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Giving students multiple action tasks to promote success based on different needs. Taks that involve writing, verbal response, movement, etc,

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Not one means

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Understanding is the octopus itself, each tentacle is a different way of showing it.

Like Rosa, I think multiple modes of assessment is helpful in understanding how scholars may or may not be able to grasp idea AND/OR how to express it

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CHECKPOINT 5.1

Use multiple media for communication
Express learning in flexible ways.

CHECKPOINT 5.2

Use multiple tools for construction and composition
Share thoughts and ideas using tools that complement the learning goal.

CHECKPOINT 5.3

Build fluencies with graduated levels of support for practice and performance
Apply and gradually release scaffolds to support independent learning.

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Approaching and planning lessons knowing the various skills and deficits of your students. Provide multiple mediums for acquisition as well as opportunities that foster creativity in a way that students feel most competent. When we are comfortable, we give the best of ourselves because we're in our element. This allows for greater assessment and supports. -Conner

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Students are able to demonstrate their knowledge in the manner best for them - through discussion, written form, picture, etc.

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Provide multiple means of responding to a prompt or learning task.

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Providing different options for action and expression is essential because some may be able to express themselves well through text but not speech and vice versa.

Because scholars navigate learning environments differently, they also need to have access to different modes of expressing what they have learned.

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A presentation of learning:

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Providing options for Executive Functioning

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Providing options for Executive Functioning

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At OA, students are an integral part of the IEP process. We try to base their transition goals around their specific professional and independent living aspirations. I use tools for them (like surveys with pictures) to help them assess how well they have mastered certain tasks related to their personal goals, so they can see where they need to improve.

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Action and expression look different from each student. Students should have options for how they want to express themselves in class, especially when it comes to demonstrating mastery (written or verbal). This can be done throughout the lesson and can also help with students self-monitoring: with the different variances in expression, they can communicate if they've "got it" or if they need more review from their teachers/peers.

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From the video:

Provide options for student response

Use multiple formats to CFU

Use different assessment styles

Use of technology to enhance students' understanding

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https://media.giphy.com/media/3oFyDnHrjjxEVhIqHu/giphy.gif

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Ways of customizing the display information

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Clarify Syntax and Structure

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Support decoding of text, mathematical notation, and symbols:

-Allow text to speech,
-use voicing (or write out) mathematical notation
ex.  3+(plus)4=(equals)
-Allow for easy access to multiple representations of notations

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Like a tree needs background knowledge (roots), central idea (trunk), connections to other ideas and content (branches and leaves), and the symbol (tree itself) --can't have one part of the tree without the rest

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1.2 Offer alternatives for auditory information:

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Objective 2: Clarify vocabulary and symbols

Construct meaning from words, symbols, and numbers using different representations.

Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge

Provide graphic symbols with alternative text descriptions

Highlight how complex terms, expressions, or equations are composed of simpler words or symbols

Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, translations)

Embed support for unfamiliar references within the text (e.g., idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, dialect, etc.)

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-Highlighting Key Concepts
-Activating Prior Knowledge, including re-teaching where they might be gaps
-Sequential Highlighting or chunking how you build information

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-rooted in brain science
-origins in architecture
-increases the accessibility of learning for all students