I T I Successfully Using Gamification With Inclusion Students
April 2019 Vol. 5, no. 8 Inside This Issue 2 About Special Ed Tech 3 Speaking is the solution: Encouraging ELLs to speak in the classroom 4 Affordable apps for autism and AAC 5 ELL/ESL aids: All Kids Learn, a4esl.org 6 PlayWorthy: RoyTheZebra.com Leveling Up Earn CE certificates via many of these free and low-cost webinars, courses, and seminars. All webinars are recorded and can be seen at a later date. See altshift. education/events, edWeb.net, EduPaths. org, Kent County ISDs PD Hub, CECatalog, and ADDitudemag.com for additional instruction. SEL and Principal Leadership, K-8, Tues., April 2, at 4 p.m. EDT onCont. edWeb.net. on page 2 Successfully using gamification with inclusion students Have you ever struggled to engage inclusion students who act bored or don’t pay attention? Gamification can be a good engagement tool, but must be used carefully or it will have the opposite effect, said Stephen Russell, special education teacher at Arbor Preparatory High School. Russell wrote his capstone research paper on this topic in 2018 and presented his findings and experience at the Michigan Council for Exceptional Children Conference in March 2019. Strictly speaking, “gamification” is not Stephen Russell instructional games. Instead, gamification is the use of game mechanics in non-game settings to encourage engagement in a particular goal or behavior. A contest, which makes use of the game mechanic of a goal, competition, and rewards, is a good example. Russell gave the following recipe for inclusive gamification in the classroom. Gamification must have: Please see Gamification on page 9 Resolving differences with parents by David Gruber Executive Director, Special Education Mediation Services Teachers are a school’s front line in talking with parents. The quality of communication between them is important for understanding a student’s needs and progress. It is also important in maintaining the teach-parent relationship over time. That relationship is a key to student success. Please see Mediation on page 7
Special Ed Tech, April 2019 Page 2 Leveling Up, continued from page 1 Picture Inclusion! Snapshots of Successful Diverse Classrooms, Wed., April 3 at 3 p.m. EDT on edWeb.net SEL: The Whys and Hows of Implementation in a School District, Thurs., April 4, at 4 p.m. EDT on edWeb.net. Rural Districts Taking the Digital Leap, Mon., April 8, at 5 p.m. EDT on edWeb.net. How to Lead Conversations About Healthy Responsible Media Use, Tues., April 9, at 4 p.m. EDT on edWeb.net. How Early Literacy Impacts Reading to Learn: Research, Strategie and Digital Tools, Wed., April 10, at 4 p.m. EDT on edWeb.net. About Special Ed Tech / Subscriptions Special Ed Tech, specialedtech.net, is published monthly from September through May by the director of Aspiring Games Foundation, aspiringgames.org. To subscribe, go to specialedtech.net, scroll to the subscription box on the bottom of the page, insert your e-mail address, and click the “Subscribe” button. We welcome your questions and article suggestions. Direct all queries and subscription issues to editor Becky Palmer-Scott at SpecialEdTechEditor@gmail.com. Educators and Social Media: Avoiding the Pitfalls, Thurs., April 25, at 4 p.m. EDT on edWeb.net. Neuropsychological Evaluation and Treatment Issues in Children with Autism Spectrum Disorder (ASD), Thurs., April 11, at 3 p.m. EDT on edWeb.net. Monitoring Student Cell Phone Use: What’s YOUR Plan?, Thurs., April 25, at 5 p.m. EDT on edWeb.net. Managing Student Behavior on a Trip: How Ready Are You?, Mon., April 29, at 4 p.m. EDT on edWeb.net. How to Measure Student Progress for MTSS, Thurs. April 11, at 4 p.m. EDT on edWeb.net. Building Equity: Practices That Empower All Learners, Mon., April 15, at 3 p.m. EDT on edWeb.net. Inspiring STEM Learning for Young Girl: Tips from Research and the Classroom, Mon., April 29, at 5 p.m. EDT on ADDitudemag.com. Turn Struggling Readers into Leaders Using Assistive Technology, Tues., April 16, at 3 p.m. EDT on edWeb.net. Six Steps to Create a Content-Rich K-12 Website, Tues., April 30, at 3 p.m. EDT on edWeb.net. The Language Lens: Deconstructing Linguistic Blind Spots to Support English Learners, Tues. April 16, at 6 p.m. EDT on edWeb.net. SEL and Academic Learning Catalyst: Growth Mindset, Tues., April 30, at 4 p.m. EDT on edWeb.net. Involve Parents for Greater English Learner Success, Wed., April 17 at 3 p.m. EDT on edWeb.net. Push Past It! A Positive Approach to Challenging Behavior, Wed., May 1 at 2 p.m. EDT on edWeb.net. The Social Lives of Boys with ADHD, Wed., May 1, at 1 p.m. EDT on ADDitudemag.com. Engaging Children with Music and Movement, Tues., April 23 at 4 p.m. EDT on edWeb.net. Building a Schoolwide Culture of Reading, Wed., April 24 at 5 p.m. EDT on edWeb.net. Engaging Early Learners with Technology: Sharing Research and Best Practices, Thurs., April 25, at 3 p.m. EDT on edWeb.net. Elevating Digital Citizenship Through an SEL Lens, Wed., April 10, at 5 p.m. EDT on edWeb. net. Link to page 1
Special Ed Tech, April 2019 Page 3 Speaking is the solution: Encouraging ELL students to speak in the classroom Many ELLs are self-conscious about speaking in class. For this reason, educational technology can be a real boon, providing students computeraided English language instruction and speech practice whcih is judgmentfree. In the United States, students who learn to speak, read, and write well in English improve their chances for success in all other areas of the classroom. English Language Learners (ELLS) are the fastest growing school-age population in the United States, and are projected to account for 25 percent of the student enrollment by 2025, up from 10 percent in 2015. It may seem that ELLs are at a disadvantage, and sadly, ELLs are often identified as having a learning disability. See the article on Allkidslearn.weebly. com, “Differentiating between ELL and ESE.” Instead of labeling ELL students as disadvantaged or disabled, it’s better to think of them as emerging bilinguals or multilinguals, who can use biliteracy as a stepping stone to success. Recognizing this, 36 states now award a Seal of Biliteracy on a high school diploma to graduates who are bilingual. So what’s the best way to help students succeed? One way to help is by providing language frames, or “fill in the blank” sentences. These are available through a variety of sources on the Internet, and the article, “Scaffolds to Support English Language Learners in Writing and Discussion” on AchieveTheCore.org is a helpful place to start. But research shows that speaking a language is the most effective way to learn it, because the speaker must 1) think about what to say and how to say it, 2) actually speak the words, and 3) hear a response and consider what it means. Unfortunately, many ELLs are self-conscious about speaking in class. For this reason, educational technology can be a real boon, providing students computeraided English language instruction and speech practice which students will feel assured is judgment-free. In a controlled study with eight schools in which 98 percent of the population spoke only Spanish at home, those with computeraided English instruction progressed significantly better than those without this help. See “Speaking is the Solution: Effective Ways to Support EL Students” on edWeb.net for information about ELL research and tips for supporting ELLs. What program you use is up to you, but whatever you choose, an important feature is speech recognition. so the student can get feedback on pronunciation. See this review from PC Magazine on the Best Language-Learning Software for 2019. The article is good but is mistaken in its assertion that the leading programs such as Duolingo and Rosetta Stone do not offer English language instruction -- they do. See also the valuable article 8 Free Edtech Apps for ELL/ ESL Alternate Route Teachers by Rutgers Graduate School of Education. However you proceed, do not feel discouraged if the student’s family does not speak English at home. The better that students can read and write in their first language, the easier it will be for them to learn how to read and write in English. Link to page 1
Special Ed Tech, April 2019 Page 4 Affordable apps for autism and AAC These apps were awarded high ratings on the BridgingApps.org website, which features over 3000 apps for people with special needs. Coughdrop Avaz lite Communicating CoughDrop, an AAC app with a free two-week trial, gives a voice to those who cannot speak vocally for themselves. It is used in collaboration with image boards and can be used with a switch or eye tracking. It can be used across multiple devices and generates reports for caregivers. Avaz Lite - AAC App for Autism is an augmentative communication app for non-verbal children with autism. The Lite version provides a 7-day free trial for assessment purposes. Find My Family, Friends, Phone (free) allows you to view your connections on a map, communicate with them, and receive alerts when they arrive at home, school, or work. Emotions Find my Family, Friends, Phone ABA Flash Cards & Games - Emotions (0.99) for iPhone and iPad presents over 200 pictures of 13 different emotions and rewards the user for recognizing them. Birdhouse - for Teachers (offers a free trial) and Autism Tracker Lite (free to use) help caregivers track behaviors and discover triggers in students with autism. Calendar ABA Flash Cards Emotions Choiceworks 6.99 is an app for iOS devices. While not free, it is highly popular for helping children complete daily routines and tasks, as well as control feelings and improve patience. It has been found helpful for keeping stutdents on-task and motivated. DayCape, an iOS and Android app, is an interactive photo calendar which lets you help students plan their day. There is a free 30-day trial, and a special rate is provided for schools. Birdhouse - for Teachers DayCape Choiceworks Link to page 1
Special Ed Tech, April 2019 ELL/ESL Aids All Kids Learn a4esl.org Page 5 Resources to help ELLs Here are a couple of websites to help with ELL and ESL students. All Kids Learn (allkidslearn.weebly.com/index.html) gives teaching strategies, games, accommodations, and resources for ELL students. Take special note of the ELL Games page, which has useful links to four valuable websites. a4esl.org has a host of online activities for ESL students, including crossword puzzles and bilingual vocabulary quizzes in the following languages. Arabic-English Bulgarian-English Burmese (Myanmar)-English Catalan-English Chinese-English Creole-English Croatian-English Czech-English Danish-English Dutch-English Finnish-English French-English Galician-English German-English Greek-English Hausa-English Hebrew-English Hungarian-English Icelandic-English Indonesian-English Italian-English Japanese-English Kirundi-English Korean-English Link to page 1 Kurdish-English Lingala-English Lithuanian-English Malay-English Norwegian-English Persian-English Polish-English Portuguese-English Romanian-English Russian-English Sesotho-English Slovak-English Slovene-English Somali-English Spanish-English Swahili-English Swedish-English Tagalog-English Thai-English Tshiluba-English Turkish-English Ukrainian-English Urdu-English Vietnamese-English Zulu-English
Special Ed Tech, April 2019 Play Worthy RoyTheZebra.com Page 6 RoyTheZebra.com reading website Perfect for emerging readers, RoyTheZebra.com is free and offers guided reading stories, songs, worksheets, and games on: alphabetical order capital letters days of the week grammar double consonants (ff and ss) period usage long vowel phonemes (oo sound) months of the year question marks singular and plural nouns rhyming words and compound words. In addition to being playable on full-size computers, the site is compatible with iPad, tablet, and mobile devices. There is an associated subscription website called “Club Roy” which offers a wider variety of offerings; it offers a discounted price and a special login page for schools.I Link to page 1
Special Ed Tech, April 2019 Page 7 Mediation, continued from page 1 Collaborative approaches generally have a better chance of reach solutions appropriate for the student than more traditional, adversarial processes such as investigations and due process hearings. Schools and parents can invite a trained, neutral facilitator into their IFSP, IEP and other special education meetings. Conversations with the parents of students with disabilities can take on extra dimensions. Eligibility for special education and related services is governed by a complex law. Student needs may vary widely. And opinions about what services a student needs to succeed in school may differ. When teachers and parents find they have differing perspectives on what is best for child with a disability, they should know there are multiple ways available to resolve the issues collaboratively. And they are free through Special Education Mediation Services (SEMS), a grant-funded initiative of the Michigan Department of Education Office of Special Education. Collaborative approaches generally have a better chance of reach solutions appropriate for the student than more traditional, adversarial processes such as investigations and due process hearings. They also have a better chance at preserving that key teacher-parent relationship. If a teacher and parent communicate with each other freely and have an open mind, they may be able to resolve their differences on their own. And SEMS can provide training in collaborative communication skills that can help them do it better. Schools and parents can invite a trained, neutral facilitator into their IFSP, IEP and other special education meetings. The facilitator will ensure that all participants have a chance to offer their views and suggestions for the student’s developmental or educational program. The facilitator also can keep participants focused on the issues and watch the clock to make sure their time is used efficiently. If there are specific issues in dispute, schools and parents can seek the aid of a trained, neutral mediator, even when communication is touchy or has broken down. The mediator will guide the participants through a process that focuses on the student’s needs and encourages participants to generate options for meeting those needs. If they find common ground, they sign a written agreement enforceable in state or federal court. As an added benefit, school and parents may begin talking with each other again. SEMS has been providing statewide facilitation, mediation and training services to the Michigan special education community since 1997. Through SEMS, the MDE/OSE meets its obligation under the Individuals with Disabilities Education Act to provide mediation as a dispute resolution option, along with formal complaints. SEMS has a historical mediation agreement rate of 80 percent compared to the national average of 69 percent. It has a mediation turnaround rate of about 30 days compared to 60-75 days for formal complaints. Most agreements are reach in one mediation session, and a session averages less than three hours. Decisions about a student’s services are made by the participants, not the mediator. For these reasons, the MDE/OSE encourages schools and parents to resolve disagreements collaboratively whenever possible. SEMS until recently was known as the Michigan Special Education Mediation Please see Mediation on next page Link to page 1
Special Ed Tech, April 2019 Page 8 Mediation, continued from previous page Program. It now has the new name along with a new logo, website and contact information. If you are interested facilitation, mediation or training, contact SEMS at 833-KIDS1ST or www.mikids1st.org. The program’s centralized intake staff will provide you with timely and thorough responses to questions about SEMS services and how its collaborative processes work. SEMS provides facilitation and mediation services through the Community Dispute Resolution Program, a network of 18 nonprofit dispute resolution centers that keep services close to school and home. If you are interested in training, SEMS will tailor a workshop to your needs and come to you. SEMS also has a new tagline: Working Together for Student Achievement in Michigan. SEMS services can help you make that happen. Link to page 1
Special Ed Tech, April 2019 Page 9 Gamification continued from page 1 An upcoming study on lexile.com lists the lexile level needed for various professions and the average salary for each. Goals, challenges, and/or objectives Estabilshed rules/guidelines Interactivity Feedback Concrete relation to content A quantifiable outcome Gamification can motivate inclusion students to stay involved, said Russell. Motivation most often comes from the interactivity of the experience, and can be extrinsic, in the form of physical and electronic rewards, and friendships with teammates, and intrinsic, in the form of emotions such as excitement, agency, and feelings of belonging. However, if students find the experience frustrating, they will disengage, warned Russell. This can happen with quiz games such as Kahoot!, Jeopardy, Quizizz, and Quizlet. “Kahoot! is a game wherein players are awarded more points for answering questions quickly and actively compete with each other,” said Russell. “For lower performing students, students who need more processing time, and students who are easily distracted, this is a heavily slanted playing field leading to frustration, disengagement, and often negative behavior. Additionally, the competitive aspect of Kahoot! also has negative social side effects. The competitive factor makes it extremely difficult to balance a game for a class full of students at different levels and with different needs.” Collaboration is the key, noted Russell. “Focusing on collaborative efforts enables the students to interact with the problem and feel like they helped solve it,” he said. “Students who have this agency are motivated to continue to work hard and do better each time they try to solve a problem. The social and emotional elements of play are activated by collaboration. This collaboration also leads to increased engagement with the material and fewer instances of off-task or disruptive behavior.” Russell suggested these gamification approaches for the classroom: Escape Room: In an Escape Room scenario, students cooperate to compete against time. They solve puzzles, complete problems, or accomplish other academic tasks. Competing against Previous Self: Students can compete against their own previous scores, either with a set time or not. This is great for drill practice such as math or foreign language vocabulary. Competing in Groups: This is especially useful for games with strategy, deliberation, and decision making. You can also make it so that multiple teams can win if they all achieve the goal of the game. Students vs. Teacher: Classroom management can be a game where the class earns points when they follow expected behaviors and the teacher gains points if they don’t. In addition to encouraging a productive work environment, this also provides a way for inclusion students with social and/or behavioral goals to practice those skills while simultaneously working on academics. Continued on next page Link to page 1
Special Ed Tech, April 2019 Page 10 Gamification, continued from previous page He suggested structuring a gamified lesson in the following way: 1. Review the content or skill for 15 minutes 2. Teach or review the rules of the game for 5-10 minutes 3. Play the game for 30 to 40 minutes Russell also had several warnings: A gamified lesson si much better for review than for teaching a new skill Be cautious if you are introducing new content at the same time you introduce the game Be careful with long-term game rewards Do not use the same game every day Russell suggested some learning games that accommodate inclusion students: The Quiet Year is a map-making/storytelling board game in which each student can create their own world. It can involve any reading/writing skill. The Stock Market Game, a program of the SIFMA Foundation, helps students build a fundamental understanding of investing while providing them with real-world skills practice in math, English Language Arts, economics, social studies, and other subjects. Russell also suggested creating board games of your own. One of his own creating is called Protein Pursuit. He also made up a game called Trashketball, and games which use math dice. to find out more, contact him at russellsm17@gmail.com. Link to page 1
Learn, a4esl.org 6 PlayWorthy: RoyThe-Zebra.com Cont. on page 2 Please see Gamification on page 9 Earn CE certificates via many of these free and low-cost webinars, courses, and seminars. All webinars are recorded and can be seen at a later date. See altshift. education/events, edWeb.net, EduPaths. org, Kent County ISDs PD Hub, CECatalog, and
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