1. L/O/G/O Using assistive technology in the classroom Cooking (im)possibilities Justyna Ratajczyk December, 2015

2. Target audience : P.G Chambers School for students with multiple disabilities; grades : 6 th, 7 th, 8 th Cedar Knolls, NJ Time frame : this is a 5 day cross curricular cooking project that takes place every week Classroom: 10 students teacher 4 assistants ( 2 one-to-one) one-to-one nurse General project information

3. 1 1 4 4 1. Pick a recipe - Brainstorm ideas - Predict the main ingredients 2. Create a shopping list - Identify all ingredients you will need - Role play 3. Sequence direction - Determine what comes first - Determine what tools will you need to the job 2 2 3 3 4. Use all the skills working at the school cafe - Create (cooking) - Collaborate (cooking and school café) Main objectives according to Bloom’s Taxonomy action words

4.  Using assistive technology devices students will be able to:  Vote for the recipe  Determine which recipe got the most / least votes  Determine what the main ingredients in the winning recipe are  Graph the voting results  Create shopping lists  Determine which type of store they need to shop at  Determine which grocery store is the closest to / the furthest from the school  Determine which means of transportation to use when going shopping  Count money when purchasing items at the pretend grocery store  Determine where at the store they will find all the ingredients Learner outcomes and assessment

5.  Sequence cooking directions  Pick cooking jobs  Determine which cooking utensil they will need to do their job  Take turns while working in groups  Count money at the school café Learner outcomes and assessment cont.

6. Cross curriculum approach This project incorporates many teaching disciplines. It allows students to scaffold learning by building their knowledge of one subject upon another. Language Arts and technology Social and career skills Math and technology Social Studies and technology

7. power wheelchairs and scooters digital hearing aids computers with specialized software such as voice electronic aids to daily living Low tech handheld magnifiers large print text canes and walkers Medium tech High tech Assistive technology (AT) Assistive technology ( AT) is any item, piece of equipment, software or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. talking spell checkers manual wheelchairs electronic organizers alternate mouse or keyboard

8.  Students in the classroom suffer from multiple disabilities:  Three students are ambulatory  Seven students use wheelchairs  One students uses power chair  Four students wear arm splints  All students wear orthotics AT in my classroom

9.  None of the students is verbal  5 students use iPads ( Proloquo2Go) to communicate  Two students uses DynaVox  One student uses Microsoft Surface  One student uses E-Tran AT in my classroom

10.  One student uses only picture cards  All students use switches  All students use SMARTboard (Boardmaker Plus, Kidspiration, Smart Exchange) AT in my classroom Big beamer Jelly beamer Candy cornSmall talk

11. selling Cooking Shopping Go Procedure shopping list Write recipe Pick Monday Tuesday Wednesday Friday Each cooking project takes 5 days. directions Sequence Thursday

12. Procedure cont. Day 1 Language Arts / technology – Picking the recipe  Technology used:  SMARTboard  Computer  Smart Exchange  At devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)  Students come up to the Smartboard to cast a vote

13. Procedure cont. Day 1 Math / technology – counting and graphing  Technology used:  SMARTboard  Computer  Smart Exchange  At devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran, tangibles)  Students count which recipe got the most / least amount of votes  Students graph the results

14. Procedure cont. Day 2 Language Arts / technology– Creating the shopping list  Technology used:  SMARTboard  Computer  Boardmaker Plus  At devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)  Students create shopping lists by  Matching pictures  Moving objects on the SMARTboard

15. Procedure cont. Day 2 Math / technology– Measuring distance Social studies / technology – map skills  Technology used:  SMARTboard  Computer  Boardmaker Plus  Google maps  At devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran, picture cards)  Students create a map  Locate the schools on the map  Put 4 grocery stores close to school ( students pick pins and pictures, type / spell store names and locations)

16. Procedure cont. Day 2  Use measuring tool to measure the distance from the school to each store  Pick the store they would like to shop at and means of transportation to use

17. Procedure cont. Day 3 Math / technology– Counting money  Technology used:  SMARTboard  Computer  Boardmaker Plus  Kidspiration  At devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)  Students set up a pretend store in the classroom  Students watch “shopping” video  Students take turns coming to the store buying items from their lists

18. Procedure cont. Day 3 Math / technology– Counting money  Technology used:  SMARTboard  Computer  Boardmaker Plus  Kidspiration  At devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)  Student who is the cashier counts all the money  Teacher picks one item from the shopping cart and reminds the students how much it costs – students take turns answering

19. Procedure cont. Day 4 Language Arts / technology – Sequencing Directions  Technology used:  SMARTboard  Computer  Boardmaker Plus  Kidspiration  At devices (switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)  Student sequence directions by:  matching pictures on the SMARTboard:

20. Procedure cont. Day 4  matching pictures with verbs  using Kidspiration

21. Procedure cont. Day 4  Students volunteer for cooking jobs  Students determine what cooking utensil they will need

22. Procedure cont. Day 5 ADLs – Cooking  Technology used:  SMARTboard  Computer  At devices (power link, switches, iPads, Dynavox, Surface, Talking Boards, E-Tran)  Student review directions and cooking jobs; watch instructional videos  Students wash their hands  Students work in groups – cooking

23. Procedure cont. Day 5 ADLs – School cafe  Technology used:  At devices ( switches, iPads, Dynavox, Surface, Talking Boards, E-Tran, picture cards, number cards)  Student work at the school café selling the dish they made:  One students is a cashier ( counts money, gives the change)  One student greets customers  One students serves the food

24. Pedagogy – Bloom’s Taxonomy KONWLEGDE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS APPLICATION define, identify, describe, match, memorize explain, describe, predict use, calculate, show, prepare compare, organize measure, criticize create

25. Pedagogy – learning styles Concrete Random Concrete Random Abstract Random Abstract Random Concrete Sequential Concrete Sequential Abstract Sequential Abstract Sequential Students will enjoy shopping at the pretend store; volunteering for cooking jobs and cooking; they might try to do things independently Students will enjoy working on cooking directions, following the shopping list when buying items, working at the cash register Students will enjoy watching and analyzing videos and answering questions; they will enjoy putting pictures in order, matching pictures, and checking their worksheet to mark information given by the teacher Students will enjoy watching the videos, working at the café: greeting people and answering questions Students preferentially take in and process information in different ways:

26. Brainy Bits – limbic system hypothalamus hippocampus thalamus amygdala

27. Brainy Bits – difficulty vs. complexity the thought process that the brain uses to deal with information the thought process that the brain uses to deal with information Complexity Difficulty the amount of effort that the learner must expend within a level of complexity to accomplish a learning objective to raise students thinking, in this project teacher increases complexity rather that difficulty of tasks

28. Increasing complexity without increasing difficulty Name the ingredients - knowledge Where at the store will you find each ingredient? - understanding Go to the store and get the ingredients - apply What is you can’t find an ingredient? - analyze

29. Language Arts  CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.  CCSS.ELA-LITERACY.L.4.1.A Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).  CCSS.ELA-LITERACY.L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase.  CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Core Curriculum Content Standards

30. Math  CCSS.MATH.CONTENT.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.  CCSS.MATH.CONTENT.4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form  CCSS.MATH.CONTENT.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. Core Curriculum Content Standards

31. Math  CCSS.MATH.CONTENT.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.  CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.  CCSS.MATH.CONTENT.3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.  Core Curriculum Content Standards

32. Math  CCSS.MATH.CONTENT.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?  CCSS.MATH.CONTENT.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph. Core Curriculum Content Standards

33. 21st Century Life and Careers  9.1 Personal Financial Literacy  9.2 Career Awareness, Exploration, and Preparation  9.3 Career and Technical Education Core Curriculum Content Standards

34. Technology  8.1.P.A.1 Use an input device to select an item and navigate the screen  8.1.P.A.3 Use digital devices to create stories with pictures, numbers, letters and words.  8.1.P.A.4 Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer).  8.1.P.A.5 Demonstrate the ability to access and use resources on a computing device.  8.1.5.A.3 Use a graphic organizer to organize information about problem or issue Core Curriculum Content Standards

35. Citations  Gardner, H. (1993). Multiple intelligences: The Theory in Practice. New York, NY: Basic Books.  Gregorc, A. (1985). Style Delineator (3rd ed.). Columbia CT: Gregorc Associates.  Sousa, David A. (2011). How the Brain Learns (4th ed.). Corwin Press.

36. L/O/G/O December, 2015 Thank You!