailed description of how you would use this approach to scaffold instruction for this student.
First I would get make sure I had my lesson plan that I worked out with me, then I would sit with the student and go over each individual step, followed by verbal explanations as to how and why I got a certain point and how they too can get to that point, followed by letting the student practice exactly what I did by writing each step out as I do and after I do and then by himself. After all that then I would get out to material scaffolding work sheets I made for this particular student and have the student use the worksheets to help perfect long division followed by going back over everything and grading it together to see where the student went wrong and why it as wrong and how to make it right!
.
Sunday, October 25, 2009
Iris Module
An Iris Module is a website that has a series of situations and questions about different disabilities. It ask questions about actual situations that would happen in the classroom and asks you to reflect and think about what you would do. The first one Im posting is about scaffolding and the second one Im posting is about RTI or Response to Intervention.
Thursday, October 15, 2009
Single Subject Review on an Article on Autism
Single Subject Article Review
1. APA Citation
Delano, M.E., (2007). Use of strategy instruction to improve story writing skills of a student with asperger syndrome. Focus on Autism and Other Developmental Disabilities Volume (22.4) 252-258.
2. Article Elements
a. Type of Design-a multiple baseline across responses
b. IV- writing probes/skills
c. DV- number of revisions, describing words, and action words
d. Functional Relationship- There is a functional relationship and it was demonstrated because of the increase in the number of revisions, describing words, and action words as illustrated by the graphs after the post training and follow up.
e. Experimental Control- Experimental control was demonstrated because all of the experimental sessions took place near the researchers office.
f. Functional Analysis- no there is not
g. Operational Definition- the operational definition for writing probes/skills is the number of action words, the number of describing words, and the number of revisions.
h. Social Validity- The article states that there could be a threat to the validity because of the small size of the sample used for this intervention. In my opinion this intervention is socially valid because the treatment targeted for change and the treatment are accepted and consumer satisfaction is reached. There is enough recorded data to show the effectiveness of this intervention therefore showing a promising future with this intervention.
i. Reliability- Interobserver agreement was assessed across all of the experimental conditions. An agreement check was conducted with all of the writing samples. There was an agreement ratio that was calculated for each dependent measure by dividing the smaller total by the larger total and then multiplying by 100. An agreement ratio of 100% was obtained for total words written and revisions. The agreement ranged from 83% through 100% for action words (M = 97%), 80% to 100% (M = 96%) for describing words, and 80% through 100% (M = 95%) for quality.
j. Baseline Phase – Vincent’s stories consisted of short sentences and he wrote no more than 11 words per writing sample. His stories had only one or two action words and did not have descriptive words. Vincent also did not make any revisions to his writing. The baseline information was collected from the researcher, who randomly selected three different picture prompts and asked Vincent to write a story about the prompt, then after a break he would ask him to read the story he wrote and if Vincent thought there needed to be revisions he would record that on a flip chart.
a. Intervention Phase- The intervention phase s where Vincent was the self-regulated strategy development. This intervention consist of three involves planning, drafting, self-monitoring, and revising text. This intervention provides specific instruction and Vincent was trained in each of the four strategies before being asked to do what it they were teaching and assessing him in those areas. Overall the intervention was a way to teach Vincent self-regulation and writing strategies.
b. Misc- the use of picture writing prompts.
1. APA Citation
Delano, M.E., (2007). Use of strategy instruction to improve story writing skills of a student with asperger syndrome. Focus on Autism and Other Developmental Disabilities Volume (22.4) 252-258.
2. Article Elements
a. Type of Design-a multiple baseline across responses
b. IV- writing probes/skills
c. DV- number of revisions, describing words, and action words
d. Functional Relationship- There is a functional relationship and it was demonstrated because of the increase in the number of revisions, describing words, and action words as illustrated by the graphs after the post training and follow up.
e. Experimental Control- Experimental control was demonstrated because all of the experimental sessions took place near the researchers office.
f. Functional Analysis- no there is not
g. Operational Definition- the operational definition for writing probes/skills is the number of action words, the number of describing words, and the number of revisions.
h. Social Validity- The article states that there could be a threat to the validity because of the small size of the sample used for this intervention. In my opinion this intervention is socially valid because the treatment targeted for change and the treatment are accepted and consumer satisfaction is reached. There is enough recorded data to show the effectiveness of this intervention therefore showing a promising future with this intervention.
i. Reliability- Interobserver agreement was assessed across all of the experimental conditions. An agreement check was conducted with all of the writing samples. There was an agreement ratio that was calculated for each dependent measure by dividing the smaller total by the larger total and then multiplying by 100. An agreement ratio of 100% was obtained for total words written and revisions. The agreement ranged from 83% through 100% for action words (M = 97%), 80% to 100% (M = 96%) for describing words, and 80% through 100% (M = 95%) for quality.
j. Baseline Phase – Vincent’s stories consisted of short sentences and he wrote no more than 11 words per writing sample. His stories had only one or two action words and did not have descriptive words. Vincent also did not make any revisions to his writing. The baseline information was collected from the researcher, who randomly selected three different picture prompts and asked Vincent to write a story about the prompt, then after a break he would ask him to read the story he wrote and if Vincent thought there needed to be revisions he would record that on a flip chart.
a. Intervention Phase- The intervention phase s where Vincent was the self-regulated strategy development. This intervention consist of three involves planning, drafting, self-monitoring, and revising text. This intervention provides specific instruction and Vincent was trained in each of the four strategies before being asked to do what it they were teaching and assessing him in those areas. Overall the intervention was a way to teach Vincent self-regulation and writing strategies.
b. Misc- the use of picture writing prompts.
Saturday, October 10, 2009
Reflections on Technology
What is a voicethread? What is an inspiration floor plan? How do I create any of this? And how does any of this pertain to me becoming a teacher? These are a few of the first thoughts that popped into my head the first day of my Utilization of Instructional Technology for Educators Class. After my initial thoughts of the class, as a student, I found myself becoming overwhelmed at the realization of all the technology available to help assist the educator, and the realization of how little I actually knew in the technological world. Throughout the first month of class, and with the help of my instructor, my mind has been opened to new ideas and programs available for me to utilize in my classroom as a special educator. The first assignment given was to complete a classroom floor plan with a program called Inspiration from Microsoft. I had never heard of this program before and was a little intimidated after seeing the basic requirements for the assignment along with not knowing how to navigate the program instructed to use. After Mrs. Nunes-Bufford went over the assignment and showed the class a few examples of how to use the toolbar within Inspiration, a light bulb turned on in my head. I thought to myself, “How cool is this!” This program is a tool any student and any teacher could use in the classroom. This reminds me of how teaching really helps you learn. This program could be used to construct diagrams, review games, or even allow the students to help with these different ideas.
After playing around with Inspiration, I realized that this program was a lot like Paint except more advanced. Realizing this made the program easier to navigate. Inspiration allows you to make different shapes with different colors and use pictures to place in the screen you are using at that time to construct ideas such as a classroom floor plan, review sheets, review games, along with anything else a teacher can come up with. For example: Inspiration allows you to make word boxes. The cool thing though is you can link boxes together and a line connecting box A to box B appears on the screen. This means that if you are doing a review a teacher can place different questions in different boxes followed by linking an empty box to the question and print this out and voila! The teacher has a review sheet made to copy and pass out to the students. Reflecting on this wonderful program Microsoft created, it is amazing all the ways I will be able to utilize this program in my classroom. Special Education teachers use a lot of visuals when teaching the class. This program will allow for a quick and efficient way to place words and pictures on a page to help aid the student all while enjoying creating it with this easy to use program by Microsoft.
The next assignment the class was instructed to complete was a voicethread. First we had to learn what a voicethread was and the best way to do that is take a tutorial of it. I was excited when I found out that a voicethread is not a program created by Microsoft but a site online created by a man. This site has a tutorial you can follow explaining exactly what a voicethread is and how to use it. Without looking on the website, the program can be best described as an instructional interactive learning tool. The interactive part of the website allows for anyone in the world to comment on a voicethread and essentially these comments could be questions. Through the assignment, I learned that a voicethread can be very helpful to students when learning difficult content as a part of the required curriculum. With the site being an interactive instructional learning tool teachers can use to upload PowerPoint’s for students, students get more involved with the learning process making learning fun! This website created will be very useful for me as a special educator. I will be able to upload PowerPoint’s to voicethread.com, record my voice to them, and inform the parents of the different lessons I have created to help the parent help the child at home! This is a fundamental part of being a special educator, working together with the parents to help the child with special needs to help themselves. This interactive program allows for interaction with peers and aims at a goal of independent learning.
Reflecting on the first day of class, I remember having all these questions as to how and why any of this matters to me becoming a teacher. I understand now, what the meaning of this class is and how big an impact technology is on educators and future educators. The utilization of these different programs as a teacher makes learning fun, easy, and sure to help with the retention of knowledge. In the future, there is sure to be more programs created to help me with educating my students and it is my responsibility as an educator to continue learning about these programs rather than be intimidated by them. They are all actually a lot of fun and really simple to use in comparison to the vast amount of knowledge my students will gain from me simply by utilizing technology in my classroom.
After playing around with Inspiration, I realized that this program was a lot like Paint except more advanced. Realizing this made the program easier to navigate. Inspiration allows you to make different shapes with different colors and use pictures to place in the screen you are using at that time to construct ideas such as a classroom floor plan, review sheets, review games, along with anything else a teacher can come up with. For example: Inspiration allows you to make word boxes. The cool thing though is you can link boxes together and a line connecting box A to box B appears on the screen. This means that if you are doing a review a teacher can place different questions in different boxes followed by linking an empty box to the question and print this out and voila! The teacher has a review sheet made to copy and pass out to the students. Reflecting on this wonderful program Microsoft created, it is amazing all the ways I will be able to utilize this program in my classroom. Special Education teachers use a lot of visuals when teaching the class. This program will allow for a quick and efficient way to place words and pictures on a page to help aid the student all while enjoying creating it with this easy to use program by Microsoft.
The next assignment the class was instructed to complete was a voicethread. First we had to learn what a voicethread was and the best way to do that is take a tutorial of it. I was excited when I found out that a voicethread is not a program created by Microsoft but a site online created by a man. This site has a tutorial you can follow explaining exactly what a voicethread is and how to use it. Without looking on the website, the program can be best described as an instructional interactive learning tool. The interactive part of the website allows for anyone in the world to comment on a voicethread and essentially these comments could be questions. Through the assignment, I learned that a voicethread can be very helpful to students when learning difficult content as a part of the required curriculum. With the site being an interactive instructional learning tool teachers can use to upload PowerPoint’s for students, students get more involved with the learning process making learning fun! This website created will be very useful for me as a special educator. I will be able to upload PowerPoint’s to voicethread.com, record my voice to them, and inform the parents of the different lessons I have created to help the parent help the child at home! This is a fundamental part of being a special educator, working together with the parents to help the child with special needs to help themselves. This interactive program allows for interaction with peers and aims at a goal of independent learning.
Reflecting on the first day of class, I remember having all these questions as to how and why any of this matters to me becoming a teacher. I understand now, what the meaning of this class is and how big an impact technology is on educators and future educators. The utilization of these different programs as a teacher makes learning fun, easy, and sure to help with the retention of knowledge. In the future, there is sure to be more programs created to help me with educating my students and it is my responsibility as an educator to continue learning about these programs rather than be intimidated by them. They are all actually a lot of fun and really simple to use in comparison to the vast amount of knowledge my students will gain from me simply by utilizing technology in my classroom.
Subscribe to:
Posts (Atom)
