turn taking

  1. Bits and Pieces

    Bits and Pieces

    In this Remarkable Idea, students decipher clues and respond with answers as they prepare for an upcoming test.

    This activity addresses:

    • Study skills
    • Turn taking
    • Critical thinking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Write the names of key people, events, or theories to be studied on the blank side of the large All-Turn-It Spinner overlay.
    2. Write a clue or question pertaining to each of the overlay entries on a sticky note; then cover each item written on the overlay with the note.
    3. Record the answers on the QuickTalker 12 or iPad with SoundingBoard app. You can record more than one answer per question.
    4. Create your symbols.


    What to do:

    1. A student can activate the All-Turn-It Spinner with the Jelly Bean switch to randomly choose a clue or question.
    2. When the All-Turn-It Spinner stops, read the clue written on the sticky note. The student then identifies the item he or she thinks it pertains to using the QuickTalker 12 or iPad with SoundingBoard app to reveal the answer.
    3. Students take turns reading clues and providing correct answers.
    4. When a clue is chosen a second time, students can add new information to what has already been revealed and take another spin.


    Additional suggestions:

    Use this activity for independent or small group study activities.
    Use a team format, dividing the class into two groups for friendly competition. Assign a number to each team and write the numbers on the small, blank overlay. Randomly select the group to respond with a spin of the All-Turn-It Spinner.

    Keywords

    turn taking | study skills | quicktalker 12 | jelly bean switch | critical thinking | alternative methods of access | all-turn-it spinner |

  2. Sight Word Seek and Steal

    Sight Word Seek and Steal

    In this Remarkable Idea, students work together as they take turns stapling together three sets of circles to make a snowman.

    This activity addresses:

    • Reading
    • Turn taking
    • Cause and effect
    • Alternative methods of access

    What you need:

    Preparation:

    1. Write all the spelling/sight words on index cards or on the whiteboard (arrange words in a grid format).
    2. Record all the spelling/sight words to the Step-by-Step.
    3. Record a countdown on the BIGmack. When you get to zero, add a buzzing noise for effect.
    4. Determine how many points a team will need to win, then using each Step-by-Step record points (one for each step). On the last point put a congratulatory message to the winning team.

    What to do:

    1. Separate students into two teams and choose a team to go first.
    2. Choose a scorekeeper for each team or one scorekeeper for both teams.
    3. Choose a timekeeper. They will be responsible for hitting the BIGmack and starting the timer for each student’s turn.
    4. Teams or individuals from each team take turns pressing the Step-by-Step and looking for the random word given. Remind the timekeeper to start the timer.
    5. If the student finds the word before time is up, their team gets a point using the Step-by-Step – remind the scorekeeper to add a point to that team’s total.
    6. If the timer buzzes before they find the word, the other team has a chance to steal the point.
    7. Continue until you are out of words or reach the point goal.

    Additional Suggestions:
    To add a level of difficulty, you can add misspelled words to the grid.

    Keywords

    turn taking | step-by-step | reading | cause and effect | bigmack | alternative methods of access |

  3. A Windy Day at the Races

    A Windy Day at the Races

    In this Remarkable Idea, students learn about wind - what it is and what it feel like. They will compete in relay races taking turns using a switch-activated hair dryer to blow a leaf (or other object) down to the FINISH line.

    This activity addresses:

    • Cause and Effect
    • Anticipation
    • Group work
    • Turn Taking
    • Alternative methods of access

    What you need:

    • Step-by-Step (2)
    • Jelly Beamer
    • PowerLink4
    • “Wind” picture/symbol card
    • Various lightweight objects such as cotton balls, tissue paper, plastic straw, etc.
    • Two plastic/fake leaves
    • Two long tables
    • Hair dryer (2 - each with an extension cord)

    Preparation:

    1. Plug each hair dryer (with extension cord) and Jelly Beamer into the PowerLink4.
    2. On two Step-by-Steps, place a “cheer” picture/symbol and record words of cheer/encouragement such as “Go, go, go!”, “You can do it!”, “Blow that leaf!”, “Don’t give up!”, “You’re doing great!”
    3. Set up the PowerLink4 on or near one of the long tables, and place each hair dryer at the same end of the tables.

    What to do:

    1. Show students the “wind” picture/symbol card.
    2. Explain to students that “wind” is something that we feel, and it’s a type of weather.
    3. Use a hair dryer to have students experience what “wind” feels like.
    4. Put different lightweight objects on the table, and demonstrate how the wind will blow the objects.
    5. Tell students that many times, outside, the wind will blow around leaves.
    6. Show students the two hair dryers and Jelly Beamer. Show them how to activate the switch to turn on the hair dryer and blow a leaf from one end of the table to the next.
    7. Students on each team take turns activating the switch to turn on the hair dryer and blow their leaf from one end of the table to the next and back. A
    8. While a student from each team is blowing the team’s leaf, the other students on that team take turns using a Step-by-Step to cheer on their team member.

    Keywords

    turn taking | team work | step-by-step | powerlink 4 | jelly beamer | cause and effect | anticipation | alternative methods of access |

  4. Bowling Fun for All

    Bowling Fun for All

    In the Remarkable Idea, students will have great fun throwing a ball against the bowling pins to knock them down!

    This activity addresses:

    • Turn Taking
    • Numbers
    • Teamwork
    • Cause and effect
    • Alternative methods of access

    What you need:

    Preparation:

    1. Connect the leaf blower to the PowerLink 4 (have power link set to timed and adjust to suit)
    2. Connect the iTalk2 with Levels to the PowerLink 4.
    3. Record cheering and words of commiseration on the iTalk2 with Levels.
    4. Connect the iTalk2 with Levels to the PowerLink 4.
    5. Record numbers 1-8 on QuickTalker 12.
    6. Create your bowling pin picture symbol for the iTalk2 with Levels, and QuickTalker 12.

    What to do:

    1. Place leaf blower on the floor and place pieces of wood to form a track.
    2. Record numbers 1 to 8 on QuickTalker 12 with overlay showing 1-8 symbols for numbers.
    3. Set bottles/bowling pins.
    4. Place ball near blower and use the iTalk2 with Levels the blower on and BOWL!
    5. Count how many pins were knocked over and press the appropriate number on the QuickTalker 12.
    6. Use the iTalk2 with Levels to either cheer or commiserate depending on the number of pins knocked down.

    Additional ideas:

    Record “Get set and go” on the QuickTalker 12.
    You can record additional phrases like:
    “Wow how many did I get?”
    “That was great, can’t wait for another for another turn”
    “Wow great shot”
    “Ahh, that was close, better luck next time”

    Keywords

    turn taking | team work | quicktalker 12 | powerlink 4 | numbers | italk2 with levels | cause and effect | alternative methods of access |

  5. Let's Make Hot Chocolate

    Let's Make Hot Chocolate

    In this Remarkable Idea, students can collaborate to make a delicious hot drink, which they can then go on to drink and share. This task is a great team builder.

    This activity addresses:

    • Cause and effect
    • Team work
    • Turn taking
    • Social scripts
    • Following directions
    • Alternative methods of access

    What you need:

    Preparation:

    1. Record scripts to SuperTalker FT, iTalk2 with Levels, or Step-by-Step

    • I would like hot chocolate
    • Can you measure the milk and pour it into the container
    • Now we need to heat the milk (NOT TOO HOT!)
    • Now we need to add the chocolate
    • Can you put it in the blender and I’ll turn it on
    • Now let’s serve it to everyone

    If drinks to be offered around then following scripts could be used on a Step-by-Step:

    • Hello, my name is____________ what’s your name?
    • Would you like some hot chocolate
    • We made it ourselves
    • Here you are
    • Is it okay
    • OK thanks bye!

    What to do:

    1. Connect the blender to PowerLink and the PowerLink to Jelly Beamer
    2. Measure and pour milk into microwave safe container
    3. Heat milk to desired heat
    4. Add chocolate powder
    5. Pour chocolate milk in the blender, blend for 1 to 2 minutes.
    6. Add marshmallows
    7. Serve drinks using Step-by-Step to offer drinks.

    Keywords

    turn taking | team work | supertalker ft | step-by-step | powerlink 4 | jelly beamer | italk2 with levels | following directions | cause and effect | alternative methods of access |

  6. Showtime!

    Showtime!

    In this Remarkable Idea, students can take be part of the school talent show. Whether that be introducing the acts through a communication aid, or looking after the special effects. Here a Student can control the background pictures for the show as students perform.

    This activity addresses:

    • Cause and effect
    • Visual follows
    • Turn taking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Create symbol for switch showing Projector
    2. Create symbol for Step-by-Step showing singing
    3. Record script on Step-by-Step
    The script really depends on the acts taking part, but examples could be:

    • “Let’s all welcome on stage _______ who’s going to perform for you a song called ________”
    • “Let’s all give a big hand in appreciation for a great song there by _______”

    What to do:

    1. Check the acts and scripts and design a PowerPoint slide show around this.
    2. Connect the projector, computer, Step-by-Step and switch to the Hitch. It’s important at this time to connect the switch to the correct port on the Hitch and assign the Hitch to the correct function for changing the slides.
    3. Record the introduction of acts on to the Step-by-Step.
    4. The student can now use the Step-by-Step to introduce the acts and the switch to change the slide show at the appropriate time. These tasks could be split and done by two students if more appropriate.

    Keywords

    visual cues | turn taking | step-by-step | hitch | cause and effect | alternative methods of access |

  7. Creature Features

    Creature Features

    In this Remarkable Idea, students work together in learning groups to answer questions about their favorite animal.

    This activity addresses:

    • Turn taking
    • Social skills
    • Reading skills
    • Science
    • Alternative methods of access

    What you need:

    Preparation:

    1. Create a picture symbol overlay for the BIG or LITTLE Step-by-Step that represents asking a question. Create your overlays.
    2. Record the following messages to the Step-by-Step:

    • What color is the animal?
    • What size is the animal?
    • Where does this animal live? (e.g. on land, in water, in the air)
    • What does this animal eat?
    • How does this animal move?
    • Why did you choose this animal?

    What to do:

    1. Start by explaining to the students what they are about to do. A common script would be, “Today we are going to learn about animals. We will divide into groups of three and discuss an animal that you choose. One person will be the reader who will read the group a question about the animal you have chosen. Another student will be the recorder and will write down your group’s answers. The third person will be the reporter and they will share with the class what your group discussed.”
    2. Divide the class into small groups of three students. Each group chooses a reader, recorder, and reporter.
    3. Put all of the pictures of animals on a table and let each group pick one picture. The students will work together to answer the questions about their animal.
    4. The reader will read the first question. For students needing assistance with speech, they can use the Step-by-Step to communicate with their group. Students in the group will discuss amongst each other and the recorder will write down their answer. Repeat this step until all questions are answered.
    5. Bring all of the students back together. The reporter will share their group’s animal photo and answers to the questions about the animal they selected with the class. As the students share their information the teacher can also add fun facts about the animal.

    Keywords

    turn taking | step-by-step | social skills | science | reading | alternative methods of access |

  8. Getting To Know Each Other

    Getting To Know Each Other

    In this Remarkable Idea, each student is given the opportunity to tell their classmates and teacher interesting facts about themselves.

    This activity addresses:

    • Turn taking
    • Social skills
    • Cause and effect
    • Alternative methods of access

    What you need:

    Preparation:

    1. Send home a pre-made student interest inventory sheet for students and parent(s)/guardian(s) to fill out and return to school. Include three to five questions on the student interest inventory sheet. Here are some sample questions:

    • What is your favorite activity?
    • What is your favorite food?
    • What is one thing you did over the summer?

    2. With the student interest inventory sheet, send home one piece of construction paper labeled with their name. The student and parent(s)/guardian(s) will write the answers to the student interest inventory sheet questions on the construction paper, and then decorate the construction paper with pictures representing those answers. The student will bring this completed work back to school.

    What to do:

    1. Start by explaining to the class what you are going to do. A common script would be, “Today we are going to learn a little bit about each other. We are going to take turns using the All-Turn-It Spinner and answering questions about ourselves. I think you will find some of your classmates are interested in some of the same things you are.”
    2. Place each student’s name or picture on the All-Turn-It Spinner.
    3. Teacher selects a student to spin the All-Turn-It Spinner. For students that are unable to activate the All-Turn-It Spinner a wired or wireless switch can be used as an alternative method of activation. When the All-Turn-It Spinner stops, the student it lands on is the student that gets to share their student interest inventory responses. For students needing assistance with speech, pre-record their responses to a Step-by-Step, which they can then use to communicate with their classmates.
    4. Once a student has taken their turn, remove their name or photo from the All-Turn-It Spinner. Repeat steps two and three until each student has had a chance to participate.

    Extensions:

    1. Teachers can help build student relationships by pointing out which students have similar interests, and promote learning from each other by designating class experts.
    2. Older classrooms can graph their results and determine class favorites.
    3. To extend the activity into a week-long event, the teacher can write the responses from each student’s interest survey onto note cards and place them on the All-Turn-It Spinner; the name of the student it belongs to should be on the back. Each day a student will take a turn activating the All-Turn-It Spinner to select a note card. The student will look at their classmates posters to try and figure out who the note card belongs to. The student will guess who the note card belongs to. For students needing assistance with speech a Step-by-Step can be recorded with the script, “I think you are the owner of this note card”. The student would place the Step-by-Step in front of the student they think the note card belongs to and activate it. If they are correct everyone cheers and if they are wrong they try again.

    Keywords

    turn taking | step-by-step | social skills | cause and effect | alternative methods of access | all-turn-it spinner |

  9. Classroom Time Capsules

    Classroom Time Capsules

    This is a great activity to do with students at the beginning of the school year. Each student makes a time capsule that will be opened at the end of the school year and show how they have changed throughout the year.

    This activity addresses:

    • Following directions
    • Turn taking and sharing materials
    • Fine motor skills
    • Alternative methods of access

    What you need:

    • iPad or iPhone
    • Blue2 switch
    • Printer
    • 1-qt Ziploc bags (1 for each student)
    • Construction paper
    • Tape
    • Pen or pencil
    • battery operated scissors
    • Switch

    * iPad, iPhone, and iPod touch are trademarks of Apple Inc., registered in the U.S. and other countries. iOS is a trademark or registered trademark of Cisco in the U.S. and other countries and is used under license.

    Preparation:

    1. Start by explaining to the students what a time capsule is. A common script would be, “A time capsule is a container filled with different objects that hide, and open in the future. Some time capsules are not meant to be opened for hundreds or even thousands of years. Today we are going to make our very own time capsules that we will open up at the end of the school year. In our time capsules, we will include a picture of you, a picture of your favorite activity, and a picture of your favorite food.”
    2. Have students help you take a picture of each student using an iPad or iPhone. For students who are unable to tap the shutter button on the iPad or iPhone, use a Blue2 switch and Switch Control (download appropriate guide for your use under "Downloads") to scan to the shutter button and activate it with the switch. Print each students' photo.
    3. Trace each student’s hand on construction paper using a pen or pencil. Have each student write their name and today’s date on their hand.
    4. Using the switch adapted battery operated scissors, have each student cut out their hand print, the photo of themselves, the image of their favorite activity, and the image of their favorite food.
    5. Each student inserts all three of their photos into their Ziploc bag and attaches their hand-print to the outside of the bag using tape.
    6. The teacher stores each time capsule until the end of the school year. At the end of the school year, the students can see if their favorite food, activity, or how they look has changed over the year.

    Keywords

    turn taking | sharing | following directions | fine motor skills | blue2 bluetooth switch | alternative methods of access |

  10. Classroom Baseball

    Classroom Baseball

    In this Remarkable Idea, your students will be able to participate in a modified game of America’s favorite pass time. This is a classroom based activity that doesn’t involve bats, balls, or broken windows!

    This activity addresses:

    • Sportsmanship
    • Social skills
    • Turn taking
    • Alternative methods of access

    What you need:

    Optional Materials:

    Preparation:

    Record baseball scenarios to the Step-by-Step or write them on an All-Turn-It Spinner overlay - single, double, triple, home run, out, strike out, etc. To ensure a quicker game, include more than one out option (write it a few times on your overlay or record it multiple times to the Step-by-Step.)
    Suggested number of each, you may wish to modify this for your game:
    4-outs and singles,
    2-strike outs and doubles
    1-home run and triple

    What to do:

    Put your team together
    Give each student a blank peg person and allow them to decorate/paint it however they choose, this will be their player. Allow to dry.

    Playing the game
    1. Draw your field on a large piece of paper or a white board so everyone can see, be sure to include a dugout for players waiting their turn.
    2. Decide how many innings you are going to play, split up into teams (uneven teams will not make a difference), and decide a home team.
    3. The visiting team goes first following typical baseball rules. Three outs per inning. If a player gets a single, advance their peg person one base, a double advances two places and so on.
    4. When a player is up to bat they will activate the Step-by-Step or All-Turn-It Spinner, and follow what it says.
    5. The game ends when the last inning is played or the game is called.

    Suggestions to make the game a bit more authentic:
    The National Anthem could be played before the game starts. (Record to BIGmack and have a student “sing” the National Anthem.)
    The seventh inning stretch could be observed. (Record “Take Me Out to the Ball Game” to a BIGmack and have a student “sing” it.)
    Popcorn or hot dogs could be served during the game.
    Record “Good game” to a BIGmack for players to show their sportsmanship at the conclusion of the game.
    Use a Step-by-Step for each team to keep score. Record numbers and have a student act as scorekeeper.

    Keywords

    turn taking | step-by-step | sportsmanship | social skills | bigmack | alternative methods of access |

  11. Know Your Friends Game Show!

    Know Your Friends Game Show!

    In this Remarkable Idea students will answer trivia questions about their classmates. This activity can be modified to allow for a review game of concepts taught in the classroom.

    This activity addresses:

    • Sportsmanship
    • Social skills
    • Turn taking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Using student interest inventories, design questions about student’s favorite colors, foods, books, etc.
    2. Teacher can write these answers on index cards to save time during game play.
    3. Record team colors (red, blue, or green) onto the corresponding TalkingBrix 2, these will act as that team’s buzzer. Students can also choose a team name to be recorded onto their TalkingBrix 2.
    4. Record “A”,”B”,”C”, and “D” onto the QuickTalker 7, as well as phrases such as “I think the answer is…” , “I know the answer is…”, and “I’m going to guess…”, students will use this to select their answers.
    5. On the QuickTalker 12 record phrases such as “Let’s get started”, “Red Team”, “Blue Team”, “Green Team”, “Nice Try”, “Correct”, “That is incorrect”, as well as other motivating game show host phrases.
    6. On the All-Turn-It Spinner, write point values for each question (100, 200, 300, etc.)

    What to do:

    1. Designate a student to be the game show host and hosts assistant (jobs can be combined if necessary) and divide the classroom into teams.
    2. Each team will choose a player to go first.
    3. The “Assistant” will choose a picture or name card for the topic, and the “Host” will use the Step-by-Step to choose a question. (Ex. John and Favorite color)
    4. The students will “buzz in” using the TalkingBrix 2. The first team to buzz in will get the chance to answer first using the QuickTalker 7. If they are incorrect the other teams can buzz in and try to answer the question.

    Keywords

    turn taking | talkingbrix 2 | sportsmanship | soundingboard app | social studies | quicktalker 7 | quicktalker 12 | alternative methods of access | all-turn-it spinner |

  12. Adapted Presentations

    Adapted Presentations

    Giving a presentation is a great way to share knowledge with a large group of people. This is also a skill that, through assistive technology, students of all abilities can participate in. This activity will demonstrate three ways to assist your students in making and giving presentations.

    This activity addresses:

    • Social skills
    • Turn taking
    • Public speaking
    • Alternative methods of access

    What you need:

    Preparation:

    1. Choose a presentation topic. Topics about what a student activities or about their family can help engage family members in your student’s education.
    2. Choose the appropriate presentation method: Poster, PowerPoint, SoundingBoard (iPad)

    What to do:

    PowerPoint
    1. Assist students to find pictures on the internet, or use pictures provided from home in the presentation (use a BIGtrack 2 for students who have difficulty with a standard mouse).
    2. Headings and short phrases can be typed into the presentation (use a BIGKeys keyboard with a rigid keyguard for students who have difficulty with a standard keyboard).
    3. Remember that any effects added to a presentation may require additional mouse or switch clicks. Too many extra clicks can make a presentation a daunting task for some students.
    4. Before presentation time, the student should decide what they want to tell the class. Chosen phrases or information can be recorded on a Step-by-Step or directly into the PowerPoint presentation (using a microphone) for presentation time. Playing audio directly from PowerPoint will require additional clicks and the student must be able to alternate between two switches to effectively give his/her presentation.
    5. These PowerPoint directions apply to PowerPoint 2013 - To record directly into PowerPoint click on the “Insert” tab, and towards the upper right hand corner click audio and select “Record Audio…” in this box you can name the audio file and record it.
    6. Once you have recorded your sound, move the speaker icon out of the middle of the frame so it doesn’t block the picture. Right-click on the speaker icon, choose style, then select “Play in background” this will play the sound upon opening the slide in presentation mode so the student does not have to click the
    play button.
    7. At presentation time plug a Hitch computer switch interface into the computer and set the switch to the “space bar”, this will allow the switch to advance the slides.
    8. In Power Point, launch presentation mode.

    SoundingBoard
    1. Assist students to find pictures on the internet, or use pictures provided from home to create a poster on the chosen topic (Doing this directly on the iPad will save time, but may be more difficult for some students. Pictures can be found on a computer and emailed to the iPad, or a services like DropBox can be used to sync pictures with the iPad).
    2. Before presentation time, the student should decide what they want to tell the class.
    3. Once all the pictures for the student’s presentation have been saved to the iPad and presentation dialogue has been decided on, open SoundingBoard App and click “+ Add Board” in the upper right hand corner (To make this easy for the students you can have them name each board in their presentation by number).
    4. Name your first board, and select a picture for the board (using numbers for the pictures as well can make giving the presentation much easier) by clicking “Select Image for Board List”. Choose Pick from Symbols Library (if using the number system), click “Numbers”, click the image of the “1”, and click save in the upper right-hand corner.
    5. You have the option to record a prompt message for your student at this point.
    6. Click the arrow in the upper right-hand corner to proceed.
    7. Click “Add Image”.
    8. Click “Add Image” in the upper left-hand corner then click “Pick from Photo Library” and add the first image the student would like to share with the class.
    9. Click “Message Name” to give the image a title that other students will see when the image is shown during the presentation. Click “Save” in the upper right-hand corner when finished.
    10.Record the first line of presentation dialogue to accompany the picture by clicking “Record Message” (the iPad will automatically begin recording) press top when you are finished recording.
    11.You have the option to record a prompt message for your student at this point.
    12.Click the arrow in the upper right-hand corner when finished. At this point, you have the option to add a second picture or save the board. If you add another picture the student will have to choose between two (or more) pictures while giving the presentation. If this is the best option repeat the process of adding an image and sound recording. If you want you student to only have one image on screen at a time you can click the arrow in the upper right-hand corner to save the board.
    13.At this point, your board should be visible in the “User Created Boards” list. To use other images in the presentation add another board by repeating the process. When ALL your boards are completed (In “User Created Boards” you will have 1, 2, 3, etc.) you need to click on “Edit Boards” in the upper Left-hand corner. Begin with 1, click the arrow in the upper right-hand corner (this first screen should not need editing).
    14.Click the image for the students presentation (not the “Add Image” button) choose Edit on the pop-up menu.
    15.Click “Link Message to Another Board” and choose “2” (or whatever you have named the second board in your presentation).
    16.Click the arrow in the upper right hand corner 2 times to bring you back to your main boards screen. Repeat this process until all your presentation boards are linked.

    Poster
    1. Assist students to find pictures on the internet, or use pictures provided from home to create a poster on the chosen topic (use a BIGtrack 2 for students who have difficulty with a standard mouse).
    2. Headings and short phrases can be typed on the computer (use a BIGKeys keyboard with a rigid keyguard for students who have difficulty with a standard keyboard).
    3. Print out pictures and cut them to size using the battery adapted scissors.
    4. Before presentation time, the student should decide what they want to tell the class. Chosen phrases or information can be recorded on a Step-by-Step for presentation time.

    Keywords

    turn taking | step-by-step | soundingboard app | social skills | public speaking | jelly bean switch | hitch | blue2 bluetooth switch | bigtrack 2 | bigkeys | alternative methods of access |