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Transcript of Make it Sticky! Using Technology to Develop Language and Communication Skills in the Early Childhood...
Make it Sticky!Using Technology to Develop
Language and Communication Skills in the Early Childhood
Classroom
http://makeitsticky.wikispaces.com/
Cherie CooperDonna McLauchlin
Region 4 Education SpecialistsApril 7, 2011
Session Norms
Get comfortableSet cell phones on vibrateActively participateShare ideas and ask questionsTake care of your needsLearn and have fun
Session Goals
Understand the basics of language developmentIdentify opportunities throughout the school day to integrate technology in order to increase receptive and expressive language skillsGain information about a variety of low tech and high tech strategies to engage young learners and increase communication in multiple settings
Is it Sticky?
Is it interesting for the child?
Is there an emotional connection?
Are there opportunities for repetition and rehearsal?
Is material presented in a way that fosters “chunking”?
Is material presented in multiple formats?
Is the material presented in all modalities?How the Brain Learns by David A. Sousa
Language Development
Why do we communicate?
Core Vocabulary
Statistics…70-90% (100-500 words)
Core Language
First 10 words:• All done• Different• Help • Mine• More• Not/don’t• Stop• That• Want• What
Don’t be a Language Stealer
http://www.youtube.com/watch?v=Vib2__BDCXc&NR=1
Pixon Project
What is Assistive Technology?
The term `assistive technology device' means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.
Which is Better?High Tech or Low Tech?
Communicationvs.
Participation
True Communication
Being able to saywhat I want to say,to whoever I want to say it
to,whenever I want to say it
Embedding Language and Communication
Environmental SupportsArrival Circle TimeMusic and MovementTeacher Led Instruction• Literacy• Math
Student Led Instruction
Environmental Supports
SchedulesRoutinesExpectationsTransition Cues and PromptsCommunication BoardsCommunication Devices
Arrival
Welcome Arrival routineChoosing an arrival activityTransition to circle
Circle Time
Hello songWho is here today?Personal information activitiesSocial-emotional activitiesCalendar activities http://www.starfall.com/
Music and Movement
Song choiceProps and visualsMusical instrumentsRepetition of simple verses
…a data-driven review by Northwestern University researchers that will be published July 20 in Nature Reviews Neuroscience pulls together converging research from the scientific literature linking musical training to learning that spills over to skills including language, speech, memory, attention and even vocal emotion. The science covered comes from labs all over the world, from scientists of varying scientific philosophies, using a wide range of research methods. Neuroscience News, April 4th 2011
Making Literacy Activities Sticky
Choosing Literature • Repetitive• Developmentally appropriate• Rich in thematic unit vocabulary
Presentation of literature• Book• Flannel board• Puppets• Interactive
Literacy
Song choiceVocabulary building• Word walls• Requesting and commenting • Mystery box• Action words
Sharing stories
Word Wall
The Farmer Didn’t Wake Up
Neuroplasticity
Practice, practice, practice. Repeating an activity, retrieving a memory, and reviewing material in a variety of ways helps build thicker, stronger, more hard-wired connections in the brain.
Put information in context."Whenever new material is presented in such a way that students see relationships between concepts, they generate greater brain cell activity and achieve more successful long-term memory storage and retrieval.” Judy Willis, Neurologist
…it's necessary for learners to attach a new piece of information to an old one, or it just won't stick. The brain stores information in the form of neural pathways, or networks. If a student acquires new information that's unrelated to anything already stored in his brain, it's tough for the new information to get into those networks because it has no scaffolding to cling to. Judy Willis, Neurologist
Brain-Soothing Tips
Judy Willis points to the following strategies for helping students, and their brains, feel comfortable: From Edutopia,
http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety
It may not be rocket science, but it sure is neuroscience: Happy learners are healthy learners.
While this may seem like (ahem) a no-brainer, there is a good amount of neurological evidence to promote the idea that if students do not feel comfortable in a classroom setting, they will not learn.
From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety
Make the classroom stress free. Lighten the mood by making jokes and spurring curiosity; create a welcoming and consistent environment through daily rituals, songs, or games; give students frequent opportunities to ask questions and engage in discussions without judgment; and determine achievable challenges for each learner.
From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety
Encourage participation, not perfection.
A classroom in which mistakes are encouraged is a positive learning environment, both neurologically and socially speaking.
From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety
Practice active listening. "Focus on what students are trying to say,"
writes Willis. This kind of positive reinforcement from the get-go allows students to let their guard down (known in neuro-speak as calming their "affective filters"). Listening to students in general, and listening to their intentions in particular, can help relax anxious brains.
From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety
Making Math activities Sticky
Use math to help children make sense of their worldIncorporate instructional themes into math lessonsPlan lessons that build concepts, methods, and languageUse small group settings
Math
Number knowledgeGeometry and spatial reasoningMeasurement and comparisonsPatternsGraphing
Centers
Fine MotorLibraryConstructionComputerGames and PuzzlesComputerDramatic Play
Why Play?
Play provides opportunities for skill development in the areas of social, emotional, cognitive, language and physical developmentPlay allows for children to set their own goals and carry out activities to accomplish those goalsPlay allows for children to construct meaning and understanding by interacting with other children and materials without the pressure of meeting adult expectations
Types of Play
Solitary/sensory – using the senses to explore objects in the same way in a repetitive fashion
Parallel/functional – manipulating objects in a functional manner
Associative/constructive – symbolic organization of materials to sort and build objects
Cooperative/pretend – object purpose is adjusted and used with a different intent
(Sadao & Robinson, 2010)
Techniques for Eliciting Language During Play
Model play schemesDescribe the actionLet the child leadFollow the child’s leadExpand the language
(Pepper & Weitzman, 2004)
Preparing for Play
Set up the environment in a way that invites participationProvide experiences that will teach new schemes for playProvide visual prompts for play schemesMake time to be a player
(Barbour & Desjean-Perrotta, 2002)
Dismissal
ReviewDismissal routinesDismissal rituals
References
Barbour, A., & Desjean-Perrotta, B. (2002). Prop box play; 50 themes to inspire dramatic play. Beltsville: Gryphon House, Inc.Pepper, J., & Weitzman, E. (2004). It takes two to talk: A practical guide for parents of children with language delay. Toronto: The Hanen Center.Sadao, K. S., & Robinson, N. B. (2010). Assistive technology for young children: Creating inclusive learning environments. Baltimore: Paul H. Brookes Publishing Co.http://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity - Sarah Bernardhttp://neurosciencenews.com/neuroscience-music-enchances-learning-neuroplasticity/