I love learning from the experiences of others.
Cheryl Oakes shares an effective editing method she uses with her students with special needs at a high school in Maine. Check out her method here using Google Docs and add it to your editing repertoire. As Ira Socol states in Toolbelt Theory, we have a responsibility to allow students to explore the tools which will help them be successful beyond school. To withhold that information is a grave injustice.
Are you still relying on teaching your traditional editing methods? Are they working for all your students? If not, now is the time to explore the methods in this post and the previous Rethinking Editing post.
Thank you, Cheryl, for teaching me something new!
Monday, May 30, 2011
Friday, May 13, 2011
ReThinking: "He Doesn't Want to be Seen as Different"
I've heard that refrain numerous times.
"But... he doesn't want to be seen as different."
It's usually uttered in response to specific technology recommendations offered during the IEP team process. The team typically nods their head in agreement; after all, it is a priority that the student completes school tasks in the same manner as their peers, or uses the same school tools as their friends.(Or is it?)
Unfortunately, I realize another team is unaware of Universal Design for Learning principles. If they understood UDL, they would appreciate the importance of offering MULTIPLE methods of engagement, presentation and expression. Instead, they are sticking to the "one size fits all" approach, an approach which fails to meet the needs of all learners. It's an approach that allows teams to agree, "He doesn't want to be seen as different."
My challenge to the team is to change the culture, don't let the student be seen as different. Offer multiple methods of expression. Give choices. Offer alternatives to the traditional methods which fail many kids.
Sometimes students need a different method.
A classic example is the Poster Board.
Think of all the poster boards that have been assigned over the years. For some students, the fine motor or visual processing skills required to complete that task are nearly impossible without significant help from home. Paper can be the disability. Two alternatives are Glogster or VoiceThread, free online multimedia tools which minimize the potential output challenges. In addition, these tools can be more engaging.
But don't just change the expectation to ALL students will now create a Glog. Introduce them to the tools. Then let students choose the tool which will help them accomplish the task in the way that works best for them. Promote an environment where they are not seen as different. Every one chooses the method which promotes success. Some students will opt for the paper poster board, others will choose another option.
The essential point is the availability of choice. When there is choice, no one is seen as different. Every student gets what they need.
Easily accomplished in an age of numerous tool choices. Need a starting place? Refer to the UDL Tech Toolkit wiki to get you going.
"But... he doesn't want to be seen as different."
It's usually uttered in response to specific technology recommendations offered during the IEP team process. The team typically nods their head in agreement; after all, it is a priority that the student completes school tasks in the same manner as their peers, or uses the same school tools as their friends.(Or is it?)
Unfortunately, I realize another team is unaware of Universal Design for Learning principles. If they understood UDL, they would appreciate the importance of offering MULTIPLE methods of engagement, presentation and expression. Instead, they are sticking to the "one size fits all" approach, an approach which fails to meet the needs of all learners. It's an approach that allows teams to agree, "He doesn't want to be seen as different."
My challenge to the team is to change the culture, don't let the student be seen as different. Offer multiple methods of expression. Give choices. Offer alternatives to the traditional methods which fail many kids.
Sometimes students need a different method.
A classic example is the Poster Board.
Think of all the poster boards that have been assigned over the years. For some students, the fine motor or visual processing skills required to complete that task are nearly impossible without significant help from home. Paper can be the disability. Two alternatives are Glogster or VoiceThread, free online multimedia tools which minimize the potential output challenges. In addition, these tools can be more engaging.
But don't just change the expectation to ALL students will now create a Glog. Introduce them to the tools. Then let students choose the tool which will help them accomplish the task in the way that works best for them. Promote an environment where they are not seen as different. Every one chooses the method which promotes success. Some students will opt for the paper poster board, others will choose another option.
The essential point is the availability of choice. When there is choice, no one is seen as different. Every student gets what they need.
Easily accomplished in an age of numerous tool choices. Need a starting place? Refer to the UDL Tech Toolkit wiki to get you going.
Sunday, May 01, 2011
ReThinking: Editing
It's been almost three months since my last post. I've written hundreds in my head but none of them made it to the website. So, I'm starting with rethinking editing.
In my experience, editing is one of the least preferred activities for students. Many students believe since they've written it and used pre-writing strategies such as outlines or graphic organizers, then it must be good enough. Or, they've put so much energy into the first draft, they have nothing left for the revision process. Too often, they fail to see the value of editing to improve the quality of their written work.
How are you teaching the editing process? Have you incorporated technology as part of your instruction?
Technology allows new editing methods and strategies. Here's one I've been working on for some time.
Technology Editing Method:
a) Disable spell and grammar check when the student is writing their initial draft so as not to interrupt the flow of ideas. Save the initial word-processed document.
b) Rename the document (such as, Revision). Check the Readability Statistics (Tools > Options > Spelling and Grammar > Show Readability Statistics). Record the grade level. This step provides objective information which can be quite motivating. For example, when an 8th grade student checks the Readabilty Statistics Grade Level and discovers the computer grades their work at a 5.7 grade level, or even less, they are motivated to improve the quality to obtain a higher grade level. (It is vital to recognize Grade Levels are based upon mathematical formulas such as length of words and length of sentences. Run-on sentences may distort the final Grade Level).
c) Use spell check, grammar check and synonym support (Right Click or ctrl + click for the Mac) Synonym support can be extremely beneficial, especially for students who have difficulty spelling. They often choose to type the shorter word which they know how to spell despite having a more extensive vocabulary. Using the Synonym feature helps them bypass this issue. Explicitly teach the use of this feature; it's often helpful to right click multiple times until the exact word is identified.
d) Listen to the text using text to speech software , one sentence at a time. Does it say what you intended? Does it make sense? You may want to create an editing checklist. Excellent grade level writing checklists can be created here.
e) Make any additional corrections.
f) Use Paperrater.com (http://paperrater.com/ ) to provide online analysis. Follow the instructions, once the analysis is performed. Make the corrections. Listen to the final product using text to speech software.
g) Check the Readability Statistics again to determine change. Review written work with academic support teacher.
h) Compare the final product with the original document (Step 1) to determine effectiveness of this approach. Revise the approach as necessary.
What do you think? Are you using something similar? Or, do you have recommendations of your own? I'm always looking to improve the quality of my work. I look forward to reading your comments.
In my experience, editing is one of the least preferred activities for students. Many students believe since they've written it and used pre-writing strategies such as outlines or graphic organizers, then it must be good enough. Or, they've put so much energy into the first draft, they have nothing left for the revision process. Too often, they fail to see the value of editing to improve the quality of their written work.
How are you teaching the editing process? Have you incorporated technology as part of your instruction?
Technology allows new editing methods and strategies. Here's one I've been working on for some time.
Technology Editing Method:
a) Disable spell and grammar check when the student is writing their initial draft so as not to interrupt the flow of ideas. Save the initial word-processed document.
b) Rename the document (such as, Revision). Check the Readability Statistics (Tools > Options > Spelling and Grammar > Show Readability Statistics). Record the grade level. This step provides objective information which can be quite motivating. For example, when an 8th grade student checks the Readabilty Statistics Grade Level and discovers the computer grades their work at a 5.7 grade level, or even less, they are motivated to improve the quality to obtain a higher grade level. (It is vital to recognize Grade Levels are based upon mathematical formulas such as length of words and length of sentences. Run-on sentences may distort the final Grade Level).
c) Use spell check, grammar check and synonym support (Right Click or ctrl + click for the Mac) Synonym support can be extremely beneficial, especially for students who have difficulty spelling. They often choose to type the shorter word which they know how to spell despite having a more extensive vocabulary. Using the Synonym feature helps them bypass this issue. Explicitly teach the use of this feature; it's often helpful to right click multiple times until the exact word is identified.
d) Listen to the text using text to speech software , one sentence at a time. Does it say what you intended? Does it make sense? You may want to create an editing checklist. Excellent grade level writing checklists can be created here.
e) Make any additional corrections.
f) Use Paperrater.com (http://paperrater.com/ ) to provide online analysis. Follow the instructions, once the analysis is performed. Make the corrections. Listen to the final product using text to speech software.
g) Check the Readability Statistics again to determine change. Review written work with academic support teacher.
h) Compare the final product with the original document (Step 1) to determine effectiveness of this approach. Revise the approach as necessary.
What do you think? Are you using something similar? Or, do you have recommendations of your own? I'm always looking to improve the quality of my work. I look forward to reading your comments.
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