I made a quick lesson about my blog to publish on my blog. I used jing to record it but another resource is Screencast-o-matic. There is a five minute time limit. Here is the URL to the screen cast. This would be a great way to share information with students or staff.
http://www.screencast.com/t/ZDBa5OQdo
It took me several tries to figure this out. I went to history on Jing and then clicked on screencast.com. After creating an account, I uploaded the audio to scrreencast and then went to share. From share I copied the URL and then brought it to my blog. Finally sccess!u
Monday, December 6, 2010
Sunday, December 5, 2010
Capstone Things #15-21
A good question is how will I use these technology applications to improve learning experiences for ASD and MOCI students and/or improve my own practice. t The pdf converters are needed occaionally to make a document I receive usable. I wouldn't use Google calendar at this time since I use the Groupwise calendar.
MACUL space is a resource I will check into from time to time to stay current and since others from my District are going to the upcoming conference in GR I might join them. LearnPort is required for GRPS staff to use for registering for courses. I don't think my Facebook ABA group is very helpful right now but I may have an opportunity to use it more. MEL is a great resource I already knew about and used to get lexile scores of particular books or to find books in certain topics with a certain lexile range. I will definitely use Bibme to reference resources that I often share with staff in the weekly happenings.
I signed up for an RSS aggregator--iGoogle--but right now feel like I am in information overload so may not be consulting it too much. The idea of a virtual classroom is great--staff can be more organized and provide some neat opportunities for students. I can use this idea to manage resources and communication with staff to be more effective.
The visual strategies such as Bubble.us, Gliffy, Wordle and Tagxedo would be very useful for learners with disabilities.
I am looking forward to doing some screencasting to communicate with staff.
The one of the seven things that I would like to describe an activity for is screencasting with Jing. I would use it to communicate to staff how to use the Unique Learning System website assessments. This would help teachers become more tech savvy so they can apply all the technology standards in their classrooms. This would be a good way to use the strategy of non-linguistic representations in the teaching I do with staff.
MACUL space is a resource I will check into from time to time to stay current and since others from my District are going to the upcoming conference in GR I might join them. LearnPort is required for GRPS staff to use for registering for courses. I don't think my Facebook ABA group is very helpful right now but I may have an opportunity to use it more. MEL is a great resource I already knew about and used to get lexile scores of particular books or to find books in certain topics with a certain lexile range. I will definitely use Bibme to reference resources that I often share with staff in the weekly happenings.
I signed up for an RSS aggregator--iGoogle--but right now feel like I am in information overload so may not be consulting it too much. The idea of a virtual classroom is great--staff can be more organized and provide some neat opportunities for students. I can use this idea to manage resources and communication with staff to be more effective.
The visual strategies such as Bubble.us, Gliffy, Wordle and Tagxedo would be very useful for learners with disabilities.
I am looking forward to doing some screencasting to communicate with staff.
The one of the seven things that I would like to describe an activity for is screencasting with Jing. I would use it to communicate to staff how to use the Unique Learning System website assessments. This would help teachers become more tech savvy so they can apply all the technology standards in their classrooms. This would be a good way to use the strategy of non-linguistic representations in the teaching I do with staff.
Thing # 8 Copyright and Fair use
Copyright issues are important to know about for educators . I did a survey and staff knew this about copyright:
Copyright is a form of protection grounded in the US Constitution and granted by law for original works.
A school can show a movie without obtaining permission from the copyright owner.
Copying can NOT be a substitute for the purchase of books when districts can't afford the cost.
The teacher can NOT copy books designed to be "consumable" such as workbooks and standardized tests.
The original authroship appearing on a website created by a teacher may be protected by copyright.
Copyright laws apply to material found on the internet.
Staff were not sure if they could copy copyrighted materials for each student or the amount of a one thing that can be copied. The official copyright site is a good place to get questions answered. http://www.copyright.gov/
Copyright is a form of protection grounded in the US Constitution and granted by law for original works.
A school can show a movie without obtaining permission from the copyright owner.
Copying can NOT be a substitute for the purchase of books when districts can't afford the cost.
The teacher can NOT copy books designed to be "consumable" such as workbooks and standardized tests.
The original authroship appearing on a website created by a teacher may be protected by copyright.
Copyright laws apply to material found on the internet.
Staff were not sure if they could copy copyrighted materials for each student or the amount of a one thing that can be copied. The official copyright site is a good place to get questions answered. http://www.copyright.gov/
Thing #19 Virtual Classroom
ASD and MOCI staff can use technology to improve instruction for students. A course management system such as moodle can be used to present content and expereinces to students. Staff can use social networking tools to collaborate with their peers as well as things like Google docs to collaborate also.
Students need access to a computer that has:
Students need access to a computer that has:
- Adobe Reader
Allows you to read a PDF (Portable Document File) document. PDF documents are created so content may not be altered. - Flash
Allows you to experience mutimedia on the web. - Java
Allows you to view applications written in java programming language. - Apple Quicktime
Allows you to play back audio and/or video. Originally designed for Mac computers but can be used on both Macs and PCs. - Windows Media Player
Allows you to play back audio and/or video. Originally designed for PCs but can be used on both platforms. - Real Player
Allows you to play back audio and/or video. This is an older version but may still be needed.
Why do you want to take an online course?
How is online learning different from face-to-face?
Do you think you can learn this way?
What happens if you don’t like it? Can you drop?
Will you have a teacher you can talk to?
Will you still graduate on time?
Will you be taking this at home or at school?
Do you need your own computer? Do you need Internet access at home?
How will you get tech support?
Are there any costs?Questions for Students to consider when planning to take an online course:
Will a student be part of the planning team?
What are my choices for online courses?
Can anyone take an online course?
How many courses can I take?
Do I need a computer at home?
How much access will I have at my school?
Who will support me with technical issues?
What if I have my own laptop – can I use it?
Do I need special skills to take an online course?
Will this be harder than a face-to-face course?
Will there be any charges?
What if I don’t like it, can I change or drop it? Is there a penalty?
Will I be able to see a review of the course and/or instructor?
Do I need my parents' permission? Check out Navigating the Land of Online Learning. The game allows students, parents, teachers, technology coordinators to look at all the considerations to online learning. By looking at these questions, you can see that there is alot involved in being a successful online student.
Questions for Parents to ask Students:
Thing #17 Research & Reference Tools: MEL, RefDesk, Wikipedia
http://www.mel.org/
This is the link to MEL. you can read full text articles from magazines and newspapers; find current reference sources; use advanced search functions; cite sources. The advantage of this site is that the information is valid and reliable, and limited in comparison to a search performed within a search engine like Google or Yahoo.
Students can find lots of databases for student research such as e-Library Elementary, Kids InfoBits, InfoTrac Junior Edition and Student Edition, SIRS Discoverer Deluxe and SIRS Renaissance.
RefDesk is amazing! It has pulled together only the legitmate resources and has them well organized and categorized.
Here is e-library and SIRS:
Wikipedia has something about everything but students should be reminded to be careful when using it. Even though submssire are checked, there can be alot of inaccurate or misleading information.
This is the link to MEL. you can read full text articles from magazines and newspapers; find current reference sources; use advanced search functions; cite sources. The advantage of this site is that the information is valid and reliable, and limited in comparison to a search performed within a search engine like Google or Yahoo.
Students can find lots of databases for student research such as e-Library Elementary, Kids InfoBits, InfoTrac Junior Edition and Student Edition, SIRS Discoverer Deluxe and SIRS Renaissance.
RefDesk is amazing! It has pulled together only the legitmate resources and has them well organized and categorized.
Here is e-library and SIRS:
Wikipedia has something about everything but students should be reminded to be careful when using it. Even though submssire are checked, there can be alot of inaccurate or misleading information.
Saturday, December 4, 2010
Thing #16 Professional Learning Networks
Learnport is a resource that you can use to enroll in and take professional development classes. I looked for classes I could take related to behavior and found these offerings. I think training parapros might be a good one for me and there is one I think I will recommend to a staff member.
MACUL offers technology conference as well as the website that has many ways for educators to connect related to technology and education.
Classroom 2.0 is a website for technology and education. Online webinars with live events such as Parents as Partners and many are recorded so you can play them any time.
You can go to You tube and type in "How to Twitter" and learn how to post or subscribe to other people's twitters on whatever educational topic you are interested in. Listorius has a list of educational twitter accounts that are sub-divided by categories such as special education. I have a Facebook group for applied behavior analysis but find I am not really using it since all the members I also communicate with through regular school channels.
kisd.pbworks.com/w/page/7609263/Professional-Education-Organizations is a link to many professional organizations that Ron Houtman from Kent ISD has assembled.
Two Way Interactive Connections in Education is a neat website that I could see using for virtual field trips. I am not thinking about joining any tecnology professional organization other than maybe MACUL. There is no cost for menmbership and it would be a good way to see how others like me are using technology to enhance their jobs. Maybe I could share what I have learned so far and how I have applied this to improving the ASD and MOCI program.
MACUL offers technology conference as well as the website that has many ways for educators to connect related to technology and education.
Classroom 2.0 is a website for technology and education. Online webinars with live events such as Parents as Partners and many are recorded so you can play them any time.
You can go to You tube and type in "How to Twitter" and learn how to post or subscribe to other people's twitters on whatever educational topic you are interested in. Listorius has a list of educational twitter accounts that are sub-divided by categories such as special education. I have a Facebook group for applied behavior analysis but find I am not really using it since all the members I also communicate with through regular school channels.
kisd.pbworks.com/w/page/7609263/Professional-Education-Organizations is a link to many professional organizations that Ron Houtman from Kent ISD has assembled.
Two Way Interactive Connections in Education is a neat website that I could see using for virtual field trips. I am not thinking about joining any tecnology professional organization other than maybe MACUL. There is no cost for menmbership and it would be a good way to see how others like me are using technology to enhance their jobs. Maybe I could share what I have learned so far and how I have applied this to improving the ASD and MOCI program.
Thing #14 Online Video/Audio Resources: Learn360, Teacher Tube, iTunesU
GRPS staff have access to Learn360. It has PBS, NOVA National Geographic, and many other resources. . Additionally, Learn360 allows you to upload podcasts, documents, and other supporting materials (similar to Teacher Tube.)
Check out iTunesU ! It contains educational content available for play using the iTunes media player. Content includes lessons, course materials and more. .
Podcasts are audio or video that you can subscribe to that can be used with students to teach or for differentiation.
Staff need to be careful when using You Tube. There are lots of neat things available but they need to be screened first and downloaded and students should not be allowed to go to this site themselves during the school day.
Teacher Tube: Free Online video resources that include videos, the opportunity to subscribe to RSS feeds on specific channels, and the opportunity to create groups for viewing and launching videos. Designed as a safe place for teachers and students to view and share videos.
Audio and video resources have lots of benefits for our students. Visual may help them see what it is you want them to learn but audio also helps them learn in a lecture type format. ASD and MOCI students often lack the backgound content needed to learn new concepts and audio and video resources can help to provide it.
Other resources:
Check out iTunesU ! It contains educational content available for play using the iTunes media player. Content includes lessons, course materials and more. .
Podcasts are audio or video that you can subscribe to that can be used with students to teach or for differentiation.
Staff need to be careful when using You Tube. There are lots of neat things available but they need to be screened first and downloaded and students should not be allowed to go to this site themselves during the school day.
Teacher Tube: Free Online video resources that include videos, the opportunity to subscribe to RSS feeds on specific channels, and the opportunity to create groups for viewing and launching videos. Designed as a safe place for teachers and students to view and share videos.
School Tube is another free educational site designed for video sharing. It has an image bank and educational games (in beta). This site also is a popular site for school news programs. Additionally there are contests and links to educational partners.
Audio and video resources have lots of benefits for our students. Visual may help them see what it is you want them to learn but audio also helps them learn in a lecture type format. ASD and MOCI students often lack the backgound content needed to learn new concepts and audio and video resources can help to provide it.
Other resources:
Online Educational videos from www.edutube.org
10 phenomenal educational video websites.
Educational videos and K-12 lesson plans neoK12.
Annenburg Professional Development and teacher resources. (http://learner.org)
Math Video Lessons from Teacherzone (http://teacher.tenmarks.com), Khan Academy (http://khanacademy.org),
National LIbrary of Virtual Manipulatives is cool, especially for math.
HippoCampus has lots of manipulatives, many have a video short clip.
PhET has interactive science simulations
10 phenomenal educational video websites.
Educational videos and K-12 lesson plans neoK12.
Annenburg Professional Development and teacher resources. (http://learner.org)
Math Video Lessons from Teacherzone (http://teacher.tenmarks.com), Khan Academy (http://khanacademy.org),
National LIbrary of Virtual Manipulatives is cool, especially for math.
HippoCampus has lots of manipulatives, many have a video short clip.
PhET has interactive science simulations
Thursday, December 2, 2010
Thing #20 Visual Learning: Bubble.us, and wordle
Non-linguistic representation is an important variable in education and particularly needed when working with students with ASD or MOCI. On-line graphic organizers can be used to show students the connection between different concepts. Students can also use them to demonstrate their learning.
Gliffy is a resource you can use to make flow charts, venn diagrams and lots of other nifty charts.
Thing #18 Staying Informed: RSS, iGoogle
RSS is a way to surbscribe to updated information from your favorite websites. I used iGoogle to pick which websites I wanted to receive information from and it also allows you to arrange your page however you want. Netvibes and Bloglines are two other options.
These RSS systems are a good way to stay informed about current events and your field of interest.
Thing #17 Reference Tools: BibMe
Check out how I used bibme to make a citation of a journal article as well as a website. You can also do this in MEL while you are looking up other things. Landmark Citation Machine is another citation maker. Citation Machine and EasyBib are other free options.
"Evaluations that help teachers learn." Educational Leadership Dec. 2010: 35-38. Print.
"National Down Syndrome Society - Tips for Teaching Students with Down syndrome - Page 3." National Down Syndrome Society - Welcome to NDSS. N.p., n.d. Web. 2 Dec. 2010. <http://www.ndss.org/index.php?option=com_content&view=article&id=58&Itemid=83&limitstart=2>.
"Evaluations that help teachers learn." Educational Leadership Dec. 2010: 35-38. Print.
"National Down Syndrome Society - Tips for Teaching Students with Down syndrome - Page 3." National Down Syndrome Society - Welcome to NDSS. N.p., n.d. Web. 2 Dec. 2010. <http://www.ndss.org/index.php?option=com_content&view=article&id=58&Itemid=83&limitstart=2>.
Thing #15 Productivity Tools: pdf file converters & google calendars
Being able to convert a document from pdf format can be useful. I needed to do that to an application coincidentally the day that I worked on this project. As you can see by my screenshot, it wasn't printing properly so I had to go back and work on that. I can see staff needing to do this with available resources that they want to be able to edit or have students type right into as a document. ZamZar and MediaConverter are two resources for doing this.
Google calendars is a good way to improve communication with students, co-workers or parents. With co-workers, we are supposed to use Groupwise so it would not be good to be on a different calendar since the advantage is that we can schedule with each other without
the endless cycle of figuring out when people are available.
Tuesday, November 30, 2010
Thing #12 Evaluation & Assessment Tools: Google Forms
l think this tool is great! I am going to use it alot. I used Google Forms to create an online educational survey. I asked about Unique Curriculum implementation and sent it to my staff. I have 14 responses already! I will use the results to answer questions, provide additional support and professional development. I plan to take the results to a meeting this week with other supervisors about the Curriculum with other supervisors.
Sunday, November 28, 2010
Capstone 8-14 Activity using Video Prompts
In "A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals with Autism" (Focus on Autism and other Developmental Disabilities, Vol. 25, No. 4, Dec. 2010) VanLaarhaven et. al look at the use of picture and video prompts. Using vidual supports--text, line drawings or video based materials has positive outcomes for a broad range of learners and is considered to be an evidence based practice. Much of the research involves using picture to prompt students to do tasks.
Research on the use of video has focused on video modeling, where the student looks at the whole sequence and then completes the task. This is called video priming or video rehersal.
Video prompting is a different approach that involves showing a step and then having the student complete it. It requires access to a television, computer or handheld device in the actual environment the skill is completed.
In this study, students were taught making microwave pasta and folding laundry. They were taught using either a flip book or video steps on a computer. The goal was to see if they could learn to independently manipulate the system to complete the task.
Both were effective but the video prompting was more effective and efficient. It takes less time to make the video prompts than picture prompts. Some students prefer the video technology but those who need their environment quieter may not prefer it.
This method can be an excellent tool to meet the functional goals of ASD and MOCI students in some of the areas that do not relate to GLCE's but are still important for them to learn.
Research on the use of video has focused on video modeling, where the student looks at the whole sequence and then completes the task. This is called video priming or video rehersal.
Video prompting is a different approach that involves showing a step and then having the student complete it. It requires access to a television, computer or handheld device in the actual environment the skill is completed.
In this study, students were taught making microwave pasta and folding laundry. They were taught using either a flip book or video steps on a computer. The goal was to see if they could learn to independently manipulate the system to complete the task.
Both were effective but the video prompting was more effective and efficient. It takes less time to make the video prompts than picture prompts. Some students prefer the video technology but those who need their environment quieter may not prefer it.
This method can be an excellent tool to meet the functional goals of ASD and MOCI students in some of the areas that do not relate to GLCE's but are still important for them to learn.
Capstone 8-14 Useful "things"
So how can I use the newest technology "things" that I have learned to improve my practice and help staff and students in the ASD and MOCI programs--as well as the OTs and PTs I supervise?
Thing #8 Copyright & Creative Commons covered copyright, fair use and Creative Commons. It is useful for Marzano's standard of generating and testing hypothesis. It was good to learn how to find what can be used in classrooms legally. GRPS emphasizes that we need to use technology resources in accordance with the policy we sign. This protects us as well as the District.
Thing #9 /Digital Images covered FotoFlexr, Picnik, Picasa. It is useful for Marzano's standard of non-linguistic representation. Pictures and photos are an excellent resource to use for positive behavior support and instruction in autism and moderate cognitive impaired classrooms. These resources allow staff to edit, organize and create learning materials for students.
Thing #10 Digital Story Telling: Photo Story 3, iMovie. It is useful for Marzano's standard Generating and Testing Hypothesis. Students with autism and MOCI learn very well with modeling and video modeling is an excellent resource. These can be used to show students how to do something or to help them learn content.
Thing #11 Presentation Tools: Prezi, Glogster, ZoomIt. It is useful for Marzano's standards Nonlinguistic Representations; Identifying Similarities and Differences. Teachers can use these tools to present information to students. It is more representational to use Prezi than Powerpoint which may help students who learn best that way. Zoomit is good to show students something specific on a computer based thing so that it highlights the relevant information for them.
Thing #12 Evaluation and Assessment Toos: Google Forms, Rubistar, Data Tools, FERPA/HIPAA. It is useful for Marzano's standards Summarizing and note Taking; Non-Linguistic Representations; Cues, Questions and Advanced Organizers. Staff can use google forms to give their students a quiz. Rubistar can be used to give the students a rubric for behavior or social skills as well as the standards for a project or a piece of writing. It is important for staff to also know about the data tools available to us in GRPS in order to make teaching decisions and the privacy that goes along with student records.
Thing #13 Online Interactive Learning Tools: Quizlet, Google Earth. It is useful for Marzano's standards Reinforce Effort and Provide Recognition; Interactive Games; Non-Linguistic Representations; Generating and Testing Hypothesis. Quizlet is a great way to give the students lots of opportunities to practice content. The content from Unique Learning System, for instance, could be put in here for students to practice. Google Earth is a good way to show students where things are related to map reading and community based instruction.
Thing #14 Online Video & Audio Resources: United Streaming, Learn 360, School Tube, Teacher Tube, iTunes, iTunesU, Podcasting. It is useful for Marzano's standards Non-linguistic Representations; Summarizing and Note-taking. Students can learn content by using these video and audio resources. For instance, before a class came over to Hillcrest for community service to help pull the invasive plant Garlic Mustard, their teacher showed them a uTube video about this. The students the year before did not see a video and they were less knowledgeable and less engaged in the project.
Thing #8 Copyright & Creative Commons covered copyright, fair use and Creative Commons. It is useful for Marzano's standard of generating and testing hypothesis. It was good to learn how to find what can be used in classrooms legally. GRPS emphasizes that we need to use technology resources in accordance with the policy we sign. This protects us as well as the District.
Thing #9 /Digital Images covered FotoFlexr, Picnik, Picasa. It is useful for Marzano's standard of non-linguistic representation. Pictures and photos are an excellent resource to use for positive behavior support and instruction in autism and moderate cognitive impaired classrooms. These resources allow staff to edit, organize and create learning materials for students.
Thing #10 Digital Story Telling: Photo Story 3, iMovie. It is useful for Marzano's standard Generating and Testing Hypothesis. Students with autism and MOCI learn very well with modeling and video modeling is an excellent resource. These can be used to show students how to do something or to help them learn content.
Thing #11 Presentation Tools: Prezi, Glogster, ZoomIt. It is useful for Marzano's standards Nonlinguistic Representations; Identifying Similarities and Differences. Teachers can use these tools to present information to students. It is more representational to use Prezi than Powerpoint which may help students who learn best that way. Zoomit is good to show students something specific on a computer based thing so that it highlights the relevant information for them.
Thing #12 Evaluation and Assessment Toos: Google Forms, Rubistar, Data Tools, FERPA/HIPAA. It is useful for Marzano's standards Summarizing and note Taking; Non-Linguistic Representations; Cues, Questions and Advanced Organizers. Staff can use google forms to give their students a quiz. Rubistar can be used to give the students a rubric for behavior or social skills as well as the standards for a project or a piece of writing. It is important for staff to also know about the data tools available to us in GRPS in order to make teaching decisions and the privacy that goes along with student records.
Thing #13 Online Interactive Learning Tools: Quizlet, Google Earth. It is useful for Marzano's standards Reinforce Effort and Provide Recognition; Interactive Games; Non-Linguistic Representations; Generating and Testing Hypothesis. Quizlet is a great way to give the students lots of opportunities to practice content. The content from Unique Learning System, for instance, could be put in here for students to practice. Google Earth is a good way to show students where things are related to map reading and community based instruction.
Thing #14 Online Video & Audio Resources: United Streaming, Learn 360, School Tube, Teacher Tube, iTunes, iTunesU, Podcasting. It is useful for Marzano's standards Non-linguistic Representations; Summarizing and Note-taking. Students can learn content by using these video and audio resources. For instance, before a class came over to Hillcrest for community service to help pull the invasive plant Garlic Mustard, their teacher showed them a uTube video about this. The students the year before did not see a video and they were less knowledgeable and less engaged in the project.
Thing #3: Communication Tools:: BackChannel chat & Skype
Skpe wouldn't work in our District since we can't download it but I have seen it in actual alot with relatives communicating. I have used Adobe Connect for a meeting with a company when we were considering the Unique Curriculum. We assembled the group of people in a computer lab, I worked with our HelpDesk to make sure that this could be downloaded. It was very useful for getting information and also being able to communicate in "real time" to get our questions ansered.
I tried to go on the Back Channel during class but I must not have been on the one where the instructor offered back channel. I will definitely look for this at conferences.
I tried to go on the Back Channel during class but I must not have been on the one where the instructor offered back channel. I will definitely look for this at conferences.
Friday, November 26, 2010
Thing #11 Presentation Tools: Prezi
I had no idea that you could make a presentation in anything but PowerPoint so finding Prezi was interesting. It is a much more visual/pictorial in how you put it together and use it. I can see it being a neat resource for some of our older students to make a report.
Check out this presentation on research based methods for teaching:
<div class="prezi-player"><style type="text/css" media="screen">.prezi-player { width: 550px; } .prezi-player-links { text-align: center; }</style><object id="prezi_hcz--nxgqqx-" name="prezi_hcz--nxgqqx-" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" width="550" height="400"><param name="movie" value="http://prezi.com/bin/preziloader.swf"/><param name="allowfullscreen" value="true"/><param name="allowscriptaccess" value="always"/><param name="bgcolor" value="#ffffff"/><param name="flashvars" value="prezi_id=hcz--nxgqqx-&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"/><embed id="preziEmbed_hcz--nxgqqx-" name="preziEmbed_hcz--nxgqqx-" src="http://prezi.com/bin/preziloader.swf" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="550" height="400" bgcolor="#ffffff" flashvars="prezi_id=hcz--nxgqqx-&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"></embed></object><div class="prezi-player-links"><p><a title="autism training" href="http://prezi.com/hcz--nxgqqx-/autism-training/">autism training</a> on <a href="http://prezi.com">Prezi</a></p></div></div>
Check out this presentation on research based methods for teaching:
<div class="prezi-player"><style type="text/css" media="screen">.prezi-player { width: 550px; } .prezi-player-links { text-align: center; }</style><object id="prezi_hcz--nxgqqx-" name="prezi_hcz--nxgqqx-" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" width="550" height="400"><param name="movie" value="http://prezi.com/bin/preziloader.swf"/><param name="allowfullscreen" value="true"/><param name="allowscriptaccess" value="always"/><param name="bgcolor" value="#ffffff"/><param name="flashvars" value="prezi_id=hcz--nxgqqx-&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"/><embed id="preziEmbed_hcz--nxgqqx-" name="preziEmbed_hcz--nxgqqx-" src="http://prezi.com/bin/preziloader.swf" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="550" height="400" bgcolor="#ffffff" flashvars="prezi_id=hcz--nxgqqx-&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"></embed></object><div class="prezi-player-links"><p><a title="autism training" href="http://prezi.com/hcz--nxgqqx-/autism-training/">autism training</a> on <a href="http://prezi.com">Prezi</a></p></div></div>
Thursday, November 25, 2010
Thing #12 Evaluation & Assessment Tools: Data Tools
Data warehousing systems contain achievement, demographic or other data pulled from student information systems and other sources of data. They are designed for us to look up or run reports about student performance, achievement, attendance, discipline or demographic factors. This information can be used to determine what a particular student needs to learn, how to group students, what changes need to be made to instruction for a group to be successful and many more.
What data tools do we have available within our District? IGOR is available through Kent ISD and supports state assessments such as MEAP, MI Access, ELPA and District assessments such as MAP. Many differerent reports are available at the District, school and classroom level.
Also through Kent ISD is Curriculum Crafter. The Curriculum Crafter tools assists teacers in improving student achievement. It contains curriculum, resources, assessments and differentiation strategies.
The Medicaid documentation website is designed for staff to make progress notes for Medaid eligible students but can be used to document progress on all students.
Staff use WATER in GRPS to look up information on students related to achievement, absences, etc. Our Total Recall system is used to house all student data which is used to report to the state, set up transportation with Dean, keep track of Medicaid eligibililty, track accomodations etc.
Staff are required to sign up with Learnport to access professional development opportunities which will also then keep a transcript of those for their re-certification needs.
What data tools do we have available within our District? IGOR is available through Kent ISD and supports state assessments such as MEAP, MI Access, ELPA and District assessments such as MAP. Many differerent reports are available at the District, school and classroom level.
Also through Kent ISD is Curriculum Crafter. The Curriculum Crafter tools assists teacers in improving student achievement. It contains curriculum, resources, assessments and differentiation strategies.
The Medicaid documentation website is designed for staff to make progress notes for Medaid eligible students but can be used to document progress on all students.
Staff use WATER in GRPS to look up information on students related to achievement, absences, etc. Our Total Recall system is used to house all student data which is used to report to the state, set up transportation with Dean, keep track of Medicaid eligibililty, track accomodations etc.
Staff are required to sign up with Learnport to access professional development opportunities which will also then keep a transcript of those for their re-certification needs.
Thing #11 Presentation Tools: Zoom it
Thing #13 Online Interactive Learning Tools: Quizlet
This is a VERY COOL website. It is free but a $10/year subscription allows you to down load pictures to the flashcards. I used it to make Spanish vocabulary cards for my son. Playing one of the games was a good study tool since the answers were there and you had to drag and click to match them up One of the games required typing in the term quickly--he didn't like that one. You can record voice and you can print the fllashcards. This would be great to us with the Unique Curriculum.
http://quizlet.com/3540036/spanish-competition-words-set-1-flash-cards/
http://quizlet.com/3540036/spanish-competition-words-set-1-flash-cards/
Thing #13 Online Interactive Learning Tools: Google Earth
This is a picture of my work using Google Earth. Then I made a personalized bookmark. This could be us
ed with ASD and MOCI students related to community based instruction
ed with ASD and MOCI students related to community based instruction
Wednesday, November 24, 2010
Thing #10 Digital Story Telling:
I used Voice Thread to narrate on a power point presentation that Deb Schuitema and I did about Utilizing Technology into the Education of students with disabilities. http://voicethread.com/?#e1535855
There are a lot of applications for the various digital story telling options. A website CogDogRoo has tons of resources. I could see using this to show staff how to do something such as demonstrating an evidence based practice. Staff can use it to teach students various concepts. I am posting all this here instead of on the website I made since the website is a different topic.
My son watched this section with me and gave me some feedback on my product. He was excited to learn of two websites to get free music that is usable under copyright law but he didn't like my music choice! He thought adding music and narration to a power point I have done was a neat way to then make it usable in another format such as a blog or website.
There are a lot of applications for the various digital story telling options. A website CogDogRoo has tons of resources. I could see using this to show staff how to do something such as demonstrating an evidence based practice. Staff can use it to teach students various concepts. I am posting all this here instead of on the website I made since the website is a different topic.
My son watched this section with me and gave me some feedback on my product. He was excited to learn of two websites to get free music that is usable under copyright law but he didn't like my music choice! He thought adding music and narration to a power point I have done was a neat way to then make it usable in another format such as a blog or website.
Thing # 12 Evaluation & Assessment Tools--Rubistar
I made a rubric using Rubistar. I am going to use this for either our program learning walks or staff evaluations.
I 
Thing # 12 Evaluation & Assessment Tools--Google Forms
https://spreadsheets.google.com/viewform?formkey=dDBuYTBtWl85dW94NDh6VmxLeVdUUlE6MQ
I have created an online survey with Google Forms to assess how implementation of our new Unique Curriculum is progressing.I am e-mailing it to staff I work with and will let you know how it turns out. This is the link to the survey.
I have created an online survey with Google Forms to assess how implementation of our new Unique Curriculum is progressing.I am e-mailing it to staff I work with and will let you know how it turns out. This is the link to the survey.
Thing #9 Digital Images: FotoFlexr, Picnik, Picasa
I used Picasa to upload a picture to share with you. Here is a screen shot of the photo before editing:
My handsome son at Homecoming! Here is the same picture after editing:
This is a fun and easy way to use photos and other images in ASD and MOCI classrooms. You could make name tags on lanyards and label what activity the students are to be in when wearing that lanyard.
http://www.shutterfly.com/lightbox/view.sfly?fid=134c2ac6ad6019386d9889752d9a603c
Here is a cute photo I uploaded that you can edit!
My handsome son at Homecoming! Here is the same picture after editing:
This is a fun and easy way to use photos and other images in ASD and MOCI classrooms. You could make name tags on lanyards and label what activity the students are to be in when wearing that lanyard.
http://www.shutterfly.com/lightbox/view.sfly?fid=134c2ac6ad6019386d9889752d9a603c
Here is a cute photo I uploaded that you can edit!
Monday, November 22, 2010
Capstone 1-7 Lesson using Thinkfinity for a weather lesson
A common lesson in many of our self contained classroom relates to weather. Students can work in the group on identifying picture from the Unique curriculum to determine what season is represented by the clothing.
ES.E.2 Weather- Weather changes from day
to day and over the seasons.
E.ES.01.21 Compare daily changes in the
weather related to temperature (cold, hot,
warm, cool); cloud cover (cloudy, partly
cloudy, foggy); precipitation (rain, snow,
hail, freezing rain); wind (breezy, windy, calm).
E.ES.01.22 Describe and compare weather
related to the four seasons in terms of
temperature, cloud cover, precipitation
, and wind.
E.ES.01.23 Describe severe weather
characteristics. *
E.ES.01.24 Describe precautions that should
be taken for human safety during severe
weather conditions (thunder and lightning,
tornadoes, strong winds, heavy precipitation).
Students can work in the group on identifying picture from the Unique curriculum to determine what season is represented by the clothing. Then go to the Thinkfinity website, click on Classroom, go to K-2 science, then weather and there is a link to a really cool lesson plan with lost of activities. One activity is at this link where students can see what clothing items go with different types of weather. They can then sort the picture by types of weather or body part.
Sunday, November 21, 2010
Capstone Reflection Things 1-7
I am a third of the way through the 21 Things for the 21st Century Educator: Technology Every Educator Should Know course through Kent ISD. It is time to reflect on how I might use the tools that I have learned so far before going too much farther.
First of all, it is misleading to thing that I have only learned seven things so far! Each thing is a category related to technology and I have learned many,many technology "things" within each category One of the first things I can say is that I plan to recommend this course to the staff that I supervise. I can see many things that teachers of students with autism, teachers of students with moderate cognitive impairment as well as OTs and PTs can learn and use from this course. One of the ways I will begin to do that is to share this blog with them.
Thing number one was "About Basics" where I learned about MS Office Keyboard shortcuts and Delicious. Relevant effective teaching strategies identified by Marzano that fit with these tools are summarizing and note taking, objectives and feedback, and questions, cues and advanced organizers. The shortcuts are now posted by my keyboard. Delicious is a good resource to store sources I want to go back and find and share with staff.
Thing number two was "Collaboration Tools" where I learned about Google Docs. Relevant effective teaching strategies identified by Marzano that fit with these tools are summarizing and notetaking, and cooperative learning. I am looking forward to using this to collaborate with others instead of being limited to those people on my shared drive.
Thing number three was "Communication" where I learned BackChannel chat and Skype. Relevant effective teaching strategies identified by Marzano that fit with these tools are identifying similarities and differences, effort and recognition, objectives and feedback, summarizing and note taking. I am going to look for BackChannel at the next conference I attend. My only previous use of Skype was communication with distant relatives. I am looking forward to finding ways to collaborate with far flung colleagues using this.
Thing number four was "Content Area Tools" where I learned Thinkfinity. Relevant effective teaching strategies identified by Marzano that fit with these tools are generating and testing hypothesis, questions, cues, and advanced organizers. This is definitely a website I will be sharing with teaching staff as well as using at home.
Thing number five was "Differentiated Instruction and Diverse Learning" where I learned Learnport, Nettrekker, UDL Strategies, and Vozme. A relevant effective teaching strategies identified by Marznano is non-linguistic representations. We already use Nettrakker in GRPS but it is something people are just learning to use. The resources related to UDL are timely and proving useful as we learn to differentiate our new Unique Learning Systems curriculum.
Thing number six was"Digital Citizenship" where I learned about, Digital Citizenship, Acceptable Use, Critical Evaluation, Bogus/Hoax sites and CyberSafety. Relevant effective teaching strategies identified by Marzano are objectives and feedback, and generating and testing hypothesis. I actually learned some things about this area I didn't know. I am using the quiz to educate staff I supervise to make sure they know this information.
Thing number seven was "Face of the Classroom" where I learned Weebly. Relevant effective teaching strategies identified by Marzano objectives are summarizing and note taking, homework and practice, non-linguistic representations, setting objectives and providing feedback. I need to work more on my website but was excited to learn that I could make one myself. I think I have staff who may like to do this and plan to share it with them.
So far I have to say that I have learned more than I bargained for! It is hard to figure some of these things out since it doesn't come "naturally" to me but the more I "play" with things, the more familiar I am becoming with tools. This is meeting my personal goal to become more familiar with technology that I can use are well as learning what my staff need to know about.
First of all, it is misleading to thing that I have only learned seven things so far! Each thing is a category related to technology and I have learned many,many technology "things" within each category One of the first things I can say is that I plan to recommend this course to the staff that I supervise. I can see many things that teachers of students with autism, teachers of students with moderate cognitive impairment as well as OTs and PTs can learn and use from this course. One of the ways I will begin to do that is to share this blog with them.
Thing number one was "About Basics" where I learned about MS Office Keyboard shortcuts and Delicious. Relevant effective teaching strategies identified by Marzano that fit with these tools are summarizing and note taking, objectives and feedback, and questions, cues and advanced organizers. The shortcuts are now posted by my keyboard. Delicious is a good resource to store sources I want to go back and find and share with staff.
Thing number two was "Collaboration Tools" where I learned about Google Docs. Relevant effective teaching strategies identified by Marzano that fit with these tools are summarizing and notetaking, and cooperative learning. I am looking forward to using this to collaborate with others instead of being limited to those people on my shared drive.
Thing number three was "Communication" where I learned BackChannel chat and Skype. Relevant effective teaching strategies identified by Marzano that fit with these tools are identifying similarities and differences, effort and recognition, objectives and feedback, summarizing and note taking. I am going to look for BackChannel at the next conference I attend. My only previous use of Skype was communication with distant relatives. I am looking forward to finding ways to collaborate with far flung colleagues using this.
Thing number four was "Content Area Tools" where I learned Thinkfinity. Relevant effective teaching strategies identified by Marzano that fit with these tools are generating and testing hypothesis, questions, cues, and advanced organizers. This is definitely a website I will be sharing with teaching staff as well as using at home.
Thing number five was "Differentiated Instruction and Diverse Learning" where I learned Learnport, Nettrekker, UDL Strategies, and Vozme. A relevant effective teaching strategies identified by Marznano is non-linguistic representations. We already use Nettrakker in GRPS but it is something people are just learning to use. The resources related to UDL are timely and proving useful as we learn to differentiate our new Unique Learning Systems curriculum.
Thing number six was"Digital Citizenship" where I learned about, Digital Citizenship, Acceptable Use, Critical Evaluation, Bogus/Hoax sites and CyberSafety. Relevant effective teaching strategies identified by Marzano are objectives and feedback, and generating and testing hypothesis. I actually learned some things about this area I didn't know. I am using the quiz to educate staff I supervise to make sure they know this information.
Thing number seven was "Face of the Classroom" where I learned Weebly. Relevant effective teaching strategies identified by Marzano objectives are summarizing and note taking, homework and practice, non-linguistic representations, setting objectives and providing feedback. I need to work more on my website but was excited to learn that I could make one myself. I think I have staff who may like to do this and plan to share it with them.
So far I have to say that I have learned more than I bargained for! It is hard to figure some of these things out since it doesn't come "naturally" to me but the more I "play" with things, the more familiar I am becoming with tools. This is meeting my personal goal to become more familiar with technology that I can use are well as learning what my staff need to know about.
Thing #7 Create a Web Presence: Weebly
Well, I had no idea that I could create a website! I made one and it is very simple right now but I can go back and edit and add to it if I like Teachers could easily do this for parents or students and make lots of information available this way. I can use this to increase my ability to "spread the word" about applied behavior analysis and how it works for students as well as being a well researche.d approach
Check mine out! bcbasupervisionservice.weebly.com
Check mine out! bcbasupervisionservice.weebly.com
Friday, November 19, 2010
Thiing #8 Copyright--It's Easy with Creative Commons
I have already copyrighted my website--even though it is still under construction! It was easy using http//creativecommons.com
Wednesday, November 17, 2010
More on Thing #6 Digital Citizenship
otos.asp
Another good one since they look up pictures for reports frequently is http://snopes.com/photos/photos.asp
This one will let them see what was untrue or misleading in various news accounts and other sources of information on the web.
Here is what it looks like:
Thing #5 Differentiated Instruction/Diverse Learning: VozMe
Sunday, November 14, 2010
Thing # 6 digital citizenship
Since I supervise teachers of students with ASD and MOCI, it is important that I communicate to staff about digital citizenship. Cyber bullying to our students could happen. They could accidentally share personal information on the web. The students and the staff need to know the acceptable use of the internet. They need to be able to evalutate websites to make sure they are legitimate. I can do this by sharing this blog with them, publishing information in my "Weekly Happenings" which is e-mailed to them and reviewing my handbook that they receive every year.
I thought the information about evaluating resources on the web was good. Many of them I knew but having them all together made a comprehensive way to decide if a website, wikki or blog is one you should rely on.
Is it credible? Who published it, wht is their credentials and expereince?
Is it accurate? Can you verify the facts another way?
Is it reliable? Is there a particular view or bias, are they selling a product?
Is it relevant? Does it directly support the question I am trying to answer?
Is the date significant? When was it created? Is it still maintained?
What are the sources behind the text? Are their reliable and creidble? Popular or scholarly?
What is the scope and purpose? Is it a compre3hensive or peripheral treament of your topic? Scholarly or popular? Too simple or too challening? Are they trying to expalin, persuade or sell?
In the interest of full disclosure for the readers of this blog:
I supervise staff for GRPS autism and moderately cognitively impaired programs. I have a master's degree in education and am a certified behavior analyst. I am learning about technology and have used more and more the past few years. The content being posted in this blog relates to a course I am taking through Kent ISD on 21 Things related to technology.
I thought the information about evaluating resources on the web was good. Many of them I knew but having them all together made a comprehensive way to decide if a website, wikki or blog is one you should rely on.
Is it credible? Who published it, wht is their credentials and expereince?
Is it accurate? Can you verify the facts another way?
Is it reliable? Is there a particular view or bias, are they selling a product?
Is it relevant? Does it directly support the question I am trying to answer?
Is the date significant? When was it created? Is it still maintained?
What are the sources behind the text? Are their reliable and creidble? Popular or scholarly?
What is the scope and purpose? Is it a compre3hensive or peripheral treament of your topic? Scholarly or popular? Too simple or too challening? Are they trying to expalin, persuade or sell?
In the interest of full disclosure for the readers of this blog:
I supervise staff for GRPS autism and moderately cognitively impaired programs. I have a master's degree in education and am a certified behavior analyst. I am learning about technology and have used more and more the past few years. The content being posted in this blog relates to a course I am taking through Kent ISD on 21 Things related to technology.
Thing #5 More info! UDL strategies wikispace
udlstrategies.wikispaces.com has an OVERWHELMING amount of materials! Go there if you are looking for ideas! You can find ideas for all the subject areas as well as visual, audio, etc. Under "Multiple Means of Expression" I liked the link to Batalugu. You can make your own book. The would be a nice literacy tool for students with ASD and MOCI. It could also be written about a student and behavior you want to see them display.
Thing # 5 Differentiation: National Center on Accessable Instructional Materials
Here is what I get when I try to link to the National Center on Accessible Instructional Materials website:
I like the 2 definitions:
Differentiation: Instructional approaches should vary and be adapted in response to individaul and diverse students in classrooms (Tomlinson,. 2001)
Universal Design for Living: Curriculum desigend approach to increase flexibility in teaching and decrease barriers that frequenlty limit student access to materials and learning in classrooms. (Rose and Meyer, 2002)
Here is a way to look at how computerized learning can help with differentiation:
Network-Appropriate Teaching Methods
To support diverse recognition networks:
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
To support diverse strategic networks:
Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
To support diverse affective networks:
Offer choices of context and tools
Offer adjustable levels of challenge
Offer choices of learning context
Offer choices of rewards
There are lots of other ideas in this website that I want to share with ASD and MOCI staff because it goes right along with the presentation I did for our recent collaborative day. We took the differentiation approach that Robin Fogarty uses and applied it to our new curriculum, Unique Learning Sysstem. We looked for how the curriculum already differentiated and ways teachers can further differentiate it for diverse learners.
I like the 2 definitions:
Differentiation: Instructional approaches should vary and be adapted in response to individaul and diverse students in classrooms (Tomlinson,. 2001)
Universal Design for Living: Curriculum desigend approach to increase flexibility in teaching and decrease barriers that frequenlty limit student access to materials and learning in classrooms. (Rose and Meyer, 2002)
Here is a way to look at how computerized learning can help with differentiation:
Network-Appropriate Teaching Methods
To support diverse recognition networks:
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
To support diverse strategic networks:
Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
To support diverse affective networks:
Offer choices of context and tools
Offer adjustable levels of challenge
Offer choices of learning context
Offer choices of rewards
There are lots of other ideas in this website that I want to share with ASD and MOCI staff because it goes right along with the presentation I did for our recent collaborative day. We took the differentiation approach that Robin Fogarty uses and applied it to our new curriculum, Unique Learning Sysstem. We looked for how the curriculum already differentiated and ways teachers can further differentiate it for diverse learners.
Monday, November 8, 2010
Thing #5 Differentiated Instruction & Diverse Learning
Using Technology to Support Diverse Learners is a very comprehensive website! It basically has everything you are going to need. You can learn about getting started, digital text, audio, digital enhancement, software, visual, curricular supports and targeted populations.
Under curricular support there is a cool section on how to obtain leveled reading materials for students. Since students with ASD and MOCI need instruction in grade level content (GLCE's) but are often reading below grade level, these are great resources in order to find material to support instruction.
Here is the link:
Well. . . maybe I can give you the link later. For some reason blogger is not working for this but did on my last post. I will try again later!
Under curricular support there is a cool section on how to obtain leveled reading materials for students. Since students with ASD and MOCI need instruction in grade level content (GLCE's) but are often reading below grade level, these are great resources in order to find material to support instruction.
Here is the link:
Well. . . maybe I can give you the link later. For some reason blogger is not working for this but did on my last post. I will try again later!
Thing # 4 Content Area Tools: Thinkfinity
Well, Thinkfinity is a great go-to resource when looking for new things. Sometimes when I google something, I end up with no way of knowing what is going to be good or what I am looking for. This seems to be a good first step for content for students. I didn't find anything on ABA but some cool things on differentiation which it one of our focus areas this school year. I just did a presentation on this for PD using Robin Fogarty information on differentiation. I wanted to add a video but the only one I found was too negative. Here is a link to several I could have used. The first one is neat. Check out the rap to see what fun people teachers really are!
http://community.thinkfinity.org/bookmarks/8357
A second thing I like on Thinkfinity is ReadThinkWrite. I think the essay map would be good for my third grade niece as well as my 10th grade son. I neat thing they had is a cartoon maker. I made a cartoon and couldn't save it--only print it so I can't share it here but this is the link:
http://www.readwritethink.org/parent-afterschool-resources/games-tools/comic-creator-a-30237.html
http://community.thinkfinity.org/bookmarks/8357
A second thing I like on Thinkfinity is ReadThinkWrite. I think the essay map would be good for my third grade niece as well as my 10th grade son. I neat thing they had is a cartoon maker. I made a cartoon and couldn't save it--only print it so I can't share it here but this is the link:
http://www.readwritethink.org/parent-afterschool-resources/games-tools/comic-creator-a-30237.html
Thing #2 and more Collaboration Tools: Google Docs
Well, I am finally able to use Jing! I didn't follow up with Help Desk. Eventually they will decide if I can install it. I convinced my son to let me install it on his computer though I hate using his. I seem to hit his extra mouse all the time so typing this is a pain. Over and o:ver I keep going back to the font size and type style that I found it on--finally gave up changing it! It also shoots me back to an earlier spot in the text-- grrrrrrrr!
Anyway, I am ready to surge ahead and get all the work posted that I have done.
Jing seems like kind of a fun tool! I could see me taking pictures of everything and adding notes to it! At work I often have to explain how to find something--for instance on the Unique Learning System website.
I plan to invite Kristen Priem to look at the autism and MOCI learning walk document that we just used one time and need to alter. She wasn't there so it is a good way to get her feedback.
Anyway, I am ready to surge ahead and get all the work posted that I have done.
Jing seems like kind of a fun tool! I could see me taking pictures of everything and adding notes to it! At work I often have to explain how to find something--for instance on the Unique Learning System website.
I plan to invite Kristen Priem to look at the autism and MOCI learning walk document that we just used one time and need to alter. She wasn't there so it is a good way to get her feedback.
Thing #2 Collaboration Toosl: Learning walk collaboration using google docs
 |
| What do you think about this before we do our next learning walk? |
Monday, October 18, 2010
Thing #1 About Basics: Check out These Nifty Windows Shortcuts
I want to share these nifty Windows shortcuts. My Helpdesk sister already knows all of these but I was resistant to learning them. I was re-reminded of them in June when I went to a assistive technology conference in Traverse City but they sat in my folder when I got back to work and had to work on extended school year, busses and hiring.
I included the shortcuts below along with a small document where I used a few of them. Actually using them to change a document was helpful. I think I will also keep the list by my computer so I can refer to it. A weird thing happened when I got an e-mail from the Helpdesk sister and trying to install Jing! I asked her how we do screen shots in the District and she e-mailed me the directions--including using Ctrl-V to velcro the thing where I want it. The good news is I had just used Ctrl-V so knew what she was talking about! (The bad news is that I couldn't take a screen shot of the document I revised so did it the old way.) More work will be needed before I am Jing!--ing.
Prepared by Carolyn McCarthy, Shiawassee RESD January, 2009
I included the shortcuts below along with a small document where I used a few of them. Actually using them to change a document was helpful. I think I will also keep the list by my computer so I can refer to it. A weird thing happened when I got an e-mail from the Helpdesk sister and trying to install Jing! I asked her how we do screen shots in the District and she e-mailed me the directions--including using Ctrl-V to velcro the thing where I want it. The good news is I had just used Ctrl-V so knew what she was talking about! (The bad news is that I couldn't take a screen shot of the document I revised so did it the old way.) More work will be needed before I am Jing!--ing.
Prepared by Carolyn McCarthy, Shiawassee RESD January, 2009
| Copy Ctrl - C (C for Copy) | Select the item or text first Hold down the Ctrl key and press the C key You won’t see anything happen, but it’s now in memory or on the clipboard. |
| Paste Ctrl – V (V for Velcro or Voila) | Locate where you want to paste the item copied and click to make your cursor blink in that location. Press and hold down the Ctrl key and press the V key once only (don’t keep holding down once will do. |
| Remove or cut it out So you can paste it somewhere else Ctrl – X (X like the shape of scissors to cut it out so you can put it elsewhere) | Highlight the item you want to remove, and then use Ctrl-X to remove it and put it into memory so you can paste it somewhere else. It will now be in memory. Use the Paste action above. |
| Undo the last action Ctrl - Z (Zap, it’s back – or Zounds I goofed) | If you really didn’t want to cut or delete something, you can use Ctrl-Z to undo it. |
| Select All Ctrl - A (A for All) | Click to make you cursor active on the page where you want to select ALL the text and graphics, tables, etc. Press and hold down the Ctrl key and then press the A key once. It will all become highlighted. If you want to copy it all use the Ctrl-C action above. |
| Hyperlink Ctrl - K | Add a hyperlink |
| Shift - F3 | To change a word from lower and UPPER case hold the shift key and press F3 when the word is selected. |
| F7 | Run spell check |
| F12 | Save As… |
Environment and Routine
At the top here I used ctrl-C to copy a bullet and then I scrolled to the bottom and used Ctrl-V to Velcro it there. I came back up and used Ctrl x to get rid of it..
* Minimize transitions
I used Ctrl K to add a hyperlink here.
*Offer consistent daily routine
*Offer consistent daily routine
The line above was added using - - -
*Avoid Surprises; I used shift f3 to change the word surprise and capitalize it. prepare students thoroughly and in advance for special activities, this line was added using underline plus tabor other changes, regardless of how minimal
*Avoid Surprises; I used shift f3 to change the word surprise and capitalize it. prepare students thoroughly and in advance for special activities, this line was added using underline plus tabor other changes, regardless of how minimal
*Reduce distractions and sensory overloads: noise_ vision_ smell_*Provide a predictable and safe environment
Sunday, October 17, 2010
Thing 1--About Basics: Bookmarking with Delicious
Well, I was never very interested in bookmarking my websites. But then I could never find them again. They would be written down on notes from conferences, in my planner and on scraps of paper. I can see how this bookmarking could help me find what I want to go back to.
I also see the utility in how I share resources with the staff I supervise. I let them know good resources that I have found out about but then they disappear or the e-mail or "Weekly Happenings" in which they were referred to needs to be dug out of the file or computer.
Here are my book marks. I have a lot to add once I go through all those scraps of paper!
http://www.delicious.com/paulette.longwell
I also see the utility in how I share resources with the staff I supervise. I let them know good resources that I have found out about but then they disappear or the e-mail or "Weekly Happenings" in which they were referred to needs to be dug out of the file or computer.
Here are my book marks. I have a lot to add once I go through all those scraps of paper!
http://www.delicious.com/paulette.longwell
Thing 0--How to move forward with technology?
Well, I'm kind of stuck right now since I can't install Jing on my lap top. I have made contact with my Helpdesk but haven't heard yet. Apparently the District has a way we can already make screen shots--which I will learn--but that application doesn't make the mini-movies. They may have a way to do that also since I have seen them in use by some GR people. I'll also find out if I can get the right to down load Jing. We'll see!
Friday, October 15, 2010
Blogging
What makes a good blog? My experiences with blogs are limited to those I've seen in GRPS and through my son's school so I may not know everything there is to know about what makes a blog good. I think if it a blog that you are not required to go to, it would have to have information or expereinces that the user finds helpful.
Blogs could enhance our ASD and MOCI program with communication between staff and information sharing about important issues we can't always get time to go into face to face.
Blogs could enhance our ASD and MOCI program with communication between staff and information sharing about important issues we can't always get time to go into face to face.
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