Transcript Technology and Organization

Technology and
Organization
Organizational skills plague many students.
It is important to know how a student learns,
remembers, thinks, and organizes most easily
and naturally.
Primary Learning Style
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Determining learning
preferences through eye
movement and how this relates
to learning.
Eye Movement Activity
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Look at the person and watch his or her
eyes as you ask 3-4 questions which
require that they RECALL information.
As you look at their eyes, you will see their
eyes move in one directions first. (up,
middle, down) (left and right)
Mark the eye as you see the movement.
You do this from the observers point of
view.
The first direction is considered the “hardwired” learning and information storage
preference.
Eye Movement Answers
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Visual Learners are people who
tend to look up first.
Auditory Learners are people
who tend to look sideways.
Kinesthetic or Tactile Learners
are people who tend to look
down.
Visual Learners
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Looking up and to left indicates
a visual learner who prefers
symbols, pictures, maps.
Looking up and to the right
indicates a visual learner who
prefers to learn with words.
About 50% of learners
Auditory Learners
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Looking straight right indicates an
auditory learner who learns best by
listening to words.
Looking straight left indicates an
auditory symbolic learner who learns
best when sound (often music) is
tied to what he is learning. Many
auditory symbolic learners prefer to
listen to music while studying and do
best on their tests with the same
music.
About 20% of learners
Kinesthetic or Tactile Learners
Looking down and to the right indicates
that person needs to work in 2
dimensions
writing, painting, or drawing to learn.
Looking down and to the left indicates
the student needs to actually move
their bodies in order to learn.
About 30% of learners
Thinking Styles
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After you have determined the
inborn or primary learning style
of the student, look for his or her
preference for thought
organization.
Are You a Global or Linear
Sequential Thinker?
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The left hand column contains a
number of statements that may
or may not describe you. As you
read each statement, decide if
the statement Almost Never,
Sometimes, or Almost Always
describes you.
Global Thinkers
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Global thinkers tend to miss
details and do not put as much
emphasis on doing all the steps
in sequence.
Visual, global thinks often have
a lot of “stuff” in view so that
they can keep track of it.
Linear Thinkers
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These people are great for
details and often need
uncluttered spaces.
Have trouble working in the
midst of visual clutter.
Likes things put away in an
organized system.
Do things precisely and in order.
Scoring and Interpretations
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Most people’s total score falls
somewhere between -5 and +5
on the continuum.
In terms of organization,
knowing these tendencies helps
understand how the student
sees the world and therefore
what may or may not be
important in organizing.
Organization Problem
Inventory
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For each of the following
statements, consider whether
this is a problem your student
may exhibit.
If it is, place a check mark in the
white box to the right of the
statement.
Scoring and Interpretation
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Generally speaking, we have found the
following is true of the total checks per
category boxes scores.
0-3 checks indicates a low to non-existent
degree of organization problem in this
category.
4 checks in a category can be symptomatic
of problems for some people, but could still
be found in a person who is functioning
with some degree of organization success
in this category.
5-8 checks almost always indicated
functional problems in this category of
organizational problems.
Additional Information
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Most students with organizational
problems have one category this is
relatively high. (7-8) and 2 others
areas that are less problematic (4-7)
Start with the category that has the
highest score.
If attention is the major area,
regardless of it number score, start
trying to deal with it first. It always
affects the other categories of
organization problems
Categories of Organizational
Problems
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Organizing is a vital task that too many students
just assume will happen no matter what they do.
The truth is that real organization requires a
great deal of planning and discipline. First you
have to recognize the areas in which your
student might have organizational problems.
Temporal
Spatial
Categorical
Attentional
Prioritization
Sequential
Temporal
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Students have problems
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Keeping track of time
Estimating correctly the amount of time
it will take to complete a task
Keeping track of assignment
Following long-term, multi-step
assignments
Transition poorly between activities
Estimating how much time is needed or
left
Poor clock reading or elapsed time
figuring skills.
Temporal - Strategies
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A larger format (size) assignment book
A digital recorder for assignments
A palm-type device with alarms
An audible or visual timer
A computer program with day/week/month
A watch with day and date as well as
alarms
Color filters
Reading helpers
Highlighting tape
Spatial
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Students have problems organizing
their physical spaces.
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Trouble organizing their notebooks
Keeping lockers, desks, and backpacks
“neat”
Organizing their papers.
They tend to need more space when
working
Have trouble finding tools even when
they are in sight, they often can’t “find”
it.
Spatial - Strategies
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Binders and Folders
Use of color coding
Color filter use for copying, color papers for writing.
Reading Helpers or Reading Guides for lining up
math columns
Small zippered cases
Zippered notebooks
Math Grids for math computation/raised line paper
Filing systems (in notebooks, for lockers, at home or
in classroom)
Map of desk
Proper assignment format
In/out folder
Categorical
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Students have problems knowing
how to sort and categorize data with
which they have to work.
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They never know which folder work
goes
They can’t identify the different folders
they actually need.
Overwhelmed when they have to take a
group of “things” and find a method to
sort and organize them.
Categorical - Strategies
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Using inspiration to create student
designed categories
Teaching sorting techniques
Using multiple colors of
highlighters/highlighting tapes while
reading to categorize different kinds of
information
Color coding of file folders and book covers
Note-taking with Inspiration templates
We all have our own way to put things into
categories. Have student pick the one that
makes sense to him or her.
Attentional
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Students have problems attending to
tasks long enough to finish and/or
organize them.
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Often hear only part of the instructions
Only get part of the assignment
Only have some of the tools they need
in class
Frequently require recueing or repetition
of tasks, or they find themselves in a
task with no idea of where they are
heading.
Attentional - Strategies
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Using color/lights to increase attention
Non-verbal cueing (notes, picture cards, rubrics)
Background “noise” aids for auditory students
Hemi-Sync CD’s
Having the dictionary right at hand
Talking calculators or Talking dictionary spell
checkers for multi-modal presentation of information
Need repetition of directions
May need chapter headings rewritten
May need information from chapters presented in
tables
Highlight new vocabulary
Create 10 minute summary tapes
Attentional - Strategies
continued
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May need additional cueing
Pre-reading questions
Page #’s for end of the chapter tests
Explain what “check” your work
means
May need to move to learn
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Seat cushion, therapy ball, fidget ball
May need extra sensory input
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Chewing gum, chewing on a straw, hard
candy
smells
Prioritization
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Students have problems knowing
what is most important and vital.
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They don’t know what they should study
Which papers should be kept and which
ones should be thrown away
Which assignments they should start
first
These students often have categorical
organizational problems.
Prioritization - Strategies
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“Anxiety” categorization (get the worst over first)
Color coding from “hot/red” to “cool/blue”
Using orientation as a cue to importance (page-up
or portabook)
Arrow Tabs and Page Markers on pages in the book
to denote most important information that must be
learned.
Using bins or boxes at home and/or school to store
papers not immediately needed
Marking what has to be done first or what is most
important with Post-it Page, Markers, color coding,
or a certain color highlighter.
Sequential
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Students have problems with
remembering and carrying out the
steps in a task or process in the
correct order.
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They tend to skip steps
Lose track in the middle of the process
and need to start at the beginning
They are often overwhelmed by tasks
with too many steps
They often exhibit memory problems
Sequential - Strategies
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To do list (paper and PDA)
Rubrics
Visual cue reminders
Use of templates for repeated tasks
Peg Word Schema “cards”
Vocabulary and end of the chapter questions
completed on note cards
Study guides spark notes
Reminder bulletin boards
Table of contents as an outline
Step cards
Reminder cards
PowerPoint
Modifying Text
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What is involved in modifying
text
Shorten the length of the sentence
 Shorten the length of the text
 Change compound/complex
sentences to simple sentences
 Reduce the number of 3 syllable
words
 Reduce the figurative language
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Judi Sweeney @
www.onionmountaintech.com
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Infinitec
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Infinitec means infinite potential
through technology.
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Your Presenters
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Leann Todd
Assistive Technology
Coordinator
[email protected]