L/O/G/O Using assistive technology in the classroom Cooking (im)possibilities Justyna Ratajczyk...

L/O/G/O

Using assistive technology in the classroom

Cooking (im)possibilities

Using assistive technology in the classroom

Cooking (im)possibilities

Justyna Ratajczyk December, 2015

• Target audience : P.G Chambers School for students with multiple disabilities; grades : 6th, 7th, 8th

Cedar Knolls, NJ

• Time frame: this is a 5 day cross curricular cooking project that takes place every week

• Classroom: • 10 students• teacher• 4 assistants ( 2 one-to-one)• one-to-one nurse

General project informationGeneral project information

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1. Pick a recipe - Brainstorm ideas - Predict the main ingredients

2. Create a shopping list - Identify all ingredients you will need - Role play

3. Sequence direction - Determine what comes first - Determine what tools will you need to the job

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4. Use all the skills working at the school cafe - Create (cooking) - Collaborate (cooking and school café)

Main objectives according to Bloom’s Taxonomy action words

Main objectives according to Bloom’s Taxonomy action words

Using assistive technology devices students will be able to:

Vote for the recipe Determine which recipe got the most / least votes Determine what the main ingredients in the winning recipe are Graph the voting results Create shopping lists Determine which type of store they need to shop at Determine which grocery store is the closest to / the furthest from the

school Determine which means of transportation to use when going shopping Count money when purchasing items at the pretend grocery store Determine where at the store they will find all the ingredients

Learner outcomes and assessmentLearner outcomes and assessment

Sequence cooking directions Pick cooking jobs Determine which cooking utensil they will need to do their job Take turns while working in groups Count money at the school café

Learner outcomes and assessment cont.Learner outcomes and assessment cont.

Language Arts

CCSS.ELA-LITERACY.L.5.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.1.A

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). CCSS.ELA-LITERACY.L.3.4.A

Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Core Curriculum Content StandardsCore Curriculum Content Standards

Math

CCSS.MATH.CONTENT.3.NBT.A.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.MATH.CONTENT.4.NBT.A.2

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form CCSS.MATH.CONTENT.4.NBT.B.4

Fluently add and subtract multi-digit whole numbers using the standard algorithm.


Math

CCSS.MATH.CONTENT.4.MD.A.2

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. CCSS.MATH.CONTENT.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. CCSS.MATH.CONTENT.3.MD.B.4

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.


Math

CCSS.MATH.CONTENT.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? CCSS.MATH.CONTENT.2.MD.D.10

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.


21st Century Life and Careers

9.1 Personal Financial Literacy 9.2 Career Awareness, Exploration, and Preparation 9.3 Career and Technical Education


Technology

8.1.P.A.1 Use an input device to select an item and navigate the screen 8.1.P.A.3 Use digital devices to create stories with pictures, numbers,

letters and words. 8.1.P.A.4 Use basic technology terms in the proper context in

conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer).

8.1.P.A.5 Demonstrate the ability to access and use resources on a computing device.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue


Cross curriculum approachCross curriculum approach

This project incorporates many teaching disciplines. It allows students to scaffold

learning by building their knowledge of one subject upon another.

Language Arts andtechnology

Social andcareer skills

Math and technology

Social Studies andtechnology

• power wheelchairs and scooters

• digital hearing aids

• computers with specialized software

such as voice

• electronic aids to daily living

Low tech

• handheld magnifiers

• large print text

• canes and walkers

Medium tech High tech

Assistive technology (AT) Assistive technology (AT)

Assistive technology ( AT) is any item, piece of equipment, software or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

• talking spell checkers

• manual wheelchairs

• electronic organizers

• alternate mouse or keyboard

Students in the classroom suffer from multiple disabilities:

Three students are ambulatory Seven students use wheelchairs One students uses power chair

Four students wear arm splints

All students wear orthotics

AT in my classroomAT in my classroom

None of the students is verbal 5 students use iPads ( Proloquo2Go) to communicate Two students uses DynaVox One student uses Microsoft Surface

One student uses E-Tran


One student uses only picture cards

All students use switches

All students use SMARTboard (Boardmaker Plus, Kidspiration, Smart Exchange)


Big beamerJelly beamer Candy corn Small talk

sellingC

ooking

ShoppingG

o

ProcedureProcedure

shopping listW

rite

recipeP

ick

Monday Tuesday Wednesday Friday

Each cooking project takes 5 days.

directionsS

equence

Thursday

Procedure cont.Procedure cont.Day 1 Language Arts / technology – Picking the recipe

Technology used:SMARTboardComputerSmart ExchangeAt devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)

Students come up to the Smartboard to cast a vote

Procedure cont.Procedure cont.Day 1 Math / technology – counting and graphing

Technology used:SMARTboardComputerSmart ExchangeAt devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran,

tangibles)

Students count which recipe got the most / least amount of votesStudents graph the results

Procedure cont.Procedure cont.Day 2 Language Arts / technology– Creating the shopping list

Technology used:SMARTboardComputerBoardmaker PlusAt devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)

Students create shopping lists byMatching picturesMoving objects on the SMARTboard

Procedure cont.Procedure cont.Day 2 Math / technology– Measuring distance

Social studies / technology – map skills

Technology used:SMARTboardComputerBoardmaker PlusGoogle mapsAt devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran,

picture cards)

Students create a map Locate the schools on the mapPut 4 grocery stores close to school ( students pick pins and pictures, type /

spell store names and locations)

Procedure cont.Procedure cont.Day 2

Use measuring tool to measure the distance from the school to each store

Pick the store they would like to shop at and means of transportation to use

Procedure cont.Procedure cont.Day 3 Math / technology– Counting money

Technology used:SMARTboardComputerBoardmaker PlusKidspirationAt devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)

Students set up a pretend store in the classroomStudents watch “shopping” videoStudents take turns coming to the store buying items from their lists

Procedure cont.Procedure cont.Day 3 Math / technology– Counting money


Student who is the cashier counts all the moneyTeacher picks one item from the shopping cart and reminds the students how

much it costs – students take turns answering

Procedure cont.Procedure cont.Day 4 Language Arts / technology – Sequencing Directions


Student sequence directions by: matching pictures on the SMARTboard:


matching pictures with verbs

using Kidspiration


Students volunteer for cooking jobs

Students determine what cooking utensil they will need

Procedure cont.Procedure cont.Day 5 ADLs – Cooking

Technology used:SMARTboardComputerAt devices (power link, switches, iPads, Dynavox, Surface, Talking Boards,

E-Tran)

Student review directions and cooking jobs; watch instructional videosStudents wash their handsStudents work in groups – cooking

Procedure cont.Procedure cont.Day 5 ADLs – School cafe

Technology used:At devices ( switches, iPads, Dynavox, Surface, Talking Boards, E-Tran,

picture cards, number cards)

Student work at the school café selling the dish they made:One students is a cashier ( counts money, gives the change)One student greets customersOne students serves the food

Pedagogy – Bloom’s TaxonomyPedagogy – Bloom’s Taxonomy

KONWLEGDE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

APPLICATION

define, identify, describe, match, memorize

explain, describe, predict

use, calculate, show, prepare

compare, organize

measure, criticize

create

Pedagogy – learning stylesPedagogy – learning styles

ConcreteRandomConcreteRandom

Abstract RandomAbstract Random

ConcreteSequentialConcrete

Sequential

AbstractSequentialAbstract

Sequential

Students will enjoy shopping at the pretend store; volunteering for cooking jobs and cooking; they might try to do things independently

Students will enjoy working on cooking directions, following the shopping list when buying items, working at the cash register

Students will enjoy watching and analyzing videos and answering questions; they will enjoy putting pictures in order, matching pictures, and checking their worksheet to mark information given by the teacher

Students will enjoy watching the videos, working at the café: greeting people andanswering questions

Students preferentially take in and process information in different ways:

Brainy Bits – limbic systemBrainy Bits – limbic system

hypothalamus

hippocampus

thalamus

amygdala

Brainy Bits – difficulty vs. complexityBrainy Bits – difficulty vs. complexity

the thought process that the brain uses to deal with information

the thought process that the brain uses to deal with information

Complexity

Difficultythe amount of effort that the learnermust expend within a level of complexity to accomplish a learning objective

to raise students thinking, in this project teacher increases complexity rather that difficulty of tasks

Increasing complexity without increasing difficultyIncreasing complexity without increasing difficulty

Name the ingredients - knowledge

Where at the store will you find each ingredient? - understanding

Go to the store and get the ingredients - apply

What is you can’t find an ingredient? - analyze

CitationsCitationsGardner, H. (1993). Multiple intelligences: The Theory in Practice. New York, NY:

Basic Books.

Gregorc, A. (1985). Style Delineator (3rd ed.). Columbia CT: Gregorc Associates.

Sousa, David A. (2011). How the Brain Learns (4th ed.). Corwin Press.

L/O/G/O

December, 2015

Thank You!Thank You!

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