If you click on the photo above, you can read the infographic on a student, named Josh, who happens to have an executive function disorder. This is all too common for many parents and teachers–the student unintentionally comes to school without ……. Homework is one of those things that is typically forgotten. Imagine how the student feels when the teacher asks for the homework and it’s not there. There has to be a solution and there is. There are a number of ways that the forgotten homework problem can be resolved through technology.
A great way to resolve this problem is by using Microsoft OneNote. Microsoft OneNote comes with all Microsoft Office Suites–from the least expensive to the most expensive suite. If you have purchased Microsoft Office then you have OneNote. Most school districts use Microsoft Office so that they already have it as well. A student’s homework notebook can be stored in a number of ways: 1. The school district may allow access to the district server with a student log in from home. 2. The district can allow access to a Windows Live account from a school computer or iPad. The OneNote iPad app is free!
So now, the student, through whatever means, is able to access his or her homework assignment in their OneNote notebook. As soon as the student enters any response to the assignment, it is instantaneously updated on any device that the student or teacher has access to. So that means when the teacher says, “Josh do you have your homework?” Josh can say yes I do! If it is not the paper version [easily printed from OneNote], at least Josh would be able to retrieve his assignment from OneNote. This problem is then eliminated thus helping Josh feel more secure in his abilities.
It is very helpful to use rubrics to help a student see progress. This rubric can be saved as a template within OneNote and be completed immediately after the homework is complete. An additional rubric can be used to demonstrate Josh’s progress in locating his homework at school. In my opinion, we have to stop sweating the small stuff and find ways to help students with Executive Function Disorder be more successful in school. If we can eliminate minor problems by using technology then that’s what we need to do.
As you may or may not know by now, I love using Microsoft OneNote with all my students. There is an iPad app for OneNote as well as computer applications. As of this date, the app is free. Since there is an iPad app, iPads do not need to be sent home with students. Parents can access the app for their own iPad. With the Notebook stored on Windows Live, the parent, the student and the teacher can access the notebook. OneNote comes with any Microsoft Office Suite. It is more cost effective to buy the suite than just OneNote alone as you then have access to other programs. If you click on the image, you can enlarge it to see all the notes that I have written. If this assignment is going to a number of students, you can e-mail the page so that it can be opened in each student’s notebook. This is my notetaking program of choice for all my students.
As I have always said, Microsoft OneNote far out shines its free counterpart, Evernote. I use OneNote for all my documentation needs. In fact, I wrote about it in my book, ‘Using Rubrics to Monitor Outcomes in Occupational Therapy.’ OneNote acts as a notebook or file folder. Each notebook can have an infinite number of tabs [sections] and pages. The best thing is that you can carry all your files, well organized, on a thumb drive [USB Drive]. Student work samples can be scanned into OneNote and other work samples can be printed into OneNote. I can enter a page from any program or website. For me, the best feature of OneNote, and the one that makes it so much more flexible than Evernote, is the ability to create templates that can be used in every notebook. Templates are universal. That saves much needed time, as I do not have to redo the template for each of my students. OneNote conserves your energy since you never have to take large files or notebooks home.
That’s right! Annual review season will be here in just a few months. You should start writing your annual reviews shortly. During annual review, it is prudent to get a student’s feedback on what is working and what is not working. Make sure that you have a way to gain that additional information. An interview is always helpful to provide insight on a student’s ability to function not only in the classroom but also at home. Parents so often paint a different picture of a student’s abilities at home. Students can behave differently at home.
This is the time to put all your ‘ducks in a row.’ When assessing your students, make sure to have a balanced assessment with some type of real-life [authentic] assessment. This often means having a rubric to demonstrate how a student’s progress has been judged and the data that supports the student’s progress.
Think about interviewing your student to learn about his or her insights into their skills. Did you ever think about providing your student with a satisfaction survey? This is quite eye opening. By developing a rapport with your students, you have the opportunity to create a report that is quite inclusive of all their skills and their opinions. Listening to and including your student’s opinions leads to better goal development, better outcomes and improved compliance with recommended strategies.
Engage your students in every way possible to participate in collecting data and the development of their IEP. You will go a long way in developing the respect and the trust of your students.
Keyboarding in early elementary grades continues to work on developing familiarity with the keyboard. That means knowing all the letters and learning about where they are on the keyboard. It also means learning what fingers to use to strike each letter. Another factor is should the keyboard be a virtual [like an on-screen keyboard] or a standard keyboard. Well, a very small study (N=18) conducted by Brady Cline [http://www.bradycline.com/2013/in/ipad-typing/], showed that, “This small study makes it clear that the perception that students type faster on traditional keyboards is not correct for our current elementary students. In fact, students were slightly faster on a virtual keyboard than on a computer or iPad keyboard. ” I am all thumbs when typing on a virtual keyboard myself, but I don’t practice much. On a traditional QWERTY keyboard, I can type approximately 100 words per minute if my hands are positioned correctly and the keyboard is aligned with my midline. For me, if my body and the keyboard are not aligned, my error rate goes well beyond what is considered to be typical (93% accurate). So I believe that keyboarding should begin with learning the right body alignment and hand placement on the keyboard. About.com [http://video.about.com/familyinternet/Computer-Ergonomics-for-Kids.htm#vdTrn] has a nice little video about proper positioning when using a computer for kids.
Should we forgo handwriting replacing handwriting with keyboarding? NO! I am so happy to see that in the State of Utah,
The State School Board voted to approve the additions to the Utah Core Standards that include teaching manuscript and cursive writing and also include building fluency in reading cursive writing. Handwriting (both manuscript and cursive) is an important skill for students to learn. Teaching and practicing writing allows students to write letters correctly and efficiently. Fluent writers are able to focus on generating idea, producing grammatically correct text, and considering audience. Even when a student moves to a computer or other device, that writing fluency is important to the composing process. [http://www.schools.utah.gov/curr/langartelem/actions-and-programs/handwriting.aspx]
Keyboarding is handwriting’s complement for 21st century environments, and it is a practice that will become increasingly important for students’ writing success. Children access all types of technology at home—even before they attend school—and schools can provide the developmentally appropriate instruction to bolster their fluency and efficiency in using keyboard-input devices to make them truly “bilingual by hand” (Berninger, 2012). [WRITTEN-LANGUAGE PRODUCTION STANDARDS FOR Handwriting & Keyboarding (Grades K–8)]
I am so happy to see that Utah embraces the fact that students need handwriting but also need computing skills. Utah has a wealth of information on keyboarding and reinforces the concepts of computational thinking with computers. So with all that being said, during the next few years (K-3) children should be focusing on the following:
familiarity with the keyboard
touch typingskills for accuracy [speed is generally not assessed until the end of the 3rd grade or the beginning of the 4th]
familiarity with program features, such as spell check
Familiarity with a presentation and simple gaming style programming [PowerPoint, Xtranormal, etc]. The program chosen for the student should reflect his or her interest and skill.
At this age, keyboarding should be fun, creative and expressive. Children should experiment with different fonts, like different handwriting styles.
The Student Interview has been something that I have used when assessing students for occupational therapy for some time now. I have found that by providing a structured interview, that the student could complete independently, allowed the student to provide information in such a way as not to be embarrassed. Although the student knows that the document will be reviewed later, it is much less stressful to check that box and to know what will be discussed; like a celebrity preparing for a television interview.
The Student Interview explores the following areas:
Activities of Daily Living
Includes open-ended questions regarding the student’s current programming
The student’s wants and needs
Student Satisfaction Survey- Yes even your students should give feedback- It can be eye opening.
The Student Interview also includes a rubric to assess the responses to the checklist questions. While not a developed verbatim, it allows the therapist to get an overview of the student’s perception of his or her own abilities.
As a student begins his or her transition into the real world, it is our obligation to help our students to become participants in the development of their IEP and contribute in any way that they can.
For the purposes of this series on Keyboarding, I will be referring to the standard QWERTY keyboard and 2-button mouse (with center scroll). The information in this post comes from my memory of past investigations of keyboarding and computer skills. I researched this topic quite extensively, reviewing the programs of a large number of districts throughout the United States and the standards outlined in ISTE, all of which I found on-line.
The Early Years (Pre-K)
Early computer skills include:
Developing accurate mouse skills (accurately reaching and clicking on the target)
Activating programming buttons using the mouse
Developing attention to the screen and the activity
Using ‘POWER’ keys, such as ‘ENTER,’ ‘TAB,’ and ‘SPACE BAR.’
Beginning letter recognition by depressing the requested key on the keyboard
When working with little ones, I used to use “Reader Rabbit.” The kids loved the “Follow Me Theater.” This is still available from Amazon and has worked on my Windows 7 computers, I am not sure about Windows 8. This is the type of programming that can support learning, imitation and fine motor movement, in addition to learning mouse skills. By Kindergarten, kids should be able to recognize and find all the letters in their first name. He or she should also be able to capitalize the first letter of their name and use lowercase for the remainder of the letters. Children , at this age, should be able to recognize and identify at least 20 letters [upper and lower case]. It is also a good idea, at this time, to experiment with different fonts–form consistency.
Be very careful not to make the computer the only activity that your child enjoys. Limit computer time to 10 minutes or so. Encourage plenty of gross and fine motor activities to prevent your child from developing a sedentary lifestyle.