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 Determining learning preferences through eye movement and how this relates to learning. Determining learning preferences through eye movement and how this relates to learning.

Eye Movement Activity Look at the person and watch his or her eyes as you ask 3-4 questions which require that they RECALL information. 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) 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. Mark the eye as you see the movement. You do this from the observers point of view. The first direction is considered the “hard- wired” learning and information storage preference. The first direction is considered the “hard- wired” learning and information storage preference.

Eye Movement Answers Visual Learners are people who tend to look up first. Visual Learners are people who tend to look up first. Auditory Learners are people who tend to look sideways. Auditory Learners are people who tend to look sideways. Kinesthetic or Tactile Learners are people who tend to look down. Kinesthetic or Tactile Learners are people who tend to look down.

Visual Learners Looking up and to left indicates a visual learner who prefers symbols, pictures, maps. 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. Looking up and to the right indicates a visual learner who prefers to learn with words. About 50% of learners About 50% of learners

Auditory Learners Looking straight right indicates an auditory learner who learns best by listening to words. 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. 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 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 After you have determined the inborn or primary learning style of the student, look for his or her preference for thought organization. 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? 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. 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 Global thinkers tend to miss details and do not put as much emphasis on doing all the steps in sequence. 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. Visual, global thinks often have a lot of “stuff” in view so that they can keep track of it.

Linear Thinkers These people are great for details and often need uncluttered spaces. These people are great for details and often need uncluttered spaces. Have trouble working in the midst of visual clutter. Have trouble working in the midst of visual clutter. Likes things put away in an organized system. Likes things put away in an organized system. Do things precisely and in order. Do things precisely and in order.

Scoring and Interpretations Most people’s total score falls somewhere between -5 and +5 on the continuum. 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. 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 For each of the following statements, consider whether this is a problem your student may exhibit. 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. If it is, place a check mark in the white box to the right of the statement.

Scoring and Interpretation Generally speaking, we have found the following is true of the total checks per category boxes scores. 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. 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. 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. 5-8 checks almost always indicated functional problems in this category of organizational problems.

Additional Information Most students with organizational problems have one category this is relatively high. (7-8) and 2 others areas that are less problematic (4-7) 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. 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 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 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. 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 Temporal Spatial Spatial Categorical Categorical Attentional Attentional Prioritization Prioritization Sequential Sequential

Temporal Students have problems Students have problems Keeping track of time Keeping track of time Estimating correctly the amount of time it will take to complete a task Estimating correctly the amount of time it will take to complete a task Keeping track of assignment Keeping track of assignment Following long-term, multi-step assignments Following long-term, multi-step assignments Transition poorly between activities Transition poorly between activities Estimating how much time is needed or left Estimating how much time is needed or left Poor clock reading or elapsed time figuring skills. Poor clock reading or elapsed time figuring skills.

Temporal - Strategies A larger format (size) assignment book A larger format (size) assignment book A digital recorder for assignments A digital recorder for assignments A palm-type device with alarms A palm-type device with alarms An audible or visual timer An audible or visual timer A computer program with day/week/month A computer program with day/week/month A watch with day and date as well as alarms A watch with day and date as well as alarms Color filters Color filters Reading helpers Reading helpers Highlighting tape Highlighting tape

Spatial Students have problems organizing their physical spaces. Students have problems organizing their physical spaces. Trouble organizing their notebooks Trouble organizing their notebooks Keeping lockers, desks, and backpacks “neat” Keeping lockers, desks, and backpacks “neat” Organizing their papers. Organizing their papers. They tend to need more space when working They tend to need more space when working Have trouble finding tools even when they are in sight, they often can’t “find” it. Have trouble finding tools even when they are in sight, they often can’t “find” it.

Spatial - Strategies Binders and Folders Binders and Folders Use of color coding Use of color coding Color filter use for copying, color papers for writing. Color filter use for copying, color papers for writing. Reading Helpers or Reading Guides for lining up math columns Reading Helpers or Reading Guides for lining up math columns Small zippered cases Small zippered cases Zippered notebooks Zippered notebooks Math Grids for math computation/raised line paper Math Grids for math computation/raised line paper Filing systems (in notebooks, for lockers, at home or in classroom) Filing systems (in notebooks, for lockers, at home or in classroom) Map of desk Map of desk Proper assignment format Proper assignment format In/out folder In/out folder

Categorical Students have problems knowing how to sort and categorize data with which they have to work. Students have problems knowing how to sort and categorize data with which they have to work. They never know which folder work goes They never know which folder work goes They can’t identify the different folders they actually need. 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. Overwhelmed when they have to take a group of “things” and find a method to sort and organize them.

Categorical - Strategies Using inspiration to create student designed categories Using inspiration to create student designed categories Teaching sorting techniques Teaching sorting techniques Using multiple colors of highlighters/highlighting tapes while reading to categorize different kinds of information Using multiple colors of highlighters/highlighting tapes while reading to categorize different kinds of information Color coding of file folders and book covers Color coding of file folders and book covers Note-taking with Inspiration templates 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. We all have our own way to put things into categories. Have student pick the one that makes sense to him or her.

Attentional Students have problems attending to tasks long enough to finish and/or organize them. Students have problems attending to tasks long enough to finish and/or organize them. Often hear only part of the instructions Often hear only part of the instructions Only get part of the assignment Only get part of the assignment Only have some of the tools they need in class 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. Frequently require recueing or repetition of tasks, or they find themselves in a task with no idea of where they are heading.

Attentional - Strategies Using color/lights to increase attention Using color/lights to increase attention Non-verbal cueing (notes, picture cards, rubrics) Non-verbal cueing (notes, picture cards, rubrics) Background “noise” aids for auditory students Hemi-Sync CD’s Background “noise” aids for auditory students Hemi-Sync CD’s Having the dictionary right at hand Having the dictionary right at hand Talking calculators or Talking dictionary spell checkers for multi-modal presentation of information Talking calculators or Talking dictionary spell checkers for multi-modal presentation of information Need repetition of directions Need repetition of directions May need chapter headings rewritten May need chapter headings rewritten May need information from chapters presented in tables May need information from chapters presented in tables Highlight new vocabulary Highlight new vocabulary Create 10 minute summary tapes Create 10 minute summary tapes

Attentional - Strategies continued May need additional cueing May need additional cueing Pre-reading questions Pre-reading questions Page #’s for end of the chapter tests Page #’s for end of the chapter tests Explain what “check” your work means Explain what “check” your work means May need to move to learn May need to move to learn Seat cushion, therapy ball, fidget ball Seat cushion, therapy ball, fidget ball May need extra sensory input May need extra sensory input Chewing gum, chewing on a straw, hard candy Chewing gum, chewing on a straw, hard candy smells smells

Prioritization Students have problems knowing what is most important and vital. Students have problems knowing what is most important and vital. They don’t know what they should study They don’t know what they should study Which papers should be kept and which ones should be thrown away Which papers should be kept and which ones should be thrown away Which assignments they should start first Which assignments they should start first These students often have categorical organizational problems. These students often have categorical organizational problems.

Prioritization - Strategies “Anxiety” categorization (get the worst over first) “Anxiety” categorization (get the worst over first) Color coding from “hot/red” to “cool/blue” Color coding from “hot/red” to “cool/blue” Using orientation as a cue to importance (page-up or portabook) 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. 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 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. 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 Students have problems with remembering and carrying out the steps in a task or process in the correct order. Students have problems with remembering and carrying out the steps in a task or process in the correct order. They tend to skip steps They tend to skip steps Lose track in the middle of the process and need to start at the beginning 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 are often overwhelmed by tasks with too many steps They often exhibit memory problems They often exhibit memory problems

Sequential - Strategies To do list (paper and PDA) To do list (paper and PDA) Rubrics Rubrics Visual cue reminders Visual cue reminders Use of templates for repeated tasks Use of templates for repeated tasks Peg Word Schema “cards” Peg Word Schema “cards” Vocabulary and end of the chapter questions completed on note cards Vocabulary and end of the chapter questions completed on note cards Study guides spark notes Study guides spark notes Reminder bulletin boards Reminder bulletin boards Table of contents as an outline Table of contents as an outline Step cards Step cards Reminder cards Reminder cards PowerPoint PowerPoint

Modifying Text What is involved in modifying text What is involved in modifying text Shorten the length of the sentence Shorten the length of the sentence Shorten the length of the text Shorten the length of the text Change compound/complex sentences to simple sentences Change compound/complex sentences to simple sentences Reduce the number of 3 syllable words Reduce the number of 3 syllable words Reduce the figurative language Reduce the figurative language

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Your Presenters Leann Todd Leann Todd Assistive Technology Coordinator