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Transcript of ISRD Technology
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2017 ISRDTECHNOLOG
Y
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What Do You Believe?
Academic Supports Handout
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Standards• Unpacking the Standard(s) – this
information should come from core– Select a standard or set of standards– Circle the verbs and action phrases (skills – Do)– Underline the nouns and noun phrases
(knowledge and understanding – K and U)– Identify pre-requisite skills implied within the
standard– Determine instructional implications
of the standard
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Standards• Example pre-requisite or implied
skillsReading | Planning and Problem Solving | Critical Thinking Skills | Maintain Focus | Task Persistence | Organization and Synthesis of Information | Self-Regulation | Active Listening | Language
• Instructional Implication– Review/reteach the implied skills– Provide scaffolding for implied skills
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Cognition & NeurologyNeurological, or cognitive, processes (such as memory) can impact engagement, learning, and achievement. Students differ widely in their cognitive processing skills.
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Can This Make a Difference?
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Information Mapping• Pass out first business letter.• Do not open the letter until
instructed.• Time the response.
• Pass out second business letter.• Do not open the letter until
instructed.• Time the response.
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Cognition – Input (visual/auditory)
• Recognizing size, shape, and placement of text
• Recognizing line and paragraph typography
• Distinguishing subtle differences in sounds
• Distinguishing figure and background sounds
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Instructional Scaffolds• Input– Reading/focus guides– Fonts and font sizes– Spacing between words, lines and
paragraphs– Visually organizing text with
highlighters, comments, and stamps
– Graph paper– Text-to-speech– Personal FM systems
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Technology Tools – Input• http://
cognitive-supports.wikispaces.com/Input
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Cognition – Integration• Sequencing– Ordering and sequencing information– Organizing and relating information
• Abstraction– Inferring meaning– Generalizing a text
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Cognition – Integration• Externalized thinking
• • •
• • •
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Instructional Scaffolds• Integration– Graphic organizers– Concept maps–Mind maps– Timelines– Outlines
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Technology Tools – Integration
• http://cognitive-supports.wikispaces.com/Integration
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Cognition – Memory– Short-term memory– Long-term memory– Engrams– Long-term potentiation– Long-term depression
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Cognition – Engram
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Long Term Potentiation
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Long Term Potentiation
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Long Term Potentiation
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Long Term Depression
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Long Term Depression
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Long Term Depression
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Cognition – Memory
15 min 45 min 1 hr 45 min 2 hr 45 min 23 hrs
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Instructional Scaffolds• Memory–Multiple text processing– Comparing/contrasting– Spread information across
multiple media– Self-selecting icons or
graphics (and sharing)– Notebooks / Journals– Review schedules
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Technology Tools – Memory• http://
cognitive-supports.wikispaces.com/Memory
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Cognition – Output• Spontaneous language– Self-selecting subject and related
information– Organizing information and thoughts
• Demand language– Selecting related information– Organizing information and thoughts
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Instructional Scaffolds• Output– Guided discussion questions– Cue cards– Graphic organizers–Written notes with main
points highlighted– Extra time to prepare
responses (with specific strategies)
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Technology Tools – Output• http://
cognitive-supports.wikispaces.com/Output
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Scaffold IntegrationAll of these types of scaffolds are most
effective when used in conjunction with each other. For example, a student may be taught a
strategy or system for highlighting and visually marking complex text. The text that
was highlighted and marked may then be used to fill out a graphic organizer, concept map,
timeline, etc. Further processing could include illustrating some of the information on the graphic organizer. That graphic organizer
could then become a discussion support tool.
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Reflection• What affirms what you
already know?• What makes you
uncomfortable or would require additional discussion with colleagues?
• What could result in changing a way of work or changing a process?