chapter+5+study+guide

chapter 5
**Supporting Self-Directed Learning through the GAME Plan**
 * **Involving students of all ages**
 * KWHL Charts
 * What they //know//.
 * What they //want// to know.
 * //How// they will learn the topic.
 * What they //learned//.

**Technology-Enriched Learning Environments**
 * Setting **Goals** //for Student Learning//
 * What do they need to know?
 * What do they already know?
 * How will I know if it’s successful?
 * Take **Action** //by Providing Learning Experiences//
 * What content information is needed?
 * How will I instruct them?
 * What resources do the students need?
 * **Monitor** //Student Progress//
 * Are they understanding what they need to?
 * What patterns are emerging?
 * Should the lesson and unit plans be modified?
 * **Evaluate** //Instructional Effectiveness//
 * Was the lesson effective?
 * If not, should the goals, assessment, or strategies be modified?
 * What should be done differently in the future?

◦Legal Precedents for Assistive Technology ■ Assistive Technology: refers to "any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. ◦Assistive Technology Continuum Computer Adaptations  ■ "low tech"- Inexpensive tools that often lack moving parts and have limited functionality. Require little to no training to use. Ex of low tech items include clothespins, paper clips, sticky notes, spell checkers, timers, and calculators.  ■ "mid tech"- Has some type of power source, moderately priced, and may require training for use. Examples: tape recorders, talking dictionaries, and leveled augmentive communication devices.  ■ "high tech"- found at the highest level of the continuum and are more complex and expensive. Often can be customizeable to meet needs and may require extensive training. Examples: Computers, computerized voice-output devices, environmental controls, and software programs are forms of high tech tools. ◦Computer Adaptations ■ Positioning ■ Keyboard Adaptations ■ Ways that the traditional keyboard can be modified include: ■ Placeing large, colored alphabet stickers on the keys for easier visual access. ■ Using stickers, stick-on felt or rubber pads, or small buttons to mark keys that students might use the most frequently. These changes add visual distinction and texture to the keys. ■ Creating a key guard from a piecer of heavy-duty cardboard. Cut out only the sectiions for the keys that the students might need access to. Commercially made keys guards are available. ■ Mouse Adaptations
 * //Common instructional Grouping//
 * Individual use- computer not as a reward, but rather as a learning tool for all students provided with plenty of time to work on the assignment
 * Small groups- difficult for more than 4 students to work on the same computer and ensure that specific roles are assigned so that not one person does all the work
 * Whole group- normally for presentation devices or data projector
 * **How to monitor groups**
 * **//__Small groups__ help one another by://**
 * **Every team member is important**
 * **Work as a team to accomplish their goals**
 * **Diversity in opinions is important, respect one another**
 * **Seek solutions to the problems**
 * **Structure or work according to individual needs**
 * **Help those who require assistance**
 * •Assistive Technologies