Task Bag Learning

Today we will be talking about learning with task bags. I worked alongside my Educational Psychologist, Jenn Osberg, and my Consultant, Michelle Michaluk, to create literacy, math, fine motor, and life skills task bags that would meet the needs of my learners. As a primary Student Support Teacher, task bags are part of my regular intervention and we love them because they:

  • are play-based and hands-on
  • cover a variety of curriculum and/or individual outcomes
  • are simple to use and model (if another teacher or Educational Assistant will be implementing them)
  • include high-interest materials
  • promote student engagement
  • can be accomplished quickly (5-10 minutes of practice)
  • can be used with 1-3 students to add social goals, such as sharing and turn-taking
  • are quick interventions that reinforce previously taught outcomes
  • are easy and cost effective to create
  • can be created from “Busy Bag” idea books, simple internet searches, or unused items around the classroom

I have used my task bags with a variety of students, particularly a student who could only say two words when they started in our Kindergarten program. Task bags became an easy way to develop this student’s vocabulary, name recognition knowledge, and keep them engaged. What I like most about these task bags is that after modeling the use of the task bags a few times, they are easy for any other adult to take and use and they fit nicely into any schedule. I use my task bags for intervention times. I have also used them for additional literacy and math practice with Kindergarten students who need additional practice time after our centers. It is quick and easy to pull them for 5-10 minutes and target the specific concept and can be done within their classroom. In the classroom, these task bags could be set up as a center after teacher modeling/explicit instruction. I recommend using task bags with 1-2 students but I have used them with up to 3 learners.

 

I have organized my task bags into two shelves and four categories: 

 

a) early math skills

 

 

b) early literacy skills

 

c) fine motor skills

 

d) life skills  

There are countless other tasks bags that could be made and I hope you find use for them in your own room. Please find the task bag labels and instructions attached: Task Bag Instruction Templates. Happy teaching!

 

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“Digital Divide among Youth: Socio-Cultural Factors and Implications”

Technology is a very integral part to our instruction and is fundamental for a well-rounded education. It is relevant to our 21st century youth and prepares students for a working world that revolves around technology. Technology is not going away; we need to prepare students for jobs that have not even been invented yet and technology is the key ingredient. I believe our society is going to become more dependent on technology and it is crucial that we give our students the skills to “use internet resources in specific contexts” and understand “how to evaluate online content” in this globally competitive market (Parucek et al., 169).

This article by Peter Parucek, Michael Sachs and Judith Schossbock outlines a study on the digital divide based on gender, socio-economic background and culture between fourteen-year-old youth in Austria. It is interesting to look at results from other places because we can compare and contrast our experiences. The findings were “that eLiteracy must be improved by the educational system, because social constraints can otherwise hardly be overcome” (Parucek et al., 163). Furthermore, we need to try to close the gap between people of different “socio-demographic differences such as gender, social status and educational level” (Parucek et al., 163). In today’s global market, eLiteracy is as important as reading and writing.

To close the digital gap, students rely “on the equal distribution of digital literacy in society” (Parucek et al., 169). Parucek, Sachs and Schossbock express the need that “young people both have access to new services as well as the necessary cognitive capabilities to use them” (161). I thoroughly agree with this solution, as it is very practical and straightforward. However, I do not think resources are evenly distributed between schools and divisions. When I taught at a school for an ECS class there was not an IPad or computer in sight. A chalkboard hung in the very place where SmartBoards could be found in most schools. In another school, software changes resulted in over three months of computer issues making them inaccessible to students. This greatly impacted many students’ IIP goals and ability to be successful in the general education classroom. Some schools are now requiring students to bring tablets to school but this is only possible and fair if everyone can afford this expensive technology. The authors suggest promoting more female role-models in the technical field (Parucek et al., 169) and I believe this coupled with an equal access to technology would promote students to pursue and technological field. Too often, however, resources distribution is far from fair.

In order to improve eLiteracy we must change our instruction as teachers. Technology should be incorporated in our lessons and modeled for our students. My favorite part about this article was the recognition that there is “a severe lack of media competence… among the Digital Native” (Parucek et al., 169). It bothers me when people assume young adults do not require explicit instruction to use technology. If I had a dime for every time this happened to me in university I could retire tomorrow. Young people may be more proficient with technology than their grandparents but there are far too many tools and applications to be an expert in all areas and explicit instruction is still a requirement for success. Furthermore, students need to be explicitly taught how to use technology appropriately. Many teachers have posted pictures of themselves online to show their students how quickly a picture can be seen by millions of individuals all over the world and cyberbullying is also a topic that needs to be discussed.

Although explicit instruction should remain, student focus changes when we incorporate technology in our classroom. I thoroughly believe that making students remember random facts is a waste of time. Unless their goal is to win every game of Trivial Pursuit, students do not need to regurgitate information commonly found on Google. Parucek, Sachs and Schossbock note that “today’s young people grow up connected with peers and they make use of the possibilities offered by the web. To deal with questions and problems, they no longer turn to explanations offered by institutions, but rather look for support from peers on web sites” or turn to search engines (169). This makes it all the more pertinent that we not only show students how to use technology but how to critically examine what they are being told. If they do not critically look at what they read and watch, students will run the risk of being manipulated by large corporations, peers, and politicians. Students need to realize that not everything they read on the internet is true and they need to be explicitly taught how to find and identify credible sources. Teaching students to identify the intended audience and purpose – which is a major part of the English curriculum – can help students make an educated decision.

Beyond audience and purpose there are many ways we can use technology in our English classrooms: assess students online, write blogs, create online portfolios, search for resources, etc. However, this requires every student to have access to the technology used in class. As English teachers we also have to be aware of copyright laws. These laws are infuriating to me because I am from the generation that “steals” our music online and streams our movies “illegally.” It just seems like in a world where knowledge is at our fingertips, nothing should hold us back. But alas, we must follow the copyright laws if we plan to keep our jobs.

Technology is a fundamental component to a well-rounded and relevant education. We need to adapt our teaching strategies to reflect the world that our students live in. Most importantly, we cannot assume that students know how to successfully utilize all technology and critically examine what they are hearing.