ReThinking : Assignment Notebooks

IMPORTANT: First, read The Homework Myth by Alfie Kohn.  If, after reading this book, homework is still considered necessary for learning, you will want to consider these alternatives.

Many districts require assignment notebooks for scheduling homework and long-term assignments. For some students, a paper-based system works effectively. For other students, the assignment notebook provides unintended consequences as a method of frustration.  Not all students are able to independently record homework in an assignment notebook, for a variety of reasons (i.e. difficulty with pencil control, difficulty managing multiple paper materials, unable to use notebooks due to vision or physical disabilities) .  

The paper IS the disability for these students.

What are alternatives? Thinking creatively, and considering the ubiquitous technology available, here are a few options:

1.    Embed the assignments on the class webpage. Students (and parents) will know where it is recorded which can become part of the home routine.  
2.    Use Audio Recordings - If homework is assigned at the upper elementary level, have a student be the Homework Recorder for the day using simple tools such as Vocaroo, Fotobabble, or Eyejot (webcam needed). Or, use Audacity or Garage Band to create a podcast as a record of accomplishments as well as the assignments of the day. Whatever method is used, embed or link it to the classroom website or wiki.
3.    Use a Livescribe SmartPen to create audio recordings which are synched with the text for review at home. Audio recordings can be uploaded to the computer and linked to the class website or wiki.
4.   If you have a mobile device, consider these apps - SmartNote, Fotobabble, Evernote, any audio note app that allows you to embed or send to your students' email list.
5.   Allow students to take a picture where the homework is recorded with their cell phones or iPod Touches.
6.   Low tech - Allow students to purchase their own assignment notebooks - do not require a one size fits all mandated approach


Assignment notebooks, can get lost, students can overlook recording an assignment, students may have difficulty reading their own writing due to fine motor issues, When external supports are offered, students with executive skill challenges can flourish. They know (and their parents are grateful that) there is a place where they can find the information they need for success at home.

Keep in mind Toolbelt Theory. We have a responsibility to show students a variety of tools to develop their own toolbelts for use beyond school. Not everyone accomplishes tasks in the same standardized way. Some of us use paper-based organizers, others use cell phones or apps in Smartphones. Offering alternatives helps students develop a system that works for them instead of using a “one-size fits all approach” which may not actually fit.

These suggestions incorporate Universal Design for Learning principles. What is put in place for students with disabilities, benefits all students. Students can be encouraged to purchase the organizer that works best for them, if it is something they need. Some students prefer a daily, weekly or monthly view. One size does not fit all and assignment notebooks do not work for everyone.

Do you have other suggestions?

Please....SHOUT this from the ROOFTOPS

Why is text-to-speech (TTS) the best kept secret from our students? Is it also the best kept secret from teachers?

Do you know about TTS? Is it available on every computer that your students use?

The single most important free strategy we can show our students is the ability to use text-to-speech on any computer. Why? Three main reasons.

1. It supports the writing process, especially when editing and revising written work.
2. It provides the ability to access content for students who are reading below grade level. When content is digital it is now accessible and students can access the curriculum independently. No longer are they dependent on others to read to them.
3. It's Universal Design for Learning.
   

As part of the writing process, teach students to use TTS. When students write, the use of TTS often motivates them to write more. They enjoy listening to what they have written. Then, as students edit their work, they are more likely to catch errors when they listen to it (and especially when each word is highlighted as it is read).

Moreover, Text-to-speech is the great equalizer and levels the playing field for struggling readers. It empowers students when they have control over listening to text independently.

Are you withholding TTS from your students?

There are a number of free TTS resources at the UDL Tech Toolkit Wiki. Show your students the options so they can add to their Toolbelts for success beyond school.

This post was motivated by my recent work with students and teachers. In professional development and small group settings, teachers reveal that they do not have TTS available on their computers. Students are amazed when I show them the ability to use TTS at the computer. This past week, one student even asked me to write down the directions so he could access the feature on his home Mac computer*.

It's all about our students and what they need. So, I'm asking you to, please....SHOUT this one from the ROOFTOPS. Share this post and RT often.

* (Go to System Preferences > Speech (bottom row)> Make sure Text-to-speech tab is selected > Check "Speak selected text when the key is pressed" > a new window appears - Type Command + R (for read) > OK.
Every time a student highlights a word, sentence or more (in Word or on the Internet, for example) and then types Command R, they will hear the text read to them. They can type Command R to stop the reading as well).

Don't Take My Word For It (part 2)

Hearing how technology changes the lives of users with disabilities using their own words makes more of an impact than my words. A great article at the AT Mac blog describes how an adult web designer who is autistic utilizes readily available technology throughout his day, for communication, organization and managing trouble.

“I could not live without my iPhone”

How many times have you heard someone say that? Or something similar about a gadget, whether it’s an Apple device or otherwise? Well, for me, that's pretty much true. Welcome to the world of autism and assistive technology."

This is fantastic. I loved reading how technology helps Jamie Knight achieve greater independence. Technology makes a difference. It is about the tools and this article reinforces the importance of showing our students different tools so they can develop their own toolbelt for life beyond school.

Ten Tips for Tuesday

You may have noticed the dearth of posts lately. I'll try to make up for that with this post, Ten Tips for Tuesday.

• Dave Edyburn's annual round-up of the best Special Education Technology Literature (What Have We Learned Lately) is worth a read. Check it out. We all benefit from his work. Thank you, Dave!
• The need to equip and empower our struggling learners has never been more critical. Fortunately, the availability of tools and strategies makes this easier than ever. If you haven't already read it, read, Toolbelt Theory for Everyone, by Ira Socol to understand the urgency of empowering every student for success. Tools matter.
• Now that you understand the importance of offering tools to your students with learning challenges, head over to the UDL Tech Toolkit Wiki. It's constantly updated and links to a number of free tools that improve access to the curriculum and remove the obstacles to learning. If Glogster is blocked in your school, you can navigate to the categories on the left side of the home page.
• Bookshare.org has improved it's website to create a more intuitive user interface for students with print disabilities. Check out the Newberry Award Winners List. Watch the testimonial videos of students who benefit from the services that Bookshare provides. Learn abou the new reading tools available including free access to higher quality Acapela voices for Bookshare members and Read Outloud by Don Johnston. To withhold this free service from your students with print disabilities should be illegal!
• Accessible Book Collection now offers free subscriptions to assistive technology professionals. This is great news so that you can now demonstrate how to use this site and to evaluate it's effectiveness for your students. You must meet the following qualifications: you work for a school system or similar entity

• you have responsibility for students in more than one school

  you train teachers in the use of assistive technology

  your email address is associated with a school district or similar entity

  you are a resident of the United States
  

• Did you know that Recordings For the Blind and Dyslexic now offers the ability to download their audio books directly to a Windows computer? Many districts have subscriptions to RFBD so check out this new feature. No need for their proprietary listening devices.
  
• Check out Vocaroo, the easiest online audio recording tool ever. You can send the recording via email or post it on the Internet. This has so many applications for kids with print or written expression struggles.
• A great resource for using ubiquitous iPods in Education can be found here in a wiki developed by Lisa Thumann. And then tell your kids about this article 100 Ways to Use Your IPod to Learn and Study Better and let them use the tools that work best for them.
• Google For Educators continues to expand it's resources. Check out the fantastic, new Google Earth 5. Have you tried Google Sketchup for your students on the autism spectrum?
  
• This last tip is for you. Please leave any new tips you must share in the comments section.
  

Tech Tools for Success

One of my favorite deep thinkers about all things special education, UDL and learning is Ira Socol who blogs at SpeEdChange. Ira has eloquently and persuasively advocated building the skills necessary to allow students to create personal toolbelts in his post, Toolbelt Theory for Everyone. If you haven't read it yet, you need to. Here's a sample:

The only way to allow students to assemble this essential toolbelt for information and communication is to to throw open your classroom and let the world in. How will your students know which calendar works for them - the one on their phone, Google Calendar with SMS appointment texting, Microsoft Outlook, or any of a dozen paper systems unless you allow them to try them out? How will your students know whether they 'get' a novel better by listening to an audiobook, or reading it on paper, or using text-to-speech, if you don't let them experience all repeatedly and help them decide? Will their choice be the same when they are reading history texts? Math texts? Again, how will they know? How will they know which is the best way for them to write, by hand (either on paper or on a tablet system), by keyboard (and which keyboard), or by voice, if they do not get to try out all the kinds of writing they need to do with all these tools?

They won't know. And you - the school, the teacher, the education system - will have deprived them of these essential skills.

With Toolbelt Theory in mind and thanks to a tweet from Paul Hamilton, I learned about a great post that needs to be shared. 100 Helpful Web Tools for Every Kind of Learner details specific tools according to learning style. Are you a Visual Learner? Auditory Learner? Kinesthetic Learner? Each category is covered and tools are described so that you can determine what works best for you. Most people are a combination of learning styles, so there will be a great deal of overlap.

The post is written for college students and helps them identify tools that promote their own learning success. K-12 teachers can review the list and apply the tools considering the learning styles of the students in their classrooms.

It's not an exhaustive list for teachers - for example, one of my favorites, VoiceThread, isn't listed. VoiceThread IS a tool for every kind of learner; it's great for differentiated instruction and helps kids demonstrate what they know, no matter what their strengths or areas to strengthen. But that's the difference between providing kids with tools for their toolbox and providing teachers with tools for their instructional toolbox.

And a number of other free text-to-speech (TTS) tools exist that aren't mentioned in the post. (My post Free Tech Toolkit for UDL in All Classrooms includes additional free TTS).

Keep building your own instructional toolbox and empower your students with suggestions that they will want to try. The summer is a great time to explore new possibilities to be equipped for the next school year.