Differentiated Instruction and Expression
Because I work with technology, my students have many options for how they research, listen, or learn. A key part of my class is allowing students to express what they have learned in different ways. Even when I am teaching a specific program such as slides, each student has a number of options to choose from for showing me growth. This means that a student who has difficulty writing may add more pictures and show understanding in a different way. I even give the answers to some and have them respond to each one in their own way. Other students may go beyond the basics and create movies, sound effects, etc.. There are so many options. Time is the only real constraint.
Diverse Learning Assignment
My early El students spend a lot of time in World Book and Pebble Go. We practice summarizing and finding facts, then report them out in several different ways. I just checked and World Book has a good text to speech option. I know PebbleGo did, and it's a great addition to my younger students who are not great readers yet. I am excited because they are required to check 3 sources as they research. I installed the Convert To Speech tool in Google Chrome and it works amazingly well. I will use the speech tools as part of my modifications for this coming year.
Universal Design For Learning Assessment----Stratagies Website
Many of the links fit what, and the way I teach. Overall though, the Reading/Literacy Support fits better than most. The discussion about digital text really fits some of the changes I am planning on making for this coming year. Our new science curriculum will all be online so I am sure this will be an issue we will look at for next year tool My only concern as I watch my 2nd graders use their headphones rather than reading, is that the best way to increase fluency and decoding is to read. In many cases, they are not following the words as the text to speech reads it. At this point, it is oral rather than reading comprehension. There goes the informational reading practice. On the other hand, they are still required to summarize and write to prove comprehension. They are still experiencing informational language. I also have students from Spanish speaking backgrounds who really benefit from the text to speech. As the article said, one size does not fit all. Perhaps I can/should pick and choose what students use the text to speech.
Written expression is the other form I use as the students type their ideas and answers. I have found this to be huge, especially for those students who's hand writing looks like mine! I can get students who hate to write to create wonderful stories using the keyboard. Editing is easier, typing is neater, and they take pride in a nicely set up document.
Text To Audio
My early El students spend a lot of time in World Book and Pebble Go. We practice summarizing and finding facts, then report them out in several different ways. I just checked and World Book has a good text to speech option. I know PebbleGo did, and it's a great addition to my younger students who are not great readers yet. I am excited because they are required to check 3 sources as they research. I installed the Convert To Speech tool in Google Chrome and it works amazingly well. I will use the speech tools as part of my modifications for this coming year.
Universal Design For Learning Assessment----Stratagies Website
Many of the links fit what, and the way I teach. Overall though, the Reading/Literacy Support fits better than most. The discussion about digital text really fits some of the changes I am planning on making for this coming year. Our new science curriculum will all be online so I am sure this will be an issue we will look at for next year tool My only concern as I watch my 2nd graders use their headphones rather than reading, is that the best way to increase fluency and decoding is to read. In many cases, they are not following the words as the text to speech reads it. At this point, it is oral rather than reading comprehension. There goes the informational reading practice. On the other hand, they are still required to summarize and write to prove comprehension. They are still experiencing informational language. I also have students from Spanish speaking backgrounds who really benefit from the text to speech. As the article said, one size does not fit all. Perhaps I can/should pick and choose what students use the text to speech.
Written expression is the other form I use as the students type their ideas and answers. I have found this to be huge, especially for those students who's hand writing looks like mine! I can get students who hate to write to create wonderful stories using the keyboard. Editing is easier, typing is neater, and they take pride in a nicely set up document.
Text To Audio
I used vozMe for this conversion. I don't care much for the sound. It is hard to understand so I don't know that I would use it all the time. I may use something to record my own and turn it into an mp3. I found that Google Chrome has the nicest sounding conversion.
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Conclusion
All of the variations in lessons I read about fit the ISTE 2a,b,c,d. -4b Technology enriched learning experiences, adapted or redesigned for students diverse learning styles. It also models technology expertise. 3a
All of the variations in lessons I read about fit the ISTE 2a,b,c,d. -4b Technology enriched learning experiences, adapted or redesigned for students diverse learning styles. It also models technology expertise. 3a