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Infinitec
- 1. UDL: Using No Cost and Low Cost AT Tools for Writing Karen Janowski Assistive Technology Consultant Karen.janowski@gmail.com
- 3. Thoughts?
- 5. Cause for concern? 70% of students in grades 4-12 are low achieving writers (according to NAEP) More than 7,000 students drop out of school daily and they are typically in the lowest 25% of their class College instructor’s estimate that 50% of HS graduates are not prepared for college level writing
- 6. Cause for concern? National Commission on Writing reports that employers (both public and private) say writing is critical in the workplace and “directly affects hiring and promotion decisions”
- 8. What skills are required to become a proficient writer? Inspiration document
- 10. What skills are necessary for writing competence? Sustained Mental Effort Selective Attention Graphomotor Function Visual recall Motor Automaticity Regulation
- 11. Ideation – IDEAS!! Brainstorming/Topic Selection Research Elaboration
- 12. Memory Motor Memory Active Working Memory
- 14. Organization Narrative Generation Planfulness/Previewing Sequential approach Revision Mel Levine’s Work
- 16. And what can be done to fix it?
- 17. UDL
- 19. Multiple Methods of …
- 20. Engagement
- 21. Presentation
- 22. Expression
- 24. Ira Socol’s blog post Toolbelt Theory
- 26. What Word processing tricks do you show your students? Titan Pad
- 28. Elementary school children spend 31% to 60% of their school day on fine motor tasks including handwriting. McHale & Cermak, 1992
- 29. Studies show teachers grade papers with better handwriting higher. Only difference was quality of writing.
- 30. Students are less hesitant to reevaluate and edit their written work produced on a computer. (Graham and MacArthur, 1988, Jones, 1996 Productivity increases (Mayer-Nichols, 1996) Quality increases (Jones, 1996)
- 32. Benefits Improvement in : language arts — reading, spelling, and writing ability. efficiency in using the computer as a writing, editing, and computing tool, thereby maximizing classroom time. attitude toward writing—less frustration in looking for keys rather than entering information.
- 33. Benefits Improvement in: motivation creativity Rogers, H. (2003). Elementary keyboarding issues.
- 34. When? Introduce formal keyboarding BEFORE frequent computer use
- 35. Top 10 Goals of Teaching KB Technique Technique Technique Technique Technique Technique Technique Technique Accuracy Speed Teaching Keyboarding – When? Why? How?
- 36. Studies indicate a dramatic increase in language arts skills as a result of children inputting words and sentences frequently using a computer. THE STATUS OF ELEMENTARY KEYBOARDING: A LONGITUDINAL STUDY By Harriet Rogers
- 37. The maximum expectation for a one-minute timing: 5-10 wpm for 2nd grade students 10-15 wpm for 3rd grade students 15-25 for 4th & 5th grade students WPM
- 38. Custom Solutions Custom Solutions for Special Needs Custom Solutions Assessment Assistive Technology Assessment: Developing a Written Productivity Profile by Decoste (Don Johnston)
- 39. Readwritethink.org Explore the Interactive Student Materials
- 45. Writing Next
- 46. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Writing Strategies - explicit instruction in writing process Summarization - explicit instruction Collaborative Writing Specific Product Goals - identifies purpose & characteristics of final product Word Processing
- 47. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Sentence Combining – promoting more complex, sophisticated writing. Combining two or more basic sentences into one Prewriting – to generate & organize ideas Inquiry Activities – experiential, provide engaging activities to develop ideas; compare/contrast, collecting and evaluating evidence
- 48. 11 Key Elements to Improve Writing Achievement in Grades 4 - 12 Process Writing Approach - writing for real audiences, promoting planning, reviewing, reflecting, self-evaluation, offering personalized individual assistance, customized instruction, stresses ownership of writing Study of Models - provides models for each type of writing that is the focus of instruction Writing to Learn – using writing to learn content
- 50. Findings of Meta-Analysis Three Core Recommendations
- 51. Writing Practices that Enhance Reading Have students write about the texts they read React, reflect, analyze, interpret Summarize Answer questions in writing
- 52. Writing Practices that Enhance Reading Explicit instruction Writing process Paragraph Construction Spelling Skills
- 53. Writing Practices that Enhance Reading Increase Quantity of Writing
- 57. so, what are we doing to increase writing opportunities for our struggling writers?
- 61. Udltechtoolkit.wikispaces.com Explore Writing Tools Free Text-to-speech Graphic Organizers Multimedia and Digital Story Telling
- 62. Questions to Consider What am I currently doing? Is it working? What can I add to my bag of tricks? Is this UDL? Toolbelt Theory? RTI? What will I try with my students tomorrow? Target at least two new tools to use next week.
- 63. Making Connections to the Research
- 64. Task Analysis What skills are needed for this task? What is the point of this academic task?
- 65. Resources National Writing Project – Teaching Writing
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