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CAST Professional Publishing Webinars - YouTube

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Under the Table - The Importance of Presuming Competence | Shelley Moore | TEDxLangleyED

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Accessibility by Design | Inclusive Electronic & Information Technology | Colorado State University

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The ATRC is committed to building the capacity of CSU to make instructional materials and resources inclusive and accessible. The Web Accessibility Sub-Committee is committed to building the capacity of CSU to make web content inclusive and accessible. Do you need help making your online courses inclusive for students with disabilities?

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Literature 1 Creative Project_ The Odyssey-2.pdf

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using doodle notes in the classroom - how to incorporate visual notes (practical tips and testimonials from teachers using the doodle note strategy)

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Goalbook develops resources for teachers to differentiate instruction aligned to Common Core using UDL. Our toolkit contains Common Core IEP goals in Reading, Writing, and Math, as well as non-academic goals in Behavior and Autism.

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The End of Average!? Disrupting the green of education!

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ADHD sucks, but not really | Salif Mahamane | TEDxUSU

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Listen to words read aloud, follow with karaoke-style highlighting, enlarge text, or read in braille

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What new learning strategies did I use? How did I know they were effective? How did I learn them?

What new teaching strategies can I use? How will I know they are effective? How will I teach (do I need to teach) students to use them?

Questions and Voice of the Teacher

What did I learn about learning and teaching? What did I, as a teacher, learn about myself?

How can my students become expert learners?

How and why was I motivated? What made me persevere to complete the weekly tasks? Why did I put effort into my work?

What aspects of UDL resonate with me as a learner? What aspects of UDL are still unclear? How does UDL benefit me as a learner? How do I "need" UDL?

How do I help build intrinsic motivation? How do I help make engagement skills "visible"? How do I move beyond teacher reward to encourage effort?

What new tool did I explore? How did the tool help me access information, create information, share, connect with others, plan, stay organized etc?

What aspects of UDL resonate with me as a teacher? What aspects of UDL need to be made explicit to learners? How will my students benefit from the application of UDL to my practice?

How does the new tool relate/integrate/replace other tools? How will the tool support, enhance, extend student learning? How will I share this aspect of the tool with learners?

Questions and Voice of the Learner

What did I learn about learning? What did I, as a student, learn about myself?

How can I become an expert learner?

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What new learning strategies did I use? How did I know they were effective? How did I learn them? What new teaching strategies can I use? How will I know they are effective? How will I teach (do I need to teach) students to use them?

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Find out more about CAST. We’re busting barriers to learning, until learning has no limits®.

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Apps That Work With Classroom | Google for Education

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Hundreds of apps integrate with Google Classroom. These apps can help support the classroom in many ways, from helping students learn to code to streamlining a teacher's gradebook.

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Novak Education is the premier organization for designing and delivering high-quality, evidence-based professional development on MTSS and UDL.

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Developing logical thinking and reasoning skills for all learners proves essential for mastering algebra and mathematics in general. Yet, students of all backgrounds face significant barriers. Teaching algebraic reasoning skills in a non math-specific context provides an effective way to help students overcome barriers to learning.

In the case of iSolveIt, CAST designed a mobile digital learning environment where learners accessed a collection of tablet-based puzzles strategically designed using the principles of Universal Design for Learning (UDL). We utilized puzzles because they offer greater flexibility in terms of entry points and pathways, as well as key supports and scaffolds that can be integrated into the learning experience. These apps included well-known puzzle types - KenKen and Balance puzzles - but included numerous supports not present in most implementations of these puzzles, such as scratch areas to test out possible solutions, pop-up hints to explain the puzzle notation, and an interface that can be read aloud with VoiceOver.

The National Council of Mathematics (NCTM) Standards and the Common Core Practice Standards note the importance of reasoning in all aspects of mathematics. Algebra particularly requires the ability to recognize patterns and relationships to solve problems.

CAST developed iSolveIt in 2013 with support from the Oak Foundation, the Intel Foundation, Eastern Bank, and the Cabot Family Charitable Trust. Programming, including product development and creative design was led by FNX Studios, a software consulting firm in Bellevue, WA. The Boston Arts Academy, the Edison K-8 School (Boston, MA), Tyngsborough Middle School (MA), and the Fayerweather Street School in Cambridge, MA, all piloted the puzzles in their curricula.

Because iSolveIt puzzles were non curriculum-specific or math-dependent, they could be used at different grade levels as part of a year-long curriculum. The puzzles focused on aspects of reasoning important in algebra, such as finding patterns or functions, creating models, working with variables, and making predictions. By teaching algebraic reasoning skills in a context that does not appear to be math-specific, the puzzles addressed affective barriers to learning (e.g., math anxiety).

iSolveIt incorporated UDL principles by giving learners multiple ways to solve the puzzles. Many puzzles featured more than one solution, allowing for greater flexibility in thinking while trying out different strategies. Additionally, providing different types of puzzles offers practice across multiple representations, which proves critical for developing the ability to generalize. Students could work through puzzles individually at their own pace or in groups and demonstrate key learnings via multiple methods of action and expression.

The apps are no longer available for download due to incompatibility with current iOS versions.

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Teaching algebraic reasoning skills in a non math-specific context helps students overcome barriers to learning.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.