- Chapter 9 (Schrum & Levin)
Blog Questions:
- Please use Google Reader to review your peers' blog posts throughout the semester. After reading several blog posts, provide a summary of what you read and identify one comment/idea that stood out to you. Please explain. You do NOT need to integrate readings into your response for this week. You do NOT need to make connections to your curriculum this week. Just a simple summary of using Google Reader and identifying one idea/comment from a peer will suffice.
Jun 27, 2011 9:20 PM
Web Resources in Special Education
Two of the websites that I would use as a future special educator (but am not limited to) are Read Write Thinkand the National Library of Virtual Manipulatives (NLVM). These both use visual manipulatives to help understand and organize information. Manipulatives aid with concrete learning in order to get to more abstract, higher order thinking.
Both internet resources have different grade level materials which is important in special education as the students may not be on grade level. We must determine their instructional level and teach appropriately to that level with materials that will enhance their learning experience, such as visual aids and manipulatives.
Some of the features that I explored and enjoyed: for the NLVM I liked that there were games available to help with deduction skills and reasoning skills for older students (Utah State University, 2010). I tried out the counterfeit coin game in which you had to only use the scale 2x to test 8 coins. I used the scale 6 times, than 3, then finally understood a method to only use the scale twice.
For the Read Write Think website, I liked the use of graphic organizers to display information from novels (National Council of Teachers of English, 2011). I also enjoyed the idea of "character trading cards" used to get kids involved in delving into what is essential to each character while making it into a fun game.
In deciding what resources to use, we must understand the legal ramifications of information being sent out into the internet by children and also make sure that our students stay safe in the content they are allowed to view in the school setting (Schrum & Levin, 2009). These aspects of internet safety and privacy play a huge part in how schools decide which content and websites to block from student use in schools. This can be an effective form or limiting use so students maximize time spent on the internet and use credible resources.
National Council of Teachers of English. (2011). Read Write Think. Retrieved June 27, 2011.www.readwritethink.org
Schrum, L. & Levin, B.B. (2009). Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement. Thousand Oaks, CA: Corwin.
Utah State University. (2010). National Library of Virtual Manipulatives. Retrieved June 27, 2011.http://nlvm.usu.edu/en/nav/vlibrary.html
Both internet resources have different grade level materials which is important in special education as the students may not be on grade level. We must determine their instructional level and teach appropriately to that level with materials that will enhance their learning experience, such as visual aids and manipulatives.
Some of the features that I explored and enjoyed: for the NLVM I liked that there were games available to help with deduction skills and reasoning skills for older students (Utah State University, 2010). I tried out the counterfeit coin game in which you had to only use the scale 2x to test 8 coins. I used the scale 6 times, than 3, then finally understood a method to only use the scale twice.
For the Read Write Think website, I liked the use of graphic organizers to display information from novels (National Council of Teachers of English, 2011). I also enjoyed the idea of "character trading cards" used to get kids involved in delving into what is essential to each character while making it into a fun game.
In deciding what resources to use, we must understand the legal ramifications of information being sent out into the internet by children and also make sure that our students stay safe in the content they are allowed to view in the school setting (Schrum & Levin, 2009). These aspects of internet safety and privacy play a huge part in how schools decide which content and websites to block from student use in schools. This can be an effective form or limiting use so students maximize time spent on the internet and use credible resources.
National Council of Teachers of English. (2011). Read Write Think. Retrieved June 27, 2011.www.readwritethink.org
Schrum, L. & Levin, B.B. (2009). Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement. Thousand Oaks, CA: Corwin.
Utah State University. (2010). National Library of Virtual Manipulatives. Retrieved June 27, 2011.http://nlvm.usu.edu/en/nav/vlibrary.html
I truly enjoyed using google reader to view this post by Marisa. I found it very interesting to read about manipulatives. This might be a great resource that I should also look into being in special education. The visual aids will be a necessity as Marisa had mentioned. I also like how she involved the higher order of thinking when incorporating this resource. Great idea!
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