Make it Sticky!Using Technology to Develop

Language and Communication Skills in the Early Childhood

Classroom

http://makeitsticky.wikispaces.com/

Cherie CooperDonna McLauchlin

Region 4 Education SpecialistsApril 7, 2011

Session Norms

Get comfortableSet cell phones on vibrateActively participateShare ideas and ask questionsTake care of your needsLearn and have fun

Session Goals

Understand the basics of language developmentIdentify opportunities throughout the school day to integrate technology in order to increase receptive and expressive language skillsGain information about a variety of low tech and high tech strategies to engage young learners and increase communication in multiple settings

Is it Sticky?

Is it interesting for the child?

Is there an emotional connection?

Are there opportunities for repetition and rehearsal?

Is material presented in a way that fosters “chunking”?

Is material presented in multiple formats?

Is the material presented in all modalities?How the Brain Learns by David A. Sousa

Language Development

Why do we communicate?

Core Vocabulary

Statistics…70-90% (100-500 words)

Core Language

First 10 words:• All done• Different• Help • Mine• More• Not/don’t• Stop• That• Want• What

Don’t be a Language Stealer

http://www.youtube.com/watch?v=Vib2__BDCXc&NR=1

Pixon Project

What is Assistive Technology?

The term `assistive technology device' means 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.

Which is Better?High Tech or Low Tech?

Communicationvs.

Participation

True Communication

Being able to saywhat I want to say,to whoever I want to say it

to,whenever I want to say it

Embedding Language and Communication

Environmental SupportsArrival Circle TimeMusic and MovementTeacher Led Instruction• Literacy• Math

Student Led Instruction

Environmental Supports

SchedulesRoutinesExpectationsTransition Cues and PromptsCommunication BoardsCommunication Devices

Arrival

Welcome Arrival routineChoosing an arrival activityTransition to circle

Circle Time

Hello songWho is here today?Personal information activitiesSocial-emotional activitiesCalendar activities http://www.starfall.com/

Music and Movement

Song choiceProps and visualsMusical instrumentsRepetition of simple verses

…a data-driven review by Northwestern University researchers that will be published July 20 in Nature Reviews Neuroscience pulls together converging research from the scientific literature linking musical training to learning that spills over to skills including language, speech, memory, attention and even vocal emotion. The science covered comes from labs all over the world, from scientists of varying scientific philosophies, using a wide range of research methods. Neuroscience News, April 4th 2011

Making Literacy Activities Sticky

Choosing Literature • Repetitive• Developmentally appropriate• Rich in thematic unit vocabulary

Presentation of literature• Book• Flannel board• Puppets• Interactive

Literacy

Song choiceVocabulary building• Word walls• Requesting and commenting • Mystery box• Action words

Sharing stories

Word Wall

The Farmer Didn’t Wake Up

Neuroplasticity

Practice, practice, practice. Repeating an activity, retrieving a memory, and reviewing material in a variety of ways helps build thicker, stronger, more hard-wired connections in the brain.

Put information in context."Whenever new material is presented in such a way that students see relationships between concepts, they generate greater brain cell activity and achieve more successful long-term memory storage and retrieval.” Judy Willis, Neurologist

…it's necessary for learners to attach a new piece of information to an old one, or it just won't stick. The brain stores information in the form of neural pathways, or networks. If a student acquires new information that's unrelated to anything already stored in his brain, it's tough for the new information to get into those networks because it has no scaffolding to cling to. Judy Willis, Neurologist

Brain-Soothing Tips

Judy Willis points to the following strategies for helping students, and their brains, feel comfortable: From Edutopia,

http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety

It may not be rocket science, but it sure is neuroscience: Happy learners are healthy learners.

While this may seem like (ahem) a no-brainer, there is a good amount of neurological evidence to promote the idea that if students do not feel comfortable in a classroom setting, they will not learn.

From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety

Make the classroom stress free. Lighten the mood by making jokes and spurring curiosity; create a welcoming and consistent environment through daily rituals, songs, or games; give students frequent opportunities to ask questions and engage in discussions without judgment; and determine achievable challenges for each learner.

From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety

Encourage participation, not perfection.

A classroom in which mistakes are encouraged is a positive learning environment, both neurologically and socially speaking.

From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety

Practice active listening. "Focus on what students are trying to say,"

writes Willis. This kind of positive reinforcement from the get-go allows students to let their guard down (known in neuro-speak as calming their "affective filters"). Listening to students in general, and listening to their intentions in particular, can help relax anxious brains.

From Edutopia, http://www.edutopia.org/neuroscience-brain-based-learning-emotional-safety

Making Math activities Sticky

Use math to help children make sense of their worldIncorporate instructional themes into math lessonsPlan lessons that build concepts, methods, and languageUse small group settings

Math

Number knowledgeGeometry and spatial reasoningMeasurement and comparisonsPatternsGraphing

Centers

Fine MotorLibraryConstructionComputerGames and PuzzlesComputerDramatic Play

Why Play?

Play provides opportunities for skill development in the areas of social, emotional, cognitive, language and physical developmentPlay allows for children to set their own goals and carry out activities to accomplish those goalsPlay allows for children to construct meaning and understanding by interacting with other children and materials without the pressure of meeting adult expectations

Types of Play

Solitary/sensory – using the senses to explore objects in the same way in a repetitive fashion

Parallel/functional – manipulating objects in a functional manner

Associative/constructive – symbolic organization of materials to sort and build objects

Cooperative/pretend – object purpose is adjusted and used with a different intent

(Sadao & Robinson, 2010)

Techniques for Eliciting Language During Play

Model play schemesDescribe the actionLet the child leadFollow the child’s leadExpand the language

(Pepper & Weitzman, 2004)

Preparing for Play

Set up the environment in a way that invites participationProvide experiences that will teach new schemes for playProvide visual prompts for play schemesMake time to be a player

(Barbour & Desjean-Perrotta, 2002)

Dismissal

ReviewDismissal routinesDismissal rituals

References

Barbour, A., & Desjean-Perrotta, B. (2002). Prop box play; 50 themes to inspire dramatic play. Beltsville: Gryphon House, Inc.Pepper, J., & Weitzman, E. (2004). It takes two to talk: A practical guide for parents of children with language delay. Toronto: The Hanen Center.Sadao, K. S., & Robinson, N. B. (2010). Assistive technology for young children: Creating inclusive learning environments. Baltimore: Paul H. Brookes Publishing Co.http://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity - Sarah Bernardhttp://neurosciencenews.com/neuroscience-music-enchances-learning-neuroplasticity/