Lesson 4 VISUAL TOOLS: Apps, Calendars, and Notes

SOCIAL EMOTIONAL LEARNING STANDARDS Demonstrate skills related to achieving personal and academic goals. Use social-awareness and interpersonal skills to establish and maintain positive relationships Demonstrate respect for individuals from different social and cultural groups. Evaluate the application of communication and social skills in daily interactions with peers, teachers, and families. * Taken from the Illinois State Board of Education: (California has not yet adopted SEL Standards ) SOCIAL EMOTIONAL LEARNING STANDARDS Demonstrate skills related to achieving personal and academic goals. Use social-awareness and interpersonal skills to establish and maintain positive relationships Demonstrate respect for individuals from different social and cultural groups. Evaluate the application of communication and social skills in daily interactions with peers, teachers, and families. * Taken from the Illinois State Board of Education: (California has not yet adopted SEL Standards ) Objective: Students will research the use of apps, calendars, and hand writing (or printing) notes to increase personal efficiency and effectiveness. They will be able list and describe the benefits of using these visual tools. They will practice choosing and evaluating these visual tools. There are 4 documents on the next slides which are needed for the lesson. They are repeated after the slide which calls for them in the presentation. Please print these out.

Name of AppClaimsReviewsPreview or free version? Notes: Recommended? If so, for whom, and for what kind of task is it recommended?

TASK 1: Introduction We just spent time showing how tools could be useful in setting and monitoring personal goals. There are many other ways that we use visual tools to help ourselves to be as effective and efficient in life. Here are some examples.

HOW PEOPLE USE VISUAL TOOLS You can see that people use visual tools in many ways: They are used as a reminder of why something must be completed. They can be a reminder to stay on task. They can remind you that someone loves you, or that you love someone else. They can help you to stay optimistic, to remember a special day or event is coming up, or the order in which something needs to be completed.

GROUP INVESTIGATION You are going to be working in groups to investigate some visual tools. Group 1 Phone Apps See Att 2, Att 3. Group 2 Calendars Att 4 Group 3 Handwritten Notes Att 5.

GROUP 1: Visual Tools Project Directions: Apps. Your group is going to investigate phone apps that are visual reminders and tools used to make life run more effectively and efficiently. Step 1: Think about the areas of your life in which you may need reminders and lists in order to be effective. As a group, make a list of those. Then choose 3-4 in which you think an app might be helpful. Each area will require you to fill out the following questions. Find at least 3 apps per area, fill out the form, and then Step 2: Begin to research apps that are available. What does the app claim to do? What are people saying (reviews) about the app? (go deep) What can you tell without actually purchasing the app? If there is a free download, try that. If not, is there a preview or video to check out? Based on what you know, do you recommend this app? For whom? In what circumstances or for what tasks would this app be helpful?

Name of AppClaimsReviewsPreview or free version? Notes: Recommended? If so, for whom, and for what kind of task is it recommended?

GROUP 2: CALENDARS Visual Tools Project Directions: Physical Calendars Your group is going to investigate calendars that are visual reminders and tools used to make life run more effectively and efficiently. Step 1: Think about the reasons you may need to keep track of responsibilities and dates and times. As a group, make a list of those. Then research types of calendars that are available. Look at reviews, brainstorm thoughts from your group, and interview others to answer the following questions Step 2 Consider the different types of calendars that you discovered in your research. Consider each scenario and decide which kind of calendar should be used in each. A family with three children of various ages, two working parents, various school and extracurricular activities. College student with a full academic load and a part time job. A teacher at a high school who teaches English two periods, social studies three periods, and is a cheerleading coach, the leadership sponsor, and has two cats at her apartment. A high school student who takes honors classes, plays on the school soccer team, is a member of the school debate team, and is involved in her church youth group. She lives with her mom and brother, and gets a ride with her mom or a neighbor to and from school.

GROUP 3 HANDWRITTEN NOTES Your group is going to investigate the benefits of writing things by hand in order to help remember those things. Step 1: Research the benefits of taking notes by hand, as opposed to typing notes. Find at least 4 different sources for your information. Step 2 Write down the main points from each of your sources: Step 3: What are other notes that are usually written by hand to make your life more effective? (Think of post-it notes, etc)

TASKS 2, 3, 4 Task 2 Finish group research and prepare presentation for the rest of the class. The presentation can be in PowerPoint format or use poster or other visuals. Task 3 Group Presentations Task 4: Game Day Pictionary Paper Telephone 4 On The Couch

CALIFORNIA COMMON CORE STATE STANDARDS Writing: Research to build and present knowledge. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Listening and Speaking: Comprehension and Collaboration. Integrate multiple sources of information presented in diverse forms and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

KEY SKILLS Engage in reciprocal interaction: sharing intentions, emotions, and interests. Follow the rules of conversation (initiation, maintaining, ending conversation). Emotional awareness of self and others. Responds to assistance, feedback, and guidance regarding behavior/emotional state. Adapted from: The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, and Patrick J. Rydell