http://www.youtube.com/watch?v=c3VQSDJzBT8&feature=player_embedded
Found a funny yet interesting video on a sheep that thinks it's a dog. I thought I'd practice putting in HTML and also show how it seems animal brains can be imprinted/influenced by other animals. In a way, setting an example as applied to animals
Thursday 29 September 2011
Tuesday 27 September 2011
September 27
Today I spent some time reading the Sousa article. I found it to be a wealth of information in regard to how complex it is for a person to be able to read fluently, requiring the coordination of visual processing, auditory processing and with an understanding of both to interpret the meaning (semantics).
An interesting fact presented early in the article was the statistic of 50% of children do not automatically respond to formal instruction with ease when learning the process of converting spoken language to abstract symbols/the alphabet. It was said that 20 to 30 % of children will find it the most difficult task of their childhood.
It was also very interesting to find out that the English language, compared to some other languages - such as Italian and Spanish - is considered a deep orthography in that English has a poor correspondence between how a word is pronounced and how it is spelled; the complexity of the orthography results in more than 1,100 ways to spell the sound of English's 44 phonemes.
One section in the chapter that specifically caught my attention was the 'Response to Instruction as an Indicator in Second Grade'. Using this program of instruction - as described in the study - was said to reduce the 'many biases inherent in the traditional referral systems that rely heavily on the interpretations and perceptions of classroom teachers'. (It was previously noted that boys were identified more often than girls probably because of behaviour concerns when both genders have reading difficulties.) Using a technique of incremental periods of instruction in regard to phonemic awareness, spelling, phonics and fluency that requires the feedback of tests to indicate progress, it was found to be easier to identify which students required extra instruction. Supplemental rounds of instruction in identified problem areas were then administered.
I look forward to exploring how educators can facilitate the process of learning to read with all students in the classroom.
An interesting fact presented early in the article was the statistic of 50% of children do not automatically respond to formal instruction with ease when learning the process of converting spoken language to abstract symbols/the alphabet. It was said that 20 to 30 % of children will find it the most difficult task of their childhood.
It was also very interesting to find out that the English language, compared to some other languages - such as Italian and Spanish - is considered a deep orthography in that English has a poor correspondence between how a word is pronounced and how it is spelled; the complexity of the orthography results in more than 1,100 ways to spell the sound of English's 44 phonemes.
One section in the chapter that specifically caught my attention was the 'Response to Instruction as an Indicator in Second Grade'. Using this program of instruction - as described in the study - was said to reduce the 'many biases inherent in the traditional referral systems that rely heavily on the interpretations and perceptions of classroom teachers'. (It was previously noted that boys were identified more often than girls probably because of behaviour concerns when both genders have reading difficulties.) Using a technique of incremental periods of instruction in regard to phonemic awareness, spelling, phonics and fluency that requires the feedback of tests to indicate progress, it was found to be easier to identify which students required extra instruction. Supplemental rounds of instruction in identified problem areas were then administered.
I look forward to exploring how educators can facilitate the process of learning to read with all students in the classroom.
Monday 26 September 2011
First Class
I really didn't know what this course on Assistive Technology, access to literacy would involve before our first class, but I was very impressed with the information presented involving AT. First, finding out about what AT is and is not - not IT (information technology) was the first order of business. The definition of Assistive Technology was discussed as being an umbrella term that includes assistive, adaptive and rehabilitative devices for people with disabilities. Also included in the definition is the process of selecting and locating AT with the goal being promotion of greater independance to accomplish tasks.
Additionally, when searching for definitions of AT, another article broke AT into catagories of low tech (low cost-easy to maintain), mid tech (moderate cost) and high tech (high cost-and most effort to maintain) which referenced the use of no batteries, or electronics such as dry-erase boards, math manipulatives and highlight tape for low tech; batteries or simple electronics as in a calculator, tape recorder or overhead projector as mid-tech and video cameras, complex voice output devices and computers as high tech. I'm not sure that the correctness of this definition would be shared by everyone but one thing was for sure - a search of information involving AT yielded a plethora of results.
I would say what I enjoyed most about the class was the video showing the case studies; the child before AT, the assessment process and the child with the adaptations in place. It was clear to see that AT is invaluable to quality of life and the opportunity to access and experience the world. I am looking forward to learning more about AT in the coming classes.
Additionally, when searching for definitions of AT, another article broke AT into catagories of low tech (low cost-easy to maintain), mid tech (moderate cost) and high tech (high cost-and most effort to maintain) which referenced the use of no batteries, or electronics such as dry-erase boards, math manipulatives and highlight tape for low tech; batteries or simple electronics as in a calculator, tape recorder or overhead projector as mid-tech and video cameras, complex voice output devices and computers as high tech. I'm not sure that the correctness of this definition would be shared by everyone but one thing was for sure - a search of information involving AT yielded a plethora of results.
I would say what I enjoyed most about the class was the video showing the case studies; the child before AT, the assessment process and the child with the adaptations in place. It was clear to see that AT is invaluable to quality of life and the opportunity to access and experience the world. I am looking forward to learning more about AT in the coming classes.
Subscribe to:
Posts (Atom)