Saturday 7 June 2014

Research Articles

Motivational dynamics of children's academic help-seeking and concealment.

This article was quite relatable to me, particularly in the past few months. I have been working with a student who has been having difficulty maintaining his composure in the classroom when he becomes frustrated with work or situations in which he is at fault. We have been working on his coping skills in hopes that he can use the various methods to make choices which would be more beneficial to him.

The idea of help seeking seems to be a strategy that he would benefit from using when he encounters situations or work that my be too difficult to deal with on his own. The article mentions that help seeking can be viewed as a family of coping.. Help seeking is an adaptive strategy that can be used in many situations, particularly when a students situation exceeds their personal resources, going to others for help, advice and support is an area that is very important when dealing with frustration or difficult problems.

Social partners, especially teachers play a vital role in help seeking, they along with motivational factors can shape whether or not students seek help in situations where coping is necessary. The article mentions that teachers can communicate a sense of relatedness to children through their nurturing personality, they can also provide structure and exploration in learning in a way that students can feel successful, and teachers can help students discover who they are and provide them with opportunities to express themselves.

The same goes for negative impacts on help-seeking strategies, a teacher can undermine a students ability to deal with difficult situations which require coping and the motivation to deal as well. When teachers display hostility and become distant with students they may feel as though school is not a welcoming place. When teachers are unorganized and they can cause students to feel as though they have no routine, and may not be able to deal with unforeseen circumstances which they have no indication of.

In regards to my student I feel as though I have been giving him the opportunities as well as support to ensure that he is developing these coping strategies to seek help when needed, as well as deal with situations in a manner that is healthy and allows him to grow both mentally and socially. This article has helped me understand my student as well as reassured me that I have been providing him with the support and opportunities that will improve his ability to seek help and self motivate.

Marchand, G., & Skinner, E. A. (February 01, 2007). Motivational Dynamics of Children's Academic 
Help-Seeking and Concealment. Journal of Educational Psychology, 99, 1, 65-82.


Children's beliefs about intelligence and school performance.

As a primary teacher I work with students who are new to the school system, they usually come to school eager to learn and take pride in their accomplishments. Some students are ready to take on the challenges that come along with school and embrace the challenges and as mentioned in the article, “seek opportunities to challenge their current skill levels because it will enable them to develop their skills or increase their knowledge.” With this age level students I don't usually see students who are worried about “looking smart”, which I'm thankful for, however I do realize that some students do feel the need to show what they know.

I found it to be very interesting when the article mentioned that performance goals fostered and avoidance of challenging tasks. This is an area that I can relate to in my classroom. I have a student who when given a task that challenges them, they shut down when it becomes challenging or when they feel frustration. After reading this article it made me think about ways that I can help them to become problem solvers and use active strategies. Helping students to use their prior knowledge and connect it to their current learnings can increase their understanding, which can eventually lead to mastery.


Stipek, D., & Gralinski, J. H. (January 01, 1996). Children's Beliefs About Intelligence and School Performance. Journal of Educational Psychology, 88, 3, 397.


Peer Assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school.

Reading programs can be very tricky to choose from, there are so many different choices, ranging from teacher lead to student lead, small group, large group, to individual activities. Reading is such an important part of learning, and as mentioned in the article students who have reading difficulties do appear to have lower self esteem and do pose greater discipline problems. I have witnessed students who have difficulties with reading, the level of difficulty varies their level of interest and behaviour.

It can be very disheartening watching a student become frustrated and lose their motivation to try and succeed. I do my best to catch them before this happens, unfortunately it can happen so fast that you're left there wondering what happened? How did I miss that? Many of my students let me know when they are having difficulty, a few I need to coach and encourage to open up and let me know, and there seems to always be the couple that refuse to seek assistance, no matter how much I remind them that I am there to help them.

The reading program in this article sounds very interesting. The PALS program in corporates structured activities, lots of verbal interaction amongst students as well as feedback between the teacher and students. I have always believed that students learn best from each other and this program does just that, students are given the opportunities to learn from each other as well as help others to be successful.

Stipek, D., & Gralinski, J. H. (January 01, 1996). Children's Beliefs About Intelligence and School Performance. Journal of Educational Psychology, 88, 3, 397.



Controlling Teaching strategies: Undermining children's self determination and performance.

As a primary teacher I have a very important role to play in my students educational experience. I find that majority of the time I am very support and nurturing, however at times I need to stern and assertive, and provide my students with expectations and knowledge of what is acceptable behaviour and which is not. A child's first year of schooling is a very delicate time, their accomplishments and struggles will determine their outlook on school in the years to follow.

With today's required testing and assessments teaching has become a very delicate route to take. Teachers are continuously pressured to improve student's performance levels and their ability to perform well in and outside the classroom. I never really put much thought into the idea of controlling strategies as they are seen in the article. The idea that students may view a teachers behaviour as “an attempt to control and regulate their performance level or simply as methods of providing guidance or directives.” was something that I didn't really view in this way until I read this article.

It made me think of a student of mine who sometimes becomes defiant when I try to provide guidance and support, particularly in the area of behaviour and work ethics. This student has been of lately quite defiant in the classroom. At times she excels the expectations of the program, however when I encourage her to go one step further she shuts down and becomes very negative. I do my best to promote independence and this student along with a few other just seem to not want to be as independent as I think they are capable of being. The article has helped me gain a better understanding of why this may be and what steps can I take to help these students to become successful.


Flink, C., Boggiano, A. K., & Barrett, M. (January 01, 1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 5, 916-924.



The efficacy of electronic books in fostering kindergarten children's emergent story understanding.

Technology is moving so quickly and is such an excellent tool to utilize. Children are quickly becoming familiar with all the newest devices and many times gain mastery over them before their teachers. The electronic books can be a very resourceful tool for students, however as the article mentioned there can be issues. As with any reading programs they can be beneficial to some but not all students. The article stated that with the recent research none had made a distinction between a child's level of development regrading stories.

Depending on their development “visual effects may distract children from the story, and, because they may encourage children to think of the story as a game, they may in turn interfere with comprehending the story.” (cf. Bolter, 1998; Greenfield et al., 1996; Labbo & Reinking, 1999; Leu, 2000; Smith, 2001). Other research by Ricci and Beal (2002) did not find that visual and sound effects disrupted comprehension among a group of first-grade students. As children develop reading skills and strategies they are able to use these in the various reading opportunities they encounter.


If they have been developing their comprehension skills they may find it easier to ignore the distractions that electronic books have, or they may use these animations to further their knowledge of the book and make connections to their prior knowledge. Although electronic books are a great resource they can not replace adult read stories, these interactions are an integral part of reading comprehensions. As mentioned one the student's have acquired these skills they can then utilize the electronic books as a useful resource. 

de, J. M. T., & Bus, A. G. (October 01, 2004). The Efficacy of Electronic Books in Fostering Kindergarten Children's Emergent Story Understanding. Reading Research Quarterly, 39, 4, 378-393.



Motivation through conscious goal setting

Working in a primary classroom gives me lots of opportunities to help students to set goals for themselves. There are many opportunities where they are to new to the strategies learned, as well as activities being done and they set goals for improvement and commitment. The article stated that self-set goals can be highly effective in gaining commitment and when people are likely to believe they can attain a goal when they believe that it is within their capacity.

I do my best to encourage my students to set goals, they can do anything they set their mind to by committing themselves to it and with effort can work towards success. The article states that there are 3 paths to commitment: adjust the goal to the persons present capacity, raise the persons capacity through providing training and experience; or change the persons perspective on their capacity through expressions of confidence and role modelling. These paths can be very trying when working with younger students, as they become comfortable in the classroom, their commitments and ability to stay on task change change.

A student's self efficacy plays a major role in their ability to choose goals and commit to them, as well as respond to negative feed back. Students need feed back to pursue goals effectively, a means of checking or tracking their progress towards their goal.
Students make use this feedback to beat their previous best, set goals to beat the performance of others of to challenge themselves. Negative feed back can cause students to have doubt in their abilities. Students who have high self-efficacy may take this negative feedback and use it to improve themselves. I've seen students take feed back and run with it, use to improve their best and keep going, and sometimes I've seen student take it as something negative and shut down on me. When this happens we need to think about what is it that we want to achieve, where do we want to be within the assignment or activity. 

 Locke, E. A. (March 01, 1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5, 2, 117-124.






Wednesday 4 June 2014

Assistive Technology for Individuals Who Are Deaf

High Tech



CPC-500 VoiceCaptioner
The CPC-500 VoiceCaptioner is a captioning software system designed to convert speech into text for individuals who are deaf or hard of hearing. This software is designed to work with a speech recognition program such as Dragon NaturallySpeaking or ViaVoice (not included, see separate entries). A computer is connected via a serial cable to a closed caption encoder that receives a video feed of the speaker. The speaker's words are automatically turned into captions. Captioning of multiple speakers is also possible. This captioning system can be used in classrooms, meetings and for broadcasting television programs. This device would be useful for any persons who are working in areas which require them to respond immediately to conversations, meetings, or to use at home for communicating with friends and family.
Price: 1995.00.


iPad


A device like the iPad has really opened up the communication world to individuals who are Deaf. A quick and easy way to communicate is through text messaging. Another way to communicate is text to speech. For those users who are younger they can use Apps like Proloquo2go to communicate. There are also Apps like iASL that translate up to five words into American Sign Language. The one challenge with that App is that the user needs to be somewhat fluent in signing




Medium Tech



CapTel 840 Captioned Telephone
The CapTel 840 is a captioned telephone for people with hearing disabilities. This phone is designed specifically to interact with the CapTel Captioning Service to display a realtime transcript of each conversation on a screen located just above the number key pad. Users who subscribe to the CapTel Captioning Service place each call in the same way as dialing a traditional phone. As the user dials an outgoing call, the phone automatically connects to the Captioning Service. When the other party answers, the CapTel 840 user hears everything said as with a traditional call. Behind the scenes, an operator at the CapTel Captioning Service transcribes everything the other party says into written text. The written text appears on the display window built into the CapTel 840. The captions appear almost simultaneously with the spoken word, allowing the user to understand everything that is said by hearing and/or reading it. The telephone does not, by itself, translate spoken words into written captions, and the captioning feature can only be used for calls that go through the CapTel Captioning Service. The phone can also be used as a traditional amplified telephone, without the caption feature. This device can be used in the home for persons who require captioning to utilize phone services. It would not be beneficial to people who do not have the Captel Captioning services available in their area.
Price: 495.00 to 99.00.


Closed Captioning

Closed Captioning allows individuals who are Deaf to follow the dialogue on television and movies. This allows the entire audience to receive the same information. A challenge could be that some video content may not have Closed Captioning.




Low Tech


Clarity AlertMaster AL10
The Clarity AlertMaster AL10 is an all-in-one signal system designed to alert individuals who are deaf or hard of hearing to environmental sounds. The system uses a flashing lamp, bed shaker, and a panel of lights to alert the user(s) to different sounds, including a telephone ring, a doorbell, audio alarm devices, an alarm clock, a baby cry, someone entering the home, and loud room noises such as a smoke detector. The system features a wireless receiver which can be purchased separately, a 3.5-inch clock display, adjustable display brightness, and dual power backup that keeps the system running when the power is out. The system includes a base unit, a bed shaker with cord, a doorbell transmitter, and a personal page switch. OPTIONS: An audio alarm transmitter, a baby sound monitor, a door announcer, a personal signaler, and a motion sensor. POWER: Uses standard 120 volt power outlet, and has a rechargeable battery backup. This device would be useful for someone who is living alone or who may need the assistance when occupied in their home.
Price: 179.95.


Boardmaker

Boardmaker is a low tech option for students who are Deaf. It allows the user to communicate by pointing at pictures. A benefit of Boardmaker is that it can be individualized. A challenge would be that the user would not be able to communicate as quickly as they would be able to using a device that is high tech. 


Deaffinity - Deaf Awareness 2012





Deaf School Demo - Students first "hands on" with the iPad




Fast Food Friday!


Fast Food Friday! 

First I would need to know which drive thru it is, which means I would either have to know the symbol, or read the sign, which would require me to have the ability of sight. Then I would need to either read the menu sign or have the person at the window tell me what the menu consisted of, what types of burgers they sold. I could either decide from the choices given, or I could speak to them and let them know my preferences. I would need to know how to speak the language understood by the employee, if it was at a local location I would assume they spoke english, but if they didn't I might have difficulty making my order. Once I have decided which burger I would like to order I would let the employee know in a clear concise voice so that my order can be processed. I would then need to know the value of money and count out the right amount, or choose an amount that I think would cover the cost of the burger. I would then pass it to the person at the window and then wait for my order to be passed out.  

Wednesday 28 May 2014

Communication



What is communication

Communication is simply the act of transferring information from one place to another. Any act in which a person receives information from another about their needs, wants, thoughts, ideas. Linguistic and non linguistic modes. 




Different ways we communicate
Communication can take many forms such as: speech, a shared glance, text, gestures, facial expressions, touch, sign language, symbols, pictures, speech-generating devices. When children act out or have a melt down it can mean many things such as hunger, frustration, boredom, excitement. 
Spoken or Verbal Communication: face-to-face, telephone, cellphone, radio or television and other media methods such as face time, Skype, messengers.
Non-Verbal Communication: body language, gestures, how we dress or act - even our scent.
Written Communication: letters, e-mails, texts, twitter, facebook, messengers, books, magazines, the Internet or via other media.
Visualizations: graphs, charts, maps, logos, billboards, video screens.



What is AAC (Augmentative and Alternative Communication)?
Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write.




Who is a typical user of AAC?
People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. AAC is used by those with a wide range of speech and language impairments, including congenital impairments such as cerebral palsy, intellectual impairment and autism, and acquired conditions such as amyotrophic lateral sclerosis and Parkinson's disease.Any person with a disability that makes it difficult for them to communicate may benefit from AAC. Some people need AAC only for a short time; others may use it throughout their lives. AAC allows an individual to express their needs and wants, and more fully participate in decisions that affect their lives.

What is 3 criteria for effective communication
Joint attention is the shared focus of two individuals on an object. It is achieved when one individual alerts another to an object by means of eye glazing, pointing or other verbal or non-verbal indications. An individual gazes at another individual, points to an object and then returns their gaze to the other individual.  (http://en.wikipedia.org/wiki/Joint_attention)

Communication partners should be patient, interested and comfortable with all methods of communication. They should try to understand impaired speech, make an effort to interpret signs and gestures. The should also engage in purposeful conversation rather than yes and no questions.  Communication partners should focus on the person or message rather than the user's technology or technique. (http://www.augcominc.com/newsletters/index.cfm/newsletter_22.pdf)

Common language has to be developed for almost any collaborative project to work. As soon as you have a team, instead of a person, communication becomes the cornerstone of everything you do. Pairing works much better once a common language is developed; without it, two people will sit together, but work independently. Once they develop a common language, a shared understanding, they work together, relying on each other’s strengths and compensating for each other’s weaknesses. That’s when you see the artifacts begin to go away and things get made, instead of just planned. (http://www.christianmanzella.com/complex-or-complicated-the-importance-of-developing-common-language/)


Different types of ACC


















Sara Pyszka - DynaVox: Cerebral Palsy AAC Success Story (+playlist)

Wednesday 21 May 2014

Reading Websites Reading Software Treasure Hunt

READING WEBSITES TREASURE HUNT   

My task for this week was to seek at least 5 websites that offer reading remediation. The ones that I use regularly and are familiar with were Starfall, ABCya, Raz-kids, Red Rocket Readers, and Tumblebooks. Starfall and ABCya are free to use and the students love them, the Raz-kids, Red Rocket Readers, and Tumblebooks require a subscription, they do provide a free trial and are worth the cost when you consider the benefits students gain by using them in their learning. 

http://www.starfall.com

Starfall.com opened in September of 2002 as a free public service to teach children to read with phonics. The systematic phonics approach, along with the phonemic practice is perfect for younger students, special education students, and English development (ELL, ESL). The method of instruction motivates children in an atmosphere of imagination and enthusiasm and provides opportunities for child-directed instruction. It also supports English language learners and struggling readers alongside their peers. 


http://www.abcya.com

ABCya.com is the leader in free educational kids computer games and activities for elementary students to learn on the web. All children's educational computer activities were created or approved by certified school teachers. All educational games are free and are modeled from primary grade lessons and enhanced to provide an interactive way for children to learn. Grade level lessons incorporate areas such as math and language arts while introducing basic computer skills. Many of the kindergarten and first grade activities are equipped with sound to enhance understanding. 


http://www.raz-kids.com

Raz-kids is an excellent website to use in the classroom, students can access 400+ ebooks and open book quizzes, the quizzes can test comprehension. They can listen to books for modelled fluency, read books for practice and then record themselves so that teachers can monitor their progress. The program offers a variety of genres, as well as language options which are accessible 24/7. This program also helps teachers stay in control, they can make assignments and track their students progress with online assessments and student recordings. 


http://www.redrocketreaders.com

Red Rocket Readers feature colourful, entertaining illustrations and photographs that support the text, launch oral discussion and develop student comprehension. The classic story structure (tension, climax, and resolution) ensures chldren will want to engage with the texts. This online resource helps to develop and ensure the success of reading strategies and enables students to read for enjoyment and information as they access meaning from fiction and non-fiction text.The texts features meaningful concepts and experiences that children an relate to while developing word recognition along with language development. The books focus on increasing knowledge of print conventions, phonological patterns and phonic knowledge in context.  


http://www.tumblebooks.com

TumbleBooks are animated, talking picture books which teach kids the joy of reading in a format they'll love. TumbleBooks are created by taking existing picture books, adding animation, sound, music and narration to produce an electronic picture book which you can read, or have read to you. The TumblePremium collection has nearly 1000 titles and is perfect for public libraries and elementary schools, with content most appropriate for those in grades K-6. It includes animated talking picture books, chapter books, videos, non-fiction titles, playlists, books in languages other than English such as French and Spanish, graphic novels and math stories. This collection is rich in educational resources such as lesson plans, quizzes, educational games and puzzles related to both math and language skills. The collections also provide enrichment to students who are reading independently with a variety of high interest material. It also provides support to students who require skill building with a variety of exercises that can be matched with other areas of the curriculum.

Reading Software Treasure Hunt

My task for this week was to seek software that offer reading remediation. The ones that I found were Hooked on Phonics, Read180, ClickN Read and Samson's classroom. 

https://www.hookedonphonics.com

The Hooked on Phonics Learn to Read program uses systematic instruction and multisensory materials to help children learn to read. The instructional approach and techniques are based on current research about how children learn to read, and the levels build systematically from letters and sounds, then to words and sentences, and ultimately to reading fluency. The Hooked on Phonics Learn to Read program was developed using research on phonics, phonemic awareness and oral language, alphabetic knowledge, and print awareness. It is based on a learn-practice-read approach, systematic phonics instruction, and multi sensory materials. It is divided into an educational arc that addresses each stage of a child’s reading development and was developed in conjunction with educators, children’s authors, and parents. Hooked on Phonics has been tested by kids, parents, and teachers and designed to build children’s confidence as readers. 


http://read180.scholastic.com

Teachers begin and end each session with Whole-Group Instruction that engages the entire class. In between, students break into groups and rotate through three stations for Small-Group and independent learning. Following the READ 180 Instructional Model is proven to result in significant gains in reading achievement for students after one or two years participation. Teachers begin the class by providing systematic instruction in reading skills and strategies, academic vocabulary, writing, and grammar to the whole class. Students use the adaptive software independently, providing them with individualized practice in reading, spelling, vocabulary, and writing. Teachers end the day with Whole-Group reflection, where students have the opportunity to engage each other with what they have learned.


http://www.clicknkids.com

CNK Digital is a worldwide publisher, developer, and distributor of innovative, engaging, and award-winning digital education experiences for computer, handheld, and mobile platforms. Their mission is to revolutionize the world of digital education by empowering parents and inspiring kids. If kids are given the choice between watching cartoons and learning, it’s easy to guess which one they’ll pick. With their innovative researched based software, they’ll enjoy both. Using animated characters, our educational games help children master a full range of subjects by way of a fun, interactive experience and an easy-to-use interface. Teaching everything from beginning letter sounds to full sentences to story reading. Developed by a nationally recognized research professor in early education, Dr. J. Ron Nelson, ClickN Read® helps any child learn to read correctly through an innovative game-like environment. An on- screen, animated instructor gently guides your child through each lesson. Children get the satisfaction of earning each answer and building the self-esteem that comes with arriving at the right answers. ClickN READ Phonics® is the only reading program available that utilizes this kind of self-motivation. 


http://www.samsonsclassroom.com


Reading with Samson helps students analyze reading material and learn how to draw conclusions and answer questions based on that material. Spelling with Samson is a comprehensive spelling product that has more than 5,000 words and counting. This software captivates students and provides educators with ally he tools they need to improve the spelling ability of their students. Sight words with Samson gives students the necessary foundation they need to become successful readers. This product is proven to help early readers master the 224 most commonly used words in the English language. The statistical tracking tools included with Samson’s Classroom provide you with up to the minute reports on how your students are performing. Drill down in the reports to monitor the progress of a specific student or take a high level view of trends across a class or even an entire grade.



http://www.successforall.org/Elementary/Powerful-Instruction/

Reading Roots 4th Edition is a ninety-minute comprehensive program that targets the needs  of beginning readers. Reading Roots is a research-based beginning-reading program that provides a strong base for successful reading through systematic phonics instruction supported by decodable stories, along with instruction in fluency and comprehension. Reading Roots also fosters students’ love of reading by providing rich literature experiences, extensive oral-language development, and thematically focused writing instruction. These objectives are embedded in a fast-paced, engaging, and highly effective instructional process. Students are assessed and regrouped according to their reading level every quarter to ensure that they receive the most focused instruction.

Reading Wings 4th Edition is a research-based reading curriculum that provides ninety-minute daily lessons over a period of five days and targets the needs of students reading on a second- through sixth-grade level who have successfully learned to decode but need to develop more sophisticated reading skills. To ensure that students become proficient readers, Reading Wings uses Success for All’s core instructional structures to target vocabulary development, reading comprehension, fluency, oral-language development, and written expression by providing students ample opportunities with both narrative and expository text.





I enjoyed watching Todd Rose's Ted Talk "The Myth of Average" during last class, the whole idea that one size does not fit all is true in so many areas, especially the classroom. We were asked to identify the "adjustable seat" in our classrooms. There are many times when I would utilize an adjustable seat. The main area I feel that I use it the most would be throughout our Literacy centres. Our guided reading groups are pretty much tailor-made, they are designed and prepared for each student and fit to accommodate their abilities and strengths. What they know and need to know is what determines our focus of the day. If I had given each student the exact same lesson I would feel as though I was depriving my students of a quality education, they each have individual strengths and needs which need to be utilized and addressed. 
Our school provides resource to many of my students, which varies on their needs, some have been given resource for a short time and then their seat was given to another student who could use the extra focused learning. It has been working well; some of the same students have remained on the resource list, they are improving and have improved since the beginning of this term, however they are still not where they need to be. I am very grateful that they are given the opportunity to receive the extra help because sometimes students just need that extra boost to help them catch on to the curriculum. Just as the one size fits all seat doesn't fit all, the curriculum cannot fit all students immediately, it needs to be adjusted and fitted into their lives, when they are ready to learn and move on.