Title: Memory Quest Flex Student Training Log Book
Type of the resource: Handbook/Guide/Manual
Funded by: Swedish National Agency for Special Needs Education and Schools.
Authors:
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Vocational Education and Training
Language(s): English
IPR:
OER:
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The student Log Book is supporting student engagement in training.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
The teacher and the student have gone through the process and have common agree on the rules of the training and the reward system.
Sources and means of verification: (What are the sources of information for these indicators?)
Before the training start the teacher and the student have follow the five step process and have decided the rewards of the child during the training. The suggestion of rewards, the chosen rewards and the rank of which one the student value more. The decision about the reward of the week is written in the child Logbook. Every week the child can have a new reward if he successfully complete his training sessions.
Risks and Challenges:
The reward schedule document and the Student Log Book are in English language, which means the trainer in order to use it will need to be familiar with English Language and do the localization in Greek.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The Student Training Log book is supporting the student engagement in the training by helping him understand why is important to do this training giving him examples, the scope of the training and also the reward system, that will keep him motivated during the training.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Following the training we see that the student is engage and is motivated to continue with the training. The reward system is effective enough to give a boost for the student to continue with his training without showing signs of disengagement from the training.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
We can collect information from the training system of the child about its progress and from his logbook we can see how motivate it is.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
In the child reward system write only goals and rewards that are realistic for the specific child and as the child complete his program allow him as agree to have his reward. If not, the child will be discouraged from the process.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The student will understand the reason he need s to undertake this training, he will understand the rules of the training and the rules for the reward.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Using the system the child is motivated during the whole period of his training, he successfully finish his training without complains or showing signs of giving up.
Sources and means of verification: (What are the available sources of information for these indicators?)
The training system will record his progress so we can measure his improvement and the student logbook will show the engagement of the child in the training.
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Before starting the training make sure that the child has minimum ICT skills such us mouse skills, download the software, have your reports for recording the child progress and have in front of the child his logbook in order to remind him his reward.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
The key activities are:
1. Teacher together with the child will make a list of possible rewards using the Reward Schedule Form http://flexprogram.org/wp-content/uploads/2017/05/Appendix-2-create-reward-schedule.pdf
2. Then, they will move to the student log book
3. As a next step, the student and the teacher will discuss the information given in the log book about what is working memory, how the training works and they will go to the schedule section where the student can record his training from day to day.
4. Every week he will write his reward on his logbook. In this case in order to have his reward he need to complete 5 days training session.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
You will need to have access to printer in order to print the reward schedule and the student logbook.
For the training of the child you will need: a clear reward system and his logbook.
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Rewards and the set goals of the training should be reasonable according to the child capabilities in order to support student engagement. If the system is not realistic with discourage the user for continuing the training. In order to be in the safe side you can set at the begging goals that you know that the student for sure he/she can accomplish them in order to encourage them and add new elements on your training slowly so the child can follow
Attachment:
URL: http://flexprogram.org/wp-content/uploads/2017/05/Appendix-2-create-reward-schedule.pdf
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