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Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, storytelling, dance/movement, visual art, sculpture, or video.

Use physical manipulatives (e.g., building blocks, 3D models, base-10 blocks).

Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations).

Solve problems using a variety of strategies.

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Vary and honor the methods for response, navigation, and movement (consideration 4.1)

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Vary and honor the methods for response, navigation, and movement (consideration 4.1)

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Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)

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Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)

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Setting meaningful goals that are both challenging and motivating is a critical part of the learning process. It is important to set goals that are big enough to capture the vision and complexity of what is being learned, but are specific enough to be clear, objective, and measurable. Articulating a goal helps to develop a plan to achieve it and to identify the tools or resources that will best support the learning along the way. Knowing the goal helps to monitor progress, recognize when to shift strategies or direction, and to give meaningful feedback.

Use prompts and scaffolds to estimate effort, resources, and challenge.

Use models or examples of the process and product of goal-setting.

Use guides and checklists for scaffolding goal-setting.

Post goals, objectives, and schedules in an obvious place.

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Use multiple media for communication (consideration 5.1)

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Use multiple media for communication (consideration 5.1)

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Use multiple tools for construction, composition, and creativity (consideration 5.2)

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Use multiple tools for construction, composition, and creativity (consideration 5.2)

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Build fluencies with graduated support for practice and performance (consideration 5.3)

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Build fluencies with graduated support for practice and performance (consideration 5.3)

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Address biases related to modes of expression and communication (consideration 5.4)

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Address biases related to modes of expression and communication (consideration 5.4)

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Address biases related to modes of expression and communication (consideration 5.4)

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Set meaningful goals (consideration 6.1)

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Set meaningful goals (consideration 6.1)

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Anticipate and plan for challenges (consideration 6.2)

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Anticipate and plan for challenges (consideration 6.2)

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Organize information and resources (consideration 6.3)

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Organize information and resources (consideration 6.3)

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Enhance capacity for monitoring progress (consideration 6.4)

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Enhance capacity for monitoring progress (consideration 6.4)

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5.3 Scaffolding learning can be beneficial in many students, allowing them to be fluent through "baby steps". This can consist of different models, mentors, and examples; allowing the learning to have options and become fluent in the topic through their own pace.

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Camila Chang:

1. Each student it has different ways to approach the learning process and express their knowledge.  For example, those with disabilities approach learning tasks very different. Some students struggle with communication so they can express themselves by storyboards, physical manipulatives or writing.

2. Interaction

-        Embed flexibility in the means for response, navigation, and movement

3.   Expression and communication

-        Use different tools for construction, composition and the use of creativity

4.   Strategy Development

-  By Organizing information and recourses