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3.4- Maximize, Transfer, and Generalization

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3.4- Maximize, Transfer, and Generalization

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- Transfer information to new context
- Checklists, organizers, sticky notes, electronic reminders
- Mnemonic stratagies
- Review and practice

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3.3- Guided Information Processing, Visualization, and Manipulation

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3.3- Guided Information Processing, Visualization, and Manipulation

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- Sequencing the steps
- Using tables
- Models for exploring
- Scaffolding to sequence processing
- Chunking into smaller pieces
- Removing distractions

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3.2- Highlight Patterns, Critical Features, Big Ideas, and Relationships

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3.2- Highlight Patterns, Critical Features, Big Ideas, and Relationships

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- Help students ID what is important
- Provide content in text, graphics, diagrams, formulas

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3.1- Activate or Supply Background Knowledge

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3.1- Activate or Supply Background Knowledge

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- Anchor instruction: link/activate prior knowledge, use organizers, pre teach with demonstration models, us associated analogies/metaphors, cross-curricular connections

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- make accessible into useable
- cognitive research says this is an active process
- skills the student uses
- continuing to use scaffolding to build knowledge

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2.4- Promote Understanding Across Languages

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2.4- Promote Understanding Across Languages

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- use digital text with human voice recording, link vocab to definitions and pronunciations in all languages, define domain specific vocabulary (use commonly known terms) , use electronic translation tools, and embed pictures, videos to support vocabulary.

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2.3- Student Decoding of Text, Mathematical Notation, and Symbols

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2.3- Student Decoding of Text, Mathematical Notation, and Symbols

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- give options to reduce barriers to decoding, allow use of text-to-speech, automatic voicing with digital math notation, use digital text with human voice recording, flexible and easy access to repeated representations of notations, clarify notation vocabulary through lists of key terms.

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- Highlight relationships to become more explicit, connect to previous learning, connect the elements (transition words, links on concept math)

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App that provides ideos that teach important vocab words for SATs or for class

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gre vocabulary preparation. middle school vocabulary

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Multi-sensory approach to learning new words. Vocabulary building content for middle and high school students. English Language learners will find it extremely useful as well.

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- Preteach the vocabulary, graphic symbols, highlight complex terms, embed support for vocabulary, embed support for unfamiliar references.

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2. Provide Options for Language, Mathematical Expressions, and Symbols

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2. Provide Options for Language, Mathematical Expressions, and Symbols

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- Learners learn from linguistic and non-linguisic information: the vocabulary that is used is important

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App that can create avatar for teachers and students. Provide a visual for students to learn and read away from the classroom.

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Voki | Speaking Characters For Education

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Voki is a fun tool that students can use for homework, classwork or projects. Customize their appearance and what they say, and share with others!

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1.3- Offer Options for Visual Information

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1.3- Offer Options for Visual Information

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- Describe images, graphics, and video, use touch equivalents, provide physical objects to facilitate spatial perception, and auditory cues for key concepts.

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Video "How to" on captioning YouTube videos

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Video "How to" on captioning YouTube videos

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Learn more about adding captions to your videos here: https://support.google.com/youtube/answer/2734796

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1.2- Offer Alternatives for Auditory Information

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1.2- Offer Alternatives for Auditory Information

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- captioning, speech-to-text, music, charts, written transcripts, ASL, symbols, tactile equivalents, visual/emotional descriptions

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http://www.afb.org/info/living-with-vision-loss/reading-and-writing/making-print-more-readable/235

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- allow variability in: size of text and images, contrast between background and text/image, color use, volume/rate of speech, timing of video and sound, layout of materials.

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- how information is perceived by the individual. Must avoid difficulty an decrease the need for extra effort and assistance.
- Offer in different modalities: visual, auditory, kinetic, etc.

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- Students differ in how they perceive and comprehend information
- Up to teacher to represent other types of learning.
- Provide:
1. options for perception
2. options for language, mathematical expressions and symbols
3. Options for comprehension