PowerPoint Slides - SET

Transcription

SET BC Tier 1 Services
SD70 (Alberni) 11/23/2015
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
SET►BC Tier 1 Services
Reading and Writing across the Curriculum Using the Principles of UDL with District Technology and Resources
School District #70 (Port Alberni)
November 23, 2015
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SD70 (Alberni) 11/23/2015
Housekeeping…
• REGISTRATION – Please sign in.
• PHOTO – Could I take photos of the workshop for my blog?
• Washrooms
• WiFi
• Agenda
• Handouts
• Technology – BYOD or from the district
About the Facilitator…
Name: Debby Kim
(SET BC Provincial Teacher – District Support Tier 1)
Email: dkim@setbc.org
AfterShare Space (Blog):
http://learningnetwork.setbc.org/dkim/
SET►BC Website:
http://www.setbc.org/
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SET►BC Mandate
• SET-BC is a BC Ministry of Education Provincial Resource
Program established to assist school districts in utilizing
technology with students whose access to the curriculum is
restricted. SET-BC provides school districts with three tiers of
services:
• Tier 1: Professional Development
• Tier 2: Technology Training and Classroom-based Solutions
• Tier 3: Complex Needs Training and Student-based Solutions
Agenda
• My Goals
• District technology and resources
• Overview of UDL
• Clicker 6
• Features and capabilities
• Concrete suggestions
• Kurzweil 3000
• Features and capabilities
• Concrete suggestions
• Resources
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My Goals
• To understand the principles of UDL
• To overview generic capabilities and
features of Kurzweil 3000 and Clicker 6
• To demonstrate concrete suggestions of
how Kurzweil 3000 and Clicker 6 can be
used in the classroom
• To examine SET BC and ARC-BC
resources
• To examine Clicker 6 and Kurzweil 3000
resources available online
What is Available in Your District?
• SET BC District Partner
• Lindsay Paterson (lpaterson@sd70.bc.ca)
• Digital Classroom
(http://www.sd70.bc.ca/Resources/DigitalClassroom/Pages/default.aspx)
• Contact: bwitte@sd70.bc.ca
• Kurzweil 3000 and Clicker 6
• Jack Hitchings (jhitchings@sd70.bc.ca) – Director of Instruction and
Technology
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What is Available at SET►BC?
• PSAP (https://www.setbc.org/psap/)
• Provincial Software Acquisition Plan
• To give British Columbia school districts the opportunity to join the SET-BC
provincial site licenses for software titles designed to help students with
special needs improve their literacy, numeracy, and communication skills
• Preferential prices
• SETconcierge (https://www.setbc.org/setconcierge/)
• Receive a package of suggested upcoming events, sessions, or web-based
resources that meet your individual needs
• Classroom Technology Projects
(https://www.setbc.org/classroom-technology-projects/)
• Provincially coordinated and different from Tier 2 CBS supported through our
standard service delivery model
Level of Knowledge in UDL
• Question: How much do you know about
Universal Design for Learning (UDL)?
• You may respond at www.govote.at.
• Use the code 12 70 29.
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Universal Design ‐ History
First: The American
Disabilities Act
prompted rethinking
about architectural
design for disabled
individuals
Next: The concept of UDL
was applied to
communication – web
page designs, TTY
telephone access, voice
recognition software, etc.
Now: UDL has been applied
to education because the
technology is more
available and provides more
access for all learners
Universal Design for Learning
A scientifically valid framework
Provides multiple means of access,
assessment, and engagement while
removing barriers in instruction
To achieve academic and behavioral
success for all
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UDL: Overarching Principle for Instruction
• 3 prolonged approach
• Access: Multiple Means of Representation
• Assess: Multiple Means of Action and
Expression
• Engage: Multiple Means of Engagement
• Reduces barriers to learning
• Recognizes “One size fits all” is not effective
practice
• Curriculum and instruction designed for
diverse learners
Visual Representations of UDL
• Is it possible to support the diverse needs of each
student in your classroom?
• What does meaningfully and respectfully including all
students look like?
• What role should you play in your students’ learning
experiences?
• What might be some potential benefits for you and
your students when implementing UDL strategies in
your classroom?
• What might be some of your concerns when beginning
to implement UDL strategies in your classroom?
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Hands‐On Activity: Try Sticky Notes
• On PC computer, click on Windows Start
icon (lower left), and then select “Sticky
Notes” from start up menu.
• On tablet, iPad or Smartphone, open a
sticky note app such as “Notes”.
• Try taking notes on “take away” ideas from
the workshop!
• If you prefer talking vs. typing, try VOICE
MEMOS app to record your verbal idea
thought.
Universal Design for Learning Principles
• Provide students with multiple means of
• REPRESENTATION – Accessing information
• EXPRESSION – of knowledge based on
student’s unique viewpoint
• ENGAGEMENT – with the curriculum
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Multiple Means of Representation
for students to access information
• Visual representations – i.e. teacher
created visuals, Boardmaker
• Enlarged print, use of color & design – i.e.
Kurzweil, Clicker, Word Processors
• Audio text support – i.e. Clicker, Kurzweil,
ARC-BC Accessible Resource Centre
• Multimedia presentations – Clicker,
PowerPoints, Windows Movie Maker,
SMART Notebook, iDevice Camara
• Internet links to background information
• Closed captioning
Multiple Means of Expression
for students to demonstrate learning
• Graphic tools – i.e. Word tools, Kurzweil, Inspiration
Maps, Popplet
• Keyboarding with spelling supports – i.e. MS Word
Spellcheck, Co:Writer, Kurzweil, Clicker
• Narration, audio recording, podcasts
• Multimedia tools – i.e. PowerPoint, Clicker, SMART
Notebook, Inspiration
• Speech to Text – i.e. Google Chrome Talk Typer,
Speech Recognizer and Voice Note Apps in Google
Chrome (these can copy and paste into Kurzweil
notes), Speech Recognition on Windows
• 3-D models
• Artistic displays – i.e. drawings, collages, paintings
• Data displays – i.e. graphs and charts
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Multiple Means of Engagement
• Infused throughout your classroom
• Provide CHOICES
• Audio/visual/hands-on
• Use of audience response tools
(http://www.techrepublic.com/article/engage
-your-audience-beyond-raise-your-hand-if/)
• Multimedia
• Project-based inquiry
• E-mail, blogging, Wikis
• Collaborative learning
UDL is compatible with other Initiatives
Universal Design for Learning
INCLUSION
RTI
DIFFERENTIATION
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Inclusion
• A sense of belonging.
• Feeling respected, valued, and seen for
who we are as individuals
• There is a level of supportive energy
and commitment from leaders,
colleagues, and others so that we –
individually and collectively – can do our
best work.
• Means something different to everyone
• More than placement
• Positive mindset: exciting vs. difficult
Inclusion Resources
• Inclusive Education Canada http://inclusiveeducation.ca/
• BCTF’s reports on Inclusive Education https://bctf.ca/IssuesInEducation.aspx?id=5774
• Inclusion BC - http://www.inclusionbc.org/
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Response to Intervention (RTI)
• 3-tiered system
• Tier 1: high quality, research based
classroom instruction
• Tier 2: targeted small group
interventions
• Tier 3: intensive interventions in addition
to core instruction and comprehensive
evaluations
• Focus on defining, analyzing,
implementing and evaluating
RTI Resources
• UDL Supporting Diversity in BC Schools http://www.udlresource.ca/?p=2782
• RTI/Progress Monitoring http://www.sd70.bc.ca/Resources/RTI/Pages/
default.aspx
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Differentiated Instruction
• Making instruction available to
many types of learners, even if we
don’t know who they all are
• Requires providing flexible
instruction to meet the needs of all
students
• Adjusting and modifying
curriculum and presentation with
UDL rather than asking students to
modify themselves to the
curriculum
Differentiation Resources
• UDL Supporting Diversity in BC Schools http://www.udlresource.ca/?p=2769
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SET BC’s UDL Resources
http://www.udlresource.ca
BC UDL Project
• http://bcudl.pbworks.com/w/page/5826111/FrontPage
• Downloadable pdf:
https://www.setbc.org/Download/LearningCentre/Access/
bcudl_review6_small.pdf
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Hands‐On Activity: TitanPad
• https://sd70literacy.titanpad.com/1
• Type your name in the box at the
top of the chat window. Then type
a short chat message to test your
connection.
• We should see everyone’s name
appear as you successfully link in.
• This will be an ongoing activity
throughout the workshop. Please
feel free to add literacy resources
that you’d like to share.
Supporting ALL Students in Accessing Core Instruction
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Instructional Technology
• Universal design for learning
• Technology support provided to all students and
staff
• Tools available to whole district
• Instructional Technology Team
• Provides curriculum, instruction and tools to
promote student learning, enhance the teaching
process and facilitate communication in order to
guarantee that each student will attain the
knowledge, skills, values, and attitudes that lead to a
self-sufficient, socially responsible life to the best of
his or her individual potential.
Assistive Technology
• AT Device: any item, piece of equipment,
or product system, whether acquired
commercially off the shelf, modified, or
customized, that is used to increase,
maintain, or improve functional capabilities
of a child with a disability
• AT Service: any service that directly assists
a child with a disability in the selection,
acquisition, or use of an assistive
technology device
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Assistive Technology Device
• Any item, piece of equipment or product that is used to increase,
maintain or improve functional capabilities of individuals with
disabilities.
Low-tech
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Mid-tech
Pencil grip
Adapted books
Slant board
Highlighters, tape
Magnifiers
Color coding
Picture communication
Sign language
Picture schedule
Extra time
Peer support
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Word processor
Text to speech
Spell checker
Calculator
Digital recorders
Organizers
E-books
Adapted keyboard
Adapted mouse
Adapted toys
CCTV
High-tech
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Computer
Smartphones
Smart pens
OCR software – i.e. Adobe
Acrobat
Magnification Software
Speech output devices
Switch, joystick access
Scanning access
Voice recognition
Environmental control
devices
AT and IT Comparison: Working Together
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Assistive Technology
Addresses mainly Tier 3 needs
(low incidence students)
Low to high tech
Individual support for access to
curriculum (including written and
verbal communication)
Due to a physical or neurological
disability that prevents access
Process of assessment,
implementation, data collection,
and data review
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Instructional Technology
Addresses mainly Tier 1 and 2
needs (high incidence students)
Universally available technology
and instructional strategies
Addresses the diversity of
student learning within a whole
classroom
Innovative and creative ways of
using technology to support all
students
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What is AIM?
• Accessible Instructional
Materials (AIM) that ensure access
to the content in educational
resources used by all students.
• Specialized formats include:
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Braille
Audio
Digital Text
Large Print
Who Needs AIM?
• Any student with or without an
identified disability
• Who has difficulty gaining meaning
from print-based instructional
materials
• To the extent that using those
materials for educational participation
and achievement is not effective or
efficient
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ARC‐BC: What does AIM look like?
https://youtu.be/FgZOM4IN6mM
Goals vs. Methods
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I Do
We Do
Learning about whales
Different kinds of whales, how whales communicate,
places where whales might live, etc.
Reading chapter 4 in the textbook
Students will demonstrate what they
have learned about whales.
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You do ‐ Elementary
You Do ‐ Secondary
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UDL Tool Sorting Chart
For ALL students
For MOST students
For A FEW students
How Competent Are You in Clicker 6?
• Novice: I'm just starting to learn about
Clicker 6 and don't know how to use it yet.
• Apprentice: I know what Clicker 6 is , but
I still need someone to train me in using
the program myself.
• Practitioner: I know Clicker 6 and use it
myself but could use some help
implementing the program in my teaching
practices.
• Expert: I know Clicker 6 and use it myself
to implement into my own teaching
practices.
• Go to www.govote.at.
• Code: 42 99 94
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Clicker 6
• Multimedia authoring applications
• Support literacy
• Can be used for whole class, small
group and individual instructional
formats
• Data collection that informs instruction
• Tools to support scaffolded instruction
• Tools to support development of
student independence
Learning to Read & Reading to Learn
Phonological
Awareness
Vocabulary
Development
Phonics
Fluency
Comprehension
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Phonological Awareness
http://www.learninggrids.com/us/
Fluency
• No ready made templates
• Manually delete unnecessary
buttons/colour buttons after
preparing file
• Though recorded speech is
most likely desired as a
model, Clicker 6 allows both
text to speech and digitized
recording on the same page.
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Vocabulary Development
• Vocabulary:
• Multiple means of
representation
• Hear/see the word in the
context of a sentence
• Definition
• Use the word in a
sentence (multiple means
of expression)
Comprehension
• Comprehension:
• Activate background knowledge,
make connections
• Active questioning/setting a
purpose
• Understanding vocabulary
• Highlighting and summarizing
• Return to the purpose/question
• Demonstrate the reciprocal
nature of reading and
writing/note taking
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Time to Explore!
• Go to the following websites to learn more
about Clicker 6:
• Crick Software http://www.cricksoft.com/us/home.aspx
• SET BC Clicker 6 Resources https://www.setbc.org/2013/12/clicker-6resources-2013/
• curriculumSET https://www.setbc.org/curriculumset/default.aspx
(To collect Clicker 6 resources only, click English
Language Arts under Browse Main Categories
 Type “Clicker” in the search bar  Click
SEARCH)
BREAK TIME!
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Literature Circles
• Faye Brownlie’s
strategies http://fayebrownlie.ca/
• A FLEXIBLE way of
learning
• COLLABORATIVE
learning
• STUDENT CENTERED
• RESPONSIBILITY for
their own learning
https://youtu.be/ZSfOshBgxZA
What does a Literature Circle look like to you?
• Teacher chooses books?
• Groupings of students?
• Books assigned to student groups?
• Expectation of reading in allotted time?
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What I’ve seen done…
• Students grouped
• Books assigned to each group
• Roles assigned within groups
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Summarizer
Discussion director
Connector
Illustrator
Travel Tracer
Vocabulary/Word Wizard
Literacy Luminary
Brownlie’s Approach
1) CHOICE of books
• Students choose books based on interest (a book
and a back-up)
• Have a collection of books available
• 5 to 6 copies
• Desirable and readable
• A surplus of books
2) Students read at their own pace
3) Discuss and Respond
4) Comprehension Activity
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Literature Circles using Clicker 6: Talking Book
• You can download the Clicker 6
Literature Circles activities from the
SET BC curriculumSET page.
• Link:
https://w3.setbc.org/students/Pages/
CurriculumSET.aspx?1750_ID=1395
• Download all of the zip files from the
list.
• Before discussion groups happen,
have a look at the “LITERATURE
CIRCLES Faye Brownlie” zip file
first to learn about Brownlie’s method.
Literature Circles Connection Page:
Grid of Activities
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Time to Explore!
• Go to
https://w3.setbc.org/students/Pages/Curric
ulumSET.aspx?1750_ID=1395
• Download all of the zip files from the list.
• Open each zip file and save the Clicker
Set in a new folder. Repeat it for all zip
files.
• Open “LITERATURE CIRCLES-FAYE
BROWNLIE.clkx” to start.
Faye Brownlie says…
GRAND conversations.
THOUGHTFUL responses.
But at the heart of it all is the DISCUSSION.
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Results
• With encouragement and positive
reinforcement of peers, students
become adept at responding and
realize that their opinion is valued.
• STUDENTS READ MORE!!!!!!
Writing: Some Considerations
• Embed prompts/scaffolds
• Word prediction
• Word banks
• Spell check – symbol, text to speech, visual
• Text to speech – units
• Insert images
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Embed Prompts and Scaffolds:
Sentence Modeling developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Embed Prompts and Scaffolds:
Prompts for Reviewing
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Word Prediction
• 4 presets
• Custom (Go to Options > User
Preferences > Predictor)
• Graphic option (Go to Options > User
Preferences > Media)
• Grab text for a word bank and use it in
the predictor
Word Banks
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Inserting Images
• 1 image
• File, Paint or Webcam
Paint a picture
Browse Pictures
Take Photo
Spell Check
• Spell Check with picture and auditory support
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Speech
• Feedback: Letters, words, sentences
• Read: Selection, preview word (with
whiteboard mode)
• Read with multiple speakers for
sentence or paragraph
• Highlight text or block words
Assessment and Reporting
• Go to Document > Document Analysis
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Time to Explore!
• Launch Clicker 6 on the computer.
• Under Quick Start, go to Start writing
> New Document.
• Write 3 sentences about yourself.
• Add a picture of yourself by browsing
or draw yourself using the picture tool.
• Go to Options > User Preferences.
Check or uncheck boxes to see
differences.
• Click Explorer at the bottom left
corner. Go to Free Resources to
check out pre-made activities. You will
have to sign up in order to use the
resources.
LUNCH TIME!
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How Competent Are You in Kurzweil 3000?
• Novice: I'm just starting to learn about
K3000 and don't know how to use it yet.
• Apprentice: I know what K3000 is, but I
still need someone to train me in using the
program myself.
• Practitioner: I know K3000 and use it
myself but could use some help
implementing the program in my teaching
practices.
• Expert: I know K3000 and use it myself to
implement into my own teaching
practices.
• Code: 84 96 85
Kurzweil 3000
• Supports the concept of UDL
• A powerful reading, writing, test-taking, and
learning tool
• Makes curriculum accessible for all students
• Appropriate for
• Students with reading and writing difficulties
• English Language Learners
• Students with low vision or physical disabilities
• Text to speech
• Provides the scaffolded support
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K3000 addresses All Tiers of Instruction
UDL
RTI
Tier 1
Tier 2
Tier 3
UDL
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General
Curriculum
Supplemental
Programs
Intensive
Intervention
Programs
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Talking word
processor
Talking spell checker
American Heritage
Dictionaries
Bilingual dictionaries
Read the Web
• IE
• Firefox
Word Prediction
Online research
Access to digital text
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HTML, PDF, DAISY,
Word, MathML, and
more
Access to printed text via
scanning
MP3 creation
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Brainstormer
Writing templates
Picture dictionary
Thesaurus
Fill-in-the-blank tool
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Wikipedia
Columbia
Encyclopedia
Online books
• Bookshare.org
• Project Gutenberg
Column note and outline
tools
Talking tests/worksheets
Embedded comprehension
supports
Compatible with a variety of
AT tools
Word Processing
• Text-to-speech (speak as I type)
• Phonetically-based spell check
• Spell check with auditory feedback
• Dictionary if picture dictionary is installed
(e.g. PCS)
• Thesaurus (synonyms)
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Word Prediction & Word Banks
• Phonetic prediction (weak but it’s
there)
• Predict recent words (can be selected
as an option)
• Word completion
• Floating word lists
Text‐to‐Speech/Reading Support • Choice of high quality voices
• Modify text interface
• Ability to control rate
• Expansive built-in dictionary
• Highlight and extract key information
• Can read files directly from
Bookshare.org
• Can OCR documents
• Convert to MP3
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Pre‐Writing Support/Graphic Organizers
• Pre-made organizers
• Ability to create or modify
organizers
• Support beyond online (notes or
additional support)
• Spell check available
• Word prediction available
• Ability to create draft with visual
and auditory support of outline
and/or notes
Multiple Means of Representation:
How K3000 Supports the Principles of UDL
Teachers
• Paper and digital curriculum
materials in a flexible accessible
format
• Personalize instruction using a
variety of interactive digital tools
• Use K3000 with an interactive
whiteboard
• Use Bubble Notes
• Provide tests in digital format
• Create Graphic Organizers, Column
Notes, and Study Guides
Students
• Follow along with text as each word is read
aloud and highlighted
• Change text size or colour
• Magnify individual words
• Change the Reading Speed or Reading
Voice
• Choose the amount of text to be read aloud
• Turn the voice off and silently read along with
the highlighted text
• Easy access to audible reference tools
• Use a picture dictionary tool
• Use built-in translator or foreign language
and pictorial dictionaries
• Create audio files
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Multiple Means of Expression:
Students
Teachers
• Independently annotate text, complete
worksheets, take tests and write essays
• Actively engage with text by taking notes using a
variety of accessible tools
• Legibly answer test questions
• Easily reread blocks of text, test instructions or
questions as many times as needed
• Access a variety of tools to support the many
stages of the writing process
• Proofread work
• Organize information
• Easily extract highlighted text or notes
• Create bookmarks to return to designated
sections of text
• Use keyboard shortcuts
K3000 is compatible with a number of thirdparty assistive technology tools for students
who require diverse means of expression
and/or alternative access to the computer.
Compatible products include:
• Dragon Naturally Speaking
• DiscoverPro from Ablenet
• Intellikeys alternative keyboard from
IntelliTools
• AAC Devices including those from the
Prentke Romich Company and Dynavox
Technologies
Multiple Means of Engagement:
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K3000 is content independent
K3000 can be used across curriculum areas
Independently access age-appropriate content
Develop the vocabulary and background
knowledge
Complete assignments
Fully participate in class
Advance academic skills
Protect self-esteem
Manage tasks
Develop a more positive attitude toward work
Gain independence
Get maximum benefit for efforts
Increase motivation
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Kurzweil 3000 Resources
• Self-Directed Course from SET BC https://www.setbc.org/2012/01/kurzweil3000-v-12-win-self-directed-course-2012/
• Mini Tutorials from SET BC https://www.setbc.org/2013/10/kurzweil3000-v-13-win-mini-tutorials-2013/
• Kurzweil Education Video Library https://www.kurzweiledu.com/experiencekurzweil/video-library/video-library.html
• Kurzweil Education Free Webinars http://blog.kurzweiledu.com/free-webinars/
Combination Response Journal
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Time to Explore!
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Launch Kurzweil 3000 on your computer.
Close the “Tip of the Day” window.
Click New in the menu bar on top.
Open the Word Prediction.
Write 3 sentences about yourself.
Change the Speaker and Words per minute.
Open a sample document. Go to File > Open >
Sample Documents > Horse’s Tale.
• Highlight the word “saddle” and click the Picture,
Definition and Synonym buttons in the menu bar.
• Highlight using highlighters and extract notes.
• Bubble Notes, Foot notes, Sticky Notes, Text notes,
Voice notes
Compare/Contrast Brainstorm
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Time to Explore!
• Open a new document.
• Go to Open > Brainstorm
Templates.
• Pick a template and open
it. Explore the template of
your choice.
• Modify the template by
double clicking a box.
Persuasive Paragraph Outline
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Time to Explore!
• Open a new document.
• Go to Open > Brainstorm
Templates.
• Pick a template and open it.
Explore the template of your
choice.
• Click the Outline View icon from
the “Yellow Brick Road”.
• Write some sentences.
• Go back to the Brainstorm View
icon to see changes.
• Follow the “Yellow Brick Road”.
Accessible Books
• About Free Accessible Books http://www.setbc.org/accessible-books/
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Free Accessible Books
• Free PowerPoint Presentations and
Interactive Stories Online http://reading.pppst.com/digitalstorytelling.html
• SET BC Download Free Accessible
Books http://setbc.ca/setbc/accessiblebooks/
freebooksforyou.html
ARC‐BC
• This is an online repository of alternate format
materials of BC curricular materials (like novels and
textbooks). The alternate formats include Kurzweil
3000, .pdfs and even audio or mp3 formats.
• BC educators can access ARC-BC once they have
registered and been approved. It’s important to note
that the alternate formats, while free to download, can
only be used by students who have “perceptual
disabilities” (Canadian copyright). A perceptual
disability does include a comprehension disability
though so many students would benefit from using
these materials.
46
SD70 (Alberni) 11/23/2015
Registering ARC‐BC
1. Go to www.arc-bc.org and click on the
“Register Here” button on the right side of the
home page. Complete the Registration
process.
2. This will generate an email to someone in
SD70 who is responsible for approving your
registration (they are agreeing that you are,
indeed, working with students who have
perceptual disabilities). You’ll then be notified
that you can go ahead and log into the site
and begin searching and downloading the
thousands of titles they have available.
3. Free MANDATORY online training before
downloading ARC-BC resources
Tips and More about ARC‐BC…
• If you are interested in audiobooks in particular, when you do your
search, choose “mp3″ as the format you are searching. If you are
interested in finding out if a particular book is available in mp3 format,
then type the title of the book into the keyword search field and check
out what file formats are there.
• The ARC-BC staff regularly schedules online training sessions to help
users make the most of the site. Check out what’s available
here: www.arc-bc.org/help/default.aspx.
• If you haven’t accessed these resources yet or forgot about them, it’s
really worth your time to visit the site because you’ll be surprised by
the many titles that are available.
47
SD70 (Alberni) 11/23/2015
Requesting a Title or New Format
• Go to http://www.arcbc.org/Community/RequestTitle.aspx
• Login required – for a registered user only
• No print copy of the book? – by school
donation
• High school science and math texts are
only produced in .kes (Kurzweil 3000)
• Email will be sent once the files are
completed
After Use…
• ARC-BC does not allow school districts
to harvest ARC-BC and create their own
repository.
• Only the files required by the ARC-BC
students are to be downloaded.
• All ARC-BC files are to be deleted when
no longer used
48
SD70 (Alberni) 11/23/2015
Writing Power & Reading Power
by Adrienne Gear
• Adrienne Gear - http://www.readingpowergear.com/
Upcoming Online Trainings at SET BC
• Go to SET BC website – www.setbc.org
• Under CAPACITY, click Upcoming Events.
• If you haven’t signed up, please create login
first.
• Once logged in, click the event you would
like to attend – i.e. Overview of Kurzweil
3000 Windows. Make sure to select the one
with the date you want.
• Click “Add to My Event Cart” and check out.
• Please check on a regular basis for
upcoming events.
49
SD70 (Alberni) 11/23/2015
Self‐Directed Course: Curriculum for All
•
•
•
•
•
Link: http://www.setbc.org/course/curriculum-for-all/
Developed by BC inclusion specialist Shelley Moore
Asynchronous
Self-determined course
5 modules and free downloadable workbooks
available
• The goal for the course is to answer or explore the
following question:
• How can we, as educators, strategically and collaboratively
plan to provide an inclusive learning environment for all
students, regardless of grade, content or cognitive ability?
TitanPad
• https://sd70literacy.titanpad.com/1
• Did you have a chance to share
literacy resources?
50
SD70 (Alberni) 11/23/2015
Wrap‐Up
• Question: What is ONE tool or strategy
from today’s workshop that you would
like to try in your classroom?
• Code: 10 82 63
Workshop Survey
Please go to
http://bit.do/sd70survey
and complete the
workshop survey before
you leave.
51

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