This has been a rewarding experience for me,navigating my way through the maze of technology. I remember even before this course began I had some trepidation. I really thought that learning the Web 2.0 technologies would have been more difficult. Thanks to those people who were always willing to lend a hand, and to our tutors who never gave up on us. I now know how to do, and I know the onus is on me to practice the skills learnt.
Preparing our lessons plans would be our first attempt at integrating the technology and I hope that we will continue to try and perfect our lessons.
Thursday, August 5, 2010
Wednesday, August 4, 2010
ADHD: Classroom Problems
Common Problems Linked To ADHD (Attention Deficit Hyperactivity Disorder) in the Classroom
The following are some observations made about children attributed with having ADHD:
• Being frequently out of seat at inappropriate times and in inappropriate situations.
• Deviating from what the rest of the class is supposed to be doing.
• Not following the teacher’s instructions.
• Talking out of turn or calling out.
• Being aggressive towards classmates.
• Having a short attention span and being easily distracted.
• Bothering classmates, hindering them in their work efforts, or preventing them from concentrating.
• Daydreaming.
• Losing and forgetting equipment.
• Not handing in homework or handing it in late.
• Producing work that is incomplete or sloppy.
It is important to note that before labeling a child as having ADHD, a trained medical professional should assess the child.
The following are some observations made about children attributed with having ADHD:
• Being frequently out of seat at inappropriate times and in inappropriate situations.
• Deviating from what the rest of the class is supposed to be doing.
• Not following the teacher’s instructions.
• Talking out of turn or calling out.
• Being aggressive towards classmates.
• Having a short attention span and being easily distracted.
• Bothering classmates, hindering them in their work efforts, or preventing them from concentrating.
• Daydreaming.
• Losing and forgetting equipment.
• Not handing in homework or handing it in late.
• Producing work that is incomplete or sloppy.
It is important to note that before labeling a child as having ADHD, a trained medical professional should assess the child.
Attention Deficit Hyperactivity Disorder
ADHD is a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child (Pierangelo & Guiliani, 2008). ADHD is not classified as a learning disability but can negatively affect the learning process as children with this condition are not able to focus or concentrate for prolonged periods of time.
Inattention
The child
often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities.
• often has difficulty sustaining attention to tasks or play activities.
• is easily distracted from tasks and play activities.
• often does not seem to listen when spoken to directly.
• often does not follow instructions and fails to finish schoolwork, jobs, or duties in the workplace.
• often has difficulty organizing tasks and activities.
• often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort.
• often loses things necessary for tasks or activities.
• is often forgetful in daily activities.
Hyperactivity
• Often fidgets with hands or feet or squirms in seat leaves classroom or in other situations in which remaining seated is expected.
• Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents and adults this aspect may be limited to feelings of restlessness).
• Often has difficulty in playing or engaging in leisure activities quietly.
• Is often ‘on the go’ or often acts as if driven by a motor.
• Often talks excessively.
Impulsivity
• Often blurts out answers before questions have been completed.
• Often has difficulty awaiting turn.
• Often interrupts or intrudes on others
Read more from Classroom Management Techniques for students with ADHD by Roger Pierangelo and George Giuliani, http://kidshealth.org/teen/diseases_conditions/learning/adhd.html.
Inattention
The child
often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities.
• often has difficulty sustaining attention to tasks or play activities.
• is easily distracted from tasks and play activities.
• often does not seem to listen when spoken to directly.
• often does not follow instructions and fails to finish schoolwork, jobs, or duties in the workplace.
• often has difficulty organizing tasks and activities.
• often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort.
• often loses things necessary for tasks or activities.
• is often forgetful in daily activities.
Hyperactivity
• Often fidgets with hands or feet or squirms in seat leaves classroom or in other situations in which remaining seated is expected.
• Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents and adults this aspect may be limited to feelings of restlessness).
• Often has difficulty in playing or engaging in leisure activities quietly.
• Is often ‘on the go’ or often acts as if driven by a motor.
• Often talks excessively.
Impulsivity
• Often blurts out answers before questions have been completed.
• Often has difficulty awaiting turn.
• Often interrupts or intrudes on others
Read more from Classroom Management Techniques for students with ADHD by Roger Pierangelo and George Giuliani, http://kidshealth.org/teen/diseases_conditions/learning/adhd.html.
Autism
Autism is not considered a learning disability but is prevalent today, even though we may have heard the term we may not know much about it. It is known as a complex developmental disability which shows itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on the normal functioning of the brain which affects the development of a person's communication and social interaction skills. To be diagnosed with autism, a child must have six or more of the following symptoms and two or more of those symptoms must fall under the social skills category.
Social skills
• Has difficulty with nonverbal behaviors, such as making eye contact, making facial expressions or using gestures
• Has difficulty forming friendships with peers and seems to prefer playing alone
• Doesn't share experiences or emotions with other people, such as sharing achievements or pointing out objects or other interests
• Appears unaware of others' feelings
Communication skills
• Starts talking later than age 2 and has other developmental delays by 30 months, and doesn't make an attempt to communicate with gestures or miming
• Can't start a conversation or keep one going
• May repeat words or phrases verbatim, but doesn't understand how to use them
• Doesn't play make-believe or doesn't imitate the behavior of adults when playing
Behaviour
• Develops interests in objects or topics that are abnormal in intensity or focus
• Performs repetitive movements, such as rocking, spinning or hand-flapping
• Becomes disturbed at the slightest change in routines or rituals
• May be fascinated by parts of an object, such as the spinning wheels of a toy car
Treatment options may include:
• Behaviour and communication therapies.
• Educational therapies. Children with autism often respond well to highly structured education programs. Successful programs often include a team of specialists and a variety of activities to improve social skills, communication and behavior. Preschool children who receive intensive, individualized behavioral interventions show good progress.
• Medication.
Sources: Autistic Society of Trinidad and Tobago – http:/www.autismtt.org., mayoclinic.com.
http://www.medicalnewstoday.com/info/autism/
Social skills
• Has difficulty with nonverbal behaviors, such as making eye contact, making facial expressions or using gestures
• Has difficulty forming friendships with peers and seems to prefer playing alone
• Doesn't share experiences or emotions with other people, such as sharing achievements or pointing out objects or other interests
• Appears unaware of others' feelings
Communication skills
• Starts talking later than age 2 and has other developmental delays by 30 months, and doesn't make an attempt to communicate with gestures or miming
• Can't start a conversation or keep one going
• May repeat words or phrases verbatim, but doesn't understand how to use them
• Doesn't play make-believe or doesn't imitate the behavior of adults when playing
Behaviour
• Develops interests in objects or topics that are abnormal in intensity or focus
• Performs repetitive movements, such as rocking, spinning or hand-flapping
• Becomes disturbed at the slightest change in routines or rituals
• May be fascinated by parts of an object, such as the spinning wheels of a toy car
Treatment options may include:
• Behaviour and communication therapies.
• Educational therapies. Children with autism often respond well to highly structured education programs. Successful programs often include a team of specialists and a variety of activities to improve social skills, communication and behavior. Preschool children who receive intensive, individualized behavioral interventions show good progress.
• Medication.
Sources: Autistic Society of Trinidad and Tobago – http:/www.autismtt.org., mayoclinic.com.
http://www.medicalnewstoday.com/info/autism/
Dyslexia: Myths and Facts
There is a lot of misinformation regarding dyslexia. The following are some myths and facts about dyslexia:
• Myth: Dyslexia is a disease.
• Fact: Dyslexia is a life-long learning problem or disability (not a disease) that causes an individual to learn differently.
• Myth: Dyslexics ‘ mirror write’ and/or reverse letters all the time.
• Fact: Dyslexics do not ‘mirror write’ and/or ‘reverse letters all the time’ anymore than nondisabled peers.
• Myth: Gifted individuals are not dyslexic.
• Fact: Very intelligent and talented individuals are dyslexic.
• There are many famous dyslexics: Whoopi Goldberg, Thomas Edison, Albert Einstein and Pablo Picasso.
• Myth: Most dyslexics are male.
• Fact: Many studies differ in conclusion, some conclude that there are equal numbers in male and female dyslexics. But others conclude that there are higher percentage of boys.
• Myth: Dyslexics can be cured.
• Fact: Dyslexia is a life-long condition that can be greatly improved with the necessary support services and use of compensating strategies. There is no cure for dyslexia
Source: Koenig and Spafford (2001). Read more from Dyslexia and Reading Difficulties: Research and resource guide for working with all struggling readers by Carol Spafford and George Grosser.
• Myth: Dyslexia is a disease.
• Fact: Dyslexia is a life-long learning problem or disability (not a disease) that causes an individual to learn differently.
• Myth: Dyslexics ‘ mirror write’ and/or reverse letters all the time.
• Fact: Dyslexics do not ‘mirror write’ and/or ‘reverse letters all the time’ anymore than nondisabled peers.
• Myth: Gifted individuals are not dyslexic.
• Fact: Very intelligent and talented individuals are dyslexic.
• There are many famous dyslexics: Whoopi Goldberg, Thomas Edison, Albert Einstein and Pablo Picasso.
• Myth: Most dyslexics are male.
• Fact: Many studies differ in conclusion, some conclude that there are equal numbers in male and female dyslexics. But others conclude that there are higher percentage of boys.
• Myth: Dyslexics can be cured.
• Fact: Dyslexia is a life-long condition that can be greatly improved with the necessary support services and use of compensating strategies. There is no cure for dyslexia
Source: Koenig and Spafford (2001). Read more from Dyslexia and Reading Difficulties: Research and resource guide for working with all struggling readers by Carol Spafford and George Grosser.
Dyslexia
Dyslexia is an impairment in your brain's ability to translate written images received from your eyes into meaningful language. Also called specific reading disability, dyslexia is the most common learning disability in children. Dyslexia usually occurs in children with normal vision and normal intelligence. Children with dyslexia usually have normal speech, but may have difficulty interpreting spoken language and writing. Children with dyslexia need individualized tutoring, and treatment for dyslexia often involves a multisensory education program.
When the child reaches school age, the child's teacher may be first to notice a problem.
Before school
Signs and symptoms that a young child may be at risk of dyslexia include:
• Late talking
• Adding new words slowly
• Difficulty rhyming
School age
Once the child is in school, dyslexia symptoms may become more apparent, including:
• Reading at a level well below the expected level for the child’s age
• Problems processing and understanding what he or she hears
• Difficulty comprehending rapid instructions
• Trouble following more than one command at a time
• Problems remembering the sequence of things
• Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
• An inability to sound out the pronunciation of an unfamiliar word
• Seeing letters or words in reverse (b for d or saw for was) — although seeing words or letters in reverse is common for children younger than 8 who don't have dyslexia, children with dyslexia will continue to see reversals past that age
• Difficulty spelling
• Trouble learning a foreign language
Sources: mayoclinic.com, http://www.dyslexia.online.com/famous/famous.htm
http://kidshealth.org/teen/diseases_conditions/learning/dyslexia.html
When the child reaches school age, the child's teacher may be first to notice a problem.
Before school
Signs and symptoms that a young child may be at risk of dyslexia include:
• Late talking
• Adding new words slowly
• Difficulty rhyming
School age
Once the child is in school, dyslexia symptoms may become more apparent, including:
• Reading at a level well below the expected level for the child’s age
• Problems processing and understanding what he or she hears
• Difficulty comprehending rapid instructions
• Trouble following more than one command at a time
• Problems remembering the sequence of things
• Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
• An inability to sound out the pronunciation of an unfamiliar word
• Seeing letters or words in reverse (b for d or saw for was) — although seeing words or letters in reverse is common for children younger than 8 who don't have dyslexia, children with dyslexia will continue to see reversals past that age
• Difficulty spelling
• Trouble learning a foreign language
Sources: mayoclinic.com, http://www.dyslexia.online.com/famous/famous.htm
http://kidshealth.org/teen/diseases_conditions/learning/dyslexia.html
Learning Disability? Really! What is this?
As teachers, we are generally able to recognize the students who are having difficulty to learn or read because they have visual problems or hearing problems. However, there are times we have that niggling feeling that something is definitely wrong but are unable to identify what is really the problem. We hold discussions with our colleagues and even the student’s parents but there is still no answers to our questions. We say things like this child is ‘restless’, ‘ has lost interest’, ‘ slow’, ‘ inattentive’, ‘antisocial’, ‘ cannot pronounce words’, ‘can’t read’ and the list goes on. So what can we do? I see it as imperative as reading specialists that we familiarize ourselves with the problems or learning disabilities that affect the student’s ability to learn/read. Seek answers to questions such as; What are the signs and symptoms? What is it? How can we help this child? Who can we refer this child to? What programmes are in place to help facilitate the child’s learning development? In the USA, the Individuals with Disabilities Education Act (IDEA) is a federal law that guides how schools provide special education and related services to children with disabilities. This Act defines a Learning Disability as :
A disorder in one or more of the basic psychological processes involved in understanding
or using language, spoken or written, that manifest itself in an imperfect ability to listen,
think, speak, read, write ,spell or do mathematical calculations including conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and development
aphasia.
Read more at: Http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.htm
http://www.ncld.org/ld-basics
A disorder in one or more of the basic psychological processes involved in understanding
or using language, spoken or written, that manifest itself in an imperfect ability to listen,
think, speak, read, write ,spell or do mathematical calculations including conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and development
aphasia.
Read more at: Http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.htm
http://www.ncld.org/ld-basics
Monday, August 2, 2010
Podcasting - Benefits
Having looked at the technical basics related to podcasts, I am going to share some of the benefits associated with podcasting in education/reading.
The Podcasting technology can be used to assist students and teachers in developing and improving reading skills as the RSS (Really Simple Syndication) feature enables students to download and listen to recordings by their teachers and themselves over and over again at anytime and anyplace. The repeated listening can help students to think about what they have heard critically. Smythe and Neufeld (2010) indicated that learners would be able to 'create content relatively quickly and easily and often collaboratively'.
Additionally, podcasting does not require a great deal of technological knowledge, will help support the learning process and engage the learners for extended periods (Lee et al, 2007). Creating a podcast will make wonderful projects for the students and prove to be a motivating experience as they are students of the digital age. Teachers need to be trained in the use of the tools to create a podcast or have a computer technician help, and ensure that the students will develop the necessary competency with the tools.
Some sources related to podcasting are: Podcast time: Negotiating digital literacies and communities of learning in a middle years ELL classroom by Smythe and Neufeld. Journal of Adolescent and Adult Literacy 53(6) 2010. 'Podcasting for Teachers -Using a New Technology to Revolutionize Teaching and Learning' by Kathleen King and Mark Gura. Audioblogging and podcasting in education by Tan Yuh Huann and Mong Kok Thong.
Http://iresearch.edumall.sg/iresearch/slot/u110/litreviews/audioblogging_podcast.
http://conference.nie.edu.sg/2007/paper/papers/ITE166.pdf.
The Podcasting technology can be used to assist students and teachers in developing and improving reading skills as the RSS (Really Simple Syndication) feature enables students to download and listen to recordings by their teachers and themselves over and over again at anytime and anyplace. The repeated listening can help students to think about what they have heard critically. Smythe and Neufeld (2010) indicated that learners would be able to 'create content relatively quickly and easily and often collaboratively'.
Additionally, podcasting does not require a great deal of technological knowledge, will help support the learning process and engage the learners for extended periods (Lee et al, 2007). Creating a podcast will make wonderful projects for the students and prove to be a motivating experience as they are students of the digital age. Teachers need to be trained in the use of the tools to create a podcast or have a computer technician help, and ensure that the students will develop the necessary competency with the tools.
Some sources related to podcasting are: Podcast time: Negotiating digital literacies and communities of learning in a middle years ELL classroom by Smythe and Neufeld. Journal of Adolescent and Adult Literacy 53(6) 2010. 'Podcasting for Teachers -Using a New Technology to Revolutionize Teaching and Learning' by Kathleen King and Mark Gura. Audioblogging and podcasting in education by Tan Yuh Huann and Mong Kok Thong.
Http://iresearch.edumall.sg/iresearch/slot/u110/litreviews/audioblogging_podcast.
http://conference.nie.edu.sg/2007/paper/papers/ITE166.pdf.
Podcasting - Basics
I chose to write my essay on podcasting and fluency because I felt the technology will compliment the reading element. Podcasting was one of the topics to be covered in class so I am going to share some of what I have learnt on this technology.
The term podcasting is derived from a combination of the words pod (taken from iPod) and broadcast. Tan and Mong (2006) described podcsating as audio files and currently video files, uploaded to interested persons for playback on mobile devices and personal computers via web syndication ( Really Simple Syndication- RSS feed), this was cited by Thong, Lin and Chou (2007). Each new podcast is called an episode.
In order to start recording an episode you will need:
The term podcasting is derived from a combination of the words pod (taken from iPod) and broadcast. Tan and Mong (2006) described podcsating as audio files and currently video files, uploaded to interested persons for playback on mobile devices and personal computers via web syndication ( Really Simple Syndication- RSS feed), this was cited by Thong, Lin and Chou (2007). Each new podcast is called an episode.
In order to start recording an episode you will need:
- a computer
- internet connection
- a microphone
- software to record, edit and compress audio
Bonk and Zhang (2008) pointed out that audio tools like Audacity ( a free open source tool) and Garageband from Apple are available for use when creating podcasts. These tools will facilitate the recording, playing, editing, the changing of the playback speed and the combining or mixing of sounds. Once files have been saved and uploaded to a Web site, students would then be able to download to their personal computers, MP3 players or iPod and listen to them anywhere anytime. Names should be given to the podcast which is related to its content and which make it readily identifable to its audience (King and Gura, 2007)
E-Books
Initially, when we were asked to ceate an e-book, it seemed like a daunting task. Looking at the storyboard my mind just when blank. However, when we went to the lab it became clearer to me what was to be done. It was a lightbulb moment because everything just came together and it was easy to get done.
I was able to write a story entitled 'Outdoor Games' about a boy who enjoyed playing computer games and did not want to go outdoor to play until one day there was no electricity. The experience of adding sound to the powerpoint pages and hearing my voice as the story was narrated was a motivating experience. It made me excited to continue and finish the book. Therefore, I believe when this technology is introduced in the classroom and the students are given the opportunity to use it they will also be excited to write and create e-books. Students will be motivated and can work collaboratively on assignments. Additionally, it can be a great assessment tool as students can use it to write book reports and retell stories.
I was able to write a story entitled 'Outdoor Games' about a boy who enjoyed playing computer games and did not want to go outdoor to play until one day there was no electricity. The experience of adding sound to the powerpoint pages and hearing my voice as the story was narrated was a motivating experience. It made me excited to continue and finish the book. Therefore, I believe when this technology is introduced in the classroom and the students are given the opportunity to use it they will also be excited to write and create e-books. Students will be motivated and can work collaboratively on assignments. Additionally, it can be a great assessment tool as students can use it to write book reports and retell stories.
Tuesday, July 6, 2010
Concept Mapping
The Webspiration software introduced to us in class which is used to prepare concept maps will be very helpful to us (I know definitely to me) as teachers as it makes the the construction of concept maps very simple, easy to edit and even fun to use. The outline view and rapid fire buttons are great to use as it makes drawing concept maps even easier. It was a great learning experience, it is skill that I must use and develop. Concept Maps can be used to present prior knowledge,used during reading to link the main theme with the main ideas from
the story, article or passage and to summarize what was learnt or taught. Articles on concept mapping can be found at http://www.litandlearn.lpb.org/strategies/strat_concept.pdf and http://www.adlit.org/strategies/19769
the story, article or passage and to summarize what was learnt or taught. Articles on concept mapping can be found at http://www.litandlearn.lpb.org/strategies/strat_concept.pdf and http://www.adlit.org/strategies/19769
Use of Technology
Technology is constantly evolving and children/young people are fascinated and easily drawn to technology and the vast wonders which are offered. Therefore, it can be an effective tool to gain the students' interest and motivate them to become engaged learners. Additionally, the use of technology can provide an opportunity for teachers to present more effective and student centred lessons which would help to increase communication and interaction in the classroom. Students would be able to develop collaborative skills, learn from each other and engage in learning in an enjoyable manner. However, students must be properly guided and monitored to ensure that the technologies are used to increase students' educational and technical knowledge without exposing them to unsavoury or unsuitable activities, ads or people. A great article to read on the use of technology in literacy development entitled 'Critical Issue' coauthored by Ann Holum PhD., Jan Gahala and M.A Holum, and presented by the North Central Regional Educational Laboratory can be found at http://www.ncrel.org/sdrs/areas/issue/cntareast/reading/li300htm
Tuesday, June 22, 2010
Reading Specialist
I am a Business teacher at a rural Government Secondary. I decided to pursue the M.ed Reading because there are many students in my school who I have contact with who are unable to read or have difficulty reading. I am hoping that this programme will enable me to help students like these to become proficient readers so that they would be able enjoy the pleasure and world of knowledge that is available through reading
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