The document outlines a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Teach, Help, Encourage - Plan, Adapt, Collaborate, Teach) framework. Day 1 includes an introduction to the four-module framework and developing activities for the Learn About and Read About modules. Day 2 focuses on planning modules and integrating assistive technology supports matched to student needs, interests and available resources. The framework provides a systematic color-coded approach to vocabulary development, comprehension and expression of curriculum content for all students.
Technology, Pedagogy And Content Knowledgeteacherlara247
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
The document summarizes 10 educational apps and their features. It provides details about each app's curriculum connection, authenticity, feedback, differentiation, user friendliness, instructions, higher order thinking opportunities, and ways to motivate students. Some of the apps discussed include Khan Academy, TED Conferences, King of Math, Quizlet, Epic! Unlimited Books, StudyBlue, GoNoodle, StudySync, IXL, and NoRedInk.
Edited revitalizing the classroom through1Arnel Rivera
The document discusses using technology to enhance teaching and learning. It talks about how today's students expect technology in the classroom and are used to multitasking. It also discusses different types of teachers in relation to adopting new methods and the benefits of using tools like PowerPoint, videos, and online quizzes in the classroom. Blended learning is defined as combining different learning methods and resources interactively. Guidelines are provided for effective use of PowerPoint and multimedia in educational settings.
LP Unit 30 creating graphics for a client need group BHelen Ward
This session learning plan outlines two sessions for a BTEC Subsidiary Diploma in IT module on digital graphics. The sessions aim to investigate legal and ethical aspects of digital graphics and plan and create graphics according to client needs. Students will learn about tools and techniques for creating graphics. They will work in groups to research and present on legal/ethical issues and create digital graphics using software. The teacher will provide instruction, support students, and encourage peer learning and collaboration through presentations and feedback on student work.
Digital Tools for their English Levels 2017 Teachers Workshopedna goff
The document discusses a final project for a digital design class that focuses on using digital tools to teach English levels. The main problem identified is that university students do not have experience with digital tools in their English classes as there are no computer labs and many students do not own devices. The purpose of the project is to help students improve their English skills and learn how to use digital tools. It proposes workshops and training to teach students how to use tools like Google apps, GoConqr for mind maps, E-Mazed for presentations, Animoto for videos, and Kahoot for quizzes. A survey will also be used to collect feedback from students.
This document provides an overview of the entire course content for an assistive technology course. It outlines 4 weeks of content that includes topics such as universal design for learning, response to intervention, assessment of assistive technology needs, and creating assistive technology plans. It also provides 4 case studies as examples for a final project assessing a student's assistive technology needs. The case studies include students with visual impairments, learning disabilities, autism, and cerebral palsy.
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
Educational technology refers to using technology tools in education to enhance the teaching and learning process. It can be considered both an academic field studying learning and teaching, as well as the practical use of technology in classrooms. While definitions vary, educational technology generally focuses on information and communication technologies to improve instruction. It aims to make learning more engaging, individualized, effective, and productive for students through tools like broadband connectivity. The use of technology in schools can also help motivate students and save costs compared to traditional methods.
Technology, Pedagogy And Content Knowledgeteacherlara247
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
The document summarizes 10 educational apps and their features. It provides details about each app's curriculum connection, authenticity, feedback, differentiation, user friendliness, instructions, higher order thinking opportunities, and ways to motivate students. Some of the apps discussed include Khan Academy, TED Conferences, King of Math, Quizlet, Epic! Unlimited Books, StudyBlue, GoNoodle, StudySync, IXL, and NoRedInk.
Edited revitalizing the classroom through1Arnel Rivera
The document discusses using technology to enhance teaching and learning. It talks about how today's students expect technology in the classroom and are used to multitasking. It also discusses different types of teachers in relation to adopting new methods and the benefits of using tools like PowerPoint, videos, and online quizzes in the classroom. Blended learning is defined as combining different learning methods and resources interactively. Guidelines are provided for effective use of PowerPoint and multimedia in educational settings.
LP Unit 30 creating graphics for a client need group BHelen Ward
This session learning plan outlines two sessions for a BTEC Subsidiary Diploma in IT module on digital graphics. The sessions aim to investigate legal and ethical aspects of digital graphics and plan and create graphics according to client needs. Students will learn about tools and techniques for creating graphics. They will work in groups to research and present on legal/ethical issues and create digital graphics using software. The teacher will provide instruction, support students, and encourage peer learning and collaboration through presentations and feedback on student work.
Digital Tools for their English Levels 2017 Teachers Workshopedna goff
The document discusses a final project for a digital design class that focuses on using digital tools to teach English levels. The main problem identified is that university students do not have experience with digital tools in their English classes as there are no computer labs and many students do not own devices. The purpose of the project is to help students improve their English skills and learn how to use digital tools. It proposes workshops and training to teach students how to use tools like Google apps, GoConqr for mind maps, E-Mazed for presentations, Animoto for videos, and Kahoot for quizzes. A survey will also be used to collect feedback from students.
This document provides an overview of the entire course content for an assistive technology course. It outlines 4 weeks of content that includes topics such as universal design for learning, response to intervention, assessment of assistive technology needs, and creating assistive technology plans. It also provides 4 case studies as examples for a final project assessing a student's assistive technology needs. The case studies include students with visual impairments, learning disabilities, autism, and cerebral palsy.
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
Educational technology refers to using technology tools in education to enhance the teaching and learning process. It can be considered both an academic field studying learning and teaching, as well as the practical use of technology in classrooms. While definitions vary, educational technology generally focuses on information and communication technologies to improve instruction. It aims to make learning more engaging, individualized, effective, and productive for students through tools like broadband connectivity. The use of technology in schools can also help motivate students and save costs compared to traditional methods.
This document discusses assistive technology and strategies to help students with disabilities in reading, writing, auditory processing, and attention issues like ADHD. It defines assistive technology as any device or service that helps people with disabilities learn. Examples of assistive technology for different disabilities are described, such as audio books and text-to-speech software for reading issues, and graphic organizers and speech-to-text for writing problems. Non-technological strategies are also outlined, such as breaking down words, using models, and verbalizing lessons. The document provides resources to help students across different grade levels and categories of disabilities.
This document provides an overview of students with disabilities and resources to help teach them. It defines various disabilities like learning disabilities, ADHD, autism, and hearing/visual impairments that may require an Individualized Education Plan (IEP). Traits of each disability are described. Assistive technologies are discussed that can help students with reading, writing, organization, and focus. Examples include audio books, speech recognition software, custom keyboards and more. Guidelines are provided for developing IEPs and considering assistive technologies to help students learn in inclusive classrooms.
Using technology as remedial resource to improve student learningEloise Agulto
This document discusses how technology can be used as an assistive resource to help students with various learning difficulties. It provides examples of technologies like talking calculators, word prediction programs, and board maker software that can address problems in areas like math, reading, writing, and organization. The document emphasizes that technology provides multiple formats and entry points to engage students, accommodate disabilities, and expand learning opportunities at low cost.
This document outlines a writing lesson plan for a 3rd grade class for the week of September 17-21, 2012. It includes the daily learning objectives aligned to the Georgia Common Core Standards and instructional strategies. On Mondays, Wednesdays and Fridays, students work on drafting a persuasive letter in response to a writing prompt about whether TVs should be unplugged. On Tuesdays and Thursdays, the focus is on learning about multiple-meaning words and identifying them in context. Throughout the week, students use mobile devices for research and drafting. Formative assessments include teacher conferences and student sharing of writing.
This document discusses assistive technology solutions that can help students with various disabilities achieve academic success. It begins by outlining common types of disabilities such as learning disabilities, ADHD, autism, and sensory impairments. Six steps for finding assistive technology solutions are then presented: collecting student information, identifying activities, observing interactions, brainstorming solutions, implementing interventions, and evaluating outcomes. A variety of assistive technology tools are described that can help with areas like listening, math, organization, reading, and writing. Specific solutions are also provided for disabilities including ADHD, auditory impairments, and mild disabilities. The document concludes by listing additional resources for memory, reading, writing, and math.
Assistive technology supports students with learning disabilities and difficulties by helping them complete academic tasks more efficiently and independently. It includes devices, software, and tools that aid communication and education. Assistive technologies should be integrated into the general classroom curriculum using a school-wide approach. When choosing assistive technologies, it is important to select options that suit each student's individual needs and abilities. There are many free and paid assistive technology options available to support students with difficulties in areas like writing, organization, reading, and more.
Video blogging in EFL/ESL classrooms faces several challenges including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also lack knowledge of how to effectively integrate video blogging and support. To address these challenges, teachers should carefully select vocabulary at students' level, scaffold support, teach commenting etiquette, create an English-only environment, participate in professional development, and utilize low-cost resources.
This document discusses assistive technology services provided by Heartland Area Education Agency 11. Assistive technology enables students with disabilities to actively participate in their education by helping them access information, communicate effectively, and increase productivity. It includes any devices or services that help increase the functional capabilities of students with disabilities. Heartland's assistive technology services focus on providing accessible instructional materials, specialized software, alternative communication tools, and computer/mobile device access to support students' educational achievement.
The document describes several educational games and activities that involve vocabulary building. Students match vocabulary pictures to definitions, place chips on vocabulary in lotto and bingo games, solve puzzles by matching vocabulary labels, build scenes by arranging vocabulary pictures, play concentration/memory games by matching vocabulary cards, and complete activities like sorting coins and highlighting words in word searches. The games utilize picture cards, puzzles, scenes and other materials to reinforce vocabulary learning in an engaging manner.
The document provides information about the Protocol for Accommodations in Reading (PAR) screening tool. PAR is used to determine optimal reading accommodations for students by presenting reading material through oral reading, adult reader, and text reader. For each condition, comprehension questions are asked to identify the method that allows the student to best understand text. The document outlines the PAR process, materials, administration, and how it can help inform decisions about accommodations to improve student access to curriculum.
The document discusses how an individual's personality should be considered when designing pay plans. It describes the four main personality types in the DISC model - Dominant, Influential, Supportive, and Compliant - and provides recommendations for how each type should be approached in terms of goal setting, performance evaluation, rewards, and communication regarding compensation. The personality types vary in their preferences for individual vs team goals and rewards, level of risk tolerance, and frequency and type of feedback and recognition. Accounting for these differences can help engage employees and improve the effectiveness of variable pay plans.
This document outlines an agenda for a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Talk, Help, Explore, Practice, Apply, Cooperate, Transfer) framework. Day 1 focuses on reviewing the framework and developing writing activities. Day 2 focuses on developing talking activities, using assistive technologies, and planning implementation of the framework. The goal is for participants to create multi-sensory activities and lessons within each module to adapt curriculum for special needs students using low-tech, computer, and mobile supports.
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxrtodd280
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Directions This assignment is for a Reading Course. The cross-disAlyciaGold776
Directions: This assignment is for a Reading Course. The cross-disciplinary unit that I will be implementing in my classroom is Social Studies (Grade 11 US History). Attached you will find a copy of the lesson plan and an attachment of Reading Standards. Current resources and tools that would enhance the learning experience for all students is Kahoot, Quizlet or Nearpod. Must use original work and must be APA formatted.
Please review the Special Accommodations and ELL section on the last page of the lesson plan, all bench marks and state standards for the lesson is within the lesson plan.
Benchmark - Cross-Disciplinary Unit Narrative
For this benchmark, write a 750-1,000 word narrative about a cross-disciplinary unit you would implement in your classroom. Choose a minimum of two standards, at least one for the content area of your field experience classroom and at least one supportive literacy standard to focus on for the unit narrative. You may use your Topic 3 "Instructional Strategies for Literacy Integration Matrix as a guide to inform this assignment."
Your narrative must include:
· Unit Description and Rationale: Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.
· Learning Opportunities: Description of two learning opportunities that create ways for students to learn, practice, and master academic language in content areas
· Collaboration: Description of how you would facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts
· Support: Description of support that would be implemented for student literacy development across content areas
· Differentiation: Description of how the lessons within the unit would provide differentiated instruction
· Strategies: Description of strategies that you would use within your unit to advocate for equity in your classroom
· Cultural Diversity: Description of the effect of cultural diversity in the classroom on reading and writing development. Describe how the unit capitalizes on cultural diversity.
· Resources: Description of current resources and tools that would enhance the learning experience for all students.
Support your findings with 3-5 scholarly resources.
ELA Standards and Technology Matrix (Grades 11-12)
Click on the standard to view more information in CPALMS. Click on the links to visit the websites for the featured technology tools.
Grade Standards Technology
11-12 LAFS.1112.L.3.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that
indic ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxcroysierkathey
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
Sheltered instruction technology integration plan for kindergarten Aprilmoe82
This presentation outlines a plan for integrating technology into a kindergarten sheltered instruction classroom to support English language learners. It proposes using websites and apps to help demonstrate concepts, build vocabulary, and provide feedback. Several classroom scenarios are described where tools like Starfall, Sight Words, and Learn English Kids could be used to help students with reading assignments, spelling, and receiving feedback on quizzes. The presentation concludes that the featured technology can assist English learners and support the Sheltered Instruction Observation Protocol model.
Sei 301 sei301 sei 301 education for service uopstudy.comUOPCourseHelp
This document provides an overview of course materials for an online SEI 301 Advanced Structured English Immersion Methods course. It outlines the weekly assignments, which include creating lesson plans targeting different English language proficiency levels, critiquing example lesson plans, conducting an interview with an EL teacher, and building an online binder of English learner resources. The assignments focus on integrating reading, writing, listening, speaking, language and UDL principles into lesson planning for elementary English learners. Students are provided with example activities, assessment tools and instructional strategies to support English learners at various proficiency levels.
This document discusses assistive technology and strategies to help students with disabilities in reading, writing, auditory processing, and attention issues like ADHD. It defines assistive technology as any device or service that helps people with disabilities learn. Examples of assistive technology for different disabilities are described, such as audio books and text-to-speech software for reading issues, and graphic organizers and speech-to-text for writing problems. Non-technological strategies are also outlined, such as breaking down words, using models, and verbalizing lessons. The document provides resources to help students across different grade levels and categories of disabilities.
This document provides an overview of students with disabilities and resources to help teach them. It defines various disabilities like learning disabilities, ADHD, autism, and hearing/visual impairments that may require an Individualized Education Plan (IEP). Traits of each disability are described. Assistive technologies are discussed that can help students with reading, writing, organization, and focus. Examples include audio books, speech recognition software, custom keyboards and more. Guidelines are provided for developing IEPs and considering assistive technologies to help students learn in inclusive classrooms.
Using technology as remedial resource to improve student learningEloise Agulto
This document discusses how technology can be used as an assistive resource to help students with various learning difficulties. It provides examples of technologies like talking calculators, word prediction programs, and board maker software that can address problems in areas like math, reading, writing, and organization. The document emphasizes that technology provides multiple formats and entry points to engage students, accommodate disabilities, and expand learning opportunities at low cost.
This document outlines a writing lesson plan for a 3rd grade class for the week of September 17-21, 2012. It includes the daily learning objectives aligned to the Georgia Common Core Standards and instructional strategies. On Mondays, Wednesdays and Fridays, students work on drafting a persuasive letter in response to a writing prompt about whether TVs should be unplugged. On Tuesdays and Thursdays, the focus is on learning about multiple-meaning words and identifying them in context. Throughout the week, students use mobile devices for research and drafting. Formative assessments include teacher conferences and student sharing of writing.
This document discusses assistive technology solutions that can help students with various disabilities achieve academic success. It begins by outlining common types of disabilities such as learning disabilities, ADHD, autism, and sensory impairments. Six steps for finding assistive technology solutions are then presented: collecting student information, identifying activities, observing interactions, brainstorming solutions, implementing interventions, and evaluating outcomes. A variety of assistive technology tools are described that can help with areas like listening, math, organization, reading, and writing. Specific solutions are also provided for disabilities including ADHD, auditory impairments, and mild disabilities. The document concludes by listing additional resources for memory, reading, writing, and math.
Assistive technology supports students with learning disabilities and difficulties by helping them complete academic tasks more efficiently and independently. It includes devices, software, and tools that aid communication and education. Assistive technologies should be integrated into the general classroom curriculum using a school-wide approach. When choosing assistive technologies, it is important to select options that suit each student's individual needs and abilities. There are many free and paid assistive technology options available to support students with difficulties in areas like writing, organization, reading, and more.
Video blogging in EFL/ESL classrooms faces several challenges including students' lack of language proficiency, inability to respond to peers, and lack of sustained interest. Teachers also lack knowledge of how to effectively integrate video blogging and support. To address these challenges, teachers should carefully select vocabulary at students' level, scaffold support, teach commenting etiquette, create an English-only environment, participate in professional development, and utilize low-cost resources.
This document discusses assistive technology services provided by Heartland Area Education Agency 11. Assistive technology enables students with disabilities to actively participate in their education by helping them access information, communicate effectively, and increase productivity. It includes any devices or services that help increase the functional capabilities of students with disabilities. Heartland's assistive technology services focus on providing accessible instructional materials, specialized software, alternative communication tools, and computer/mobile device access to support students' educational achievement.
The document describes several educational games and activities that involve vocabulary building. Students match vocabulary pictures to definitions, place chips on vocabulary in lotto and bingo games, solve puzzles by matching vocabulary labels, build scenes by arranging vocabulary pictures, play concentration/memory games by matching vocabulary cards, and complete activities like sorting coins and highlighting words in word searches. The games utilize picture cards, puzzles, scenes and other materials to reinforce vocabulary learning in an engaging manner.
The document provides information about the Protocol for Accommodations in Reading (PAR) screening tool. PAR is used to determine optimal reading accommodations for students by presenting reading material through oral reading, adult reader, and text reader. For each condition, comprehension questions are asked to identify the method that allows the student to best understand text. The document outlines the PAR process, materials, administration, and how it can help inform decisions about accommodations to improve student access to curriculum.
The document discusses how an individual's personality should be considered when designing pay plans. It describes the four main personality types in the DISC model - Dominant, Influential, Supportive, and Compliant - and provides recommendations for how each type should be approached in terms of goal setting, performance evaluation, rewards, and communication regarding compensation. The personality types vary in their preferences for individual vs team goals and rewards, level of risk tolerance, and frequency and type of feedback and recognition. Accounting for these differences can help engage employees and improve the effectiveness of variable pay plans.
This document outlines an agenda for a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Talk, Help, Explore, Practice, Apply, Cooperate, Transfer) framework. Day 1 focuses on reviewing the framework and developing writing activities. Day 2 focuses on developing talking activities, using assistive technologies, and planning implementation of the framework. The goal is for participants to create multi-sensory activities and lessons within each module to adapt curriculum for special needs students using low-tech, computer, and mobile supports.
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxrtodd280
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Directions This assignment is for a Reading Course. The cross-disAlyciaGold776
Directions: This assignment is for a Reading Course. The cross-disciplinary unit that I will be implementing in my classroom is Social Studies (Grade 11 US History). Attached you will find a copy of the lesson plan and an attachment of Reading Standards. Current resources and tools that would enhance the learning experience for all students is Kahoot, Quizlet or Nearpod. Must use original work and must be APA formatted.
Please review the Special Accommodations and ELL section on the last page of the lesson plan, all bench marks and state standards for the lesson is within the lesson plan.
Benchmark - Cross-Disciplinary Unit Narrative
For this benchmark, write a 750-1,000 word narrative about a cross-disciplinary unit you would implement in your classroom. Choose a minimum of two standards, at least one for the content area of your field experience classroom and at least one supportive literacy standard to focus on for the unit narrative. You may use your Topic 3 "Instructional Strategies for Literacy Integration Matrix as a guide to inform this assignment."
Your narrative must include:
· Unit Description and Rationale: Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.
· Learning Opportunities: Description of two learning opportunities that create ways for students to learn, practice, and master academic language in content areas
· Collaboration: Description of how you would facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts
· Support: Description of support that would be implemented for student literacy development across content areas
· Differentiation: Description of how the lessons within the unit would provide differentiated instruction
· Strategies: Description of strategies that you would use within your unit to advocate for equity in your classroom
· Cultural Diversity: Description of the effect of cultural diversity in the classroom on reading and writing development. Describe how the unit capitalizes on cultural diversity.
· Resources: Description of current resources and tools that would enhance the learning experience for all students.
Support your findings with 3-5 scholarly resources.
ELA Standards and Technology Matrix (Grades 11-12)
Click on the standard to view more information in CPALMS. Click on the links to visit the websites for the featured technology tools.
Grade Standards Technology
11-12 LAFS.1112.L.3.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that
indic ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxcroysierkathey
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
Sheltered instruction technology integration plan for kindergarten Aprilmoe82
This presentation outlines a plan for integrating technology into a kindergarten sheltered instruction classroom to support English language learners. It proposes using websites and apps to help demonstrate concepts, build vocabulary, and provide feedback. Several classroom scenarios are described where tools like Starfall, Sight Words, and Learn English Kids could be used to help students with reading assignments, spelling, and receiving feedback on quizzes. The presentation concludes that the featured technology can assist English learners and support the Sheltered Instruction Observation Protocol model.
Sei 301 sei301 sei 301 education for service uopstudy.comUOPCourseHelp
This document provides an overview of course materials for an online SEI 301 Advanced Structured English Immersion Methods course. It outlines the weekly assignments, which include creating lesson plans targeting different English language proficiency levels, critiquing example lesson plans, conducting an interview with an EL teacher, and building an online binder of English learner resources. The assignments focus on integrating reading, writing, listening, speaking, language and UDL principles into lesson planning for elementary English learners. Students are provided with example activities, assessment tools and instructional strategies to support English learners at various proficiency levels.
This document provides an overview of the design and development of an e-learning resource to teach students how to develop and maintain a reflective journal using Penzu and embed it into their Mahara e-portfolio. The resource was designed using the ADDIE instructional design model and delivered through Blackboard. It includes 3 units that introduce reflective journals, teach how to use Penzu, and how to embed the Penzu journal into Mahara. The resource was evaluated using a learning object review instrument.
The Instructional Technology Group (ITG) at Yale University provides support to faculty in integrating technology to enhance teaching and learning. The ITG works with faculty to identify pedagogical needs and determine appropriate technological solutions, such as blogs, wikis, and digital asset management systems. The ITG aims to seamlessly integrate technology to meet learning objectives rather than using technology for its own sake. Services include support for clickers, videoconferencing, tablet PCs, and equipment checkout through partnerships with the library.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
This document provides a template for a lesson plan that emphasizes differentiation and meeting the needs of diverse learners. The template includes sections for lesson preparation, instructional planning, and assessment. It prompts the teacher to identify standards, objectives, resources, and how concepts will be introduced, practiced, and assessed in multiple ways. The teacher must explain how they will differentiate instruction and assessments based on factors like English proficiency, special needs, giftedness, and early completion.
This concept paper proposes a global initiative to fight human trafficking. It notes that while slavery has been abolished, human trafficking remains a serious international problem. The initiative would be a global movement promoted by the UN to motivate governments, empower civil society, and mobilize resources to stamp out human trafficking. The initiative is designed to eliminate this crime that has no place in the modern world.
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
Edumall.co.za helps teachers teach and learners learn by developing, manufacturing, installing, and managing hardware, software, IT networks, and classroom resources specially designed for education to deliver engaging learning. Established in 2009 in Johannesburg, Edumall is a growing division of Edutain that combines the latest educational approaches with state-of-the-art technology while striving to localize content for Africa and other regions where English is a second language. Edumall aims to infuse education with new, more engaging ways of teaching for enhanced learning outcomes using its expertise developed over 18 years in the ICT market.
What makes PreK-12 classroom materials great? The AAP PreK-12 Learning Group has been handpicking some of the best from their annual REVERE Awards winners. There are many different things that can make the materials great - from adaptive learning, to realistic tools, to using stories kids can relate to. Learn more about the winners and what we learned from them in this brief SlideShare presentation. The deadline for this year's REVERE Awards is Dec. 18. More here: http://publishers.org/revere-awards
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
In this version, there are problems with the images. Please use the pdf version for online viewing
http://www.slideshare.net/ullrich/sjtu221107-176532
The ppt download is better for the animations, though.
The document provides an introduction to Universal Design for Learning (UDL). It discusses the origins of UDL and how it aims to increase access and participation for all learners by considering their individual differences. UDL is based on research about the human brain and how there are three main networks (recognition, strategic, and affective) that must be addressed through flexible methods of presentation, expression and engagement. The document outlines the principles of UDL and how applying them in education can help address learner diversity through appropriate goals, flexible materials and assessments. It also discusses how digital media can support UDL approaches.
This document discusses Universal Design for Learning (UDL), a framework for designing instruction that is accessible to all students. UDL aims to provide multiple means of representation, expression, and engagement to address learner variability. It draws on brain research showing how individuals process information differently. The goals are to understand how changes in society and education impact teaching and learning, and to identify how UDL can help achieve access and equity for every student.
EAPP Quarter 1 – Module 1 Academic Text and Text Structure.pdfLeah Condina
The passage discusses the language used in an academic text versus a non-academic text. It notes that academic texts use stricter formats and yield toward the academe by creating new bodies of knowledge, while non-academic texts use more formal language but are not as strict in format and yield toward personal means of communicating. It also provides examples of characteristics of academic texts, such as having a purpose, theoretical frameworks, and citing references, compared to non-academic texts.
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
Select, Customize and Implement Apps for Students with Special Needs. A feature match approach to integrating apps into the the curriculum for students with special needs.
The document describes a series of activities for students involving reading, writing, and talking about books and stories. The activities include making predictions, building a personal dictionary, reading about locations in stories, sequencing events, completing a story map, retelling parts of stories, and answering questions about stories. The activities provide visual supports and opportunities for students to engage with vocabulary, key details, and the sequence of events in stories.
The document describes several tools to help students participate in classroom discussions using one word answers, pictures, or stating facts. The tools include using a talking pen to select a recorded label, pointing to a picture, stating three highlighted facts about a topic, using a visual support in a speech bubble, and selecting ideas from thought bubbles. The tools aim to provide prompts and supports to help students contribute to discussions.
The document describes different features of a Talking Pen that allow students to listen to educational content. The pen can be used to hear facts about topics from idea maps or storyboards. It can also listen to sentences with labeled vocabulary in scene folders, paragraphs about subjects, and sequenced stories by activating buttons. Storyboards can also be used to hear scenarios related to banking content.
This document describes several vocabulary activities including completing sentences by placing pictures on lines or writing words, filling in blanks by matching word strips to definitions, writing descriptions for storyboard pictures, completing sentences by selecting pictures to match recordings, writing facts using picture referents, making sentences from selected pictures, and writing dialogue for speech bubbles. The activities provide ways for students to practice and demonstrate understanding of topic vocabulary words.
The PODD (Pragmatic Organization Dynamic Display) system is a low-tech communication system using a customized book with picture symbols representing words and ideas organized by topic and language use. It is designed to promote conversation and facilitate active participation between the student and communication partner. The PODD book uses vocabulary organized based on communication functions and interactions, with pages that change based on symbol choices to represent language and explore a variety of topics. It enables students to communicate their own ideas rather than relying on partners, while also teaching communication skills and adding visual supports to spoken words to build receptive language.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Create a More Engaging and Human Online Learning Experience
Pact june13 one
1. A 4-Step Color-Coded Framework
to Adapt Curriculum
June 19-20, 2013
Heartland AEA 11 Assistive Technology Services
T.H.E.
P.A.C.T
.
2. Schedule- Day 1
8:30-10:00- Basic Principles of T.H.E. P.A.C.T.
framework
10:00-10:15- Break and look at examples
10:15-12:00- Learn About Module
12:00-1:00- Lunch
1:00-2:30- Read About Modules
2:30-4:30- Plan and develop Learn About & Read
About Modules
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3. Objectives
Participants will demonstrate understanding
of the four modules in T.H.E. P.A.C.T.
systematic framework as it relates to
adapting curriculum for special needs students.
Participants will write activity descriptions and
mini lesson plans for each module.
Participants will integrate resources to adapt
general education curriculum using T.H.E.
P.A.C.T. in a variety of formats such as low-
tech, computer-based, and mobile
technology.
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4. Adapting Instruction
For learners of any age or any disability
For learners at any level of
literacy development
Mini Presentation for Colleagues
PhylMacomber
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5. Getting Started
You do not have to
start from scratch!
Consider student’s strengths
and preferences
Use materials already available to fit into
THE PACT system
Connect THE PACT to current IEP goals
and curriculum
Believe you can do it
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6. T.H.E. P.A.C.T. Framework
The learning objectives for each module
Consistent learning activities and formats
used for each objective
Corresponding assistive technology solution
for each learning activity in each module
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8. Jane
Fifth grade
Learner challenges
Reads at 1st grade level
Listening comprehension at 3rd grade level
Handwriting is slow, large, laborious
Distractible
Curriculum
5th grade gen ed collaborative classroom
One period daily with a special ed teacher
IEP goals- reading & written language
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10. Integrated Assistive
Technology Supports
Do not start from scratch
Use what you have
What works for the student
Blend of high and low tech supports
Matched to student interests and needs
Easy to use for the student
and the team
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12. Visually green
Border
Container
Background
Receptive
Building word knowledge and meaning
Vocabulary bank account
Determine an appropriate range of
vocabulary words for your target student
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Learn About Module
13. Uses explicit & implicit teaching methods
Errorless learning or skill based formats
Teaching not testing
not asking questions here!
Relate to the individual’s personal
experience and prior knowledge when
teaching vocabulary related to the
curriculum unit
Need to be matched to the learner’s interest
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Learn About Module
14. Make a My Words Dictionary
Objective: Using assistive technology
supports, the student will match up to10
curriculum-based vocabulary words to a
definition by placing a picture-word card
with the definition on the page.
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Errorless Learn About
15. 15Heartland AEA 11 Assistive Technology Services
Learn About:
My Words Dictionary
16. Script: Name the curriculum
topic, “Time to learn about the life
cycle of the frog.”
Point to and name each vocabulary
item:, “tadpole, hatch, algae, frog.”
Instruct the learner to select a picture and place it
on the scene
Name the picture as you point
to it, giving descriptive feedback
in a meaningful
sentence, “The tadpole
hatches from an egg.”
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Learn About: Build a Scene
18. Lesson Script: Set up the game board
Name each vocabulary item as you put
it on the board, “Time to
learn about Abe Lincoln.”
Roll the adapted die
that has pictures on it.
Name the item rolled and
review a definition of the vocabulary
word, e.g., “Log cabin, a log cabin is the
building that was Abe Lincoln’s home.”
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Learn About:
Play a Board Game
22. www.unique.n2y.com
Unique Learning System is an
online, dynamic, standards-based curriculum
specifically designed for special learners. Six grade
bands- purchase separately. (IEC pricing discount)
Subscribers download monthly instructional
thematic units. Each unit contains 30 lesson plans
and downloadable materials.
Materials are created using SymbolStix graphics.
Unit lesson plans define three levels of
differentiation to accommodate the diversity of
learners.
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Unique Curriculum
Learn About
23. 23Heartland AEA 11 Assistive Technology Services
There’s an App for That
Learn About
24. 4 years old, attends preschool four
days per week
IEP goals for social interaction and play
skills, functional communication, math and literacy
Relies on structure and routine for security and to know
expectations; relies on visual supports for
schedule, communication and play
Strengths: visual problem-solving skills, physical and
verbal imitation skills
Preferences: iPad, being outside, music, cars
and trucks
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Learn About Sample: Cayden
25. ModuleActivitiesPlan
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MyWords Dictionary
Matching- Bits Board app
Memory King
Listen to a Story
Match the picture to the book
Listen to a Story Summary
Watch a video,Listen to a Book
Write a Sentence
Write a Word
Name the
Picture
Answer WH
Questions
ComprehensionBuildstoExpression
26. Type of dictionary
Number of
vocabulary words
Other Learn About
formats based on
learning
challenges, preferences
& learning goals
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Example Learn About: Jane
27. Plan the objectives and learning
activities for the Learn About module
for your targeted student.
Learner Challenges, Learner Activity Interest
Profile, and Available AT Supports
First, fill-in the top box in the Learn About
module with the number of vocabulary words
the student will learn in each new curriculum
unit
Next, fill-in the bottom box with Learn About
Activities the student will use to learn single
word vocabulary at the beginning of each
new unit
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Learn About Plan for Success
30. Receptive language based module
Visually blue
Border
Container
Background Receptive
Listen to or read about vocabulary in
phrases, sentences, and paragraphs to gain
more knowledge on the topic
Acquires further knowledge on the curriculum
content despite literacy challenges
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Read About Module
31. Matched to student strengths &preferences
Can be set up with “reading to learn” activities
as well as “learning to read” activity formats
Consider formats that can be used
across modules
“Developing a library of resources for our learners
to complement their explicit in-person instruction
establishes and sets up independent learning
opportunities and formats for the review and
practice of curriculum material.”
(Macomber 2010)
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Read About Module
32. Decrease the student’s
dependence on adults
Increase learning
Build independence
Increase self confidence
Examples
E-books with reading software
Text to speech software
Apps with built-in readers
Create customized books
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Technology Enhances
Read About
33. Individualize the Activities
Design & format activities based on the
student’s expressive &receptive language
levels and overall cognitive development.
Increase the chance of learner “buy-in” by
making a personal connection to their life.
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34. Lesson Script: Name the curriculum topic.
“Time to read about ___. Let’s build your book.”
Review the target vocabulary instruct the
learner to place a picture on each page
of the book.
Write the sight word in
the blank on the page.
Start at the beginning of
the book and read the page sets to the learner.
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Read About: Build a Book
35. Learning Objective
Student will preview an adapted book summary
using a talking pen to activate a talking label.
Student will listen to sentence-
based information on curriculum topics
related to academics & life skills.
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Read About:
Hear a Storyboard
36. Instruct the learner to activate each
target and listen to therecorded message
Model as needed
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Read About:
Hear an Idea Map
37. Listen to a Summary
Listen to a Character Map
Read a Time Line, Sequence, or Hierarchy
Build a Venn Diagram
Matching/Naming/Selecting Words
Listen to or Read a Prediction
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More Read About Ideas
38. 38Heartland AEA 11 Assistive Technology Services
Make a Hear an Idea Map
43. Carrie Tibben, Audubon High School
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Case Example
44. Reading to learn and
learning to read
Multi-sensory
Active and involved
Same format different color
Learner goals, preferences, challenges and
available AT supports
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Jane’s Read About
45. Use the Learner Challenges, Learner
Activity Interest Profile, & Available AT
Support to plan objectives & learning
activities for each module
For each new curriculum unit
& for each student fill-in the
Read About with the type
of reading activities that will
expand their comprehension
Specific Read About Activities
the student will use
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Read About Plan for Success
47. 47Heartland AEA 11 Assistive Technology Services
Make Read About Activities
48. T.H.E. P.A.C.T. Resources
The Power of T.H.E. P.A.C.T. book is in
Heartland’s Professional Library
About T.H.E. P.A.C.T.
http://www.aboutthepact.com/
Subscribe to the newsletter
Watch the video interview with Phyl T. Macomber
Boardmakershare
http://www.boardmakershare.com/
Search for “quick actions” to find setups
Learninggrids, Clicker 6
https://www.learninggrids.com/us/WelcomePage.aspx
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49. References
Macomber, P. T. (2010). The power of
t.h.e. p.a.c.t.. West Windsor, Vermont:
Make A Difference, Inc.
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Editor's Notes
understand the structured teaching model of the packunderstand how to adapt any Creek your material using the pack for a particular students preferred learning styleplan for how to organize your pack materials plan for how the pack fits into your lesson plans for your targetEd students.
Use a print out of the vocabulary words and definitions and a Green Learn about module to review vocabulary in pairs. 10 minutes.
Today you will see and hear examples of using THE PACT framework with a wide variety of students, from 3 year olds to 17 year olds, from students with severe and profound learning challenges to students in all regular education classes.Learner Challenges chapter and worksheet.
THE PACT outlines a roadmap in the form of a workbook. It delineates for the team a handful of manageable learning formats – based on the interests of the learner – along with matching assistive technology supports aligned with each targeted IEP objective.
The majority of independent or adult assisted learning formats will be selected from the high preference column. This ensures cooperation and maximizes learning performance. When the student may be in a small group of peers, a handful of medium-preference formats may work because being a part of the group may increase the interest of the student.Jane’s interests and available AT supportsRead Examples of Customized Activity Formats: Learner One and Learner Two, page 46-48.Complete worksheets BREAK
Through out the day we will have case examples – that is the “I do” part of the this instructional training.Jane is the “we do” – together we will build a PACT framework to use to modify curriculum for JaneAs you already know – you will have time for “you do” to build the framework for one of your own students.(large post-it sheets and marker)
Assistive Technology is any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Integrated means: Parts that have been blended into a harmonious whole. The design formats and tools selected when adapting the curriculum need to be easy to use and practical for both the team and the learner.When making your list of AT supports, refer back to the list of student challenges you completed earlier.
We can not express what we do not understand.The vocabulary set is presented at a single word level in a variety of learning formats.We will be more active, more motivated if the material is meaningful to us, if we are highly interested, and if we enjoy the process. For kids who are able, consider involving them in the process of choosing target vocabulary words to learn. For example, you could have the list of possible words and definitions, after reviewing each, let the student decide which they want to learn. This increased involvement can lead to increased interest and a more active involvement in learning.
Implicit learning is a passive process in which a person is exposed to information and learning content and acquires knowledge of that information basically through that exposure. There is no direct teaching method, “leaning by osmosis” Explicit learning is an active or interactive process in which the individual is active and involved as the information is presented to them. The student is participating and as active as possible in the learning activity. Errorless means that there is no correct answer or no language demand placed on the learner to perform.One way to ensure personal experience is to have a LA activity such as “Experiential Same and Different” where the student will participate in a fun, unexpected teaching lesson to “experience” the topic and then do a compare and contrast language based activity. This “experiential same and different lesson is completed every time in the same step of the sequence before moving on to the next Learn About activity in the module, the student has a consistent approach and so knows what to expect and when each time he needs to learn something new.
This sample objective is not what you would write in an IEP goal, but describes the method adults and students will use to interact with the curriculum. POWER words are often incorporated into IEP goals.The sample objective is written to be student specific not topic specific. Matches specific students strengths and needs. Objective doesn’t have to be rewritten for each topic area but will be adjusted when student skills or needs change.
A variety of formats can be use based on student interests & needs
Also errorlessReason the lesson plan or activity description, focus on student’s strengths, interests and needs. So everyone does the lesson the same wayBuild a scene can also be made using Boardmaker plus software, Clicker software, or iPad apps. The focus is hearing and interacting with the single word vocabulary during an activity that is fun and interesting for the learner.
Having both errorless and skill based formats is beneficial for the student learning. There are many websites that make it easier to create both errorless and skill-based Learn About activities. Also consider having students create some of these materials for either themselves or other students to use as study materials prior to the test. www.AdventuresinspeechPathology.com
Can use Random app as a way to move on a game board
Refer to electronic copy of: Build a Vocabulary Game, Build a Scene, My Words Dictionary,
LearnAboutBoardgame example.Pay attention to if you have Boardmaker Plus or Boardmaker StudioSpinner, Many of these same activities can be created using Clicker as well.
Yes, it is read, but do you see how it could be quickly changed to a green? Using the same format but changing the way it is is used is powerful for learning. It allows the student to build their knowledge and know based on the color what their role is. When it is green they focus on learning new vocabulary, blue they will be reading or listening, yellow means they need to write and red means it is their turn to talk as we listen.
Look at apps you already have an know how to use – can they be customized and used as PACT activities? Also OK to have a step in the framework that will be an app of some kind – perhaps specific to the curriculum topic – similar to always having a video or book related to the topic.Clicker sentences – all 4 Little Match ups, Tiny TapStory KitNotability
His IEP goals outline his learning challenges.Learner solutions include increasing visual supports, limited number of words spoken, increasing repetition of key words, and consistent feedback
It is your turn to plan for success Although it is easier to have a topic in mind when designing activities, it can often distract you from picking activities that is matched to the student’s preferences, learning needs and can be used with ANY topic.
Pass out sample planning pages and green checklist
The Read About module is color coded blue and highlights the importance of using a targeted set of vocabulary – which was taught in the Learn About module – in specialized reading formats using more sophisticated language structures in “reading to Learn” activities.Reading about the single word vocabulary embedded in phrases, sentences and paragraphs is the next step in building the students receptive language skills related to the comprehension of the curriculum material.Everyone ‘reads’ at some level – examples: stop sign, restaurant and store signs, restroom signs.
Non-readers may need “listen to learn” formats instead of read to learn. Ensure the activities are still as interactive as possible and enjoyable to the student.Consider if your student would benefit from reading or listening to a model of what they are going to write about or talk about in a later module.Consider the power of print. Print is permanent – it is not like dialogue or conversation, where unless you record it, there is not way to review it later. With print, the student can refer back to it later to retrieve or recall information and as an aid to answering questions or problem solving. Keep this principle in mind as you design learning activities for your student – the activities should be made to be used over and over by the student to support their independence and provide them support as they participate in other classroom activities related to the curriculum topic.
TarHeel Reader, Book Flix, TruFlix, Bookshare,Kurzweil 3000, Read Outload, apps, Microsoft Word, Safari, Boardmaker, Clicker, TarHeel Reader, apps, talking photo albumDon’t forget - the technology needs to be easy to use for both the student to use and the team to set up!
If the learner only follows single step directions and comprehends 4-5 words in a sentence, you might consider using repeated line books where each page has a consistent sentence format.Use the student’s picture in the design, design an activity that visualized how the content is connected to their life These principles are just as important to higher level learners – help them see and make connections to prior learning.
Be as creative as you want – but remember to match the learning material to student’s interest, learning level and needs. Be sure you will be able to reuse this activity with different curriculum content.
StoryKItClicker SentencesTinyTapSpeak Selection in Pages or notes or iBooks
Heartlands online data bases include Learn 360, bookflix and truflixPriorywoods has interactive books and many more resources for kids with significant disabilities.ReadWriteThink has K-12 standard-based lessons, web resources, literacy based activities and printoutsSetbccurriculumSET is a collection of resources that facilitate the sharing of customized technology-based content among educators working with students who use assistive technology. This searchable database enables educators to find, download, and customize activities, templates and public domain accessible books based on the ten areas of the curriculum as set out by the BC Ministry of Education.
Heartlands online data bases include Learn 360, bookflix and truflixPriorywoods has interactive books and many more resources for kids with significant disabilities.ReadWriteThink has K-12 standard-based lessons, web resources, literacy based activities and printoutsSetbccurriculumSET is a collection of resources that facilitate the sharing of customized technology-based content among educators working with students who use assistive technology. This searchable database enables educators to find, download, and customize activities, templates and public domain accessible books based on the ten areas of the curriculum as set out by the BC Ministry of Education.