Tools to try in 2015 - Promethean Active Inspire part 3 - supporting fine motor challenges

Tools to try in 2015: ActiveInspire

Here are a few more tools to try in ActivInspire software which support accommodating and differentiating student learning in the classroom.

Containers

Containers allow for spaces on the ActiveInspire flipchart page to be pre-programmed to accept certain objects and reject others. (Accepted objects can even be accompanied by a reward sound.) Creating containers on a flipchart page not only makes an activity fun, engaging and provides students with instant feedback but supports students with fine motor challenges. Incorrect answers bounce out of the wrong container, eliminating a step for the student to move an object out of a certain area. The reward sound is instant feedback so the student in not required to interact with more objects to be place on the page (like hidden hints or pull tags) but still support student independence and self checking. See how to create containers in the video: Creating Containers to Engage students with ASD and Developmental Disabilities Part 1

Marquee handles

Every object on the page has its own set of marquee handle icons which indicate how the object can be changed and manipulated. For some students interacting with the object is accompanied with too many distracting icons. The default standard set-up of marquee handles includes the ability to rotate and resize the objects, which can be challenging and frustrating to some students as they attempt to show their learning, but the object moves and resizes in a way that distracts from their solution.To support even one student that encounters this challenge, the marquee handles can be customized to provide as many or as few options to be used on an object. Each students' profile can be quickly saved so that each time they are at the board the objects' setting are appropriate for him/her.

Customizing the Marquee handles to support students with fine motor challenges

Restrictors

Using Restrictors supports students with fine motor difficulties as objects' motions can be restricted to move only in a particular direction. Movement of objects can also be controlled by blocking the actions of objects to move up to, but not past, certain areas on a page. See our video Using Restrictors to Support Fine Motor challenges.to see how restricting objects' movements in a lesson or activity can reduce students' frustration and allowing students to demonstrate their understanding.  (There's also a second video that shows that along with restricting movement, the resizing or the distortion of size of an object can also be prevented.)

For more information and examples of ways to use ActivInspire to meet the needs of exceptional learners visit our Teach and Special Ed YouTube channel.

Photo Essay: Interactive Whiteboard in-class sessions: Job Embbed Professional Learning

Our Assitive Technology team supports 15 Learning Communities of teachers in our Interactive Whiteboard (IWB) group claim project. Each one of our six itinerant teachers facilitates specific LCs where teachers are grouped according to the exceptionality of students they teach geographic location of the school.

Throughout the year there are four sessions at Terraview Learning Centre (East) and Burnhamthorpe Adult Learning Centre (West), where itinerant teachers model ways to embed and differentiate learning using the assistive technology tools and strategies found using the IWB and its peripherals.

In between the session, there is job-embedded professional learning opportunities in school. The group gets together to observe a lesson that is co-planned by a host LC member and AT itinerant teacher. Opportunities to reflect, connect and discuss the different ways to using the AT to provide "the right tool at the right time for their specific students" is explored.

Here are some photos outlining some of the aspects of in-class LC sessions held earlier this month.(Click on the image to see a larger version.)

Teachers in the HSP Pri/Junior LC prebrief the lesson to be observed at Heritage Park P.S.

(left) Host teacher Anne Marie Butters, Timberbank Public School shares how she has created digital portfolios of her HSP students' work using Promethean flipcharts. (right) Host teacher Gary Stewart, Highcastle P.S. demonstrates how he uses desktop tools to capture images from the internet.

During the observation lesson, teachers note of the routines in place for students to access and use the AT. 

One of Mr Stewart's students accesses the board by using the slate to write down his idea that each graph "needs to have a title" during the Behaviour ISP LC in-class session.

(left) During Ms. Butters' lesson, a student slowly reveals parts of an image using the Magic Ink tool. (right) Mr. Stewart's students co-create an appropriate, detailed line graph together using Dual user feature. One student is making a voice note using the sound recorder. The other is plotting data.

Tool choice and the design of the lesson is made according to the specific needs of the students in the class.

(left) Host teacher Ms. Peterkin at Heritage Park P.S., shares the different ways students will show their learning. A few of her students work on the IWB, others using pencil and paper. (see below) (right) A finishes line graph by Mr. Stewart's students. One student typed his inference while the other used the sound recorder to verbally record his observation of the graph.

(left) A student uses digital manipulatives to graph her data. (right) A student uses the grid organizer, printed from the flipchart, to graph his data on paper.

Behaviour ISP in-class LC group after the lesson at Highcastle P.S.

Following the descriptive writing lesson at Timberbank P.S., the group debrief ways students responded to the embedded AT.

This week our third set of Learning Community sessions have started. One of the goals of these sessions is to engage our learners using images and multimedia by using the document camera with the IWB. Stay tuned for blog entries sharing other in-class lessons and activities in our TDSB special education LC teacher classrooms!

Some Learning Community photos from our first week "Getting Started" with the IWB

This past month, the AT team's itinerant teachers have been working with their Interactive Whiteboard (IWB) Learning Community (LC) members. LC  Special Education teachers whose classes received an interactive whiteboard this school year are involved in this year-long project. Throughout the school year, each group of teachers work with one of the six itinerant assistive technology teachers of the AT team.

At the first session, teachers have hands-on time to use IWB tools which support differentiation of lessons by creating a simple activity - introduction page as well as other activities using IWB tools including the pen, sound recorder, camera tool support multimodal learners. Different ways a student (and teacher) can access the IWB was also modeled and tried: pen, cordless keyboard and mouse, and wand.

Learning Community teacher groupings are organized with those teaching a similar ISP or HSP. Each file is honed to include curriculum-linked content and is made to specifically address the learning needs of the exceptionality of the students.

Here are some snapshots of  a variety of LC sessions facilitated by itinerant teacher Valia Reinsalu. (Click on the photos to see a larger version.)

Uncovering hidden text: Ms. McGloin from Queen Victoria P.S. shares her introduction page. Mr. Stewart from Highcastle P.S. activates a multiple choice express poll during the Arowana fish Behaviour ISP session at Terraview Learning Centre.

Using the erase to reveal hidden information: Mr Karout from Clinton P.S. (above); J.B.Tyrell's Mr Lomas (bottom left) and Queen Victoria's Ms.Wu (bottom right) Gifted ISP teachers creating activities during the Getting Started with the IWB session Gourami LC Gifted ISP session at Burnhamthorpe Adult Learning Centre. 

During the Behaviour ISP LC: using multimedia including video AlexMuir Public School's Mr. Lawlor (left) and Mr. Paskauskas from Gledhill P.S (right) share their introductions using different tools to engage their audiences.

The LCs foster building of a community of learners where teachers of the same exceptionality can share strategies and ideas as they incorporate the IWB. (Lancetfish LC HSP teachers Sahaira Khan, Alvin Curling P.S. and Deborah Rogers, Ranchdale P.S.)

Teachers come together four times a year. Part of the year-long support includes Job Embedded Professional Learning opportunities where volunteer members co-teach a lesson with the Itinerant teacher and fellow LC members observe, discuss and reflect on the use of assistive technology to support student achievement. 

A few ideas shared about what tools and strategies to be used back at school following a Getting Started class.

A year in review with the SEA team

This blog post is dedicated to the hundreds of wonderful, dedicated special education teachers that members of the SEA team had the fortunate opportunity to work with this year.  Through your hard work and commitment to learning how to use assistive technology more effectively in order to support the learning needs of your students, we were able to support thousands of students across the TDSB this year.  Here is some of the feedback we received:

Which experiences were most beneficial to you in your Learning Community?

“To be honest, I found all of it helpful. It was great to see the different capabilities of the ActivInspire program, as well as all of the equipment that helped to go with it. I thought that the courses were developed perfectly, in that we didn't ever learn so much in a single day that it was overwhelming, but we learned enough for us to try new lessons in our class with the knowledge, until the next workshop. I also enjoyed being grouped with teachers who had similar student populations - just to see how they have found success in their classrooms” (Interactive Whiteboard Learning Community member survey response).

How has OneNote and the tablet helped you in school this year?

“I am started to use it to organize my subjects. I like to get information from the internet and have 2 pages open at the same time, so it’s easier to place information that I find” (Savannah, Gr. 8 student, West Hill PS).

Which experiences were most beneficial to you during the EQAO project this year? Please explain.

“Hands on training: it gave insight into how the program [Read and Write Gold] is laid out and how it functions - community learning: others provide questions and answers to situations that may arise - break down of sections: working on each section (math, language) allows to explore subject specific challenges and solutions” (EQAO and Read Write Gold Pilot teacher participant).

Please provide any additional comments related to this project you feel would be helpful.

[I Have Assistive Technology in my Classroom…How Do I Use it in Math?]

“It was a very valuable and lively discussion with my colleagues, and I also learned quite a lot when I went to observe a colleague's co-teaching. I discovered many new things relating to math and assistive technology!” (Learning Community member survey response).

The SEA team (2013-2014).

Our team is looking forward to a very exciting year next year with the continuation of many of our projects as well as a number of new projects! Don’t forget to check both DirectLine and Key-to-Learn on a regular basis for announcements about our initiatives. The SEA Team would also like to wish all of you a safe and enjoyable summer. We hope you rest, relax, and recharge. SEA you in September!