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You left your profile logged in on the school computer and now your homework is gone, can you have it back?

This game is an interactive computer simulation aimed at teaching children with and without ASD about how to use a computer and cybersecurity.

This game was developed on the scope of ASDigital Project (2020-1-PT01-KA226-SCH-094961) , funded by the European Commision, under the Eramus+ Programme.

The development team included: Conceição Costa, João Frade, Fernando Soares, Catarina Matias, and Inês Ribeiro

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You left your profile logged in on the school computer and now your homework is gone, can you have it back? This game is an interactive computer simulation aimed at teaching children with and without ASD about how to use a computer and cybersecurity.

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The presentation is divided into six sections. Initially, we will explore the objectives and then discuss the challenges that teachers face in the classroom. Our next step will be to discuss the different methods and techniques that can be employed in the classroom. Then we will put it into practice!

Teacher's Guidebook

Objectives

ASD and Teaching

Gamification & Lesson Plans

Create Lesson Plans

Teaching Methodologies & Techniques

ASD, Challenges and Opportunities

Objectives

Create awareness of the challenges associated with teaching students with autism in online environments

Get to know the Teachers' Guidebook

Discover different teaching methods and techniques to facilitate learning and teaching

Get inspired and learn how to put these methods into practice

ASD isn't a learning disability,

but it does affect learning

There is no medical detection for autism
UNIT 01
Early intervention affords the best opportunity to support healthy development and deliver benefits across the lifespan

Autism and Teaching

Lack of professional training among teachers about ASD

Lack of professional development

Lack of material and skills

Inability to meet students' needs

UNIT 01

1 in 44 children is diagnosed with ASD (CDC, 2022).
=high chances to come in contact with students with ASD in the classroom environment

Difficulties in keeping and following the same pace

DIfficulties in communication and socilaizing

Low academic performance

Difficulties with language, social nteractions, and communication, in combination with restricted behaviours and interests,
=school a uniquely challenging place academically, socially, and emotionally (Costley et al., 2012).
Sychronous Learning

Students and instructors attending together from different locations

Communication happens in real time

Asychronous Learning

Teaching can occur in different time for each student,

Communication does not happen in real time

Each student has the flexibility to attend lectures, lessons at their prefered time

Challenges

Lack of training

Lack of knowledge and professional development

Lack of Special Attention

Lack of Accesibiity and Understanding

Teachers face challenges in the classrooms due to:
UNIT 01
Distance Learning

Target students' preferences and strengths

Customize lesson plans to increase motivation and inclusion

Target the development of certain skills (verbal, social, communication skills)

Opportunities

Challenges

Digitalized Teaching

Challenges
UNIT 02
Preparation and planning take more time

To assist the teacher in the implementation of the online course on digital skills

Take teachers through a step-by-step process of planning, organizing and delivering an effective distance learning course

Offer concrete suggestions and guidelines to them while simultaneously introducing them to various concepts, theories, and issues related to teaching ASD students and how to best use the innovative methodologies of the e-course (visual thinking videos-O4 and GBL/ digital game- O3) to keep them motivated.

To assist teachers to apply the activities in the correct manner, in the form of lesson plans, and to avoid confusion

UNIT 02
Lack of digital skills of students and teachers can increase anxiety and stress, and lead to exclusion

Teacher's Guidebook

Teacher's Guidebook Objectives

Reader-friendly version, easily available through the digital channels of the project (e-Learning platform), spreading information among all associated partners, educational organizations, associations, and foundations involved in autism, decision-makers.

Available in English language and the national language of each project country, for dissemination purposes.

-Conceptual knowledge aimed at teachers

- Sample lesson plans and resources on how to integrate and support students with autism in a virtual classroom (including guidelines in the form of lesson plans, the title of the lesson, suggested duration, the technique used, materials required, aim of the activity, learning outcomes, underpinning components, connection with skills and competences, description of the activities/practices)

Therapy-based intervention

Most efficient intervention method for ASD

Scientific approach

Provides a framework that leas to an understanding that how learning takes place and how the behaviour is affected by its consequences

ABC is the foundation of the behaviour: A stands for antecedents and it refers to the incidents prior to the target behaviour

B stands for the behaviour and it refers to the target behaviour that is being analysed

C stands for the consequences and involves responses to the behaviour and reduce undesirable behaviours

Common technique to improve communication, social, reading and academic skills of children

It's very efficient in the classroom environment as is the place where the learning, communication and social interaction occurs

Teachers need knowledge to apply that and it can be rewarding for them: promote desirable behaviours and independence

Increases the skills and cognitive abilities of children/ manage challenging behaviours

Teaching Methodologies & Techniques Teaching Methodologies & Techniques

One of the effective reinforcement strategies used in the classroom environments

Behaviour reward/ reinforcement is expected to be repeated in the future

3 main components

Behaviours expected to emerge

Tokens earned in exchange of performing target behaviours

Use of economies for a choice of reinforcing rewards

Tokens can be any tangible items with no value

It has been shown that they can increase verbal and writing skills, attendance and verbal interaction of students with ASD

- Useful information, additional readings, and recommendations.
UNIT 03
Teaching Methodologies and Techniques

Use of Feedback

Rewarding Systems

Personalization according to their needs and preferences

Changes in Content presentation

Personalisation and multimedia approach

Monitoring systemt

Use of storytelling through multiple media formats

Applied Behavioural Analysis

Classroom Token Economy

Desinging Gamified Interventions for Autism
UNIT 03
A class-wide reward system is a system in which students work individually toward personal reinforcers or work together toward group reinforcers. Class-wide reward systems have three parts: (1) target behaviors, (2) token reinforcers, and (3) terminal reinforcers.
UNIT 03
Customized, or differentiated, instruction allows the teacher to adapt their lessons to a variety of learning styles and needs, giving their students the best possible chance for growth. While a customized approach to instruction may take time and preparation, it pays off in a more well-rounded experience.

Virtual Reality Social Cognition Training

The Junior Detective

Let's face it!

Virtual Dolphinarium!

Go go Games!

Emotion-Based Interactive Game

A sunny Day

Genially

Storytelling allows teachers to enter the lives of students as they're forming a sense of self- identity. It promotes a sense of community and belonging, enables relationship networking, allows participants to engage in sense-making, helps develop empathy and self-confidence, and facilitates learning (Zepeda, 2014).

Benefits of the Use of Digital Tools to Individuals with ASD

Platforms for Online Learning & Teaching

Genially is an online tool for creating digital content, which anyone can use to make presentations, infographics, gamifications, images, and other content interactive. It's simple and free. Genially's aim is clear; we want everyone to be able to communicate effectively and keep their audience on its toes while reaching a whole new level and creating content they didn't know they were capable of making. Their mission is to enable anyone to create content that's astonishing, visual, and interactive. That's why they want interactive content to be the new standard. The content formats aren't just presentations or infographics; they're geniallys. Genially's content works because its interactive and animated. According to our biology, interactivity and animation help us capture the attention of an audience, increase participation and exploration of the information, and offer a memorable experience. Genially was created because nothing like Genially existed In 2015 and the question was: if technology has changed the world, why are we still using the same tools to communicate? And then, Genially was born. We created Genially in Spain with the goal of making communication interactive.
Lesson Plans Lesson Plans
Gamification

A planned approach to implementing gamification techniques to achieve specific goals.

Share your objectives and expectations with the students-awareness can lead to better results

Be flexible and well prepared

Rearrange and follow plan B if needed

It involves identifying the target audience, defining the objectives, selecting the appropriate game mechanics, designing the user experience, and measuring the outcomes

Reflection: establish awareness on what was effective and not

Prepare the next lessons based on these experiences and reflections

Before the Class

During the Class

After the Class

1. Identify the learning objectives

Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A learning objective describes what the learner will know or be able to do after the learning experience rather than what the learner will be exposed to during the instruction (i.e. topics). Typically, it is written in a language that is easily understood by students and clearly related to the program learning outcomes.

2.

2. Plan the specific learning activities

When planning learning activities you should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the course. Learning activities should be directly related to the learning objectives of the course, and provide experiences that will enable students to engage in, practice, and gain feedback on specific progress towards those objectives.

As you plan your learning activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. Some questions to think about as you design the learning activities you will use are:

Many activities can be used to engage learners. The activity types (i.e. what the student is doing) and their examples provided below are by no means an exhaustive list, but will help you in thinking through how best to design and deliver high impact learning experiences for your students in a typical lesson.

3.

the number and type of assessment tasks that will best enable students to demonstrate learning objectives for the lesson

Examples of different assessments

Formative and/or summative

the criteria and standards that will be used to make assessment judgements

student roles in the assessment process

Self-assessment

Peer assessment

the weighting of individual assessment tasks and the method by which individual task judgements will be combined into a final grade for the course
information about how various tasks are to be weighted and combined into an overall grade must be provided to students

the provision of feedback
giving feedback to students on how to improve their learning, as well as giving feedback to instructors how to refine their teaching

3. Plan to assess student understanding

Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to offer targeted feedback that can guide further learning.

Planning for assessment allows you to find out whether your students are learning. It involves making decisions about:

1. Provide guidance: Advise students of strategies to aid them in learning content and of resources available. With learning guidance, the rate of learning increases because students are less likely to lose time or become frustrated by basing performance on incorrect facts or poorly understood concepts.

2. Practice: Allow students to apply knowledge and skills learned.

Allow students to apply knowledge in group or individual activities

Ask deep-learning questions, make reference to what students already know or have students collaborate with their peers

Ask students to recite, revisit, or reiterate information they have learned

Facilitate student elaborations - ask students to elaborate or explain details and provide more complexity to their responses

3. Assess performance: To evaluate the effectiveness of the instructional events, test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives.
Utilise a variety of assessment methods including exams/quizzes, written assignments, projects, and so on.

4. Enhance retention and transfer: Allow students to apply information to personal contexts. This increases retention by personalising information.

Provide opportunities for students to relate course work to their personal experiences

Provide additional practice

To learn more about designing assessment, click here.

4. Plan to sequence the lesson in an engaging and meaningful manner

Robert Gagne proposed a nine-step process called the events of instruction, which is useful for planning the sequence of your lesson. Using Gagne's 9 events in conjunction with Bloom's Revised Taxonomy of Educational Objectives ( link) aids in designing engaging and meaningful instruction.

5. Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn in the lesson. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Here are some strategies for creating a realistic timeline:

6. Plan for a lesson closure

Summarizing, reviewing, and demonstrating their understanding of major points

Consolidating and internalising key information

Linking lesson ideas to a conceptual framework and/or previously-learned knowledge

Transferring ideas to new situations

Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both instructors and students.

state the main points yourself ("Today we talked about...")

ask a student to help you summarize them

ask all students to write down on a piece of paper what they think were the main points of the lesson

You can use closure to:

Your students will find your closure helpful for:

There are several ways in which you can put a closure to the lesson:

DURING THE CLASS: PRESENTING YOUR LESSON PLAN
Lesson Plan
Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. Providing a meaningful organisation of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind the planned learning activities. You can share your lesson plan by writing a brief agenda on the whiteboard or telling students explicitly what they will be learning and doing in class. Click on link for tips and techniques to facilitate an interactive lesson.

AFTER THE CLASS: REFLECTING ON YOUR LESSON PLAN

Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom. If needed, revise the lesson plan

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The presentation is divided into six sections. Initially, we will explore the objectives and then discuss the challenges that teachers face in the classroom. Our next step will be to discuss the different methods and techniques that can be employed in the classroom. Then we will put it into practice!