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).

The Keys to Success

Shout this one from the rafters!!

Do you ever wonder what successful, inclusive, 21st century education looks like in a public school? Would you know it if you saw it?

Lisa Parisi and Christine Southard, two highly-skilled, dedicated and impressive educators who co-teach a fifth grade class of students in New York have defined success for all in this blog post at Lisa's Lingo.

Here is a model to replicate with very simple guiding principles:

1. Do not separate the children.....Remember inclusion means to be included, not separated.

2. Don't hide special needs. Point out that we all need assistance at times. Make it available to everyone.

3. Mix the teachers up and allow students to choose their style of learning.

4. Keep students in the classroom as much as possible. Eliminate as many pull-outs as you can.

And why is this model note-worthy? Because it recognizes the value of differentiated instruction to help each student succeed in the least restrictive environment. Lisa details the significant results that her students achieved.

I am especially grateful to Lisa for including the last point. Too often, pull-out services are believed to be superior to in-class support. And yet, every time a student is pulled out of the class, they are missing something. Will they ever be able to replace the instruction or class interaction they missed? In addition, the frequent transitions are disruptive. How do students feel when they leave the classroom for work in the resource room? It is time to reevaluate the view that pull-out services are best for all students. Lisa points out that her students received more reading service delivery time while remaining in class. And their scores demonstrate the success of this decision.

Is this really so radical or just common sense?

Thank you, Lisa for sharing your success and your guiding principles that respect students. You are an impressive educator and I appreciate all you do for students everywhere.
Photo credit: http://www.flickr.com/photos/arlophoto/1818240155/

Promoting Student Success

I had another one of those conversations with a teacher the other day. You know the one, where they say the student just sat in front of the computer for 45 minutes and produced a five word sentence. The student is used to dictating to a scribe because output is an issue for him (legibility issues, organizational issues, etc.) He has been dictating to a scribe for five years now. The teacher wanted to help the student increase their output. But how?

How does this occur when a student has relied on a scribe for years? How do we move a student from dependence to independence? How do we help improve a student's output in the face of "learned helplessness?"

Suggested strategy:

1. Recognize that the way we improve our writing is to write. About anything. Preferably of interest.

2. Identify topics of interest to the student. Sit down with them and list everything that interests them - TV programs, music, movies, hobbies, things they text or IM about, clubs they belong to at school, what they do with their free time away from school, favorite anythings. (You get the drill).

3. Let the student decide the top three choices that are of interest to them. Rank them in order - 1, 2. 3.

4. Brainstorm writing ideas considering the top three areas of interest. Narratives are easiest to start with. But together come up with anything you can that will motivate your student(s) to write about their preferred topics. Tap into the reality that we learn best that which we enjoy (The Neuroscience of Joyful Education). Use various comic strip creator tools. Detail everything you can about the preferred topic to someone who is visiting from another planet and has no idea about what interests you, the student. The possibilities are endless.

5. Allow the student to use their preferred method of output - paper/pencil, word processor, speech recognition, even consider alternating with the "Power of Voice" - use sound recorders built into Word or Powerpoint, create a Podcast, use Jott, etc.

6. At this point, do not worry about the mechanics of the product. Just encourage and promote student success. And if you worry that this doesn't align with the curriculum frameworks, compare what the student produced independently before (a five word sentence in 45 minutes) to what they are producing today after you have decided to step back and allow your student to work with preferred subject material.

Other thoughts that have worked for you?