Engineering the Classroom for Learning

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• Engineering the Classroom for Learning

David Davis - david_at_fdlrstech.com
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Engineering the Classroom for Learning
Self Determination
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Engineering the Classroom for Learning

• The more a student can self-customize a variety
  of tools and strategies, the more intelligent
  that student will be perceived, and the more
  intelligent that student will become.

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Engineering the Classroom for Learning

• The more a teacher can self-customize a variety
  of tools and strategies, the more professional
  that teacher will be perceived, and the more
  professional that teacher will become.

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Engineering the Classroom for Learning

• The more a school can self-customize a variety of
  tools and strategies, the more successful that
  school will be perceived, and the more successful
  that school will become.

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Joel Barker

• As we move into the most technologically
  sophisticated century in our planets history, it
  is imperative that we become more precise in our
  descriptions of what our technologies actually
  do. In a sense, we need a geography of technology
  so that we can better map our future.

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Technecologies

• Super Tech
• Limits Tech
• Local Tech
• Nature Tech
• Human Tech

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Super Tech

• Slogan - Bigger is Beautiful
• Examples
• Fusion power
• Undersea gas hydrates
• Pet robots
• Air taxis

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Limits Tech

• Slogan Efficiency is Beautiful
• Examples
• Aerogel
• Superconducting cable
• Microlaser lights
• Birth control

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Local Tech

• Slogan Small Local is Beautiful
• Examples
• Windmills
• Solar chimneys
• Underground housing
• Straw bale homes

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Nature Tech

• Slogan Nature is Beautiful
• Ethanol
• Colored Cotton
• Plant Produced Plastic
• Brittlestar Microlenses

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Human Tech

• Slogan We are Beautiful
• Examples
• Bilateral Symmetry
• Mothers Milk
• Chronobiology
• Organizational Management
• Leadership

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Overview

• Assistive Technology for Learning
• Instructional Technology
• Information/Content Technology
• Expression/Productivity Technology
• Self Determination/Student Standards

Each area of technology reflects an active
partnership.
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Assistive Technology
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Assistive Tech

• Pencil Grip Partnership with Students

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Assistive Tech

• Pencil Grip Partnership with Students

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AT - Memory

• Engram

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AT - Memory

• Long Term Potentiation

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AT - Memory

• Long Term Potentiation

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AT - Memory

• Long Term Potentiation

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AT - Memory

• Long Term Depression

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AT - Memory

• Long Term Depression

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AT - Memory

• Long Term Depression

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AT - Externalized Thinking

• Sketching, drawing, writing, speaking, gesturing
• Mindmaps, concept maps, diagrams, outlines
• Supports contemplation, review, analysis,
  revision
• Creates an external, permanent record
• Supports assistive technology for cognition

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John Tenny Study
15 min 45 min 1 hr 45 2
hr 45 23 hrs
http//www2.edc.org/NCIP/library/ot/tenny.htm
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AT Examples
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Instructional Technology
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Instructional Technology

• Pencil Grip Partnership with Teachers

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IT Continuous Improvement

• Analyze Data
• Set Instructional Timeline
• Set Instructional Focus
• Assessment
• Tutorials
• Enrichment
• Maintenance
• Monitoring

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IT Continuous Improvement

• Analyze Data
• Spreadsheets
• Internet
• Graphing features/software
• Set Instructional Timeline
• Plan for an intervention process
• Understand what software does
• Plan for assessment and review

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IT Continuous Improvement

• Set Instructional Focus
• Engagement
• Instructional Zone
• Content
• Data Collection
• Assessment
• Charts/Graphs
• Spreadsheets
• Gradebooks

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IT Continuous Improvement

• Tutorials
• Self-guided content software
• Enrichment
• Simulations
• Problem Solving
• Media Development
• Maintenance
• Monitoring

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IT Continuous Improvement

• Maintenance/Monitoring
• Journals
• Reflection
• Content Review
• Mini Assessments

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IT Examples

• Assessment
• Skill Detective Riverdeep
• Skill Navigator - Riverdeep
• Destination Success Riverdeep
• STAR Reading Accelerated Reader
• Lets Go Learn Lets Go Learn
• Instructional Zone/Focus
• JumpStart Advanced Series
• Learning Company Titles
• Tools/Manipulatives
• bright clique
• Explore Learning

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Information/Content Technology
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Information Technology

• Why Printed Information
• Printed information offers consistency to a large
  audience. The same look, feel, and structure
  provides reliable dissemination.
• Printed information is difficult to adapt for
  special needs. Rather than accommodate all
  students, it excludes some students.

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Information Technology

• Why Digital Information
• Digital information separates content from
  structure and display.
• Digital information can be displayed in various
  fonts and colors, as audio, as Braille, as icon
  enriched text, and as ASL.
• Digital information can be tagged as structural,
  semantic, and learning support elements.

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Information Technology

• Content
• Structure
• Presentation
• Fluency
• Diversity

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IT Fluency
8th grade student with low print and low auditory
fluency due to cognitive disabilities. Probably
on Alternate Assessment. Look at appropriate
reading level materials, text to speech, graphic
enhancements, multimedia.
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IT Fluency
8th grade student with low print and high
auditory fluency due to dyslexia. Taking the
FCAT. Look at auditory based learning
environments for core content, text to speech,
graphic enhancements, auditory FCAT
accommodations, and appropriate reading level
material to bridge/scaffold reading intervention.
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IT Diversity

• Study Students who received instruction in
  visual (diagram) and auditory modes scored higher
  than students who received redundant instruction
  by diagram, text, and audio. (Kalyuga, 2000)
• Multiple cognitive processing modalities can
  increase the cognitive load a student can work.
• However, redundant information provided in
  several modalities can result in an increased
  cognitive load and decreased performance compared
  to distributed processing.

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Expressive Technology
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Expression / Productivity

• North Star Guide to Technology

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Expression / Productivity

• Creativity/Expression art music software
• Crafting/Building modeling crafts
• Exploration online research
• Communication blogging, podcasting
• Innovation/Problem Solving simulations, virtual
  manipulatives
• Publishing/Sharing writing tools

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Self-Determination
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Self-Determination

• Self-generated cues are more effective than
  external-generated cues (Sharifian, 2001).
• Students that provide a self-explanation of their
  cue choices score higher than self-generated cues
  alone (Wong, Lawson, 1995)
• Given choices, students will self-select
  appropriate tools (Ferry, Hedberg, Harper, 1999)
• All students need to understand assistive
  technology and use it to problem solve learning
  challenges.

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Engineering the Classroom for Learning

• The more a student can self-customize a variety
  of tools and strategies, the more intelligent
  that student will be perceived, and the more
  intelligent that student will become.

48
Engineering the Classroom for Learning

• The more a teacher can self-customize a variety
  of tools and strategies, the more professional
  that teacher will be perceived, and the more
  professional that teacher will become.

49
Engineering the Classroom for Learning

• The more a school can self-customize a variety of
  tools and strategies, the more successful that
  school will be perceived, and the more successful
  that school will become.

50
Engineering the Classroom for Learning
Self Determination
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• Engineering the Classroom for Learning

David Davis - david_at_fdlrstech.com
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References

• Barker, J., Erickson, S. (2005). Five Regions of
  the Future. Penguin Group
• Broadley, I. (1996). Teaching sort-term memory
  skills to children with Down syndrome. Down
  Syndrome Research and Practice, Available
  http//www.down-syndrome.info/library/periodicals.
  
• Broadley, I., MacDonald, J., Buckley, Sue.
  (1994). Are children with Downs syndrome able to
  maintain skills learned from a short-term memory
  training programme? Down Syndrome Research and
  Practice, 2(3)
• Driscoll, M.P. (2000). Psychology of Learning for
  Instruction, Needham Heights Allyn Bacon
• ERIC/OSEP Topical Brief (1998). A curriculum
  every student can use Design principles for
  student access. Available http//www.cec.sped.org/
  osep/udesign.html
• Ferry, B., Hedberg, J., Harper, B. (1999)
  Designing computer-based cognitive tools to
  assist learners to interpret graphs and tables.
  Australian Journal of Educational Technology,
  15(1), 1-19
• Herbert, D. (1999). Remembering and knowing The
  student learning experience. Cornerstones
  Proceedings, July 12-15, Melbourn, Australia.
  Available http//www.herdsa.org.au/vic/cornerston
  es/pdf/Herbert.PDF

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References

• Humphreys, M.S., Whiles, J., Dennis, S. (1994).
  Toward a theory of human memory Data structures
  and access processes. Behavioral and Brain
  Sciences, 17 (4) 655-692
• Joiner, L. (2001, June) Providing options.
  Electronic School, The Connected Teacher,
  Available http//www.electronic-school.com/2001/0
  6/0601options.html
• Kalyuga, S. (2000). When using sound with a text
  or picture is not beneficial for learning.
  Australian Journal of Educational Technology,
  16(2), 161-172
• Koriat, A. Goldsmith, M. (1996). Memory metaphors
  and the real-life/laboratory controversy
  Correspondence versus storehouse conceptions of
  memory. Behavioral and Brain Sciences, 19(2)
  167-228
• Laws, G., MacDonald, J., Buckley, S. (1996). The
  effects of a short training in the use of a
  rehearsal strategy on memory for words and
  pictures in children with Down syndrome. Down
  Syndrome Research and Practice, 4(2).
• Pulvermueller, F. (1999). Words in the brains
  language. Behavioral and Brain Sciences,
  Available http//www.bbsonline.org/documents/a/00
  /00/04/95/bbs00000495-00/bbs.pulvermueller.html
• Pylyshyn, Z. (1999). Is vision continuous with
  cognition? The case for cognitive impenetrability
  of visual perception. Behavior and Brain
  Sciences, Available http//www.bbsonline.org/docu
  ments/a/00/00/04/94/bbs00000494-00/bbs.pylyshyn.ht
  ml

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References

• Rose, D.H., Meyer, A. (2002). Teaching Every
  Student in the Digital Age, Alexandria ASCD
• Sharifian, F. (2001). The mnemonic influence of
  self-cues on narrative recall. Issues in
  Educational Research, 11(1) 15-24
• Shors, T.J., Matzel, L.D. (1997). Long-term
  potentiation Whats learning got to do with it?
  Behavioral and Brain Sciences, 20(4) 597-655
• Smith, P.L. Ragan, T.J. (1999). Instructional
  Design, 2nd. Ed. New York John Wiley Sons,
  Inc.
• Sousa, D.A. (2001). How The Brain Learns,
  Thousand Oaks Corwin Press, Inc.
• Sousa, D.A. (2001). How The Special Needs Brain
  Learns, Thousand Oaks Corwin Press, Inc.