Adding a Writing Component

You’ve just finished using the Animated Step-by-Step on the interactive whiteboard to pace your class through a recipe. As you plan to create a followup writing activity, every step in the process has been photographed with closeups of students performing various steps in the process.  Be sure to include every student across the continuum of pictures.  You are now able to use presentation software to create a document for a future writing project. I typically use a template created with PowerPoint, but numerous other programs would work equally well (e.g., Keynote, Smart Notebook, ActivInspire).  My template includes three lines for text and a circle in the upper right corner for a page number. When using interactive whiteboard software (Smart Notebook, ActivInspire) you have the ability to model the process of handwriting before converting that handwritten text into printed text (some might argue that this makes a more official looking final product).

Once the pictures are inserted, the writing document can be used in a variety of innovative ways.

1.     Use the file on the interactive whiteboard  to conduct a collaborative group writing activity.  The pen tools and the eraser are essential to this writing process. This format allows the teacher to model and guide the writing process.

       “We just finished page 3 and now we are moving on to page (rising intonation) ….. (writing the page number in the circle in the upper right corner)

“ What do we want to say about this picture?  Any ideas?”

(students offer suggestions … consensus is reached)

Okay … Here we go … Indira …. Indira can you spell your name for us?  

“is  … I think that word is on our world wall’

“stirring’ …. What’s that sound I hear at the beginning? Yes that’s right stirring starts with the ‘s’ sound etc. 

Although your first instinct might be to have the child in the picture decide what the caption should be, consider inviting other child to perform this role. When conducting a group lesson you must always think in terms of maximizing group engagement. The child featured in the picture is already engaged because he/she is the 'star of the moment'. It therefore makes sense to broaden your ‘engagement reach’ by inviting the remaining students to compose the caption.

If you’ve generated a collaborative group writing project, consider printing the final document on heavy weight paper.  Laminate and bind the pages. Don’t forget to include a title page and a listing of the authors.  Consider establishing a bin in your classroom where books co-authored by the class can be available for reading. 

2.     Print out individual copies of the template with the pictures inserted and

encourage students to write their own captions. If a student is unable to use paper and pencil, consider making a digital version that substitutes a text box for the handwriting guidelines.  

      I think you’ll find that personalized books tend to be very popular!

… 'til the next post …  

© 2015  Carol Goossens’, Ph.D.

canadiangoosse@gmail.com

Utilizing the ‘Pinch Out to Zoom in’ Feature of the iPad

I had mentioned in a previous post (04-06-15  - When to Add  Symbol Support in a Mixed Ability Lesson) that I liked to enhance my Animated Step-by-Steps with symbol support.  I typically alter the animation sequence to fade in the symbol support automatically after all the animations on the page have been triggered. This provides an opportunity to ‘re-read’ a page using the symbols … a strategy that is especially valuable for students with special needs. 

When adding symbols to the Animated Step-by-Steps, I size them to .8 to ensure that they fit ‘comfortably’ between the lines of text. This size works great for the majority of children using the app, but what if you wished the symbols were a bit larger?

Inherent in the iPad’s operating system is the ability to use a gesture to zoom in on an area of the screen, i.e., using your thumb and index finger to pinch out. 

To move further down the screen, to view the next line of enlarged text just swipe up with your index finger.

When you wish to return the page to its normal size, just pinch in with your thumb and index finger. These handy gestures allows you to ‘re-read’ the page using enlarged symbols.

There are a variety of reasons why it is advantageous to zoom in to create enlarged symbols. The obvious, of course, might be to better enable children with visual impairments to see the symbols. An equally valuable reason, however, would be to help students with emerging symbol skills to better see the symbols in order to derive meaning, especially when you occasionally add commentary as to why that symbol is representative of that concept.

Regardless of your reason for using this ‘pinch out, to zoom in’ feature, it is a great tool to add to your ‘therapy tool box’.   

…’til the next post …

© 2015  Carol Goossens’, Ph.D.

canadiangoosse@gmail.com

Navigation Roadmap

I am thrilled with how well the Microsoft PowerPoint app works with the Animated Step-by-Steps. Not only do they look great in the app, but the app is a free download in the App Store.
Can't get any better than that!

To get you up and running, I've created a visual roadmap to help you internalize the motions necessary for navigating through an Animated Step-by-Step when the app is in 'presentation mode'.

There are actually three different ways to trigger animations when using the Microsoft PowerPoint app. 

1. remote switch access (see previous blog post 02-09-15 - Establishing Remote Access),

2. slide your finger or stylus to the left on the screen 

3. tap the invisible bar on the right

The fact that there are three different ways to trigger animations is a big plus. It allows you to tailor your presentation to the needs of individual students. 

Here's some thoughts re: a range of motor access:

I really like remote access using a wireless switch especially when using a large switch such as RJ Cooper's Bluetooth Super Switch. It conveniently provides a large target when using the hand.  Because I want to nurture the connection to the star, I have found it helpful to attach a star decal to the switch. If a student is unable to access the switch using their hand, however, the switch does have a port that allows you to plug in a personal switch allowing the animations to be triggered using a different body part. 

When I'm not using a remote access switch to trigger the animations, I often encourage students to use the second option, sliding their finger to the left.  This method has the cognitive advantage of physically reinforcing the connection between the star and its corresponding animation. 

Not all children, however, will be able to swipe to the left, so it is fortunate that the program has available a simpler screen option, i.e., tapping an invisible bar on the right to trigger the next animation.  

Don't forget the manner in which you present your iPad, i.e., flat on table vs angled on table vs elevated on a stand can also effect motor access. The benefits of considering these variables is well worth the effort.

... 'til the next post ...

© 2015 Carol Goossens’, Ph.D.

canadiangoosse@gmail.com