Testing Our Pendulums

May 21st will be here soon! More to come...

Engineering EXPO

Our school wide Engineering EXPO is coming soon. 

We kicked off our final engineering project of the year with a single question: Can we design and build a structure that can paint without a paintbrush?

We did some research and found that a pendulum would be a perfect structure for our challenge. Our kids broke off into groups to tackle their pendulum designs. They spent a full day creating a blueprint and brainstorming possible materials we would need. We decided to test their designs using straws and connectors. They did an amazing job! Some found that their original design worked and some found that they needed to make some early adjustments. If you want to bring these ideas home, here are some of the vocabulary words we are using: structure, motion, force, and pendulum. 

We are off to a great start. I can't wait to show off our final projects. See you on the 21st!

Here are few pictures from today. 

What's been going on?

We have been really busy the past few months!

In math we have covered ordering numbers, identifying numbers with 2 and 3 digits, reading a picture graph, and solving story problems with addition and subtraction. Vocabulary we are using: between, before, after, sum, total, difference, and ordinal numbers. 

In LA we are working on identifying nouns, action verbs, and adjectives. We are also working to expand out sentences to include a detail. 

In Reading we have put a lot of focus on nonfiction stories. In hope you Gus are getting a chance to read the News 2 You stories that we are sending home. The kids are really enjoying them each week!

IC seems to be everyone's favorite these days. We spent the last month researching and studying about our solar system. The kids have learned to order the planets, learned facts about each planet, and made a PowerPoint about Ceres, a dwarf planet. Ask them about the solar system and I hope you will get an ear full of knowledge :)  also, check out story it's planets in YouTube. It's their current favorite. 

The Learning Commons is OPEN!

So many staff members at our school have worked really hard to transform our library and school into the Learning Commons and now it is open.  Our kids are getting the benefit of everyone's hard work.  We go to the LC every Wednesday afternoon--not often enough according to the kids! I know they would be happy to go all day, everyday!  I recommend stopping by if you get a chance.  It truly is amazing.

We started with a tour and exploration of the lego table.  My kids told be that on our next visit they HAVE to do the robot station...so we did.  Here's a picture of them working together, using step by step directions from a computer program, and building an alligator lego robot.

One of the features of the LC is the Lego wall.  And by Lego wall I mean that it is a whole wall to hold and build Lego creations.  I was inspired by this idea and decided to create one in our classroom.  Here is our new interactive Lego artwork.

Roller Coaster Craziness!

I wanted to update everyone on what we have been doing in IC.  We just finished our unit on structures and forces.  Our kids learned about the different types of forces...push and pull.  We also talked about tension and compression in structures.  We used these ideas to build roller coasters.  The kids worked in groups of 3-4 and could only use cardboard and tape to make a roller coaster for a marble.  They did an amazing job and worked had as teams for a week.
Here's a few pictures of the construction process...

Here are they awesome creations!

So, what do you do when you have 3 amazing roller coasters and your kids still want more?

You make 1 giant roller coaster from them!

Engineering Exploration

My crew just started a new unit on structures. We will explore different types of structures over the next few weeks and use all kinds of different materials. We will discuss and use vocabulary like stability, strength, tension, and compression.

We started by exploring with straws and connectors and had the task of creating the tallest structure possible. They did a great job exploring and figured out how to construct a sturdy base. By the end they were adding all of their designs together to build a structure taller than Mr. Rodriquez.

Our first big design challenge is to figure out how to make our own pop up card. Here's their problem: they need to design and create and card that has a part that pops up and a part that is movable. Here are a few pictures of our first designs...

 

Stay turned for pictures of our redesigns.

Please send toilet paper/paper towel rolls and cardboard containers (like cereal boxes) for a future design project.  Thanks!

Visual Aids at Work

Here are my pet peeves about visuals...they need to be used consistently,  they are not just for behavior, and they need to be constantly evolving to their independent level.  My kids use a visual schedule system that is adapted to their individual needs.  I currently have a kid that uses an object schedule, one that uses a wall schedule and 5 kids on binder schedules with icons. Visual schedules need to evolve over time. They can eventually turn into a paper check system or just a printed schedule of their day. Just make sure that you have taught how to use it and that the level you are using is a match to their independent level. Side note: a great way to track their independent level is by taking data on this functional skill...I love taking data!

Visuals make work easy and can be the best tool in your tool belt. Visual aids are any system you use that aid in communication and/or information processing.

My kids rotate "stations" every 15 minutes. When the timer beeps we give them a 'check schedule' card and they move to their binder schedules. They open their binders and grab the next icon. Then, they take the icon to the matching table and 'check in'.  Whatever  schedule system you use just make sure it moves either top to bottom or left to right. I use 2 different types of color coding systems.  The one that is really just to keep me organized is that I color code all of my kids personal visuals (schedule pages, social stories, personal icons, communication book, penny boards, etc).  My student with the wall schedule is purple and all of his visuals are outlined in purple or printed on purple paper.  It makes reloading schedules quick and easy at the end of the day.  I also color code my tables.  This is the system that my kids use.  Each table is a different color and they match the icon to the sticker.  Also, for quick reloading, I write the color or letter (B for blue) in each square on their schedule. 

Wall schedule that is currently empty but you can see the icons on the other strips hanging from the bookshelf

One of my binder schedules with icons that moves top to bottom.

The sticker on the table with where they "check in."  We also keep a basket on every table to store the icons throughout the day.



I also have these hanging in our DT area.  They are outlined in the kids "color" and just a reminder for the teacher working at the table.  It's a nice visual reminder/tool for us to stay organized when you have a lot of kids with a lot of goals and a lot of data to keep.  I also like that it doesn't have their name plastered on the top of it.  No one coming in my room knows who the paper belongs to and you can easily flip over the page to the next kid that rotates into that station.  I use the same system in PRT and other areas.



After the kids have 'checked in' they will then need visuals to help them work through the activities. When my students are at their desks they have 2 icons that tell them what bucket stations they need to complete. I also have procedure cards posted around the room for other stations or activities These help with independence and help clarify expectations. They also carry their penny boards for reinforcement and a visual reminder of expectations.

Procedure cards and step by step visuals are huge for ASD kids.  These will help to give a clear start and end to a task. Some students can pick up on these quickly and others it takes a ton of time to practice. For students that struggle with procedures try backwards chaining. Backwards chaining is where you work backwards. If you're working on washing hands , you physically do everything for them except the last possible step (eg: throw the paper towel away). Once that is independent add a step (eg: they dry hands and then throw it away). Continue to add a step until you are at the start if the task. It sounds funny to have them work backwards but it actually gives a clearer picture of when a task starts and stops.

Color coded procedure cards :)

Don't reinvent the wheel.  I found these on TPT from The Autism Helper.  They are perfect because they can be EDITED to meet your kids needs!

Be consistent.  These are posted in every bathroom my kids use.

Behavior visuals also need to be at the ready and tailored to each student. Building a social story library can be a time saver but make sure the specifics are directed to each students' needs. For example, using 'nice hands' means 3 different things in my class (not hitting, not pinching, and not scratching). I keep the story basically the same and just change the wording and pictures to match their need or targeted behavior.

I have a student that practices walking with a teacher.  These visuals are hanging by the door for when we leave the classroom.  We have taped stop signs about every 15 feet around the school.  We carry the visual and when we reach a stop sign we stop and count to 5 before walking again. 

Penny board.  I put behavior reminders on the board.  It is just quicker than finding my visuals key chain and flipping through it to find the right card.

Last thought on visuals, if there is an academic need there is a visual that can help, and, if the is a behavior need there is a visual that can help. They are not just for kids with autism! I am a big fan of the less words the better (even though this was a rambling post).  The less words the less confusion, frustration, and less escalation. It's really hard to argue with a piece of laminated paper!

How do you use visuals in your classroom?