WEBVTT 00:00:00.000 --> 00:00:09.810 align:middle line:90% 00:00:09.810 --> 00:00:11.670 align:middle line:90% RICHARD LADNER: Hello there. 00:00:11.670 --> 00:00:13.605 align:middle line:90% We've just started recording. 00:00:13.605 --> 00:00:16.530 align:middle line:90% 00:00:16.530 --> 00:00:18.680 align:middle line:84% I'm Richard LADNER I'm the principal investigator 00:00:18.680 --> 00:00:30.220 align:middle line:90% for AccessComputing. 00:00:30.220 --> 00:00:34.750 align:middle line:84% And I would like to introduce our speaker today. 00:00:34.750 --> 00:00:37.570 align:middle line:84% We're going to have time for questions later. 00:00:37.570 --> 00:00:39.570 align:middle line:84% If you do have a question during the talk, 00:00:39.570 --> 00:00:40.945 align:middle line:84% be sure and put it into the chat. 00:00:40.945 --> 00:00:44.880 align:middle line:90% 00:00:44.880 --> 00:00:50.880 align:middle line:84% So Robert DeFillippo is a teacher 00:00:50.880 --> 00:00:56.020 align:middle line:84% of students with diverse learning abilities. 00:00:56.020 --> 00:00:58.410 align:middle line:90% And he has won some awards. 00:00:58.410 --> 00:01:01.860 align:middle line:84% He won the 2008 Annie Sullivan Award for Excellence 00:01:01.860 --> 00:01:07.140 align:middle line:84% in Education and he also won the 2018 National Champion 00:01:07.140 --> 00:01:09.870 align:middle line:84% of Computer Science award winner for his work 00:01:09.870 --> 00:01:12.810 align:middle line:84% with equity and accessibility to computer science 00:01:12.810 --> 00:01:15.240 align:middle line:84% for students with severe cognitive and emotional 00:01:15.240 --> 00:01:17.310 align:middle line:90% disabilities. 00:01:17.310 --> 00:01:20.977 align:middle line:84% So I'm proud to introduce Robert DeFillippo. 00:01:20.977 --> 00:01:22.560 align:middle line:84% ROBERT DEFILLIPPO: Thank you, Richard. 00:01:22.560 --> 00:01:24.610 align:middle line:84% I really appreciate the opportunity. 00:01:24.610 --> 00:01:26.460 align:middle line:84% And thank you all for coming this evening 00:01:26.460 --> 00:01:29.430 align:middle line:84% and this afternoon, based on your time zones. 00:01:29.430 --> 00:01:32.610 align:middle line:84% I'm really pleased to be here and to have the opportunity 00:01:32.610 --> 00:01:37.800 align:middle line:84% to talk about a subject that is very near and dear 00:01:37.800 --> 00:01:40.320 align:middle line:84% as my journey has begun a few years ago 00:01:40.320 --> 00:01:43.210 align:middle line:84% and we continue on that journey today. 00:01:43.210 --> 00:01:46.230 align:middle line:84% So as Richard had mentioned, but we 00:01:46.230 --> 00:01:48.880 align:middle line:84% began talking about myself a little bit. 00:01:48.880 --> 00:01:52.500 align:middle line:84% So over the past 25 years I have taught in many roles. 00:01:52.500 --> 00:01:55.620 align:middle line:84% I've served populations in special education 00:01:55.620 --> 00:01:58.950 align:middle line:84% from students with specific learning disabilities, 00:01:58.950 --> 00:02:02.460 align:middle line:84% life skills support, emotional disturbances, 00:02:02.460 --> 00:02:06.030 align:middle line:84% students with autism, and students with severe cognitive 00:02:06.030 --> 00:02:09.419 align:middle line:84% disabilities in many different environments. 00:02:09.419 --> 00:02:12.180 align:middle line:84% I have worked in a typical high school setting as well 00:02:12.180 --> 00:02:14.310 align:middle line:90% and as a resource room teacher. 00:02:14.310 --> 00:02:16.950 align:middle line:84% And those classes I would be doing push 00:02:16.950 --> 00:02:20.340 align:middle line:84% in services to give them supports with that 00:02:20.340 --> 00:02:23.640 align:middle line:84% and as well as being a full time, 00:02:23.640 --> 00:02:26.830 align:middle line:84% self-contained classroom teacher as well. 00:02:26.830 --> 00:02:29.100 align:middle line:84% So that's a little bit of my background, 00:02:29.100 --> 00:02:32.430 align:middle line:84% and before we kind of move on, I just 00:02:32.430 --> 00:02:35.190 align:middle line:84% want to kind of go over with you guys a quick overview. 00:02:35.190 --> 00:02:36.990 align:middle line:84% But you could see that there's a chart here 00:02:36.990 --> 00:02:38.860 align:middle line:90% that I have on here as well. 00:02:38.860 --> 00:02:41.730 align:middle line:84% So while I go over today's presentation objectives 00:02:41.730 --> 00:02:45.270 align:middle line:84% with you, I added this chart is kind of like a little teaser 00:02:45.270 --> 00:02:49.030 align:middle line:84% as to frame what the presentation is really about. 00:02:49.030 --> 00:02:51.210 align:middle line:84% So you can see that the title of the chart 00:02:51.210 --> 00:02:53.790 align:middle line:84% is Equity Through Opportunity and Accessibility 00:02:53.790 --> 00:02:55.660 align:middle line:90% Through Differentiation. 00:02:55.660 --> 00:02:58.020 align:middle line:84% So when we really talk about this opportunity, 00:02:58.020 --> 00:02:59.310 align:middle line:90% what are we discussing? 00:02:59.310 --> 00:03:03.030 align:middle line:84% We are really looking at that opportunity for students 00:03:03.030 --> 00:03:05.070 align:middle line:84% with severe cognitive disabilities 00:03:05.070 --> 00:03:07.560 align:middle line:84% to really have access to grade-level content 00:03:07.560 --> 00:03:09.150 align:middle line:90% and computer science. 00:03:09.150 --> 00:03:11.250 align:middle line:84% Now what kind of varies with that a little bit, 00:03:11.250 --> 00:03:14.280 align:middle line:84% and you can see the arrows jetting off side to side, 00:03:14.280 --> 00:03:16.800 align:middle line:84% is really about having the fact that we 00:03:16.800 --> 00:03:19.630 align:middle line:84% look at social emotional learning pieces as well. 00:03:19.630 --> 00:03:23.880 align:middle line:84% And we really want to take a broad view, that whole child 00:03:23.880 --> 00:03:27.000 align:middle line:84% approach, to teaching students with severe cognitive 00:03:27.000 --> 00:03:28.823 align:middle line:90% disabilities computer science. 00:03:28.823 --> 00:03:30.240 align:middle line:84% And on the other side we're really 00:03:30.240 --> 00:03:31.890 align:middle line:84% looking at that student engagement. 00:03:31.890 --> 00:03:36.900 align:middle line:84% More of your just fundamental teaching and learning 00:03:36.900 --> 00:03:40.320 align:middle line:84% and the skills that are needed in computer science. 00:03:40.320 --> 00:03:42.720 align:middle line:84% And then how do we differentiate that? 00:03:42.720 --> 00:03:46.120 align:middle line:84% And you could see NOAH is represented there, right there. 00:03:46.120 --> 00:03:48.383 align:middle line:84% And we're going to be talking more about that. 00:03:48.383 --> 00:03:49.800 align:middle line:84% But when we're talking about today 00:03:49.800 --> 00:03:53.095 align:middle line:84% and we're going to be looking at our objectives. 00:03:53.095 --> 00:03:54.720 align:middle line:84% First, it's going to be our journey the 00:03:54.720 --> 00:03:58.020 align:middle line:84% why, why did we begin doing what we're doing? 00:03:58.020 --> 00:04:01.298 align:middle line:84% As well as number two, the second section, 00:04:01.298 --> 00:04:03.090 align:middle line:84% we're going to look at, know your students. 00:04:03.090 --> 00:04:04.530 align:middle line:90% I call it KYS. 00:04:04.530 --> 00:04:08.640 align:middle line:84% And what it will look like to be an inclusive environment, 00:04:08.640 --> 00:04:12.300 align:middle line:84% willing to accept this opportunity and accessibility 00:04:12.300 --> 00:04:14.820 align:middle line:90% to computer science for all. 00:04:14.820 --> 00:04:18.000 align:middle line:84% After that we're going to look at what's worked for us. 00:04:18.000 --> 00:04:22.530 align:middle line:84% Again, it is what we have found to work in our environment 00:04:22.530 --> 00:04:24.060 align:middle line:90% with our population. 00:04:24.060 --> 00:04:27.270 align:middle line:84% And last but not least, some strategies for differentiation 00:04:27.270 --> 00:04:27.890 align:middle line:90% as well. 00:04:27.890 --> 00:04:32.240 align:middle line:90% 00:04:32.240 --> 00:04:35.080 align:middle line:84% So first a little bit about the school that I work in. 00:04:35.080 --> 00:04:37.630 align:middle line:84% Currently I serve as the computer science instructor 00:04:37.630 --> 00:04:40.210 align:middle line:84% for Mon Valley School which is a center based 00:04:40.210 --> 00:04:44.110 align:middle line:84% school, part of the Allegheny Intermediate Unit Three. 00:04:44.110 --> 00:04:47.200 align:middle line:84% In the state of Pennsylvania, if everyone is unaware, 00:04:47.200 --> 00:04:49.930 align:middle line:84% in the state of Pennsylvania we have intermediate units 00:04:49.930 --> 00:04:52.270 align:middle line:84% and they are educational entities 00:04:52.270 --> 00:04:56.500 align:middle line:84% that serve to provide special education services and supports 00:04:56.500 --> 00:04:58.720 align:middle line:90% for local school districts. 00:04:58.720 --> 00:05:02.650 align:middle line:84% Mon Valley School, at Mon Valley School we serve 1% 00:05:02.650 --> 00:05:06.220 align:middle line:84% of the school age students that have needs that cannot be met 00:05:06.220 --> 00:05:08.860 align:middle line:84% inside of their home school districts. 00:05:08.860 --> 00:05:11.560 align:middle line:90% Our school is 100% free lunch. 00:05:11.560 --> 00:05:14.710 align:middle line:84% We serve students from lower income families. 00:05:14.710 --> 00:05:18.490 align:middle line:84% Our enrollment fluctuates between 200 and 300 00:05:18.490 --> 00:05:20.050 align:middle line:90% full-time students. 00:05:20.050 --> 00:05:26.590 align:middle line:84% We serve ages from 5 to 21 years of age in grades from K to 21. 00:05:26.590 --> 00:05:30.310 align:middle line:84% We also have about 200 half-day students 00:05:30.310 --> 00:05:33.730 align:middle line:84% that come into Mon Valley school for vocational programming. 00:05:33.730 --> 00:05:35.440 align:middle line:84% And some of the vocational programming 00:05:35.440 --> 00:05:40.150 align:middle line:84% that we do offer is we have a food service program, 00:05:40.150 --> 00:05:44.950 align:middle line:84% a nursing aide program, auto mechanics, wood shop, buildings 00:05:44.950 --> 00:05:47.170 align:middle line:84% and grounds maintenance, and most recently 00:05:47.170 --> 00:05:50.800 align:middle line:84% a computer science vocational program that has served, 00:05:50.800 --> 00:05:54.700 align:middle line:84% that students can come into from 42 different school districts 00:05:54.700 --> 00:05:58.520 align:middle line:90% around the local area. 00:05:58.520 --> 00:06:01.630 align:middle line:84% So I have a video that I'm going to play 00:06:01.630 --> 00:06:04.300 align:middle line:84% that's going to tell you a little bit about the journey 00:06:04.300 --> 00:06:05.673 align:middle line:90% that we have taken. 00:06:05.673 --> 00:06:07.090 align:middle line:84% There's no sound to it, but you'll 00:06:07.090 --> 00:06:10.090 align:middle line:84% get a great representation of what the classroom looks like. 00:06:10.090 --> 00:06:12.220 align:middle line:84% Some of the things that go on in the classroom. 00:06:12.220 --> 00:06:13.870 align:middle line:84% And I'm very happy and proud to say 00:06:13.870 --> 00:06:17.630 align:middle line:84% that this was created by some students in the classroom. 00:06:17.630 --> 00:06:21.070 align:middle line:84% So this is kind of a little bit of their little journey 00:06:21.070 --> 00:06:22.100 align:middle line:90% as well. 00:06:22.100 --> 00:06:25.930 align:middle line:84% So our journey did begin, our journey to bring opportunity 00:06:25.930 --> 00:06:28.270 align:middle line:84% for computer science to our population, 00:06:28.270 --> 00:06:31.480 align:middle line:84% students began in 2016 is when it really began. 00:06:31.480 --> 00:06:35.350 align:middle line:84% And while teaching in a self contained autistic support 00:06:35.350 --> 00:06:38.020 align:middle line:84% classroom, I was really looking for a way 00:06:38.020 --> 00:06:41.590 align:middle line:84% to engage my students with technology 00:06:41.590 --> 00:06:44.990 align:middle line:84% while also still connecting their learning to reading, 00:06:44.990 --> 00:06:47.050 align:middle line:90% math, and science. 00:06:47.050 --> 00:06:50.900 align:middle line:84% My observations were really twofold. 00:06:50.900 --> 00:06:54.580 align:middle line:84% One students were really engaged with electronics. 00:06:54.580 --> 00:06:58.660 align:middle line:84% And two, they were great consumers of technologies 00:06:58.660 --> 00:07:01.630 align:middle line:84% but they really had no understanding of the technology 00:07:01.630 --> 00:07:03.130 align:middle line:90% and how it worked. 00:07:03.130 --> 00:07:06.880 align:middle line:84% I began with using the Code.org platform for teaching computer 00:07:06.880 --> 00:07:12.070 align:middle line:84% science, but I was quickly met with kind of two realizations 00:07:12.070 --> 00:07:13.240 align:middle line:90% that I had. 00:07:13.240 --> 00:07:16.090 align:middle line:84% First was I had no technology in the school 00:07:16.090 --> 00:07:20.260 align:middle line:84% to really be using except for two classroom desktop 00:07:20.260 --> 00:07:24.430 align:middle line:84% computers for eight students that I had at the time, 00:07:24.430 --> 00:07:26.950 align:middle line:84% and second of all, that the platform was not 00:07:26.950 --> 00:07:29.170 align:middle line:90% developed for this population. 00:07:29.170 --> 00:07:31.840 align:middle line:84% This led me to start really kind of diving 00:07:31.840 --> 00:07:35.260 align:middle line:84% into being creative and trying to think of some things 00:07:35.260 --> 00:07:36.310 align:middle line:90% that we could do. 00:07:36.310 --> 00:07:39.160 align:middle line:84% So through some grants that I wrote and received 00:07:39.160 --> 00:07:41.410 align:middle line:84% from the state and local partnerships 00:07:41.410 --> 00:07:44.140 align:middle line:84% we were able to create this Team's Lab 00:07:44.140 --> 00:07:49.210 align:middle line:84% which is an inclusive dedicated space for teaching computer 00:07:49.210 --> 00:07:53.740 align:middle line:84% science to students with cognitive disabilities, 00:07:53.740 --> 00:07:56.990 align:middle line:84% but it's also to look at other job opportunities. 00:07:56.990 --> 00:08:00.010 align:middle line:84% The lab really focuses on three main areas, 00:08:00.010 --> 00:08:02.890 align:middle line:84% and we look at coding and robotics, more 00:08:02.890 --> 00:08:05.770 align:middle line:84% of your standard language-based programming, 00:08:05.770 --> 00:08:08.110 align:middle line:84% we look at engineering and design, 00:08:08.110 --> 00:08:11.260 align:middle line:84% and then we also look at digital arts and digital fabrication 00:08:11.260 --> 00:08:12.150 align:middle line:90% inside of the lab. 00:08:12.150 --> 00:08:14.800 align:middle line:84% So those are kind of the three cornerstones of what 00:08:14.800 --> 00:08:23.220 align:middle line:90% we've done with our team's lab 00:08:23.220 --> 00:08:25.823 align:middle line:84% Now as you can see there are two charts here 00:08:25.823 --> 00:08:27.240 align:middle line:84% and there's a question the middle, 00:08:27.240 --> 00:08:29.340 align:middle line:90% is there room in the car? 00:08:29.340 --> 00:08:32.250 align:middle line:84% So I always use this metaphor because I really 00:08:32.250 --> 00:08:34.169 align:middle line:84% feel like it gives us an opportunity 00:08:34.169 --> 00:08:38.190 align:middle line:84% to take a look at a car being used as a vehicle 00:08:38.190 --> 00:08:40.140 align:middle line:84% to get from one place to another. 00:08:40.140 --> 00:08:43.320 align:middle line:84% And the two charts that are up there kind of I 00:08:43.320 --> 00:08:45.840 align:middle line:84% began to quickly realize that the focus in computer 00:08:45.840 --> 00:08:48.990 align:middle line:84% science on a national level was really 00:08:48.990 --> 00:08:51.750 align:middle line:84% centered around gender and ethnicity 00:08:51.750 --> 00:08:57.870 align:middle line:84% and socioeconomic groups as evidenced here in the charts. 00:08:57.870 --> 00:08:59.610 align:middle line:84% But then I really began to realize 00:08:59.610 --> 00:09:01.680 align:middle line:84% that not much was being said about students 00:09:01.680 --> 00:09:03.930 align:middle line:84% with severe cognitive disabilities. 00:09:03.930 --> 00:09:05.550 align:middle line:84% And that's where the car metaphor 00:09:05.550 --> 00:09:08.850 align:middle line:84% came in is the fact that I felt like computer science 00:09:08.850 --> 00:09:12.360 align:middle line:84% as a whole on a national level was pushing forward 00:09:12.360 --> 00:09:15.370 align:middle line:90% and it was bringing opportunity. 00:09:15.370 --> 00:09:18.660 align:middle line:84% So the car was the opportunity for computer science, 00:09:18.660 --> 00:09:21.360 align:middle line:84% but it was kind of looking at the fact 00:09:21.360 --> 00:09:25.410 align:middle line:84% that gender and ethnicity and socioeconomic background 00:09:25.410 --> 00:09:28.860 align:middle line:84% were taking up all of the seats in the car, while yet 00:09:28.860 --> 00:09:31.200 align:middle line:84% special needs students were kind of not 00:09:31.200 --> 00:09:33.810 align:middle line:90% being asked to enter the car. 00:09:33.810 --> 00:09:35.700 align:middle line:84% So this is kind of really the impetus 00:09:35.700 --> 00:09:38.940 align:middle line:84% of why I wanted to start and really try 00:09:38.940 --> 00:09:42.450 align:middle line:84% to bring some equitable access for students 00:09:42.450 --> 00:09:45.240 align:middle line:84% with severe cognitive and emotional disabilities 00:09:45.240 --> 00:09:47.480 align:middle line:90% to computer science. 00:09:47.480 --> 00:09:51.000 align:middle line:84% Now the next section, KYS, know your students. 00:09:51.000 --> 00:09:55.110 align:middle line:84% It's really when we look at our population, 00:09:55.110 --> 00:09:57.610 align:middle line:84% objective number two is about know your students. 00:09:57.610 --> 00:10:00.300 align:middle line:84% And let's look at the population that we're targeting today. 00:10:00.300 --> 00:10:03.510 align:middle line:84% 7.1 million students in the US are 00:10:03.510 --> 00:10:06.900 align:middle line:84% identified as having some disability under the IDEA 00:10:06.900 --> 00:10:10.440 align:middle line:84% Act, of which 11% of those students 00:10:10.440 --> 00:10:13.080 align:middle line:90% are on the autism spectrum. 00:10:13.080 --> 00:10:16.530 align:middle line:84% One in 54 students on the spectrum 00:10:16.530 --> 00:10:20.670 align:middle line:90% are also dually diagnosed. 00:10:20.670 --> 00:10:23.520 align:middle line:84% And those numbers are from 2020 CDC. 00:10:23.520 --> 00:10:26.160 align:middle line:84% And these numbers, in my perspective, 00:10:26.160 --> 00:10:28.800 align:middle line:84% they really don't reflect the total number of students 00:10:28.800 --> 00:10:31.260 align:middle line:84% that I believe that have slipped through the crack, that 00:10:31.260 --> 00:10:33.300 align:middle line:84% may be unidentified students that 00:10:33.300 --> 00:10:37.830 align:middle line:84% may require some special programming to make things 00:10:37.830 --> 00:10:39.450 align:middle line:90% accessible for them. 00:10:39.450 --> 00:10:42.780 align:middle line:84% But I also believe that, moving forward, 00:10:42.780 --> 00:10:44.820 align:middle line:84% we need to really find this, there 00:10:44.820 --> 00:10:46.350 align:middle line:84% are other students that were not, 00:10:46.350 --> 00:10:48.630 align:middle line:84% maybe their families did not want 00:10:48.630 --> 00:10:52.450 align:middle line:84% to have their child identified as special needs. 00:10:52.450 --> 00:10:55.230 align:middle line:84% So I think that these numbers are a little low. 00:10:55.230 --> 00:10:57.280 align:middle line:84% I think the numbers are much higher. 00:10:57.280 --> 00:10:59.730 align:middle line:84% But these are the reported numbers 00:10:59.730 --> 00:11:01.920 align:middle line:90% that we have at this point. 00:11:01.920 --> 00:11:05.940 align:middle line:84% Now when we talk about 31% of students with autism 00:11:05.940 --> 00:11:09.030 align:middle line:84% spectrum disorders also have intellectual disabilities 00:11:09.030 --> 00:11:09.850 align:middle line:90% as well. 00:11:09.850 --> 00:11:12.000 align:middle line:90% So that dual diagnosis piece. 00:11:12.000 --> 00:11:14.790 align:middle line:84% And we could see 25% have IQ scores 00:11:14.790 --> 00:11:17.160 align:middle line:84% in that borderline range, while we still 00:11:17.160 --> 00:11:21.060 align:middle line:84% have 40 for a big number of students are right at that 85, 00:11:21.060 --> 00:11:22.320 align:middle line:90% greater than 85. 00:11:22.320 --> 00:11:25.440 align:middle line:84% So really understanding what the background 00:11:25.440 --> 00:11:27.510 align:middle line:84% of the students coming into their classroom 00:11:27.510 --> 00:11:31.560 align:middle line:84% is really one of the key things about knowing what we're 00:11:31.560 --> 00:11:33.150 align:middle line:84% going to have to do to make things 00:11:33.150 --> 00:11:36.660 align:middle line:84% accessible for the students that we're going to be serving. 00:11:36.660 --> 00:11:38.220 align:middle line:84% Now when we talk about this, we're 00:11:38.220 --> 00:11:41.470 align:middle line:84% looking at this inclusion in your CS classroom. 00:11:41.470 --> 00:11:43.200 align:middle line:90% What can we expect? 00:11:43.200 --> 00:11:45.270 align:middle line:84% Now when you think about dually diagnosed, 00:11:45.270 --> 00:11:48.300 align:middle line:84% we just talked about students with ASD often 00:11:48.300 --> 00:11:51.450 align:middle line:84% have intellectual disabilities, that dual diagnosis strand 00:11:51.450 --> 00:11:52.380 align:middle line:90% as well. 00:11:52.380 --> 00:11:56.430 align:middle line:84% But expressive and receptive language difficulties. 00:11:56.430 --> 00:11:59.140 align:middle line:84% So receiving speech and language support, 00:11:59.140 --> 00:12:01.140 align:middle line:84% they may be non-verbal students, they 00:12:01.140 --> 00:12:04.890 align:middle line:84% may have speech impediments, vocabulary development 00:12:04.890 --> 00:12:06.840 align:middle line:90% may be delayed as well. 00:12:06.840 --> 00:12:09.750 align:middle line:84% Along with this receptive and language 00:12:09.750 --> 00:12:11.910 align:middle line:84% issues that students present with, 00:12:11.910 --> 00:12:15.330 align:middle line:84% they can also have reduced auditory and visual processing 00:12:15.330 --> 00:12:16.380 align:middle line:90% skills. 00:12:16.380 --> 00:12:18.330 align:middle line:84% Now this is an important one because I 00:12:18.330 --> 00:12:20.520 align:middle line:84% believe that these reduced auditory 00:12:20.520 --> 00:12:24.000 align:middle line:84% processing and receptive skills limit access 00:12:24.000 --> 00:12:28.110 align:middle line:84% to typical verbal teacher instruction. 00:12:28.110 --> 00:12:30.540 align:middle line:84% Now I like to use another metaphor here 00:12:30.540 --> 00:12:34.230 align:middle line:84% because I try to bring it from the perspective of the students 00:12:34.230 --> 00:12:37.230 align:middle line:84% that I have served and what I know after learning 00:12:37.230 --> 00:12:40.410 align:middle line:84% in 25 years of teaching students with severe cognitive 00:12:40.410 --> 00:12:44.160 align:middle line:84% disabilities, is I oftentimes reference 00:12:44.160 --> 00:12:48.090 align:middle line:84% a conference room in their head with stacks of paper 00:12:48.090 --> 00:12:49.650 align:middle line:90% all over the desk. 00:12:49.650 --> 00:12:52.770 align:middle line:84% And somebody has a fan running full blast. 00:12:52.770 --> 00:12:56.430 align:middle line:84% The papers are spinning around and students oftentimes 00:12:56.430 --> 00:12:59.910 align:middle line:84% with expressive and receptive language difficulties 00:12:59.910 --> 00:13:02.940 align:middle line:84% are constantly trying to find where that paper is 00:13:02.940 --> 00:13:05.250 align:middle line:84% for that exact moment that they want 00:13:05.250 --> 00:13:09.690 align:middle line:84% to be able to give a response or feel like they are involved 00:13:09.690 --> 00:13:11.410 align:middle line:90% in the classroom discussion. 00:13:11.410 --> 00:13:14.370 align:middle line:84% So that organizing and sequencing deficits 00:13:14.370 --> 00:13:16.500 align:middle line:90% are also a big part of it. 00:13:16.500 --> 00:13:18.480 align:middle line:84% Now when you take that, and we also 00:13:18.480 --> 00:13:21.900 align:middle line:84% look at that emphasis on the social emotional learning 00:13:21.900 --> 00:13:24.650 align:middle line:90% piece, what can you expect here? 00:13:24.650 --> 00:13:27.480 align:middle line:84% Students that may not Make eye contact. 00:13:27.480 --> 00:13:30.530 align:middle line:84% They may not understand social mores 00:13:30.530 --> 00:13:35.730 align:middle line:84% with the sense of inclusion and they need 00:13:35.730 --> 00:13:37.410 align:middle line:90% to have rules and routines. 00:13:37.410 --> 00:13:41.100 align:middle line:84% So managing emotions for them might be very difficult, 00:13:41.100 --> 00:13:44.640 align:middle line:84% trusting the learning environment and relationships 00:13:44.640 --> 00:13:47.280 align:middle line:84% can be very difficult for the students as well. 00:13:47.280 --> 00:13:51.210 align:middle line:84% Decision making, again this is that executive function piece, 00:13:51.210 --> 00:13:54.510 align:middle line:84% decision making is very difficult for them as well. 00:13:54.510 --> 00:13:58.200 align:middle line:84% And often they are searching for an environment that is really 00:13:58.200 --> 00:14:02.430 align:middle line:84% a highly structured environment where rules and routines are 00:14:02.430 --> 00:14:06.300 align:middle line:84% concrete and they are really repetitive. 00:14:06.300 --> 00:14:10.200 align:middle line:84% So again, the outcomes with the whole child approach, 00:14:10.200 --> 00:14:13.140 align:middle line:84% hence the arrow moving over to the whole child approach. 00:14:13.140 --> 00:14:15.660 align:middle line:84% When we talk about the whole child approach what 00:14:15.660 --> 00:14:17.500 align:middle line:90% are we really talking about? 00:14:17.500 --> 00:14:19.840 align:middle line:84% So we are looking at things and we are saying, 00:14:19.840 --> 00:14:21.720 align:middle line:84% we want more of a bird's eye view, 00:14:21.720 --> 00:14:24.450 align:middle line:84% a broader view of skills and knowledge, 00:14:24.450 --> 00:14:27.540 align:middle line:84% not just a standard on a piece of paper. 00:14:27.540 --> 00:14:29.610 align:middle line:84% But what are the intangible things 00:14:29.610 --> 00:14:31.620 align:middle line:84% that are being taught by this as well? 00:14:31.620 --> 00:14:35.820 align:middle line:84% Being able to have students have hands-on opportunities, 00:14:35.820 --> 00:14:38.880 align:middle line:84% that real high-structured classroom settings 00:14:38.880 --> 00:14:42.270 align:middle line:84% and prompts use to initiate learning inside 00:14:42.270 --> 00:14:45.720 align:middle line:84% of your classroom are very, very important 00:14:45.720 --> 00:14:49.440 align:middle line:84% for students to be successful inside of a classroom 00:14:49.440 --> 00:14:52.110 align:middle line:90% for computer science. 00:14:52.110 --> 00:14:54.460 align:middle line:90% Now the impacts on instruction. 00:14:54.460 --> 00:14:57.720 align:middle line:84% So this slide really addresses some of the solutions 00:14:57.720 --> 00:15:01.680 align:middle line:84% based on the presented deficits in the classroom correlated 00:15:01.680 --> 00:15:04.860 align:middle line:84% to what we know students with severe cognitive delays 00:15:04.860 --> 00:15:08.470 align:middle line:84% can experience in the learning environment. 00:15:08.470 --> 00:15:13.290 align:middle line:84% So with language skills, the use of other web-based technology 00:15:13.290 --> 00:15:18.360 align:middle line:84% to support alternate ways of input and response 00:15:18.360 --> 00:15:21.450 align:middle line:84% to instruction, things like Flipgrid and Jamboards, 00:15:21.450 --> 00:15:24.310 align:middle line:84% and we'll talk more about those in the next section, 00:15:24.310 --> 00:15:26.490 align:middle line:84% but the scaffolding, also looking 00:15:26.490 --> 00:15:29.640 align:middle line:84% at scaffolding ideas for students, 00:15:29.640 --> 00:15:34.780 align:middle line:84% being able to get them instead of just being one activity, 00:15:34.780 --> 00:15:37.830 align:middle line:84% being able to have them do multiple activities, 00:15:37.830 --> 00:15:40.380 align:middle line:84% but breaking it down to a component 00:15:40.380 --> 00:15:42.960 align:middle line:90% that student is able to handle. 00:15:42.960 --> 00:15:46.110 align:middle line:84% The emphasis on the social emotional learning, these 00:15:46.110 --> 00:15:50.370 align:middle line:84% are the rules and expectations reviewed before every class. 00:15:50.370 --> 00:15:53.850 align:middle line:84% Time countdowns to begin instructional time, 00:15:53.850 --> 00:15:58.320 align:middle line:84% verbal, visual, auditory cues to begin instructional times, 00:15:58.320 --> 00:16:00.330 align:middle line:84% and opportunities for those students 00:16:00.330 --> 00:16:02.580 align:middle line:84% to build trust and relationships, 00:16:02.580 --> 00:16:05.250 align:middle line:84% and in the environment itself will 00:16:05.250 --> 00:16:07.170 align:middle line:84% be based on the start of the school year 00:16:07.170 --> 00:16:10.710 align:middle line:84% and we'll discuss that more again in the next section. 00:16:10.710 --> 00:16:12.480 align:middle line:84% This whole child approach I really 00:16:12.480 --> 00:16:15.660 align:middle line:84% want to kind of drill you into this drilling 00:16:15.660 --> 00:16:19.050 align:middle line:84% down of standards to meet students where they are. 00:16:19.050 --> 00:16:21.810 align:middle line:84% And we'll really take a look at this later 00:16:21.810 --> 00:16:24.090 align:middle line:84% on when we look at the differentiation 00:16:24.090 --> 00:16:25.900 align:middle line:90% piece of the presentation. 00:16:25.900 --> 00:16:30.120 align:middle line:84% So I think that that is probably the most impactful thing 00:16:30.120 --> 00:16:32.460 align:middle line:84% that we can do for the instruction 00:16:32.460 --> 00:16:36.090 align:middle line:84% to make computer science accessible for students 00:16:36.090 --> 00:16:38.050 align:middle line:90% with special needs. 00:16:38.050 --> 00:16:40.620 align:middle line:84% So those whole things are wrapped around 00:16:40.620 --> 00:16:45.360 align:middle line:84% can we find opportunities to make abstract concepts more 00:16:45.360 --> 00:16:47.130 align:middle line:90% tangible when possible? 00:16:47.130 --> 00:16:49.840 align:middle line:90% Can we find those opportunities? 00:16:49.840 --> 00:16:55.320 align:middle line:84% So as we start into the third section looking at outcomes 00:16:55.320 --> 00:16:59.430 align:middle line:84% for CS for students with intellectual disabilities, 00:16:59.430 --> 00:17:01.800 align:middle line:84% I want to draw on what we have previously 00:17:01.800 --> 00:17:05.160 align:middle line:84% discussed, especially that piece about the differentiating 00:17:05.160 --> 00:17:09.750 align:middle line:84% strategies and why I underlined and bolded that drilling down 00:17:09.750 --> 00:17:11.619 align:middle line:90% of standards. 00:17:11.619 --> 00:17:16.349 align:middle line:84% So in computer science we have a very clear representation, 00:17:16.349 --> 00:17:20.310 align:middle line:84% standards-driven for typical or traditional students 00:17:20.310 --> 00:17:21.300 align:middle line:90% in our classrooms. 00:17:21.300 --> 00:17:25.260 align:middle line:84% You know oftentimes they follow that 2 P, 3 C problem 00:17:25.260 --> 00:17:29.260 align:middle line:84% solving, persistence, communication, collaboration, 00:17:29.260 --> 00:17:30.420 align:middle line:90% and creativity. 00:17:30.420 --> 00:17:33.060 align:middle line:84% So those are very clear outcomes that they 00:17:33.060 --> 00:17:35.670 align:middle line:84% can have for students that are typical 00:17:35.670 --> 00:17:38.970 align:middle line:84% or traditional students in your CS room. 00:17:38.970 --> 00:17:42.120 align:middle line:84% When we begin looking at severe cognitive disabilities, 00:17:42.120 --> 00:17:45.060 align:middle line:84% we begin understanding that while those outcomes 00:17:45.060 --> 00:17:49.500 align:middle line:84% for typical students may be, including college or a CS 00:17:49.500 --> 00:17:52.530 align:middle line:84% degree later, students with neurodiversities, 00:17:52.530 --> 00:17:57.030 align:middle line:84% they're gaining much more than just that CS knowledge, just 00:17:57.030 --> 00:18:00.120 align:middle line:84% that ability to maybe understand loop structures, 00:18:00.120 --> 00:18:03.840 align:middle line:84% or maybe to write a few lines of code in Python, 00:18:03.840 --> 00:18:08.370 align:middle line:90% to do artwork on a Canvas. 00:18:08.370 --> 00:18:11.910 align:middle line:84% But by using this, looking at these different areas, 00:18:11.910 --> 00:18:14.080 align:middle line:84% the problem solving, computational thinking, 00:18:14.080 --> 00:18:16.290 align:middle line:84% critical thinking for traditional students, 00:18:16.290 --> 00:18:19.800 align:middle line:84% how does that translate over to students with severe cognitive 00:18:19.800 --> 00:18:20.790 align:middle line:90% disabilities? 00:18:20.790 --> 00:18:23.370 align:middle line:84% Well they are things like finding that first step. 00:18:23.370 --> 00:18:26.130 align:middle line:84% Can they in problem solving, can they 00:18:26.130 --> 00:18:29.310 align:middle line:84% find the first step to be able to even begin 00:18:29.310 --> 00:18:31.360 align:middle line:90% the problem solving process? 00:18:31.360 --> 00:18:34.710 align:middle line:84% So we do look at ways that we can differentiate that. 00:18:34.710 --> 00:18:36.690 align:middle line:84% And again, we'll talk more about that 00:18:36.690 --> 00:18:38.340 align:middle line:90% when we get into that section. 00:18:38.340 --> 00:18:40.740 align:middle line:84% But that is what we're trying to look at. 00:18:40.740 --> 00:18:43.020 align:middle line:90% The next, building a plan. 00:18:43.020 --> 00:18:45.840 align:middle line:84% So can students then get to the point 00:18:45.840 --> 00:18:49.590 align:middle line:84% where they have identified what the problem is and now they're 00:18:49.590 --> 00:18:53.340 align:middle line:84% ready to move on to coming up with a plan to solve? 00:18:53.340 --> 00:18:55.860 align:middle line:84% And this idea of failure learning, 00:18:55.860 --> 00:18:58.770 align:middle line:84% understanding that they will have more failures in your CS 00:18:58.770 --> 00:19:01.140 align:middle line:90% classroom than successes. 00:19:01.140 --> 00:19:04.350 align:middle line:84% And I think as an overall we can kind of all agree 00:19:04.350 --> 00:19:07.050 align:middle line:84% that I don't think it's just special needs students that 00:19:07.050 --> 00:19:09.570 align:middle line:84% have a lot of failure right out of the gate with computer 00:19:09.570 --> 00:19:10.710 align:middle line:90% science. 00:19:10.710 --> 00:19:12.750 align:middle line:84% So I think that it's across the board. 00:19:12.750 --> 00:19:14.940 align:middle line:84% Now one of the things that we also 00:19:14.940 --> 00:19:17.010 align:middle line:84% look at with computational thinking 00:19:17.010 --> 00:19:20.160 align:middle line:84% that we've done for ID students, is this idea 00:19:20.160 --> 00:19:24.120 align:middle line:84% of flowchart thinking and segmenting and sequencing, 00:19:24.120 --> 00:19:26.460 align:middle line:84% grouping and pattern recognitions. 00:19:26.460 --> 00:19:30.450 align:middle line:84% We use it in the Teams Lab, we do use flowchart thinking, 00:19:30.450 --> 00:19:33.540 align:middle line:84% where they come to diamonds for decision making. 00:19:33.540 --> 00:19:39.060 align:middle line:84% And oftentimes we give some of them the opportunity to have, 00:19:39.060 --> 00:19:41.610 align:middle line:84% it's almost like story starters for reading. 00:19:41.610 --> 00:19:43.950 align:middle line:84% So we may give them an algorithm that needs 00:19:43.950 --> 00:19:46.860 align:middle line:84% debugged but we may give them the first three things that 00:19:46.860 --> 00:19:50.560 align:middle line:84% are wrong that they need to find and then only find one more. 00:19:50.560 --> 00:19:53.130 align:middle line:84% So again, with thinking critically, 00:19:53.130 --> 00:19:55.800 align:middle line:84% we know what that is for typically 00:19:55.800 --> 00:19:59.270 align:middle line:84% for traditional students, but the next pieces 00:19:59.270 --> 00:20:02.250 align:middle line:84% is for ID students it's that strategy 00:20:02.250 --> 00:20:04.260 align:middle line:90% recall through repetition. 00:20:04.260 --> 00:20:06.600 align:middle line:84% Where are we giving them enough time 00:20:06.600 --> 00:20:11.220 align:middle line:84% to go through a skill set that they can actually demonstrate 00:20:11.220 --> 00:20:14.780 align:middle line:90% mastery before moving on? 00:20:14.780 --> 00:20:19.780 align:middle line:84% So as we discussed, we can see that those tangible benefits 00:20:19.780 --> 00:20:24.650 align:middle line:84% of why CS instruction can help with academic precursors 00:20:24.650 --> 00:20:26.890 align:middle line:84% like critical thinking or problem 00:20:26.890 --> 00:20:31.960 align:middle line:84% solving or executive function of neurodiverse students. 00:20:31.960 --> 00:20:36.730 align:middle line:84% But we can see the correlation really between the soft skills 00:20:36.730 --> 00:20:40.240 align:middle line:84% and the social emotional learning 00:20:40.240 --> 00:20:43.270 align:middle line:84% that those students reap the benefits of as well. 00:20:43.270 --> 00:20:46.600 align:middle line:84% That's self advocacy and self-determination. 00:20:46.600 --> 00:20:52.030 align:middle line:84% Now you could see AEC level, alternate eligible content 00:20:52.030 --> 00:20:53.290 align:middle line:90% standards. 00:20:53.290 --> 00:20:55.300 align:middle line:84% So I want to draw your attention to that because 00:20:55.300 --> 00:20:57.217 align:middle line:84% in the state of Pennsylvania, and I'm not sure 00:20:57.217 --> 00:21:00.250 align:middle line:84% if other states have this, but our core content 00:21:00.250 --> 00:21:04.600 align:middle line:84% standards for reading, math, and science, they all 00:21:04.600 --> 00:21:09.350 align:middle line:84% have alternate eligible content standards for special needs 00:21:09.350 --> 00:21:10.200 align:middle line:90% students. 00:21:10.200 --> 00:21:14.360 align:middle line:84% So these are drilled down versions of the high level 00:21:14.360 --> 00:21:18.080 align:middle line:84% outcome standard that a typical student would get. 00:21:18.080 --> 00:21:22.820 align:middle line:84% So I need you to think about this in terms of a continuum. 00:21:22.820 --> 00:21:26.510 align:middle line:84% While the high level outcome, or the high level standard 00:21:26.510 --> 00:21:29.000 align:middle line:84% may be the high level standard, there 00:21:29.000 --> 00:21:33.530 align:middle line:84% is an opportunity for teachers to drill that standard down 00:21:33.530 --> 00:21:36.470 align:middle line:84% and almost think of it as rungs of a ladder that 00:21:36.470 --> 00:21:40.080 align:middle line:84% are going up to whatever that standard may be. 00:21:40.080 --> 00:21:42.170 align:middle line:84% So I did pick one of the standards 00:21:42.170 --> 00:21:44.660 align:middle line:84% that I oftentimes do with my students 00:21:44.660 --> 00:21:46.910 align:middle line:84% and it has to do with decomposing problems 00:21:46.910 --> 00:21:49.190 align:middle line:90% into smaller components. 00:21:49.190 --> 00:21:53.420 align:middle line:84% And it's they use a lot of high level words 00:21:53.420 --> 00:21:55.640 align:middle line:90% through systematic analysis. 00:21:55.640 --> 00:21:58.430 align:middle line:84% These are where the standards are used 00:21:58.430 --> 00:22:02.090 align:middle line:84% but drilling that standard down for a special needs student 00:22:02.090 --> 00:22:05.720 align:middle line:84% can be done simply by looking at are the students expected 00:22:05.720 --> 00:22:08.570 align:middle line:84% to decompose a complex problem and develop 00:22:08.570 --> 00:22:10.880 align:middle line:90% a program all on their own? 00:22:10.880 --> 00:22:14.930 align:middle line:84% Or can we give them a story starter? 00:22:14.930 --> 00:22:18.170 align:middle line:84% Can we give them the first rung of the ladder 00:22:18.170 --> 00:22:22.640 align:middle line:84% and then help them through that with some instructional 00:22:22.640 --> 00:22:27.620 align:middle line:84% strategies that we can use such as study guides, that 00:22:27.620 --> 00:22:32.000 align:middle line:84% can help a student get through a high level 00:22:32.000 --> 00:22:35.160 align:middle line:84% standard at a low level entry point? 00:22:35.160 --> 00:22:37.160 align:middle line:84% So it's really about meeting the students 00:22:37.160 --> 00:22:40.250 align:middle line:84% where they are instead of having the students meet us 00:22:40.250 --> 00:22:41.420 align:middle line:90% where we are. 00:22:41.420 --> 00:22:43.060 align:middle line:84% RICHARD LADNER: Robert just quick. 00:22:43.060 --> 00:22:44.060 align:middle line:90% ROBERT DEFILLIPPO: Yeah. 00:22:44.060 --> 00:22:46.018 align:middle line:84% RICHARD LADNER: So it's a question in the chat. 00:22:46.018 --> 00:22:47.450 align:middle line:90% You use the term ID student. 00:22:47.450 --> 00:22:48.752 align:middle line:90% Could you explain what that is? 00:22:48.752 --> 00:22:50.960 align:middle line:84% ROBERT DEFILLIPPO: That is intellectual disabilities. 00:22:50.960 --> 00:22:56.300 align:middle line:84% In the state of Pennsylvania ID is the preferred usage 00:22:56.300 --> 00:22:58.340 align:middle line:84% for identifying students that have 00:22:58.340 --> 00:23:01.790 align:middle line:84% severe cognitive and emotional disabilities, intellectually 00:23:01.790 --> 00:23:02.790 align:middle line:90% disabled. 00:23:02.790 --> 00:23:04.160 align:middle line:90% RICHARD LADNER: Yeah, thank you. 00:23:04.160 --> 00:23:05.285 align:middle line:90% ROBERT DEFILLIPPO: Yes sir. 00:23:05.285 --> 00:23:08.370 align:middle line:90% 00:23:08.370 --> 00:23:10.570 align:middle line:90% Now, what has worked for us? 00:23:10.570 --> 00:23:12.432 align:middle line:90% So this is our next section. 00:23:12.432 --> 00:23:13.390 align:middle line:90% What has worked for us? 00:23:13.390 --> 00:23:17.070 align:middle line:84% So we really wanted to try to focus on understanding 00:23:17.070 --> 00:23:19.870 align:middle line:84% that the students coming into our classroom, 00:23:19.870 --> 00:23:21.690 align:middle line:84% how can we make them feel comfortable? 00:23:21.690 --> 00:23:25.620 align:middle line:84% How can we look at that whole child approach to learning 00:23:25.620 --> 00:23:30.810 align:middle line:84% and really make computer science equitable as well as accessible 00:23:30.810 --> 00:23:31.840 align:middle line:90% for them? 00:23:31.840 --> 00:23:35.340 align:middle line:84% So we really had to come up with some ideas of what we would do 00:23:35.340 --> 00:23:38.670 align:middle line:84% and how we would get students more engaged in that learning 00:23:38.670 --> 00:23:42.150 align:middle line:90% process for computer science. 00:23:42.150 --> 00:23:46.080 align:middle line:84% We did get through and we came up with one of the tools 00:23:46.080 --> 00:23:47.760 align:middle line:90% that we use is called NOAH. 00:23:47.760 --> 00:23:50.880 align:middle line:84% And NOAH stands for norms, outcomes, assessments, 00:23:50.880 --> 00:23:54.390 align:middle line:84% and groupings And Richard had mentioned 00:23:54.390 --> 00:23:57.240 align:middle line:84% when he looked at my slides that the H doesn't 00:23:57.240 --> 00:23:58.560 align:middle line:90% make the groupings. 00:23:58.560 --> 00:24:02.310 align:middle line:84% So when we say H we are actually looking at that homogeneous 00:24:02.310 --> 00:24:04.440 align:middle line:90% and heterogeneous groupings. 00:24:04.440 --> 00:24:07.980 align:middle line:84% So that's the reason why we use groupings. 00:24:07.980 --> 00:24:11.220 align:middle line:84% So the norms, outcomes, assessments, and groupings 00:24:11.220 --> 00:24:14.880 align:middle line:84% are what we differentiate for our students right out 00:24:14.880 --> 00:24:19.120 align:middle line:84% of the gate to really build that inclusive classroom setting. 00:24:19.120 --> 00:24:22.140 align:middle line:84% And again, I don't believe that this is only 00:24:22.140 --> 00:24:24.220 align:middle line:90% for special needs students. 00:24:24.220 --> 00:24:27.990 align:middle line:84% I believe that there are a multitude of students that 00:24:27.990 --> 00:24:30.540 align:middle line:84% take computer science courses, whether it 00:24:30.540 --> 00:24:33.240 align:middle line:84% be because their friends are taking it 00:24:33.240 --> 00:24:36.270 align:middle line:84% or they did not want to take a math course 00:24:36.270 --> 00:24:38.880 align:middle line:84% and they can use the CS course instead. 00:24:38.880 --> 00:24:41.640 align:middle line:84% But they come in and they're immediately overwhelmed 00:24:41.640 --> 00:24:43.487 align:middle line:84% and immediately they think to themselves, 00:24:43.487 --> 00:24:45.570 align:middle line:84% I'm never going to be able to do computer science. 00:24:45.570 --> 00:24:47.790 align:middle line:84% I don't understand it I don't get it. 00:24:47.790 --> 00:24:51.480 align:middle line:84% So I think that making the environment, that first week 00:24:51.480 --> 00:24:54.270 align:middle line:84% of school, making that environment inclusive 00:24:54.270 --> 00:24:57.210 align:middle line:84% and not as threatening is the first place 00:24:57.210 --> 00:25:00.080 align:middle line:90% to start with differentiating. 00:25:00.080 --> 00:25:02.920 align:middle line:84% So one of the things with norms is 00:25:02.920 --> 00:25:04.780 align:middle line:84% starting with that first week of class 00:25:04.780 --> 00:25:07.600 align:middle line:84% and building that culture for the classroom. 00:25:07.600 --> 00:25:10.330 align:middle line:84% That culture that is represented with problem 00:25:10.330 --> 00:25:14.690 align:middle line:84% solving, that persistence piece, communication, collaboration, 00:25:14.690 --> 00:25:17.740 align:middle line:84% and creativity and giving students the opportunity 00:25:17.740 --> 00:25:22.840 align:middle line:84% to experience how the classroom is going to be run before they 00:25:22.840 --> 00:25:27.490 align:middle line:84% get into the core content pieces of what the computer science 00:25:27.490 --> 00:25:29.570 align:middle line:84% curriculum is going to look like. 00:25:29.570 --> 00:25:33.850 align:middle line:84% I have attached in here a Teams pre-course. 00:25:33.850 --> 00:25:37.150 align:middle line:90% So it is a quick view. 00:25:37.150 --> 00:25:41.580 align:middle line:84% I'm going to can everyone still see my screen? 00:25:41.580 --> 00:25:42.080 align:middle line:90% Yeah? 00:25:42.080 --> 00:25:42.800 align:middle line:90% RICHARD LADNER: Yes. 00:25:42.800 --> 00:25:43.967 align:middle line:90% ROBERT DEFILLIPPO: OK great. 00:25:43.967 --> 00:25:47.930 align:middle line:84% So the Team's model lesson plan is really just a lesson plan 00:25:47.930 --> 00:25:51.200 align:middle line:84% that is completely developed for you with content standards 00:25:51.200 --> 00:25:52.470 align:middle line:90% as well. 00:25:52.470 --> 00:25:54.930 align:middle line:84% And there are even the materials, 00:25:54.930 --> 00:25:57.950 align:middle line:84% some of the materials we have designed as well to help it be 00:25:57.950 --> 00:25:59.990 align:middle line:90% more tangible for the students. 00:25:59.990 --> 00:26:01.220 align:middle line:90% But we have everything. 00:26:01.220 --> 00:26:03.020 align:middle line:84% They all followed this classroom. 00:26:03.020 --> 00:26:05.310 align:middle line:90% The 2 Ps and 3 Cs for us. 00:26:05.310 --> 00:26:08.780 align:middle line:84% So we look at that communication piece. 00:26:08.780 --> 00:26:12.710 align:middle line:84% We also look at in other lessons, 00:26:12.710 --> 00:26:15.570 align:middle line:84% we go into collaboration and communication. 00:26:15.570 --> 00:26:17.630 align:middle line:84% In this lesson, Oh the Places You 00:26:17.630 --> 00:26:20.030 align:middle line:90% Will Go the, name of the lesson. 00:26:20.030 --> 00:26:24.020 align:middle line:84% As well as problem-solving, collaboration, 00:26:24.020 --> 00:26:25.470 align:middle line:90% and communication. 00:26:25.470 --> 00:26:28.530 align:middle line:84% We also look at failure learning in the classroom. 00:26:28.530 --> 00:26:31.850 align:middle line:84% So this is a great resource if, feel 00:26:31.850 --> 00:26:34.760 align:middle line:84% free to use it to help kind of really 00:26:34.760 --> 00:26:40.790 align:middle line:84% build that sense of, really build the sense of community 00:26:40.790 --> 00:26:43.790 align:middle line:84% inside of your classroom, to make a special needs 00:26:43.790 --> 00:26:48.740 align:middle line:84% student coming in not have to feel so isolated when 00:26:48.740 --> 00:26:49.750 align:middle line:90% they come into the room. 00:26:49.750 --> 00:26:59.530 align:middle line:90% 00:26:59.530 --> 00:27:01.810 align:middle line:90% That is the norms. 00:27:01.810 --> 00:27:03.830 align:middle line:90% Next, outcomes. 00:27:03.830 --> 00:27:07.420 align:middle line:84% So when we look at differentiating outcomes, 00:27:07.420 --> 00:27:09.790 align:middle line:84% for accessibility to computer science, 00:27:09.790 --> 00:27:13.030 align:middle line:84% the neurodiverse students should have a high level content 00:27:13.030 --> 00:27:16.120 align:middle line:84% standard drill down for them working on a continuum 00:27:16.120 --> 00:27:19.300 align:middle line:84% like we had discussed just the same levels of typically 00:27:19.300 --> 00:27:20.830 align:middle line:90% developing students. 00:27:20.830 --> 00:27:22.660 align:middle line:84% Now the products and the artifacts 00:27:22.660 --> 00:27:24.400 align:middle line:90% can be differentiated. 00:27:24.400 --> 00:27:28.060 align:middle line:84% That that is the simplifying of how many concepts are being 00:27:28.060 --> 00:27:30.650 align:middle line:90% assessed at one given time. 00:27:30.650 --> 00:27:32.050 align:middle line:84% Now one of the big things when we 00:27:32.050 --> 00:27:34.340 align:middle line:84% talk about assessments in our next slide, 00:27:34.340 --> 00:27:37.190 align:middle line:84% we'll talk about how you can structure your assessments, 00:27:37.190 --> 00:27:40.210 align:middle line:84% but what are we talking about differentiating 00:27:40.210 --> 00:27:42.550 align:middle line:90% the product or the artifact? 00:27:42.550 --> 00:27:46.090 align:middle line:84% And really drilling the product or the artifact down? 00:27:46.090 --> 00:27:47.660 align:middle line:90% So I did give an example. 00:27:47.660 --> 00:27:51.670 align:middle line:84% If assessed skill takes three steps to complete, 00:27:51.670 --> 00:27:56.480 align:middle line:84% the assessing one step at a time, and then all three steps. 00:27:56.480 --> 00:28:01.960 align:middle line:84% So really breaking it down into more manageable pieces as we 00:28:01.960 --> 00:28:05.980 align:middle line:84% examined earlier that students with severe cognitive 00:28:05.980 --> 00:28:10.000 align:middle line:84% disabilities will have a difficult time managing 00:28:10.000 --> 00:28:13.720 align:middle line:90% large portions of information. 00:28:13.720 --> 00:28:16.850 align:middle line:84% That a large portion of information is again, 00:28:16.850 --> 00:28:19.330 align:middle line:84% that piece of paper flowing through their head 00:28:19.330 --> 00:28:22.090 align:middle line:84% that they're not able to grab a hold of. 00:28:22.090 --> 00:28:24.820 align:middle line:84% If you're able to narrow it down to only one 00:28:24.820 --> 00:28:29.110 align:middle line:84% piece of information and then give the repetition, the drill 00:28:29.110 --> 00:28:34.390 align:middle line:84% and practice, the rote piece of learning, to that student 00:28:34.390 --> 00:28:36.280 align:middle line:84% with severe cognitive disabilities 00:28:36.280 --> 00:28:39.640 align:middle line:84% they will be able to attain mastery at some level. 00:28:39.640 --> 00:28:44.080 align:middle line:84% At that point you can then think about adding another outcome 00:28:44.080 --> 00:28:44.890 align:middle line:90% onto it. 00:28:44.890 --> 00:28:50.140 align:middle line:84% So maybe a two-step process to be looking at what 00:28:50.140 --> 00:28:52.330 align:middle line:90% a student's artifact may be. 00:28:52.330 --> 00:28:57.670 align:middle line:84% Maybe you want them only to, back to making a piece of art. 00:28:57.670 --> 00:29:01.780 align:middle line:84% So in Python if you think about making a piece of art 00:29:01.780 --> 00:29:05.350 align:middle line:84% and you think about making just a simple rectangle 00:29:05.350 --> 00:29:07.390 align:middle line:84% and then filling in that rectangle, 00:29:07.390 --> 00:29:10.060 align:middle line:84% there are so many pieces to get that correct. 00:29:10.060 --> 00:29:14.650 align:middle line:84% There is the correct spelling of the word rect, the parentheses, 00:29:14.650 --> 00:29:18.130 align:middle line:84% the parameters that are needed to be able to make the size 00:29:18.130 --> 00:29:19.720 align:middle line:90% and width of that shape. 00:29:19.720 --> 00:29:23.000 align:middle line:84% And then any field command that you may give in there as well. 00:29:23.000 --> 00:29:27.280 align:middle line:84% So when you look at outcomes for neurodiverse students, 00:29:27.280 --> 00:29:30.550 align:middle line:84% you can look at can they get two pieces of that? 00:29:30.550 --> 00:29:34.960 align:middle line:84% Or one piece based on their readiness level? 00:29:34.960 --> 00:29:39.670 align:middle line:84% Not all students as we know, are on the same level at all times. 00:29:39.670 --> 00:29:42.220 align:middle line:84% You have leaders, you have followers, 00:29:42.220 --> 00:29:44.530 align:middle line:84% but oftentimes we're looking at that piece 00:29:44.530 --> 00:29:48.410 align:middle line:84% of each individual student and meeting them where they are. 00:29:48.410 --> 00:29:50.890 align:middle line:84% So you get a quick representation of that, 00:29:50.890 --> 00:29:53.260 align:middle line:84% especially after using the pre course 00:29:53.260 --> 00:29:56.740 align:middle line:84% of what students are going to be your leaders and followers, 00:29:56.740 --> 00:29:59.800 align:middle line:84% and what students are going to need more assistance 00:29:59.800 --> 00:30:03.490 align:middle line:90% through your curriculum. 00:30:03.490 --> 00:30:05.320 align:middle line:90% Next the assessment piece. 00:30:05.320 --> 00:30:07.960 align:middle line:84% So we really need to be looking at how do we 00:30:07.960 --> 00:30:12.160 align:middle line:84% differentiate assessments for neurodiverse students? 00:30:12.160 --> 00:30:13.750 align:middle line:84% And when we look at this, we really 00:30:13.750 --> 00:30:16.510 align:middle line:84% want to look at the differentiating ways 00:30:16.510 --> 00:30:19.480 align:middle line:84% for assessing their learning, especially for vocabulary. 00:30:19.480 --> 00:30:20.900 align:middle line:90% One of the big ones. 00:30:20.900 --> 00:30:23.860 align:middle line:84% So some of the examples I've given there is a Flipgrid. 00:30:23.860 --> 00:30:26.840 align:middle line:84% I don't know if anyone is familiar with any of these. 00:30:26.840 --> 00:30:29.950 align:middle line:84% But they are easily searchable on the internet. 00:30:29.950 --> 00:30:34.570 align:middle line:84% So Flipgrid, Quizlet, Quizizz, Kahoot, and Jamboards boards 00:30:34.570 --> 00:30:38.140 align:middle line:84% are one of my favorites, because it gives me the opportunity 00:30:38.140 --> 00:30:40.570 align:middle line:84% to kind of do one-on-one instruction, 00:30:40.570 --> 00:30:43.540 align:middle line:84% because I can assign a Jamboard that I have created 00:30:43.540 --> 00:30:46.840 align:middle line:84% and that student is going to get more repetition through what 00:30:46.840 --> 00:30:48.160 align:middle line:90% they use. 00:30:48.160 --> 00:30:51.340 align:middle line:84% So they're going to have more opportunities to learn a skill. 00:30:51.340 --> 00:30:52.960 align:middle line:84% That's one of the greatest things 00:30:52.960 --> 00:30:56.080 align:middle line:84% that I found with teaching computer science 00:30:56.080 --> 00:30:58.420 align:middle line:84% to this population is the fact that there are 00:30:58.420 --> 00:31:01.460 align:middle line:84% no platforms that really seem to give 00:31:01.460 --> 00:31:05.330 align:middle line:84% enough opportunity for practice in a skill, 00:31:05.330 --> 00:31:07.480 align:middle line:84% whether it's building loop structures 00:31:07.480 --> 00:31:13.420 align:middle line:84% or understanding of variables inside of an algorithm. 00:31:13.420 --> 00:31:14.710 align:middle line:90% It seems like there's-- 00:31:14.710 --> 00:31:17.590 align:middle line:84% all of the platforms that are out there only 00:31:17.590 --> 00:31:21.640 align:middle line:84% give students five or six examples to get through, 00:31:21.640 --> 00:31:23.680 align:middle line:84% or lessons that they have to get through 00:31:23.680 --> 00:31:26.470 align:middle line:84% before moving on to whatever comes next 00:31:26.470 --> 00:31:28.300 align:middle line:90% in that specific curriculum. 00:31:28.300 --> 00:31:32.530 align:middle line:84% I found this to be one of the biggest barriers, or obstacles, 00:31:32.530 --> 00:31:36.730 align:middle line:84% to really having computer science equity for students 00:31:36.730 --> 00:31:38.980 align:middle line:90% with neurodiversity. 00:31:38.980 --> 00:31:40.720 align:middle line:84% This is really the point of where 00:31:40.720 --> 00:31:45.100 align:middle line:84% we can begin to build extra scaffold learning 00:31:45.100 --> 00:31:50.110 align:middle line:84% activities through the use of these Jamboards or Kahoot 00:31:50.110 --> 00:31:52.780 align:middle line:90% or Quizlet for vocabulary. 00:31:52.780 --> 00:31:56.020 align:middle line:84% Flipgrid is a great way to have students 00:31:56.020 --> 00:32:01.780 align:middle line:84% that have expressive language difficulties as far as typing 00:32:01.780 --> 00:32:04.810 align:middle line:84% or structure of words and how they put together, 00:32:04.810 --> 00:32:07.780 align:middle line:84% but they do have the verbal ability to do that. 00:32:07.780 --> 00:32:12.640 align:middle line:84% They're able to make their own video responses to any content 00:32:12.640 --> 00:32:14.050 align:middle line:90% that you're able to give them. 00:32:14.050 --> 00:32:16.570 align:middle line:84% So you can build a lesson where you give them 00:32:16.570 --> 00:32:20.440 align:middle line:84% and ask them to answer a question regarding something 00:32:20.440 --> 00:32:22.330 align:middle line:84% that you're working on that week in class, 00:32:22.330 --> 00:32:25.450 align:middle line:84% and they're able to give a verbal response to that. 00:32:25.450 --> 00:32:28.150 align:middle line:84% The students should also have frequent, more than typical 00:32:28.150 --> 00:32:29.590 align:middle line:90% students, assessments. 00:32:29.590 --> 00:32:32.710 align:middle line:84% Breaking down concepts into more manageable pieces. 00:32:32.710 --> 00:32:34.990 align:middle line:84% And the remedial assessments that 00:32:34.990 --> 00:32:38.770 align:middle line:84% maintain skills and concepts that were previously learned. 00:32:38.770 --> 00:32:41.710 align:middle line:84% Now what am I talking about when I say those? 00:32:41.710 --> 00:32:43.780 align:middle line:84% I'm really looking at when we assess 00:32:43.780 --> 00:32:46.670 align:middle line:84% a skill for neurodiverse students, 00:32:46.670 --> 00:32:49.610 align:middle line:84% we really want to take a look at that skill 00:32:49.610 --> 00:32:52.720 align:middle line:84% and as we assess that one skill, and then 00:32:52.720 --> 00:32:55.120 align:middle line:84% we decide that they have met mastery 00:32:55.120 --> 00:32:58.690 align:middle line:84% or they've met a benchmark that is sufficient for moving on 00:32:58.690 --> 00:33:02.380 align:middle line:84% to the next skill, then we still don't 00:33:02.380 --> 00:33:04.300 align:middle line:90% want to forget about the skill. 00:33:04.300 --> 00:33:07.930 align:middle line:84% Students with ID do need to have that repetition. 00:33:07.930 --> 00:33:10.960 align:middle line:84% It's the use it or lose it mentality. 00:33:10.960 --> 00:33:15.880 align:middle line:84% So students really need to have to go back and still retain 00:33:15.880 --> 00:33:17.020 align:middle line:90% that information. 00:33:17.020 --> 00:33:19.660 align:middle line:84% And the way that we found that to be 00:33:19.660 --> 00:33:22.390 align:middle line:84% beneficial for our students is through the assessments 00:33:22.390 --> 00:33:26.590 align:middle line:84% by breaking it down to one assessment, adding a second, 00:33:26.590 --> 00:33:30.670 align:middle line:84% adding the third piece, and then for the second and third piece 00:33:30.670 --> 00:33:33.730 align:middle line:84% still adding one from the previous lesson, 00:33:33.730 --> 00:33:35.950 align:middle line:84% or two from the previous lesson that 00:33:35.950 --> 00:33:39.190 align:middle line:84% maintains their skill while moving on 00:33:39.190 --> 00:33:42.830 align:middle line:90% and learning other pieces. 00:33:42.830 --> 00:33:44.300 align:middle line:90% Now with groupings. 00:33:44.300 --> 00:33:48.500 align:middle line:84% This is more on the social emotional learning side. 00:33:48.500 --> 00:33:51.500 align:middle line:84% So this is accessibility through differentiation. 00:33:51.500 --> 00:33:54.620 align:middle line:84% We need to increase communication and collaboration 00:33:54.620 --> 00:33:55.610 align:middle line:90% for students. 00:33:55.610 --> 00:33:58.640 align:middle line:84% We need to build a culture in the room that's 00:33:58.640 --> 00:34:02.480 align:middle line:84% going to allow for more sharing and more failure learning. 00:34:02.480 --> 00:34:06.980 align:middle line:84% Again, I do not believe that this is just for ID students 00:34:06.980 --> 00:34:08.790 align:middle line:90% or students with special needs. 00:34:08.790 --> 00:34:13.639 align:middle line:84% I believe this is for every population in computer science. 00:34:13.639 --> 00:34:17.750 align:middle line:84% It also offers reflections on tasks as well. 00:34:17.750 --> 00:34:20.330 align:middle line:84% What we have found to work very well with groupings 00:34:20.330 --> 00:34:23.719 align:middle line:84% is to begin the school year with grouping students 00:34:23.719 --> 00:34:28.219 align:middle line:84% in a very homogeneous group so they are on the same ability 00:34:28.219 --> 00:34:32.960 align:middle line:84% levels, they have that same student that is very shy 00:34:32.960 --> 00:34:34.460 align:middle line:90% and does not want to talk. 00:34:34.460 --> 00:34:36.320 align:middle line:84% We want him with other shy students 00:34:36.320 --> 00:34:38.989 align:middle line:84% that do not want to talk or students 00:34:38.989 --> 00:34:41.120 align:middle line:90% that have language deficits. 00:34:41.120 --> 00:34:44.719 align:middle line:84% We want to keep them with their own group to start. 00:34:44.719 --> 00:34:47.030 align:middle line:84% So once everyone is feeling comfortable, 00:34:47.030 --> 00:34:49.699 align:middle line:84% that gives us then the opportunity to break out 00:34:49.699 --> 00:34:52.520 align:middle line:84% and now look at more heterogeneous grouping 00:34:52.520 --> 00:34:55.340 align:middle line:84% when we do paired programming activities, where 00:34:55.340 --> 00:34:57.920 align:middle line:84% you can have a leader and a follower, 00:34:57.920 --> 00:35:00.860 align:middle line:84% where you can have a student that 00:35:00.860 --> 00:35:03.530 align:middle line:84% is a very good communicator and a student that 00:35:03.530 --> 00:35:05.490 align:middle line:90% may not communicate as well. 00:35:05.490 --> 00:35:08.030 align:middle line:84% So again with groupings we're just 00:35:08.030 --> 00:35:11.150 align:middle line:84% looking at can you give opportunities 00:35:11.150 --> 00:35:13.820 align:middle line:84% to groups students at the beginning of the school 00:35:13.820 --> 00:35:18.110 align:middle line:84% year in homogeneous groups and then once that environment 00:35:18.110 --> 00:35:22.430 align:middle line:84% and culture and trust is built in your classroom, then 00:35:22.430 --> 00:35:26.270 align:middle line:84% look at moving into that heterogeneous class, 00:35:26.270 --> 00:35:29.840 align:middle line:84% or groupings, to be able to look at paired programming 00:35:29.840 --> 00:35:32.100 align:middle line:90% activities. 00:35:32.100 --> 00:35:36.320 align:middle line:84% So in wrapping up, its equity through opportunity 00:35:36.320 --> 00:35:39.840 align:middle line:84% and accessibility through differentiation. 00:35:39.840 --> 00:35:43.110 align:middle line:84% What you know about your typical students' behavior, 00:35:43.110 --> 00:35:45.300 align:middle line:84% struggles, with parts of a curriculum, 00:35:45.300 --> 00:35:47.730 align:middle line:84% it's things we already know plus what 00:35:47.730 --> 00:35:49.740 align:middle line:84% we've learned about differentiating, 00:35:49.740 --> 00:35:52.260 align:middle line:84% really makes us understand that we're not as special 00:35:52.260 --> 00:35:53.580 align:middle line:90% as we thought we were. 00:35:53.580 --> 00:35:57.300 align:middle line:84% So the reality is that while that special needs student may 00:35:57.300 --> 00:36:00.030 align:middle line:84% be coming into an inclusive environment for computer 00:36:00.030 --> 00:36:03.930 align:middle line:84% science, it does not mean that they are not 00:36:03.930 --> 00:36:07.950 align:middle line:84% going to be able to meet the requirements for the course. 00:36:07.950 --> 00:36:11.850 align:middle line:84% It just means that we have to find more opportunities 00:36:11.850 --> 00:36:16.350 align:middle line:84% to have accessibility and to differentiate the curriculum 00:36:16.350 --> 00:36:18.990 align:middle line:90% to help them be successful. 00:36:18.990 --> 00:36:20.880 align:middle line:84% And through some of the things that we've 00:36:20.880 --> 00:36:24.810 align:middle line:84% talked about today in regards to differentiating based 00:36:24.810 --> 00:36:28.560 align:middle line:84% on the norms of the classroom, as well as drilling 00:36:28.560 --> 00:36:32.070 align:middle line:84% down standards, assessments, and outcomes 00:36:32.070 --> 00:36:34.710 align:middle line:84% I truly believe that this is an opportunity 00:36:34.710 --> 00:36:38.520 align:middle line:84% to truly bring equity through opportunity and accessibility 00:36:38.520 --> 00:36:41.400 align:middle line:90% through differentiation. 00:36:41.400 --> 00:36:43.430 align:middle line:90% Thank you. 00:36:43.430 --> 00:36:45.770 align:middle line:84% Any questions and answers at this point? 00:36:45.770 --> 00:36:48.570 align:middle line:84% RICHARD LADNER: Yeah well thank you Robert. 00:36:48.570 --> 00:36:50.218 align:middle line:90% ROBERT DEFILLIPPO: Yes 00:36:50.218 --> 00:36:52.010 align:middle line:84% RICHARD LADNER: Yeah, so I have a question, 00:36:52.010 --> 00:36:55.820 align:middle line:84% and people please put your questions into the chat 00:36:55.820 --> 00:37:00.530 align:middle line:84% or Brianna will monitor and see if anybody, 00:37:00.530 --> 00:37:03.580 align:middle line:84% can you raise your hand Brianna, if you're able to do that. 00:37:03.580 --> 00:37:05.580 align:middle line:84% BRIANNA BLASER: You can raise your hand as well. 00:37:05.580 --> 00:37:07.455 align:middle line:84% RICHARD LADNER: And so you let us know sorry. 00:37:07.455 --> 00:37:11.390 align:middle line:84% But I have the first question, and that is your students 00:37:11.390 --> 00:37:14.600 align:middle line:84% are very diverse among themselves 00:37:14.600 --> 00:37:19.820 align:middle line:84% but they all have a disability, and many teachers, most 00:37:19.820 --> 00:37:21.560 align:middle line:84% students who have a disability are not 00:37:21.560 --> 00:37:24.410 align:middle line:84% in self-contained classrooms like yours, 00:37:24.410 --> 00:37:27.980 align:middle line:84% but I might be a teacher that has two students on the autism 00:37:27.980 --> 00:37:30.230 align:middle line:84% spectrum but the rest of my students are not. 00:37:30.230 --> 00:37:32.147 align:middle line:84% I mean maybe I have a couple of other students 00:37:32.147 --> 00:37:34.730 align:middle line:84% that have reading issues and so on. 00:37:34.730 --> 00:37:38.100 align:middle line:84% So what can you say to a teacher who has, 00:37:38.100 --> 00:37:42.350 align:middle line:84% say 30 students in their class and just a few students 00:37:42.350 --> 00:37:45.485 align:middle line:84% that you would typically have in your classes? 00:37:45.485 --> 00:37:48.110 align:middle line:84% ROBERT DEFILLIPPO: I would think that the greatest thing that I 00:37:48.110 --> 00:37:52.580 align:middle line:84% would say is the fact that yes, the up front work needs 00:37:52.580 --> 00:37:56.520 align:middle line:84% to be put in to help them be successful in the classroom. 00:37:56.520 --> 00:37:58.880 align:middle line:84% Yes, there are some extra things that 00:37:58.880 --> 00:38:01.370 align:middle line:84% need to be done to help them be successful. 00:38:01.370 --> 00:38:06.150 align:middle line:84% But I think that at the same time, in my classroom, 00:38:06.150 --> 00:38:09.200 align:middle line:84% I have vocational students that are coming half day that 00:38:09.200 --> 00:38:12.830 align:middle line:84% may make up a third or fourth of my classroom 00:38:12.830 --> 00:38:15.830 align:middle line:84% setting at that time with students that have 00:38:15.830 --> 00:38:17.580 align:middle line:90% special needs at the same time. 00:38:17.580 --> 00:38:22.010 align:middle line:84% So while I have two different levels working at one time, 00:38:22.010 --> 00:38:24.440 align:middle line:84% it does require that opportunity to be 00:38:24.440 --> 00:38:27.920 align:middle line:84% able to sit down and put in some extra work 00:38:27.920 --> 00:38:31.970 align:middle line:84% up front to be able to have things planned where you can 00:38:31.970 --> 00:38:35.840 align:middle line:84% give extra assignments for students that may not 00:38:35.840 --> 00:38:40.790 align:middle line:84% be grasping a concept right out of the gates. 00:38:40.790 --> 00:38:46.280 align:middle line:84% So I think that this idea of differentiating and looking 00:38:46.280 --> 00:38:49.730 align:middle line:84% at platforms across the board, and if anybody 00:38:49.730 --> 00:38:53.870 align:middle line:84% has any I would love to hear, but platforms just 00:38:53.870 --> 00:38:58.520 align:middle line:84% do not seem to have enough opportunity to practice skills. 00:38:58.520 --> 00:39:01.610 align:middle line:84% So that's where the differentiation piece comes in. 00:39:01.610 --> 00:39:03.740 align:middle line:84% And I'm sure that there are teachers 00:39:03.740 --> 00:39:06.050 align:middle line:84% that are in this presentation right now 00:39:06.050 --> 00:39:10.760 align:middle line:84% that spend time finding extra scaffold activities 00:39:10.760 --> 00:39:14.100 align:middle line:84% or remediation and lessons for those students as well. 00:39:14.100 --> 00:39:18.110 align:middle line:84% And those remediation tasks, or those extra assignments 00:39:18.110 --> 00:39:21.110 align:middle line:84% to be able to grasp a concept, I think they're out there 00:39:21.110 --> 00:39:23.030 align:middle line:84% and I think teachers are already doing that. 00:39:23.030 --> 00:39:26.510 align:middle line:84% It's just more about differentiating that classroom 00:39:26.510 --> 00:39:29.840 align:middle line:84% so that the ID student is able to fit 00:39:29.840 --> 00:39:31.670 align:middle line:90% in right out of the gates. 00:39:31.670 --> 00:39:34.820 align:middle line:84% You'll get more from them if they feel that sense 00:39:34.820 --> 00:39:38.200 align:middle line:90% of inclusion in the classroom. 00:39:38.200 --> 00:39:40.000 align:middle line:84% RICHARD LADNER: That's really interesting. 00:39:40.000 --> 00:39:43.330 align:middle line:84% Also you mentioned in your presentation 00:39:43.330 --> 00:39:49.320 align:middle line:84% the idea of providing scaffolding so that people have 00:39:49.320 --> 00:39:52.160 align:middle line:90% a pathway to solve a problem. 00:39:52.160 --> 00:39:56.660 align:middle line:84% And over time you sort of loosen up that scaffolding 00:39:56.660 --> 00:39:57.920 align:middle line:90% and remove it. 00:39:57.920 --> 00:39:59.540 align:middle line:90% And how long does that take? 00:39:59.540 --> 00:40:01.700 align:middle line:84% ROBERT DEFILLIPPO: Yes, so you're 00:40:01.700 --> 00:40:05.062 align:middle line:84% referring to what in special ed we call fading. 00:40:05.062 --> 00:40:06.020 align:middle line:90% RICHARD LADNER: Fading. 00:40:06.020 --> 00:40:06.978 align:middle line:90% ROBERT DEFILLIPPO: Yes. 00:40:06.978 --> 00:40:08.780 align:middle line:90% So we do use fading. 00:40:08.780 --> 00:40:10.730 align:middle line:84% So we do have scaffolding activities. 00:40:10.730 --> 00:40:15.230 align:middle line:84% We do have structured worksheets that go along with assignments 00:40:15.230 --> 00:40:18.230 align:middle line:84% as well that help students through their thought 00:40:18.230 --> 00:40:21.000 align:middle line:90% processes in solving a problem. 00:40:21.000 --> 00:40:24.950 align:middle line:84% And we are able to fade those things out over time 00:40:24.950 --> 00:40:28.370 align:middle line:84% based on a student's understanding of the concepts 00:40:28.370 --> 00:40:29.330 align:middle line:90% that we're using. 00:40:29.330 --> 00:40:32.390 align:middle line:84% So one of the flowcharts that we use like I spoke of earlier, 00:40:32.390 --> 00:40:35.090 align:middle line:84% we use diamonds for decision making points 00:40:35.090 --> 00:40:36.800 align:middle line:84% where they can either go left or right 00:40:36.800 --> 00:40:38.700 align:middle line:90% or continue straight down. 00:40:38.700 --> 00:40:40.910 align:middle line:84% We use stop signs to let them know obviously 00:40:40.910 --> 00:40:42.110 align:middle line:90% that that is a stop. 00:40:42.110 --> 00:40:44.210 align:middle line:84% We use rectangles to tell them that they 00:40:44.210 --> 00:40:46.430 align:middle line:90% are at a starting point. 00:40:46.430 --> 00:40:49.580 align:middle line:84% And then over time we begin fading out 00:40:49.580 --> 00:40:52.160 align:middle line:90% those visual cues for them. 00:40:52.160 --> 00:40:54.960 align:middle line:84% Now it may just be written cues and over time 00:40:54.960 --> 00:40:57.650 align:middle line:84% we then fade out the written prompts 00:40:57.650 --> 00:41:01.010 align:middle line:84% and the written cues that step them through their thought 00:41:01.010 --> 00:41:02.520 align:middle line:90% processes as well. 00:41:02.520 --> 00:41:03.660 align:middle line:90% So yes over time. 00:41:03.660 --> 00:41:05.580 align:middle line:90% And again it's individualized. 00:41:05.580 --> 00:41:08.840 align:middle line:84% So I've had students that mastered 00:41:08.840 --> 00:41:14.360 align:middle line:84% the concept of this kind of decomposition, the brain 00:41:14.360 --> 00:41:17.090 align:middle line:84% storming, looking for pattern recognition, 00:41:17.090 --> 00:41:19.640 align:middle line:84% then moving into this triphase where they're 00:41:19.640 --> 00:41:21.170 align:middle line:90% working through the problem. 00:41:21.170 --> 00:41:24.500 align:middle line:84% And then that reflection phase to look back to say, 00:41:24.500 --> 00:41:26.120 align:middle line:90% yes it did work or didn't work. 00:41:26.120 --> 00:41:28.670 align:middle line:84% I have students that work through that process 00:41:28.670 --> 00:41:31.400 align:middle line:84% after some scaffolding activities 00:41:31.400 --> 00:41:34.310 align:middle line:84% and structured guides for them within weeks. 00:41:34.310 --> 00:41:37.520 align:middle line:84% And I have other students that it's taken a whole school year, 00:41:37.520 --> 00:41:39.680 align:middle line:84% that they still need that level of support 00:41:39.680 --> 00:41:40.850 align:middle line:90% to get through there. 00:41:40.850 --> 00:41:44.150 align:middle line:84% But again, I think the biggest thing is is really 00:41:44.150 --> 00:41:48.350 align:middle line:84% understanding that the learning that the students are grasping 00:41:48.350 --> 00:41:50.720 align:middle line:84% from computer science is not just 00:41:50.720 --> 00:41:53.360 align:middle line:84% about the content of computer science. 00:41:53.360 --> 00:41:55.850 align:middle line:84% It is about the social emotional piece. 00:41:55.850 --> 00:41:59.120 align:middle line:84% It is about the understanding of that self advocacy. 00:41:59.120 --> 00:42:01.100 align:middle line:90% It's better communication. 00:42:01.100 --> 00:42:04.610 align:middle line:84% It's following single and multi-step directions. 00:42:04.610 --> 00:42:05.900 align:middle line:90% It's sequencing. 00:42:05.900 --> 00:42:07.460 align:middle line:90% It's pattern recognition. 00:42:07.460 --> 00:42:10.010 align:middle line:84% These are all those soft skills in special ed 00:42:10.010 --> 00:42:11.990 align:middle line:84% that we always struggled with trying 00:42:11.990 --> 00:42:14.900 align:middle line:84% to find ways to build into our curriculum 00:42:14.900 --> 00:42:16.590 align:middle line:90% with reading and mathematics. 00:42:16.590 --> 00:42:19.700 align:middle line:84% Computer science just is a perfect symbiotic fit. 00:42:19.700 --> 00:42:20.840 align:middle line:90% RICHARD LADNER: Wow. 00:42:20.840 --> 00:42:23.600 align:middle line:84% I was wondering, Robert, could you stop sharing the screen 00:42:23.600 --> 00:42:29.510 align:middle line:84% because then we can have more people and I might, 00:42:29.510 --> 00:42:30.287 align:middle line:90% there you go. 00:42:30.287 --> 00:42:32.870 align:middle line:84% BRIANNA BLASER: There's a couple of questions in the chat too. 00:42:32.870 --> 00:42:35.450 align:middle line:84% So Yvette asked, do you differentiate 00:42:35.450 --> 00:42:37.820 align:middle line:84% the summative assessments like quizzes and tests 00:42:37.820 --> 00:42:40.670 align:middle line:84% for students with intellectual disabilities? 00:42:40.670 --> 00:42:43.280 align:middle line:84% ROBERT DEFILLIPPO: Absolutely, and again, we differentiate 00:42:43.280 --> 00:42:45.090 align:middle line:90% on a lot of different factors. 00:42:45.090 --> 00:42:48.320 align:middle line:84% A lot of times we're beholden in the state of Pennsylvania, 00:42:48.320 --> 00:42:50.390 align:middle line:84% and I believe across the country, 00:42:50.390 --> 00:42:54.090 align:middle line:84% you're beholden to a lot of IEP restrictions as well. 00:42:54.090 --> 00:42:57.530 align:middle line:84% So if there are accommodations that are in the IEP 00:42:57.530 --> 00:42:59.780 align:middle line:84% that address things like extra time, 00:42:59.780 --> 00:43:02.900 align:middle line:84% shortened assignments, so we obviously 00:43:02.900 --> 00:43:04.730 align:middle line:90% have to be beholden to those. 00:43:04.730 --> 00:43:07.370 align:middle line:84% But from there I do differentiate 00:43:07.370 --> 00:43:09.890 align:middle line:90% on a lot of different avenues. 00:43:09.890 --> 00:43:14.060 align:middle line:84% Where one test a student may have to, 00:43:14.060 --> 00:43:17.690 align:middle line:84% they may have to debug a program and then go through it 00:43:17.690 --> 00:43:21.570 align:middle line:84% and revamp the program changing a lot of the parameters. 00:43:21.570 --> 00:43:24.500 align:middle line:84% Whereas another student may not have to debug it, 00:43:24.500 --> 00:43:28.280 align:middle line:84% and it's only a choice between two lines of code 00:43:28.280 --> 00:43:31.340 align:middle line:84% that are our options for right and wrong 00:43:31.340 --> 00:43:35.360 align:middle line:84% and they do not have to then rewrite it with new parameters. 00:43:35.360 --> 00:43:37.850 align:middle line:84% So it's just differentiating that outcome 00:43:37.850 --> 00:43:40.160 align:middle line:84% that you're looking for, doesn't necessarily 00:43:40.160 --> 00:43:43.370 align:middle line:84% have to be every student gets the same assessment 00:43:43.370 --> 00:43:45.170 align:middle line:90% in the classroom. 00:43:45.170 --> 00:43:47.030 align:middle line:84% RICHARD LADNER: Vivian has a question. 00:43:47.030 --> 00:43:50.463 align:middle line:84% Do you want to unmute and show yourself Vivian 00:43:50.463 --> 00:43:51.380 align:middle line:90% and ask your question? 00:43:51.380 --> 00:43:53.730 align:middle line:84% VIVIAN MOTTI: Yes, I can do that. 00:43:53.730 --> 00:43:56.170 align:middle line:84% So I was wondering if the students you teach, 00:43:56.170 --> 00:43:59.970 align:middle line:84% they are verbal or they have different communication needs? 00:43:59.970 --> 00:44:03.820 align:middle line:84% And if so, how do you address their different communication 00:44:03.820 --> 00:44:07.375 align:middle line:84% styles during group activities, for instance? 00:44:07.375 --> 00:44:09.250 align:middle line:84% ROBERT DEFILLIPPO: Yes so I do have students, 00:44:09.250 --> 00:44:10.930 align:middle line:84% I have students that are non-verbal. 00:44:10.930 --> 00:44:13.930 align:middle line:84% I have students that have speech delays. 00:44:13.930 --> 00:44:18.700 align:middle line:84% I have students that are typical speakers, like you and I. 00:44:18.700 --> 00:44:21.770 align:middle line:84% And the way I overcome that is, first of all, 00:44:21.770 --> 00:44:24.790 align:middle line:84% if we're doing anything that they have to give responses 00:44:24.790 --> 00:44:28.960 align:middle line:84% back to me, we have some software in the classroom, 00:44:28.960 --> 00:44:30.520 align:middle line:90% we have text-to-talk. 00:44:30.520 --> 00:44:32.350 align:middle line:84% So if they're having difficulties 00:44:32.350 --> 00:44:35.690 align:middle line:84% verbally telling me what they need or what's going on. 00:44:35.690 --> 00:44:39.700 align:middle line:84% They have task devices where picture representation and I 00:44:39.700 --> 00:44:43.300 align:middle line:84% can code a line of pictures for them 00:44:43.300 --> 00:44:46.780 align:middle line:84% that are responses for a set of instructions 00:44:46.780 --> 00:44:48.370 align:middle line:84% that we're going to be going over 00:44:48.370 --> 00:44:51.190 align:middle line:84% and the computer will read the responses back to me, 00:44:51.190 --> 00:44:53.710 align:middle line:84% they just have to choose which one is the correct one. 00:44:53.710 --> 00:44:57.460 align:middle line:90% 00:44:57.460 --> 00:44:59.240 align:middle line:90% RICHARD LADNER: Great. 00:44:59.240 --> 00:45:01.240 align:middle line:84% One thing that you mentioned to me the other day 00:45:01.240 --> 00:45:05.980 align:middle line:84% when we were talking was that when you do, and you mention it 00:45:05.980 --> 00:45:10.720 align:middle line:84% kind of abstractly here, the fact that a lot of curricula 00:45:10.720 --> 00:45:15.070 align:middle line:84% like Code.org curricula, their assessment is 00:45:15.070 --> 00:45:20.020 align:middle line:84% on A then they go to B and they do an assessment on B 00:45:20.020 --> 00:45:24.460 align:middle line:84% forget about A. And what you're saying 00:45:24.460 --> 00:45:29.680 align:middle line:84% is that to do this alternative eligible content 00:45:29.680 --> 00:45:30.700 align:middle line:90% is what you call it? 00:45:30.700 --> 00:45:31.870 align:middle line:90% ROBERT DEFILLIPPO: Yes. 00:45:31.870 --> 00:45:32.530 align:middle line:90% Yep. 00:45:32.530 --> 00:45:34.988 align:middle line:84% RICHARD LADNER: Maybe you could go into a little more depth 00:45:34.988 --> 00:45:40.090 align:middle line:84% and explain what that means to, that sounds difficult 00:45:40.090 --> 00:45:44.290 align:middle line:84% because you have these units and you tests on the unit 00:45:44.290 --> 00:45:47.852 align:middle line:84% and then you go to the next unit you test on the unit. 00:45:47.852 --> 00:45:48.810 align:middle line:90% ROBERT DEFILLIPPO: Yes. 00:45:48.810 --> 00:45:50.352 align:middle line:84% RICHARD LADNER: A whole new approach. 00:45:50.352 --> 00:45:54.070 align:middle line:84% ROBERT DEFILLIPPO: Yes, it is a daunting task at times. 00:45:54.070 --> 00:45:57.480 align:middle line:84% But when we look at, for instance, when we were, 00:45:57.480 --> 00:46:00.480 align:middle line:84% I'm just going to grab one that I just recently have 00:46:00.480 --> 00:46:01.810 align:middle line:90% done with some students. 00:46:01.810 --> 00:46:05.340 align:middle line:84% So when we were looking at understanding canvas size only 00:46:05.340 --> 00:46:08.730 align:middle line:84% for a group of fresh students that took the CS course 00:46:08.730 --> 00:46:09.720 align:middle line:90% that I was teaching. 00:46:09.720 --> 00:46:13.320 align:middle line:84% So just understanding the pixel size 400 by 400, 00:46:13.320 --> 00:46:16.260 align:middle line:84% understanding the x and y parameters. 00:46:16.260 --> 00:46:18.720 align:middle line:84% So I had to break each one of those down. 00:46:18.720 --> 00:46:21.630 align:middle line:84% I had to use a Jamboard to be able to get them through. 00:46:21.630 --> 00:46:24.420 align:middle line:84% And just learning what the canvas was 00:46:24.420 --> 00:46:27.120 align:middle line:90% and what a pixel was 400 by 400. 00:46:27.120 --> 00:46:29.100 align:middle line:84% When we were then able to move on we 00:46:29.100 --> 00:46:33.540 align:middle line:84% were then looking at making a circle on the canvas 00:46:33.540 --> 00:46:37.170 align:middle line:84% now and understanding that a circle gets placed 00:46:37.170 --> 00:46:39.480 align:middle line:84% is completely different because it's 00:46:39.480 --> 00:46:41.970 align:middle line:84% using the exact center of the circle, 00:46:41.970 --> 00:46:45.090 align:middle line:84% when you give its radius and its circumference 00:46:45.090 --> 00:46:47.820 align:middle line:84% the size of the circle on the canvas to where 00:46:47.820 --> 00:46:51.820 align:middle line:84% a rectangle will be placed based on the upper left hand corner. 00:46:51.820 --> 00:46:55.860 align:middle line:84% So the point being is that while I was just teaching canvas 00:46:55.860 --> 00:46:59.910 align:middle line:84% at first, that was the one that I had to assess to make sure 00:46:59.910 --> 00:47:03.960 align:middle line:84% everyone was able to get through at a certain proficiency level. 00:47:03.960 --> 00:47:06.180 align:middle line:84% Once I was able to do that, we then went on 00:47:06.180 --> 00:47:10.290 align:middle line:84% and began looking at circles, ellipses, and rectangles 00:47:10.290 --> 00:47:12.600 align:middle line:84% and their placement on the canvas. 00:47:12.600 --> 00:47:16.890 align:middle line:84% When I assessed that new concept, 00:47:16.890 --> 00:47:21.130 align:middle line:84% I also brought back the concept of canvas size. 00:47:21.130 --> 00:47:25.050 align:middle line:84% So by the end of the course, when they came through, 00:47:25.050 --> 00:47:28.410 align:middle line:84% their final assessments, their weekly assessments 00:47:28.410 --> 00:47:35.400 align:middle line:84% that were going, were upwards of 25 to 30 per week of questions 00:47:35.400 --> 00:47:36.720 align:middle line:90% that they were being asked. 00:47:36.720 --> 00:47:38.940 align:middle line:84% But they were all built and they were all 00:47:38.940 --> 00:47:42.340 align:middle line:84% reviewing what they had learned in previous ones. 00:47:42.340 --> 00:47:44.890 align:middle line:84% RICHARD LADNER: You know it's interesting in college 00:47:44.890 --> 00:47:48.070 align:middle line:84% you know, I've taught college for too many years, 00:47:48.070 --> 00:47:51.650 align:middle line:84% we don't typically do those little tiny assessments. 00:47:51.650 --> 00:47:53.158 align:middle line:84% We have one big assessment you know 00:47:53.158 --> 00:47:55.450 align:middle line:84% at the end of the quarter, maybe a midterm or something 00:47:55.450 --> 00:47:56.380 align:middle line:90% like that. 00:47:56.380 --> 00:47:59.840 align:middle line:84% They're more summative you know they test everything. 00:47:59.840 --> 00:48:03.350 align:middle line:84% So that could be kind of a shock for somebody coming 00:48:03.350 --> 00:48:05.718 align:middle line:84% from having these sort of mini assessments 00:48:05.718 --> 00:48:07.260 align:middle line:84% and building up assessments to having 00:48:07.260 --> 00:48:10.660 align:middle line:84% these assessments for the students that 00:48:10.660 --> 00:48:11.870 align:middle line:90% have gone to college. 00:48:11.870 --> 00:48:12.828 align:middle line:90% ROBERT DEFILLIPPO: Yes. 00:48:12.828 --> 00:48:13.670 align:middle line:90% Yeah, and it is. 00:48:13.670 --> 00:48:16.880 align:middle line:84% And I truly believe that that's what really helps 00:48:16.880 --> 00:48:19.400 align:middle line:90% our students in our school. 00:48:19.400 --> 00:48:22.200 align:middle line:84% It's that manageable piece for them. 00:48:22.200 --> 00:48:26.030 align:middle line:84% So a lot of students, especially autism spectrum disorder 00:48:26.030 --> 00:48:31.040 align:middle line:84% students, that their ability to manage emotion and manage 00:48:31.040 --> 00:48:34.400 align:middle line:84% behavior is something that is, they 00:48:34.400 --> 00:48:36.290 align:middle line:90% struggle within the classroom. 00:48:36.290 --> 00:48:39.810 align:middle line:84% If they understand that they're going to learn a concept, 00:48:39.810 --> 00:48:42.440 align:middle line:84% so if we give the expectation for the day, 00:48:42.440 --> 00:48:44.810 align:middle line:84% we give the objectives for the day 00:48:44.810 --> 00:48:47.070 align:middle line:84% and we begin that learning process. 00:48:47.070 --> 00:48:48.800 align:middle line:84% And at the end of that process they're 00:48:48.800 --> 00:48:51.920 align:middle line:84% expected to do x, y and z, that can 00:48:51.920 --> 00:48:53.970 align:middle line:90% be sensory overload for them. 00:48:53.970 --> 00:48:57.050 align:middle line:84% So we're looking at these sensory input issues as well. 00:48:57.050 --> 00:49:00.500 align:middle line:84% That three things are a sensory issue for them. 00:49:00.500 --> 00:49:04.550 align:middle line:84% Because it is unmanageable and now things are flying around. 00:49:04.550 --> 00:49:09.650 align:middle line:84% It's the metaphor of the paper flying around from the fan. 00:49:09.650 --> 00:49:11.960 align:middle line:84% That gives students then the opportunity 00:49:11.960 --> 00:49:14.480 align:middle line:84% to realize it's one thing that I have 00:49:14.480 --> 00:49:16.940 align:middle line:90% to do that makes it manageable. 00:49:16.940 --> 00:49:20.300 align:middle line:84% And the interesting thing is over time, 00:49:20.300 --> 00:49:23.480 align:middle line:84% we fade in the classroom where we may tell them 00:49:23.480 --> 00:49:25.957 align:middle line:84% at the beginning of class this is going to be one thing 00:49:25.957 --> 00:49:27.290 align:middle line:90% that you're going to need to do. 00:49:27.290 --> 00:49:29.900 align:middle line:84% This is the one content that we're going 00:49:29.900 --> 00:49:32.480 align:middle line:90% to assimilate learning to. 00:49:32.480 --> 00:49:35.450 align:middle line:84% We are going to practice the skill 00:49:35.450 --> 00:49:38.420 align:middle line:84% and then we are going to do a short assessment on the skill. 00:49:38.420 --> 00:49:41.840 align:middle line:84% And after that is completed, and they now 00:49:41.840 --> 00:49:44.240 align:middle line:84% have that ability to sit back and go I did it, 00:49:44.240 --> 00:49:46.580 align:middle line:90% I feel great this is awesome. 00:49:46.580 --> 00:49:50.060 align:middle line:84% Then we can oftentimes later in the school year say, 00:49:50.060 --> 00:49:52.160 align:middle line:84% OK we're going to do one more today. 00:49:52.160 --> 00:49:54.350 align:middle line:84% When all along the idea was we're 00:49:54.350 --> 00:49:56.330 align:middle line:84% getting through to concepts today. 00:49:56.330 --> 00:49:59.540 align:middle line:84% So I don't want to give them at the beginning 00:49:59.540 --> 00:50:03.860 align:middle line:84% that the objective is to do two learning concepts for the day. 00:50:03.860 --> 00:50:05.720 align:middle line:90% I just want to give them one. 00:50:05.720 --> 00:50:08.210 align:middle line:84% And then when they feel that sense of accomplishment, 00:50:08.210 --> 00:50:09.870 align:middle line:84% they're ready to try another one. 00:50:09.870 --> 00:50:13.880 align:middle line:84% So it's the pacing of lessons I leave 00:50:13.880 --> 00:50:16.340 align:middle line:90% completely up to the students. 00:50:16.340 --> 00:50:18.050 align:middle line:90% That is not for me to determine. 00:50:18.050 --> 00:50:19.820 align:middle line:84% Just like it's not me to determine 00:50:19.820 --> 00:50:23.570 align:middle line:84% where I'm going to start my class as far as what skills 00:50:23.570 --> 00:50:27.673 align:middle line:84% I'm going to teach or what vehicle 00:50:27.673 --> 00:50:29.090 align:middle line:84% I'm going to use in the classroom. 00:50:29.090 --> 00:50:32.060 align:middle line:84% I allow students to dictate and show me 00:50:32.060 --> 00:50:33.470 align:middle line:90% where I need to meet them at. 00:50:33.470 --> 00:50:35.750 align:middle line:84% Where do they feel comfortable, what 00:50:35.750 --> 00:50:37.910 align:middle line:84% is their preferred method of learning. 00:50:37.910 --> 00:50:41.460 align:middle line:84% And then to be able to help them achieve that. 00:50:41.460 --> 00:50:42.373 align:middle line:90% RICHARD LADNER: Wow. 00:50:42.373 --> 00:50:44.040 align:middle line:84% BRIANNA BLASER: You know we talk about-- 00:50:44.040 --> 00:50:45.660 align:middle line:84% RICHARD LADNER: Yeah, go ahead Brianna. 00:50:45.660 --> 00:50:46.710 align:middle line:84% BRIANNA BLASER: Yeah I was just going 00:50:46.710 --> 00:50:48.627 align:middle line:84% to ask when we talk about certain populations, 00:50:48.627 --> 00:50:51.840 align:middle line:84% when we talk about students who are blind or have low vision, 00:50:51.840 --> 00:50:53.790 align:middle line:84% we talk a lot about which tools are more 00:50:53.790 --> 00:50:55.530 align:middle line:90% accessible than other ones. 00:50:55.530 --> 00:50:58.440 align:middle line:84% So I was just wondering if you found that certain programming 00:50:58.440 --> 00:51:00.510 align:middle line:84% tools work better for the population of students 00:51:00.510 --> 00:51:03.420 align:middle line:90% that you work with? 00:51:03.420 --> 00:51:06.980 align:middle line:84% Which ones you've had success with? 00:51:06.980 --> 00:51:10.170 align:middle line:84% ROBERT DEFILLIPPO: I've used Code.org's Platform. 00:51:10.170 --> 00:51:12.480 align:middle line:84% I think that they have a lot of beneficial things 00:51:12.480 --> 00:51:13.620 align:middle line:90% to their platform. 00:51:13.620 --> 00:51:17.940 align:middle line:84% I think that the students interact with it very well. 00:51:17.940 --> 00:51:21.030 align:middle line:84% I think that the detractors that I would say 00:51:21.030 --> 00:51:23.970 align:middle line:84% would be the interface, the UI, is 00:51:23.970 --> 00:51:27.000 align:middle line:84% very busy for students with special needs. 00:51:27.000 --> 00:51:29.370 align:middle line:84% There's too much going on and too many things 00:51:29.370 --> 00:51:31.040 align:middle line:90% on the interface. 00:51:31.040 --> 00:51:34.020 align:middle line:84% And again, the big thing is, there 00:51:34.020 --> 00:51:38.790 align:middle line:84% is not enough practice before moving on to the next skill. 00:51:38.790 --> 00:51:42.600 align:middle line:84% CS Academy from Carnegie Mellon University, 00:51:42.600 --> 00:51:44.460 align:middle line:90% I've used that as well. 00:51:44.460 --> 00:51:46.680 align:middle line:84% The students have had great success with that 00:51:46.680 --> 00:51:51.180 align:middle line:84% and they appear to love that curriculum 00:51:51.180 --> 00:51:55.380 align:middle line:84% because the interface is more like a compiler interface. 00:51:55.380 --> 00:51:59.040 align:middle line:84% It is not flashy, there are not things all over the screen. 00:51:59.040 --> 00:52:00.930 align:middle line:90% It's more of a compiler. 00:52:00.930 --> 00:52:04.770 align:middle line:84% It's very rules based, on which the students, most 00:52:04.770 --> 00:52:06.660 align:middle line:84% of the students that I have, especially 00:52:06.660 --> 00:52:09.180 align:middle line:84% the students on the spectrum, they 00:52:09.180 --> 00:52:12.870 align:middle line:84% love the fact that a product is very rules oriented. 00:52:12.870 --> 00:52:15.390 align:middle line:84% They know where to click, there's not 1,000 buttons 00:52:15.390 --> 00:52:18.420 align:middle line:84% going on, they're able to get in get in and out, in and out 00:52:18.420 --> 00:52:19.587 align:middle line:90% of that platform. 00:52:19.587 --> 00:52:21.420 align:middle line:84% So those are the two that we've had the most 00:52:21.420 --> 00:52:24.630 align:middle line:84% success with for our students, especially at the high school 00:52:24.630 --> 00:52:25.940 align:middle line:90% level. 00:52:25.940 --> 00:52:27.940 align:middle line:84% BRIANNA BLASER: And so when asked which Code.org 00:52:27.940 --> 00:52:30.100 align:middle line:90% or curriculum did you use? 00:52:30.100 --> 00:52:34.330 align:middle line:84% ROBERT DEFILLIPPO: We have used CS Discoveries. 00:52:34.330 --> 00:52:37.240 align:middle line:84% CS Discoveries is a great curriculum 00:52:37.240 --> 00:52:41.020 align:middle line:84% that we've had a lot of success with but I 00:52:41.020 --> 00:52:44.170 align:middle line:84% think there was a disconnect with Code.org's Discoveries 00:52:44.170 --> 00:52:44.980 align:middle line:90% program. 00:52:44.980 --> 00:52:47.590 align:middle line:84% I think that it lended itself too heavily 00:52:47.590 --> 00:52:50.950 align:middle line:84% towards the unplugged activities, which 00:52:50.950 --> 00:52:57.310 align:middle line:84% tends to be a little bit boring for my students. 00:52:57.310 --> 00:53:00.220 align:middle line:84% They want something that's a little bit more fast-paced. 00:53:00.220 --> 00:53:04.870 align:middle line:84% So that curriculum I had to adapt tremendously 00:53:04.870 --> 00:53:09.400 align:middle line:84% by using lots of STEM activities and science 00:53:09.400 --> 00:53:12.730 align:middle line:84% experiments around the concept that Code.org 00:53:12.730 --> 00:53:14.200 align:middle line:90% was asking to be taught. 00:53:14.200 --> 00:53:19.690 align:middle line:84% I've also used the Express course for Code.org 00:53:19.690 --> 00:53:23.290 align:middle line:84% as well as the Principles course. 00:53:23.290 --> 00:53:24.880 align:middle line:90% The CS Principles. 00:53:24.880 --> 00:53:26.860 align:middle line:84% RICHARD LADNER: Now Zoe has a question. 00:53:26.860 --> 00:53:28.300 align:middle line:84% Do you want to ask your question, 00:53:28.300 --> 00:53:30.303 align:middle line:90% unmute yourself and ask? 00:53:30.303 --> 00:53:30.970 align:middle line:90% ZOE FALLS: Sure. 00:53:30.970 --> 00:53:37.480 align:middle line:84% So I work with a fully online institution. 00:53:37.480 --> 00:53:39.940 align:middle line:90% And we're nationwide. 00:53:39.940 --> 00:53:43.720 align:middle line:84% We're really focusing on developing our courses 00:53:43.720 --> 00:53:49.270 align:middle line:84% to be as inclusive and targeting all of our learners as we can 00:53:49.270 --> 00:53:53.830 align:middle line:90% but it's fully virtual. 00:53:53.830 --> 00:53:59.170 align:middle line:84% So they're never going to be in a brick and mortar building. 00:53:59.170 --> 00:54:03.520 align:middle line:84% They might not even interact with other students 00:54:03.520 --> 00:54:05.530 align:middle line:90% in their online platforms. 00:54:05.530 --> 00:54:09.730 align:middle line:84% So we're really trying to figure out the creative 00:54:09.730 --> 00:54:13.870 align:middle line:84% and sort of best practices ways to create 00:54:13.870 --> 00:54:19.180 align:middle line:84% a really good learning experience for those learners. 00:54:19.180 --> 00:54:22.830 align:middle line:84% So I'm wondering if there's anything 00:54:22.830 --> 00:54:25.210 align:middle line:84% that comes to mind surrounding that because I recognize 00:54:25.210 --> 00:54:28.780 align:middle line:84% that it gets pretty tricky pretty fast. 00:54:28.780 --> 00:54:31.270 align:middle line:84% But we're, like you said we're trying 00:54:31.270 --> 00:54:36.490 align:middle line:84% to I guess upskill ourselves and then again be as mindful as we 00:54:36.490 --> 00:54:37.420 align:middle line:90% can. 00:54:37.420 --> 00:54:40.810 align:middle line:84% ROBERT DEFILLIPPO: I cannot get I cannot wave a magic wand 00:54:40.810 --> 00:54:43.660 align:middle line:84% but I will tell you what we have done and what has worked 00:54:43.660 --> 00:54:44.290 align:middle line:90% for us. 00:54:44.290 --> 00:54:46.800 align:middle line:90% 00:54:46.800 --> 00:54:49.880 align:middle line:90% Are you familiar with OBS? 00:54:49.880 --> 00:54:51.183 align:middle line:90% ZOE FALLS: One Button Studio? 00:54:51.183 --> 00:54:52.100 align:middle line:90% ROBERT DEFILLIPPO: No. 00:54:52.100 --> 00:54:54.200 align:middle line:90% Open broadcasting source. 00:54:54.200 --> 00:54:55.520 align:middle line:90% ZOE FALLS: Oh, OK. 00:54:55.520 --> 00:55:00.650 align:middle line:84% ROBERT DEFILLIPPO: So OBS is, I use video lessons. 00:55:00.650 --> 00:55:02.960 align:middle line:84% I have multiple students that were 00:55:02.960 --> 00:55:06.140 align:middle line:84% virtual for the entire school year. 00:55:06.140 --> 00:55:08.870 align:middle line:84% Both of those students were, they 00:55:08.870 --> 00:55:11.990 align:middle line:84% are students with severe cognitive disabilities. 00:55:11.990 --> 00:55:16.790 align:middle line:84% And the only way to truly get across the learning 00:55:16.790 --> 00:55:23.450 align:middle line:84% was for them to see a lesson being done and not just being 00:55:23.450 --> 00:55:25.190 align:middle line:90% like we're sitting here now. 00:55:25.190 --> 00:55:27.620 align:middle line:84% So they needed to be able to see the interface. 00:55:27.620 --> 00:55:29.540 align:middle line:84% They needed to be able to go over things 00:55:29.540 --> 00:55:32.210 align:middle line:84% and they needed to be interactive with the interface 00:55:32.210 --> 00:55:33.090 align:middle line:90% as well. 00:55:33.090 --> 00:55:35.420 align:middle line:90% So we use OBS. 00:55:35.420 --> 00:55:37.640 align:middle line:84% I video record a lot of the lessons 00:55:37.640 --> 00:55:42.540 align:middle line:84% of me doing the actual practice skills or the lesson itself. 00:55:42.540 --> 00:55:46.100 align:middle line:84% I actually turned it into this, we call it Team's Lab TV 00:55:46.100 --> 00:55:48.660 align:middle line:84% and the students just absolutely love it. 00:55:48.660 --> 00:55:51.290 align:middle line:84% They said I should be the next Bill Nye. 00:55:51.290 --> 00:55:54.110 align:middle line:84% And I told them no, I think I will pass. 00:55:54.110 --> 00:55:56.870 align:middle line:84% But OBS is one that I've used to help 00:55:56.870 --> 00:56:00.200 align:middle line:90% record and video the lessons. 00:56:00.200 --> 00:56:02.480 align:middle line:90% It's very user friendly. 00:56:02.480 --> 00:56:05.150 align:middle line:84% And then to be able to get into the platform 00:56:05.150 --> 00:56:08.750 align:middle line:84% and then be able to have, step a student through and then 00:56:08.750 --> 00:56:12.630 align:middle line:84% monitor them as they go through and do it on their own. 00:56:12.630 --> 00:56:14.720 align:middle line:84% It also is beneficial because it has 00:56:14.720 --> 00:56:16.970 align:middle line:84% an archive if you have students that need 00:56:16.970 --> 00:56:18.650 align:middle line:90% to go back and learn a skill. 00:56:18.650 --> 00:56:20.990 align:middle line:84% That's the nice piece of video lesson modeling 00:56:20.990 --> 00:56:23.480 align:middle line:84% as well and using video modeling. 00:56:23.480 --> 00:56:27.860 align:middle line:84% It now becomes an archive for you to remediate. 00:56:27.860 --> 00:56:29.960 align:middle line:84% And I'm not sure how your school works, 00:56:29.960 --> 00:56:33.170 align:middle line:84% but I know that in my school one of the things that we encounter 00:56:33.170 --> 00:56:38.810 align:middle line:84% quite a bit is we may be 2/3 of the way through a semester 00:56:38.810 --> 00:56:41.400 align:middle line:84% and all of a sudden three new students show up. 00:56:41.400 --> 00:56:47.090 align:middle line:84% So that is how do you plug three new students into where you've 00:56:47.090 --> 00:56:50.000 align:middle line:84% already moved for 3/4 of a semester 00:56:50.000 --> 00:56:52.050 align:middle line:84% and how do you catch them up to that? 00:56:52.050 --> 00:56:54.080 align:middle line:84% And the nice part about the video modeling 00:56:54.080 --> 00:56:56.570 align:middle line:84% is all of those lessons are already done. 00:56:56.570 --> 00:56:58.310 align:middle line:84% So while I could work with one group 00:56:58.310 --> 00:57:00.050 align:middle line:84% and get them moving in the direction 00:57:00.050 --> 00:57:02.120 align:middle line:84% that they were already on, I can then 00:57:02.120 --> 00:57:05.060 align:middle line:84% have the other students be working on their video modeling 00:57:05.060 --> 00:57:07.070 align:middle line:84% and then I can and vise versa switch 00:57:07.070 --> 00:57:09.530 align:middle line:84% and then give one on one attention that way. 00:57:09.530 --> 00:57:13.190 align:middle line:84% So yes virtual instruction with computer science, 00:57:13.190 --> 00:57:17.630 align:middle line:84% I don't think anybody has solved that one yet and whoever does 00:57:17.630 --> 00:57:20.240 align:middle line:90% is, I will be the first in line. 00:57:20.240 --> 00:57:24.947 align:middle line:90% 00:57:24.947 --> 00:57:26.530 align:middle line:84% ZOE FALLS: Thank you so much for that. 00:57:26.530 --> 00:57:27.640 align:middle line:90% ROBERT DEFILLIPPO: Yes. 00:57:27.640 --> 00:57:30.340 align:middle line:84% RICHARD LADNER: I have a question about the Jamboards. 00:57:30.340 --> 00:57:31.390 align:middle line:90% ROBERT DEFILLIPPO: Yes. 00:57:31.390 --> 00:57:33.348 align:middle line:84% RICHARD LADNER: I'm trying to conceptualize it. 00:57:33.348 --> 00:57:35.410 align:middle line:84% Is there a way, a simple way that, 00:57:35.410 --> 00:57:38.320 align:middle line:84% do you want to share your screen again and give us an example? 00:57:38.320 --> 00:57:39.653 align:middle line:90% ROBERT DEFILLIPPO: I sure could. 00:57:39.653 --> 00:57:58.460 align:middle line:90% 00:57:58.460 --> 00:58:03.380 align:middle line:84% So since we were talking about the radius lesson 00:58:03.380 --> 00:58:08.100 align:middle line:84% I figured that might be a good place to start. 00:58:08.100 --> 00:58:09.830 align:middle line:90% Let's see, Game Lab. 00:58:09.830 --> 00:58:12.740 align:middle line:84% RICHARD LADNER: I think I saw it below that. 00:58:12.740 --> 00:58:15.100 align:middle line:90% Right about there, yeah. 00:58:15.100 --> 00:58:17.170 align:middle line:84% ROBERT DEFILLIPPO: So again, these were, 00:58:17.170 --> 00:58:21.310 align:middle line:84% and I was able to use this Jamboard in, 00:58:21.310 --> 00:58:23.680 align:middle line:84% and I could specifically think of the group of students 00:58:23.680 --> 00:58:25.630 align:middle line:90% that were working in this. 00:58:25.630 --> 00:58:30.550 align:middle line:84% So I used OBS to screen record and have my little picture down 00:58:30.550 --> 00:58:33.970 align:middle line:84% in the corner and I taught my lesson for the students 00:58:33.970 --> 00:58:36.040 align:middle line:84% but the nice part was is after the lesson 00:58:36.040 --> 00:58:38.740 align:middle line:84% they did have some interactive things that they 00:58:38.740 --> 00:58:42.160 align:middle line:84% had to do in order to demonstrate to me 00:58:42.160 --> 00:58:45.370 align:middle line:84% that they understood what radius was. 00:58:45.370 --> 00:58:49.090 align:middle line:84% So again I'm looking at students that are coming in that have, 00:58:49.090 --> 00:58:53.900 align:middle line:84% their math capabilities are well below grade level. 00:58:53.900 --> 00:58:56.290 align:middle line:84% So the computer science component, 00:58:56.290 --> 00:58:58.990 align:middle line:84% it is the first place that I have 00:58:58.990 --> 00:59:01.570 align:middle line:84% to start is with math and computer science 00:59:01.570 --> 00:59:03.910 align:middle line:84% because students do not even understand what the word 00:59:03.910 --> 00:59:08.230 align:middle line:84% radius means, let alone can they figure out, 00:59:08.230 --> 00:59:11.470 align:middle line:84% do they understand what circumference of a circle is? 00:59:11.470 --> 00:59:14.230 align:middle line:84% So being able to have interactive lessons where 00:59:14.230 --> 00:59:17.110 align:middle line:84% the students are able to go through and just 00:59:17.110 --> 00:59:19.600 align:middle line:90% have time and interactive. 00:59:19.600 --> 00:59:23.260 align:middle line:84% And we have this same piece inside 00:59:23.260 --> 00:59:24.610 align:middle line:90% of the classroom as well. 00:59:24.610 --> 00:59:26.320 align:middle line:90% I don't have a picture of that. 00:59:26.320 --> 00:59:29.530 align:middle line:84% But we have a giant board that is 00:59:29.530 --> 00:59:34.510 align:middle line:84% made into a circle that has a nail through the center 00:59:34.510 --> 00:59:39.362 align:middle line:84% of the circle with thread going out and based on a piece of pie 00:59:39.362 --> 00:59:41.320 align:middle line:84% that they're given they have to move it around. 00:59:41.320 --> 00:59:43.180 align:middle line:90% So it's that tangibility piece. 00:59:43.180 --> 00:59:45.910 align:middle line:84% So again it's meeting all those modalities 00:59:45.910 --> 00:59:49.870 align:middle line:84% of learning that where I'm able to understand that if I put 00:59:49.870 --> 00:59:53.530 align:middle line:84% a student into a video lesson doing an activity that 00:59:53.530 --> 00:59:56.260 align:middle line:84% is virtual like this doing Jamboards 00:59:56.260 --> 00:59:59.680 align:middle line:84% and understanding different things with radius and diameter 00:59:59.680 --> 01:00:02.620 align:middle line:84% and circumference and they get it then 01:00:02.620 --> 01:00:04.580 align:middle line:90% they're ready to move on. 01:00:04.580 --> 01:00:07.790 align:middle line:84% If they do not get it then I can then say, well, 01:00:07.790 --> 01:00:09.760 align:middle line:84% there is a piece to the component that 01:00:09.760 --> 01:00:11.840 align:middle line:90% did not work for that student. 01:00:11.840 --> 01:00:15.410 align:middle line:84% So visually it was not able to be assimilated. 01:00:15.410 --> 01:00:19.030 align:middle line:84% No learning happened in the visual cortex for them. 01:00:19.030 --> 01:00:21.100 align:middle line:84% Auditorily, it did not happen either 01:00:21.100 --> 01:00:24.280 align:middle line:84% because the words coming out of my mouth were in one ear 01:00:24.280 --> 01:00:25.590 align:middle line:90% and out the other. 01:00:25.590 --> 01:00:28.960 align:middle line:84% So I'm left now with this idea of kinesthetic 01:00:28.960 --> 01:00:32.180 align:middle line:84% and then this tactile modality of learning. 01:00:32.180 --> 01:00:35.200 align:middle line:84% So that's where I'm able to then take and say 01:00:35.200 --> 01:00:38.560 align:middle line:84% I have to make my next intervention strategy 01:00:38.560 --> 01:00:40.720 align:middle line:84% to now go to the next modality, which 01:00:40.720 --> 01:00:44.260 align:middle line:84% is going to be that tactile or modality 01:00:44.260 --> 01:00:47.500 align:middle line:84% of kinesthetic movements in the classroom. 01:00:47.500 --> 01:00:50.630 align:middle line:84% Because I've had to go that low with students as well. 01:00:50.630 --> 01:00:56.200 align:middle line:84% Where we've taken and created a complete Code.org 01:00:56.200 --> 01:00:58.270 align:middle line:90% puzzles in the classroom. 01:00:58.270 --> 01:01:01.930 align:middle line:84% Where to help them understand what the blocks are doing, 01:01:01.930 --> 01:01:04.990 align:middle line:84% what the code block is doing, that they have to physically 01:01:04.990 --> 01:01:09.370 align:middle line:84% be able to be the puzzle piece and physically feel themselves 01:01:09.370 --> 01:01:15.040 align:middle line:84% moving from square to square based on them getting a code 01:01:15.040 --> 01:01:16.660 align:middle line:90% block in their hands. 01:01:16.660 --> 01:01:20.620 align:middle line:84% So again it's that scaffold idea of meeting the student where 01:01:20.620 --> 01:01:23.603 align:middle line:90% they are before moving on. 01:01:23.603 --> 01:01:26.020 align:middle line:84% RICHARD LADNER: Yes that's really interesting because what 01:01:26.020 --> 01:01:29.350 align:middle line:84% you're describing there is something that I, there's 01:01:29.350 --> 01:01:33.580 align:middle line:84% the old Cuisinart or rods and things that from long ago. 01:01:33.580 --> 01:01:38.410 align:middle line:84% So all of a sort of tactile learning that you're really 01:01:38.410 --> 01:01:39.490 align:middle line:90% using that a lot. 01:01:39.490 --> 01:01:46.310 align:middle line:84% And I think some of the computing without a computer. 01:01:46.310 --> 01:01:47.332 align:middle line:90% What do you call that? 01:01:47.332 --> 01:01:48.540 align:middle line:90% ROBERT DEFILLIPPO: Unplugged. 01:01:48.540 --> 01:01:49.623 align:middle line:90% RICHARD LADNER: Unplugged. 01:01:49.623 --> 01:01:52.907 align:middle line:84% Right, unplugged activities have a lot of physicality as well. 01:01:52.907 --> 01:01:54.490 align:middle line:84% ROBERT DEFILLIPPO: They absolutely do. 01:01:54.490 --> 01:01:56.560 align:middle line:84% So in a lot of terms with, and that's 01:01:56.560 --> 01:01:59.890 align:middle line:84% where the STEM activities with a lot of the things 01:01:59.890 --> 01:02:02.080 align:middle line:84% that I didn't see as discoveries. 01:02:02.080 --> 01:02:04.750 align:middle line:84% I believe one of their first opening activities 01:02:04.750 --> 01:02:06.940 align:middle line:90% was the aluminum boat challenge. 01:02:06.940 --> 01:02:09.850 align:middle line:84% You know sticking pennies in and finding out which penny, 01:02:09.850 --> 01:02:11.830 align:middle line:84% how many pennies will take to sink boat? 01:02:11.830 --> 01:02:14.680 align:middle line:84% The students, that was a kinesthetic activity for them. 01:02:14.680 --> 01:02:18.580 align:middle line:84% So it was them getting around a tub of water 01:02:18.580 --> 01:02:21.100 align:middle line:84% and physically putting pennies in 01:02:21.100 --> 01:02:26.920 align:middle line:84% and we used tickers to show how many pennies were going in. 01:02:26.920 --> 01:02:32.020 align:middle line:84% So those students being able to, concrete versus abstract 01:02:32.020 --> 01:02:35.380 align:middle line:84% so much in computer science can be abstract. 01:02:35.380 --> 01:02:38.380 align:middle line:84% While there is a lot of things in computer science 01:02:38.380 --> 01:02:41.770 align:middle line:84% that are very rules-based and very concrete 01:02:41.770 --> 01:02:43.310 align:middle line:90% in computer science. 01:02:43.310 --> 01:02:46.420 align:middle line:84% My students, and a lot of the students that I see, 01:02:46.420 --> 01:02:50.740 align:middle line:84% they find the concrete and definable tasks 01:02:50.740 --> 01:02:53.050 align:middle line:90% of computer science satisfying. 01:02:53.050 --> 01:02:56.560 align:middle line:84% They find it very engaging to know 01:02:56.560 --> 01:03:02.170 align:middle line:84% that it has to be precisely spelled with capitalization, 01:03:02.170 --> 01:03:05.800 align:middle line:84% commas in the right place, parentheses in the right place, 01:03:05.800 --> 01:03:09.580 align:middle line:84% and that fuels them to get it right, meticulous. 01:03:09.580 --> 01:03:11.470 align:middle line:84% And then there are times when there 01:03:11.470 --> 01:03:15.010 align:middle line:84% are these abstract concepts for those same students, 01:03:15.010 --> 01:03:17.920 align:middle line:84% that the abstract concept creates 01:03:17.920 --> 01:03:20.080 align:middle line:90% emotional distress for them. 01:03:20.080 --> 01:03:23.500 align:middle line:84% Because it is a creative task where 01:03:23.500 --> 01:03:28.810 align:middle line:84% there may be seven different paths to take and that 01:03:28.810 --> 01:03:30.550 align:middle line:90% is overwhelming to them. 01:03:30.550 --> 01:03:34.180 align:middle line:84% So that differentiation happens by limiting 01:03:34.180 --> 01:03:36.760 align:middle line:84% that number of choices that they have so 01:03:36.760 --> 01:03:39.460 align:middle line:84% that they, from the social emotional learning piece, 01:03:39.460 --> 01:03:41.590 align:middle line:84% they're not becoming overwhelmed. 01:03:41.590 --> 01:03:43.210 align:middle line:84% And then in the next piece they're 01:03:43.210 --> 01:03:45.970 align:middle line:84% able to make it more concrete and/or 01:03:45.970 --> 01:03:48.980 align:middle line:90% more concrete and rules-based. 01:03:48.980 --> 01:03:50.930 align:middle line:84% RICHARD LADNER: Wow, fascinating. 01:03:50.930 --> 01:03:53.890 align:middle line:84% Yeah, I really love that tactile learning. 01:03:53.890 --> 01:03:57.890 align:middle line:84% And I think part of that is for my experience with blind kids 01:03:57.890 --> 01:04:02.370 align:middle line:84% as well, because attackable is so important to them. 01:04:02.370 --> 01:04:05.962 align:middle line:84% Are there more questions from anybody out there, Brianna? 01:04:05.962 --> 01:04:08.170 align:middle line:84% BRIANNA BLASER: We've covered everything in the chat. 01:04:08.170 --> 01:04:10.090 align:middle line:90% Oh, one just popped up. 01:04:10.090 --> 01:04:12.490 align:middle line:84% Darius says I work for a nonprofit training teachers 01:04:12.490 --> 01:04:14.290 align:middle line:84% to be computer science instructors 01:04:14.290 --> 01:04:16.890 align:middle line:84% would you be willing to do a virtual PD on this 01:04:16.890 --> 01:04:19.180 align:middle line:90% for our teachers? 01:04:19.180 --> 01:04:22.290 align:middle line:84% And I'll shoot his email to you, Robert. 01:04:22.290 --> 01:04:23.290 align:middle line:90% ROBERT DEFILLIPPO: I am. 01:04:23.290 --> 01:04:26.810 align:middle line:84% When it comes to this population, I am. 01:04:26.810 --> 01:04:28.390 align:middle line:90% I'm willing to help. 01:04:28.390 --> 01:04:32.350 align:middle line:84% I really, truly believe that this, I've seen the benefits. 01:04:32.350 --> 01:04:35.890 align:middle line:84% I've seen the engagement factor from the students. 01:04:35.890 --> 01:04:42.220 align:middle line:84% I've seen what being given the opportunity can do for them. 01:04:42.220 --> 01:04:46.120 align:middle line:84% And I really understood more about, 01:04:46.120 --> 01:04:49.060 align:middle line:84% I've learned more from special needs students in the last six 01:04:49.060 --> 01:04:51.670 align:middle line:84% years teaching them computer science 01:04:51.670 --> 01:04:54.635 align:middle line:84% than I learned in the first 20 years of my special ed 01:04:54.635 --> 01:04:55.135 align:middle line:90% teaching. 01:04:55.135 --> 01:04:59.330 align:middle line:90% 01:04:59.330 --> 01:05:02.780 align:middle line:84% RICHARD LADNER: Another question and throughout the talk today 01:05:02.780 --> 01:05:05.880 align:middle line:84% I don't think he used the term universal design for learning, 01:05:05.880 --> 01:05:09.010 align:middle line:84% which is kind of this popular term out there. 01:05:09.010 --> 01:05:11.930 align:middle line:84% And I think what you're doing, a lot of what you're describing 01:05:11.930 --> 01:05:14.720 align:middle line:84% is sort of could be put under that rubric. 01:05:14.720 --> 01:05:17.748 align:middle line:84% So what are your thoughts about UDL? 01:05:17.748 --> 01:05:19.790 align:middle line:84% ROBERT DEFILLIPPO: Starting with the end in mind. 01:05:19.790 --> 01:05:20.360 align:middle line:90% RICHARD LADNER: Yeah 01:05:20.360 --> 01:05:22.040 align:middle line:84% ROBERT DEFILLIPPO: Yeah, yeah that's absolutely 01:05:22.040 --> 01:05:23.000 align:middle line:90% what we're doing. 01:05:23.000 --> 01:05:25.490 align:middle line:84% We are absolutely using universal design 01:05:25.490 --> 01:05:27.320 align:middle line:90% to be able to backward chain. 01:05:27.320 --> 01:05:30.500 align:middle line:84% One of the biggest components of special education is chaining 01:05:30.500 --> 01:05:33.890 align:middle line:84% and backwards chaining is one of the most effective ways 01:05:33.890 --> 01:05:38.300 align:middle line:84% to gather concept attainment for a student. 01:05:38.300 --> 01:05:41.510 align:middle line:84% So being able to start with the end in mind, 01:05:41.510 --> 01:05:45.440 align:middle line:84% taking a content standard, drilling that standard down, 01:05:45.440 --> 01:05:49.010 align:middle line:84% and finding hinge points that you 01:05:49.010 --> 01:05:51.380 align:middle line:84% want a student to be able to try to hit 01:05:51.380 --> 01:05:53.570 align:middle line:90% as they work up to that task. 01:05:53.570 --> 01:05:56.960 align:middle line:84% And then it goes the same way, that universal design 01:05:56.960 --> 01:05:59.450 align:middle line:84% for learning that backwards chaining then 01:05:59.450 --> 01:06:03.590 align:middle line:84% goes from the standards and your planning as a teacher, 01:06:03.590 --> 01:06:07.190 align:middle line:84% and then it goes straight into your instructional strategies 01:06:07.190 --> 01:06:08.820 align:middle line:90% and design as well. 01:06:08.820 --> 01:06:11.160 align:middle line:84% So as you begin to design what lesson, 01:06:11.160 --> 01:06:14.540 align:middle line:84% you're going to teach the materials, the avenues 01:06:14.540 --> 01:06:17.057 align:middle line:84% of input, the avenues of assessment 01:06:17.057 --> 01:06:18.890 align:middle line:84% that you're going to use for whatever lesson 01:06:18.890 --> 01:06:21.630 align:middle line:84% you're doing for that day, then you are again 01:06:21.630 --> 01:06:23.660 align:middle line:84% looking at what do I want the student to be 01:06:23.660 --> 01:06:26.510 align:middle line:84% able to demonstrate at the end of the day 01:06:26.510 --> 01:06:28.970 align:middle line:84% to show me that there has been mastery 01:06:28.970 --> 01:06:32.420 align:middle line:84% or some level of attainment of the skill based 01:06:32.420 --> 01:06:35.780 align:middle line:84% on an IEP goal or objective or just in the classroom 01:06:35.780 --> 01:06:38.040 align:middle line:90% expectation that I have. 01:06:38.040 --> 01:06:39.640 align:middle line:90% RICHARD LADNER: Right. 01:06:39.640 --> 01:06:42.640 align:middle line:84% I wonder if you should give a presentation to Code.org 01:06:42.640 --> 01:06:46.570 align:middle line:84% because maybe they can improve their curriculum by doing 01:06:46.570 --> 01:06:53.200 align:middle line:84% this backward training or it more, less siloed. 01:06:53.200 --> 01:06:55.720 align:middle line:90% You know each topic so siloed. 01:06:55.720 --> 01:06:57.400 align:middle line:84% ROBERT DEFILLIPPO: Yeah, well, and we 01:06:57.400 --> 01:07:00.850 align:middle line:84% had talked about this as well is the fact that I feel 01:07:00.850 --> 01:07:03.970 align:middle line:84% like Code.org, one of the greatest things about teaching 01:07:03.970 --> 01:07:07.990 align:middle line:84% and this is the thing that is always troubled me in education 01:07:07.990 --> 01:07:13.150 align:middle line:84% is when we try to take the art of teaching out of teaching. 01:07:13.150 --> 01:07:18.340 align:middle line:84% Teachers are great creative masters of their environments. 01:07:18.340 --> 01:07:21.340 align:middle line:84% And they always seize on these teachable moments. 01:07:21.340 --> 01:07:24.970 align:middle line:84% I feel like Code.org a lot of times 01:07:24.970 --> 01:07:28.480 align:middle line:84% miss their opportunity for those teachable moments. 01:07:28.480 --> 01:07:30.370 align:middle line:84% And we had spoken about one of those 01:07:30.370 --> 01:07:34.360 align:middle line:84% with their understanding of when we were talking 01:07:34.360 --> 01:07:37.270 align:middle line:84% about compression, and when we were talking 01:07:37.270 --> 01:07:39.640 align:middle line:84% about lossy and lossless compression 01:07:39.640 --> 01:07:42.610 align:middle line:84% and I thought that that was a perfect opportunity. 01:07:42.610 --> 01:07:45.340 align:middle line:84% One of the greatest things that students love to do 01:07:45.340 --> 01:07:46.600 align:middle line:90% is take pictures. 01:07:46.600 --> 01:07:48.340 align:middle line:90% Selfies of themselves. 01:07:48.340 --> 01:07:52.150 align:middle line:84% They are consumers of social media platforms 01:07:52.150 --> 01:07:55.240 align:middle line:84% where they're sharing photos and they're doing things like that. 01:07:55.240 --> 01:07:57.730 align:middle line:84% I thought that was a perfect opportunity for them 01:07:57.730 --> 01:08:00.100 align:middle line:84% to have a teachable moment that bridges 01:08:00.100 --> 01:08:05.140 align:middle line:84% the gap between these abstract concepts and then a real world 01:08:05.140 --> 01:08:07.430 align:middle line:90% application to what that is. 01:08:07.430 --> 01:08:10.960 align:middle line:84% So I think that those are opportunities 01:08:10.960 --> 01:08:14.290 align:middle line:84% that in the classroom teachers don't miss. 01:08:14.290 --> 01:08:18.340 align:middle line:84% Because teachers are masters of this, the teachable moment. 01:08:18.340 --> 01:08:22.149 align:middle line:84% And having the, Oh this is where I can make a tangible. 01:08:22.149 --> 01:08:25.510 align:middle line:84% I can make it real world, this idea of compression. 01:08:25.510 --> 01:08:29.319 align:middle line:84% And understanding how that affects image and video 01:08:29.319 --> 01:08:30.710 align:middle line:90% streaming. 01:08:30.710 --> 01:08:34.160 align:middle line:84% So that does give you that opportunity to do that. 01:08:34.160 --> 01:08:37.810 align:middle line:84% And I think Code.org, that is one area that they could 01:08:37.810 --> 01:08:41.500 align:middle line:84% improve their product is definitely 01:08:41.500 --> 01:08:44.710 align:middle line:84% by finding more teachable moments in their curriculum 01:08:44.710 --> 01:08:49.870 align:middle line:84% and not making it, and great verbiage, the silo that they 01:08:49.870 --> 01:08:51.220 align:middle line:90% do. 01:08:51.220 --> 01:08:53.920 align:middle line:84% RICHARD LADNER: So why don't you, 01:08:53.920 --> 01:08:57.250 align:middle line:84% why don't you unmute yourself, put your hand down and ask 01:08:57.250 --> 01:08:59.420 align:middle line:90% your question. 01:08:59.420 --> 01:09:02.200 align:middle line:90% There you go. 01:09:02.200 --> 01:09:04.555 align:middle line:84% YVETTE LEE: I admire what you did. 01:09:04.555 --> 01:09:05.930 align:middle line:84% ROBERT DEFILLIPPO: Oh, thank you. 01:09:05.930 --> 01:09:09.399 align:middle line:84% YVETTE LEE: But I feel like it took a lot of your time 01:09:09.399 --> 01:09:14.710 align:middle line:84% to really differentiate and build, really meet their eyes 01:09:14.710 --> 01:09:18.819 align:middle line:84% and sometimes I feel like it's really 01:09:18.819 --> 01:09:21.560 align:middle line:84% tiring because when you have different sections, 01:09:21.560 --> 01:09:23.770 align:middle line:84% different levels of students and mix. 01:09:23.770 --> 01:09:25.930 align:middle line:84% And this is the problem I had was 01:09:25.930 --> 01:09:29.200 align:middle line:84% in AP classroom, principal's class, 01:09:29.200 --> 01:09:33.189 align:middle line:84% I have students who don't have algebra one so I should 01:09:33.189 --> 01:09:35.770 align:middle line:90% have gone down like you did. 01:09:35.770 --> 01:09:39.310 align:middle line:84% And start from the building the math and like a scaffolding 01:09:39.310 --> 01:09:40.840 align:middle line:84% and breaking down all those words 01:09:40.840 --> 01:09:44.300 align:middle line:84% but I just couldn't do it this year. 01:09:44.300 --> 01:09:46.390 align:middle line:90% So that was one question. 01:09:46.390 --> 01:09:52.640 align:middle line:84% How can you with any advice for a first year teaching 01:09:52.640 --> 01:09:55.930 align:middle line:84% experience teaching that course, like how can we 01:09:55.930 --> 01:09:59.210 align:middle line:84% reduce our loads and differentiate those? 01:09:59.210 --> 01:10:01.460 align:middle line:84% And my other question of the assessment 01:10:01.460 --> 01:10:05.460 align:middle line:84% was that students were supposed to take the AP exam. 01:10:05.460 --> 01:10:10.160 align:middle line:84% So if I differentiate the assessments, well in the end, 01:10:10.160 --> 01:10:13.220 align:middle line:84% at the end they have to take a key. 01:10:13.220 --> 01:10:15.920 align:middle line:90% So that was my question. 01:10:15.920 --> 01:10:17.660 align:middle line:84% ROBERT DEFILLIPPO: And I will answer 01:10:17.660 --> 01:10:19.800 align:middle line:84% that in the best way that I possibly can, 01:10:19.800 --> 01:10:22.590 align:middle line:84% which is when I started this journey 01:10:22.590 --> 01:10:26.750 align:middle line:84% I became I had that sense of overwhelmed. 01:10:26.750 --> 01:10:28.970 align:middle line:84% Kind of what you're saying right now. 01:10:28.970 --> 01:10:30.660 align:middle line:90% Like where do I begin? 01:10:30.660 --> 01:10:32.570 align:middle line:84% I would have to go all the way back and fill 01:10:32.570 --> 01:10:35.030 align:middle line:84% in all the algebra that this student has 01:10:35.030 --> 01:10:38.360 align:middle line:84% missed to be able to get them to the next level. 01:10:38.360 --> 01:10:41.210 align:middle line:84% My suggestion is first and foremost, 01:10:41.210 --> 01:10:44.180 align:middle line:84% pick a concept or a skill that you really 01:10:44.180 --> 01:10:49.100 align:middle line:84% want to work on with a group of students and start there. 01:10:49.100 --> 01:10:51.830 align:middle line:84% Don't try to look at your entire curriculum 01:10:51.830 --> 01:10:54.770 align:middle line:84% and say I'm going to differentiate everything at one 01:10:54.770 --> 01:10:56.600 align:middle line:90% time because it doesn't work. 01:10:56.600 --> 01:11:01.850 align:middle line:84% I tried that and I literally almost drove myself insane 01:11:01.850 --> 01:11:05.355 align:middle line:84% thinking that I was Superman and this was what I was going to do 01:11:05.355 --> 01:11:08.060 align:middle line:84% and rah, rah, rah and I'm going down this path. 01:11:08.060 --> 01:11:11.840 align:middle line:84% But then I began realizing that if I picked one component 01:11:11.840 --> 01:11:15.140 align:middle line:84% that I believed that encompassed all of the students 01:11:15.140 --> 01:11:19.670 align:middle line:84% at one time, one concept, and then really differentiated that 01:11:19.670 --> 01:11:22.400 align:middle line:84% and began building units around that, 01:11:22.400 --> 01:11:26.420 align:middle line:84% and then building the extracurricular activities 01:11:26.420 --> 01:11:29.810 align:middle line:84% built into that, the remediation projects, 01:11:29.810 --> 01:11:33.140 align:middle line:84% the gaps in their previous instruction 01:11:33.140 --> 01:11:37.370 align:middle line:84% that they may be missing, that was kind of where I had to get. 01:11:37.370 --> 01:11:39.890 align:middle line:84% The second piece of the answer would be the fact 01:11:39.890 --> 01:11:42.410 align:middle line:84% that I think that through these types 01:11:42.410 --> 01:11:48.410 align:middle line:84% of collegial conversations, these presentations, 01:11:48.410 --> 01:11:51.740 align:middle line:84% people like you and I spreading the word that there 01:11:51.740 --> 01:11:56.510 align:middle line:84% is an inequity that is happening and that it's 01:11:56.510 --> 01:12:02.960 align:middle line:84% time for disability to be given the same status as gender 01:12:02.960 --> 01:12:11.510 align:middle line:84% and ethnicity, that maybe we can spur these Code.orgs and CS 01:12:11.510 --> 01:12:14.810 align:middle line:84% Academy through Carnegie Mellon and Bootstraps 01:12:14.810 --> 01:12:18.770 align:middle line:84% and all of these other platforms to hear what we're going 01:12:18.770 --> 01:12:23.480 align:middle line:84% through for them to finally realize that, wow, there needs 01:12:23.480 --> 01:12:26.480 align:middle line:84% to be a platform that's built that is taking 01:12:26.480 --> 01:12:31.320 align:middle line:84% into consideration students that may not be again, 01:12:31.320 --> 01:12:33.680 align:middle line:84% I hate saying it this way but I truly 01:12:33.680 --> 01:12:36.410 align:middle line:84% feel like computer science platforms were built 01:12:36.410 --> 01:12:39.440 align:middle line:90% for a very typical student. 01:12:39.440 --> 01:12:43.480 align:middle line:84% They were not built for everyone. 01:12:43.480 --> 01:12:46.690 align:middle line:84% And I feel like until that time happens 01:12:46.690 --> 01:12:49.150 align:middle line:84% that we need to continue doing what we're 01:12:49.150 --> 01:12:53.110 align:middle line:84% doing with these kinds of conversations and partnerships 01:12:53.110 --> 01:12:57.700 align:middle line:84% and working with each other and ultimately trying 01:12:57.700 --> 01:13:01.630 align:middle line:84% to find a platform that is going to help with that. 01:13:01.630 --> 01:13:04.092 align:middle line:84% And there will not be a cookie cutter approach to it. 01:13:04.092 --> 01:13:05.800 align:middle line:84% I don't think that that will ever happen. 01:13:05.800 --> 01:13:07.217 align:middle line:84% I don't think that there will ever 01:13:07.217 --> 01:13:10.540 align:middle line:84% be a platform that says this is a computer science 01:13:10.540 --> 01:13:12.340 align:middle line:84% curriculum that handles everything 01:13:12.340 --> 01:13:17.050 align:middle line:84% from an introduction to CS to introduction to Python 01:13:17.050 --> 01:13:21.303 align:middle line:84% and Java all the way up to your or APCSP. 01:13:21.303 --> 01:13:23.470 align:middle line:84% I don't think there will be one curriculum for that. 01:13:23.470 --> 01:13:27.458 align:middle line:84% I think that it's going to take three or four or five platforms 01:13:27.458 --> 01:13:28.750 align:middle line:90% that are going to be developed. 01:13:28.750 --> 01:13:33.040 align:middle line:84% And I'm currently working with a gentleman out of West Virginia 01:13:33.040 --> 01:13:36.370 align:middle line:84% State University, or West Virginia University in West 01:13:36.370 --> 01:13:40.180 align:middle line:84% Virginia that is working for the Department of Defense 01:13:40.180 --> 01:13:46.110 align:middle line:84% and we are trying to build the first special needs curriculum 01:13:46.110 --> 01:13:47.400 align:middle line:90% for computer science. 01:13:47.400 --> 01:13:49.950 align:middle line:84% But we are not going to be starting at the AP level. 01:13:49.950 --> 01:13:53.460 align:middle line:84% We're going to be starting at the intro and intro 01:13:53.460 --> 01:13:55.710 align:middle line:84% into Java, that's where we need to get. 01:13:55.710 --> 01:13:59.460 align:middle line:84% So this basic idea and concepts of programming 01:13:59.460 --> 01:14:02.850 align:middle line:84% that just gives more opportunities, as far as 01:14:02.850 --> 01:14:08.100 align:middle line:84% not learning a concept and having five bubbles and then 01:14:08.100 --> 01:14:10.390 align:middle line:84% your boom, you're on to the next concept. 01:14:10.390 --> 01:14:12.960 align:middle line:84% And there really doesn't give enough time for anything 01:14:12.960 --> 01:14:17.850 align:middle line:84% to become very concrete in that student's mind. 01:14:17.850 --> 01:14:20.158 align:middle line:84% They just don't have enough practice. 01:14:20.158 --> 01:14:22.200 align:middle line:84% RICHARD LADNER: Yeah, my recommendation Robert is 01:14:22.200 --> 01:14:25.060 align:middle line:84% don't call it curriculum for special needs 01:14:25.060 --> 01:14:28.290 align:middle line:90% call it curriculum for everyone. 01:14:28.290 --> 01:14:31.780 align:middle line:84% ROBERT DEFILLIPPO: Yes absolutely, absolutely. 01:14:31.780 --> 01:14:33.030 align:middle line:90% RICHARD LADNER: Well, Brianna. 01:14:33.030 --> 01:14:34.240 align:middle line:90% What do you think? 01:14:34.240 --> 01:14:35.100 align:middle line:90% Should we? 01:14:35.100 --> 01:14:36.690 align:middle line:90% We're near the end. 01:14:36.690 --> 01:14:40.200 align:middle line:84% BRIANNA BLASER: Yeah, I think we're ready to wrap up. 01:14:40.200 --> 01:14:43.980 align:middle line:84% I will send an email with links to the slides. 01:14:43.980 --> 01:14:47.130 align:middle line:84% And the resources Robert shared tomorrow. 01:14:47.130 --> 01:14:48.670 align:middle line:90% So keep an eye out for that. 01:14:48.670 --> 01:14:50.918 align:middle line:84% And it'll also include a link to the evaluation. 01:14:50.918 --> 01:14:52.710 align:middle line:84% And I will drop that in the chat right now. 01:14:52.710 --> 01:14:56.090 align:middle line:84% Please take a minute to fill it out. 01:14:56.090 --> 01:14:58.760 align:middle line:84% ROBERT DEFILLIPPO: And if anyone would like any, 01:14:58.760 --> 01:15:02.220 align:middle line:84% if anybody needs anything, I've given my information. 01:15:02.220 --> 01:15:03.740 align:middle line:90% Please do not hesitate. 01:15:03.740 --> 01:15:06.260 align:middle line:84% Anything that we've created or built or done 01:15:06.260 --> 01:15:09.170 align:middle line:90% is for the masses. 01:15:09.170 --> 01:15:11.480 align:middle line:84% And would love to learn what everybody else is doing 01:15:11.480 --> 01:15:15.590 align:middle line:84% as well, because I'm sure that as long as I've been doing this 01:15:15.590 --> 01:15:17.390 align:middle line:90% I am not the master of anything. 01:15:17.390 --> 01:15:19.910 align:middle line:84% I am simply learning as I go and I'm 01:15:19.910 --> 01:15:22.800 align:middle line:90% building the plane as I fly it. 01:15:22.800 --> 01:15:26.870 align:middle line:84% RICHARD LADNER: You have a lot of enthusiasm. 01:15:26.870 --> 01:15:31.082 align:middle line:84% At my age I'm kind of losing it, but you're still young. 01:15:31.082 --> 01:15:32.540 align:middle line:84% ROBERT DEFILLIPPO: I just turned 50 01:15:32.540 --> 01:15:34.873 align:middle line:84% and I don't feel that young because I feel like when you 01:15:34.873 --> 01:15:38.420 align:middle line:84% get asked to do these types of things that tells you 01:15:38.420 --> 01:15:40.550 align:middle line:84% that you've earned the gray hair and you're 01:15:40.550 --> 01:15:42.770 align:middle line:84% getting too old to be in education anymore 01:15:42.770 --> 01:15:47.170 align:middle line:84% but I'm going to keep kicking the can down the road.