From DSC:
Below are some resources for teaching at home. And some of this (much of this?) is not typical homeschooling, just as much of what’s being done out there isn’t necessarily typical online-based learning. And some out there may not like such lists, and would prefer a detailed report on just one tool. But this last week was incredibly busy — and time is not a luxury I have right now. And these resources might provide someone out there with just the right tool or pedagogy that they’ve been looking for.

Also, I might suggest:

  • Creating a Google alert (google.com/alerts) on HSLDA, on homeschooling, on homeschoolers, and/or on related searches.
  • Create a Keyword Alert on an RSS aggregator such as Feedly
  • Follow relevant hashtags on Twitter such as #homeschooling

Some analog ideas:

  • Reading a book together
  • Watching a play, drama, or another type of program together
  • Taking a walk out in nature together
  • Gather together as a family and/or lingering over breakfast or dinner
  • Drawing
  • Painting
  • Taking pictures

And now is a great time to see what your child or children WANT TO LEARN ABOUT! Turn over the control to them for a while — and watch what happens when intrinsic motivation takes hold! 


Not a teacher but find yourself homeschooling? These educational apps are free — from parade.com by Stephanie Osmanski

  • This posting covers 25 Free Learning Apps

We are all homeschoolers now (podcast) — from cato.org featuring Kerry McDonald and Caleb Brown
Thanks to COVID-19, many parents find themselves with kids at home all day. What’s the best way to keep them engaged in their educations? Kerry McDonald, author of Unschooled, comments.

Getting Smart’s Getting Through

Free, Online Learning Resources When Coronavirus Closes Schools — from cato.org by Kerry McDonald

Homeschooling Mother and Author: 6 Ideas For Parents While Schools Are Closed — from fee.org by Kerry McDonald
Amid the Covid-19 lockdown, there are steps parents can take to make time at home with their children more rewarding and tolerable.

Apps for Special Needs Students—As School Buildings Shutter — from edutopia.org by Janey Clare
The coronavirus creates a unique challenge for special needs students—educators share recommendations for apps to support learning at home.

How to Support Home Learning in Elementary Grades — from edutopia.org by John Thomas
A first and second grade teacher shares his home learning plan for his students and how he is engaging their families.

6 Lessons Learned About Remote Learning During the Coronavirus Outbreak — from blogs.edweek.org by Mark Lieberman

 

Healthy looks different on every body...and learning looks different with every mind.

From DSC:
What I mean by this is this:

While I certainly agree that research has produced excellent, proven, effective pedagogies that work with many students (the majority even), the fact is, learning is messy. When a child walks into a classroom, there isn’t even one other child with the exact same neural situation.

Nor is there even one other student with the exact same experiences, background, passions, motivations, interests, etc. I’ve experienced this with our daughter who isn’t a part of the 80% that the typical education train addresses. Look out if you are part of the 10% of either side of the bell curve! As your learning experiences are too costly to address and likely won’t be addressed in many cases.

All that said, I still agree that the teaching and learning strategies are still highly relevant across the masses. My point is that there is still a lot of diversity out there. They say that learning is messy for a reason. If you doubt that, go sit in on an IEP sometime.

 

Toward Inclusive Learning Spaces: Physiological, Cognitive, and Cultural Inclusion and the Learning Space Rating System — from er.educause.edu by Richard Holeton
Inclusive learning space design should be based on a tripartite framework addressing the diverse physiological, cognitive, and cultural needs of learners.

Excerpt:

Students with learning disabilities may have specific limitations in auditory perception and processing, visual perception and processing, information processing speed, abstract reasoning, long-term or short-term memory, spoken and written language ability, mathematical calculation, or executive functioning (e.g., planning and time management). Those with autism spectrum disorder (ASD) may suffer from impaired social interaction, diminished communication abilities, and sensory processing problems that may lead to agoraphobia or difficulty moving through spaces. Applying universal design and UDL principles, designers can and should go beyond the legal requirements to design truly inclusive spaces. Learning space design features that can help those with ASD include providing ordered and comprehensible spatial structures, a mix of large and small spaces, and some user control of environmental conditions, such as the amount of stimulation from light and bold colors.

The three main principles of UDL—to provide learners with multiple means of representation, multiple means of expression, and multiple means of engagement—address cognitive diversity primarily through pedagogical design. Instructors applying UDL may provide course materials in multiple media, offer students different options for demonstrating their understanding and mastery, and build various ways for students to engage with instructors and one another.

Size and Space for Approach and Use: Accommodate diverse physical attributes by providing furnishings and equipment that fit various body sizes and shapes and by allowing appropriate space to permit the use of assistive devices and to accommodate reach and manipulation regardless of body size, posture, mobility, or hand and grip size.

 

Concept3D introduces wheelchair wayfinding feature to support campus accessibility — from concept3d.echoscomm.com with thanks to Delaney Lanker for this resource
System makes wheelchair friendly campus routes easy to find and follow

Excerpt:

Concept3D, a leader in creating immersive online experiences with 3D modeling, interactive maps and virtual tour software, today announced the launch of a new wheelchair wayfinding feature that adds a new level of accessibility to the company’s interactive map and tour platform.

With the new wheelchair accessible route functionality, Concept3D clients are able to offer a separate set of wayfinding routes specifically designed to identify the most efficient and easiest routes.

Concept3D’s wayfinding system uses a weighted algorithm to determine the most efficient route between start and end points, and the new system was enhanced to factor in routing variables like stairs, curb cuts, steep inclines, and other areas that may impact accessibility.

Also see:

Wayfinding :: Wheelchair Accessible Routes — from concept3d.com

https://www.concept3d.com/blog/higher-ed/wayfinding-wheelchair-accessible-routes

 

White Bread Mold Experiment Teaches the Importance of Washing Hands — from interestingengineering.com by Donna Fuscaldo
An elementary school teacher used an experiment with white bread to show how important is to wash your hands.

Excerpts:

Flu season is around the corner and Jaralee Metcalf, a behavioral specialist who works with autistic students in elementary school wanted to teach the importance of washing hands to stave off the influenza virus.

“As somebody who is sick and tired of being sick and tired of being sick and tired. Wash your hands! Remind your kids to wash their hands! And hand sanitizer is not an alternative to washing hands!! At all!.” wrote Metcalf in his Facebook post.

 

Kids! Wash your hands!

 

With thanks to Mr. Joe Byerwalter for this resource.

 

Below are some thoughts from Michal Borkowski, CEO and Co-Founder of Brainly, regarding some emerging edtech-related trends for 2020.

2020 is coming at us fast, and it’s bringing a haul of exciting EdTech trends along with it. A new decade means new learning opportunities created to cater to the individual rather than a collective hive. There are more than one or two ways of learning — by not embracing all of the ways to teach, we risk leaving students behind in subjects they may need extra help in.

Michal Borkowski, CEO and Co-Founder of Brainly– the world’s largest online learning platform with 150 million monthly users in 35 countries– has his finger on the pulse of global education trends. He was selected to speak at Disrupt Berlin, the world’s leading authority in debuting revolutionary startups and technologies, this year and has some insightful predictions on the emerging trends 2020 will bring in EdTech.

  1. Customized learning via AI
    AI systems with customizable settings will allow students to learn based on their personal strengths and weaknesses. This stylized learning takes into account that not every student absorbs information in the same way. In turn, it helps teachers understand what each individual student needs, spend more time teaching new material, and receive higher classroom results.
  2. Responsible technological integration
    Students today are more fluent in technology than older generations. Integrating tech through digital resources, textbooks, game-style lessons, and interactive learning are efficient ways to captivate students and teach them responsible usage of technology.
  3. Expansive peer-to-peer learning
    Allowing students access to a platform where they can view different student’s educational interpretations, and one specific perspective may help information click, is invaluable. These learning platforms break down barriers, encourage active learning anywhere, and cultivate a sense of community between students all over the world.
  4. From STEM to STEAM
    Science, technology, engineering, and math curriculums have been the major educational focus of the decade, but 2020 will see more integration of classical liberal arts into educational modules, turning STEM into STEAM. Incorporating the arts into a tech-based curriculum enables students to create important connections to the world and allows them to have a well-rounded education.
  5. Options in learning environments
    Who says learning has to take place in a classroom? Advancements in EdTech has provided new and exciting avenues where educators can experiment. Grade and high school level teachers are experimenting with webinars, online tutorials, and other forms of tech-based instruction to connect to students in environments where they are more inclined to learn.

2020 is the year that education forms itself around each student’s individual needs rather than leaving kids behind who don’t benefit from traditional instruction.

 

Accessibility at a Crossroads: Balancing Legal Requirements, Frivolous Lawsuits, and Legitimate Needs — from er.educause.edu by Martin LaGrow

Excerpt:

Changes in legal requirements for IT accessibility have prompted some to pursue self-serving legal actions. To increase access to users of all abilities, colleges and universities should articulate their commitment to accessibility and focus on changing institutional culture.

 

Pre-to-3: App uses medical model to screen for dyslexia — from educationdive.com by Linda Jacobson
?Children can administer the assessment themselves, and teachers get resources on how to respond if students are missing key literacy milestones.

Excerpt:

That’s why she wanted to provide educators with a screening instrument children can administer themselves, and one that provides strategies to help children when they miss key early literacy milestones in areas such as vocabulary, oral listening comprehension and phonological awareness.

The Boston Children’s Hospital Early Literacy Screening System is a 20-minute, game-based, adaptive app being piloted in 40 schools in nine states.

 

Texas A&M Launches State’s First Inclusive 4-Year College Program for Students with Disabilities — from people.com by Char Adams
Aggie ACHIEVE is the state’s first four-year postsecondary education program for students with intellectual and developmental disabilities

Excerpt:

Texas A&M University is opening the door to higher education for students with intellectual and developmental disabilities — making history as the first program of its kind in the state.

The school has vowed to help students with disabilities realize their dreams of becoming Aggies with a four-year post-secondary education program specifically designed to support them, the public university announced in a statement.

Texas A&M Launches State's First Inclusive 4-Year College Program for Students with Disabilities

 

 

Virtual reality helping those with developmental disabilities — from kivitv.com by Matt Sizemore
How VR is making autistic individuals more independent

Excerpts:

EAGLE, IDAHO — If you think modern day virtual reality is just for gaming, think again. New technology is helping those with developmental disabilities do more than ever before, and much of that can be found right in their own backyard.

“I see unlimited potential inside of their minds. I see us being able to unlock a certain person who can achieve things that we never thought could be done, and all of this could happen off of just exposing them to virtual reality,” said Smythe.

VR1 and the Autism XR Institute are constantly creating tools and ideas to help kids and adults with autism live a more independent life through virtual reality.

 

Also see:

Making a final wish comes true: Hospice expanding virtual reality therapy — from galioninquirer.com by Russell Kent

Excerpt:

ASHLAND — Hospice of North Central Ohio is extending its virtual reality therapy (VRT) in an effort to help Richland County hospice and palliative patients fulfill their last wishes, thanks to a $7,000 grant from the Robert and Esther Black Family Foundation Fund of The Richland County Foundation.

VRT uses video technology to generate realistic 360-degree, photographic or animated three-dimensional images, accompanied by sounds from the actual environment. When donning the headset and headphones, viewers are surrounded by visuals and sounds that give the impression of being physically present in the environment. Virtual reality therapy treatment allows patients to relive memories, return to places of emotional significance, or experience something or somewhere that they desire.

 
 

Legal Battle Over Captioning Continues — from insidehighered.com by Lindsay McKenzie
A legal dispute over video captions continues after court rejects requests by MIT and Harvard University to dismiss lawsuits accusing them of discriminating against deaf people.

Excerpt:

Two high-profile civil rights lawsuits filed by the National Association of the Deaf against Harvard University and the Massachusetts Institute of Technology are set to continue after requests to dismiss the cases were recently denied for the second time.

The two universities were accused by the NAD in 2015 of failing to make their massive open online courses, guest lectures and other video content accessible to people who are deaf or hard of hearing.

Some of the videos, many of which were hosted on the universities’ YouTube channels, did have captions — but the NAD complained that these captions were sometimes so bad that the content was still inaccessible.

Spokespeople for both Harvard and MIT declined to comment on the ongoing litigation but stressed that their institutions were committed to improving web accessibility.

 

 

From DSC:
I ran into the posting below on my Twitter feed. I especially want to share it with all of those students out there who are majoring in Education. You will find excellent opportunities to build your Personal Learning Network (PLN) on Twitter.

But this idea/concept/opportunity also applies to current teachers, professors, trainers, special educators, principals, superintendents, school board members, coaches, and many, many others.

You will not only learn a great deal by tapping into those streams of content, but you will be able to share your own expertise, insights, resources, reflections, etc.  Don’t underestimate the networking and learning potential of Twitter. It’s one of the top learning tools in the world.

One last thought before you move onto the graphics below…K-12 educators are doing a super job of networking and sharing resources with each other. I hope that more faculty members who are working within higher education can learn from the examples being set forth by K-12 educators.

 

 

Also see:

 

Also see:

 

 

To Differentiate: Lower Floors and Raise Ceilings — from byrdseed.com by Ian Bryd
When you’re planning a task for a wide range of students, the terms “floor” and “ceiling” are easy mental shortcuts to increase the range of success for all kids.

Excerpt:

It should be our goal to develop tasks that all students can get started with, but that also scale up for students who are ready for more. This is the easiest way to create a task that can work for everyone.

My friend Lisa has a fantastic piece of differentiation advice:

Plan for your highest-ability students first, then figure out how to onboard your other learners.

Why? Because it’s really hard to increase the ceiling on a worksheet. It’s much easier to lower the floor on, say, a research project. You can always scaffold down – but you can’t always raise the ceiling.

 

Aiming for a low floor and high ceiling supports all students. Plus, it gives even low-performing kids a chance to go somewhere interesting. You’ll never know who will take advantage of that high ceiling.

 

 

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