# data[].attributes.headline
checkpoint 3.1Activate or supply background knowledgeShare:FacebookTwitterLinkedInInformation is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. Barriers and inequities exist when some learners lack the background knowledge that is critical to assimilating or using new information. 

# data[].attributes.subject
checkpoint 3.1Activate or supply background knowledgeShare:FacebookTwitterLinkedInInformation is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. Barriers and inequities exist when some learners lack the background knowledge that is critical to assimilating or using new information. 

# data[].attributes.body
https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=20&ved=2ahUKEwivodbLrZvlAhWjIbcAHW8NAwcQFjATegQIAxAC&url=http%3A%2F%2Fwww.acpsk12.org%2Fpl%2Fwp-content%2Fuploads%2F2014%2F06%2FActivating-Strategies-Handout.doc&usg=AOvVaw1VGLEhjbPhQAMvIlIh38iX = pdf of templates to use

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CHECKPOINT 5.1Use multiple media for communication

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CHECKPOINT 5.1Use multiple media for communication

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Provide alternative media for expression. Increase opportunities for all learners to develop a wider range of expression in a media-rich world.
Specific links to online tools for diverse learners.

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CHECKPOINT 7.3 Minimize threats and distractions 2019

# data[].attributes.subject
CHECKPOINT 7.3 Minimize threats and distractions 2019

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Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation

Involve all participants in whole class discussions

https://rebootingeducation.com

Reboot’s practical tools, memorable language and clear direction create calmer and happier classrooms while building the life skills necessary to thrive in our unpredictable future world. Enrich your existing practice to engage the disengaged and create a calm and happy classroom for all students, aged 5+    MvR

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Vary the level of novelty or risk

Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions

Creation of class routines

Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events

http://csefel.vanderbilt.edu/modules/module3b/handout2.pdf

# data[].attributes.body
CHECKPOINT 9.2Facilitate personal coping skills and strategiesDevelop and manage healthy emotional responses and interactions.
CHECKPOINT 9.2Facilitate personal coping skills and strategiesDevelop and manage healthy emotional responses and interactions.
checkpoint 7.3 Minimize threats and distractions One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well; what is threatening or potentially distracting depends on learners’ individual needs and background. An English Language Learner might find language experimentation threatening, while some learners might find too much sensory stimulation distracting. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur.
checkpoint 7.3 Minimize threats and distractions One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well; what is threatening or potentially distracting depends on learners’ individual needs and background. An English Language Learner might find language experimentation threatening, while some learners might find too much sensory stimulation distracting. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur.
7.2:To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.
7.2:To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.
- esp those who are less 'academic'. For them, It needs to make sense, and relate to their lives, otherwise what's the point of learning it? This is the whole focus of 'English Communication' for upper secondary students

Minimise Threats and Distractions
Minimise Threats and Distractions
Create an accepting and supportive classroom climate
Vary the level of novelty or risk 
Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions
Creation of class routines
Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events
Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities
Vary the level of sensory stimulation 
Variation in the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a time
Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities
Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation
Involve all participants in whole class discussions

http://udlguidelines.cast.org/engagement/recruiting-interest/threats-distractions
CP 4.2 Optimize access to tools and assistive technologies
CP 4.2 Optimize access to tools and assistive technologies
All learners should be given the opportunity to use tools that might help them meet the goal of full participation in the classroom. 
1.Provide alternate keyboard commands for mouse action
2. Build switch and scanning options for increased independent access and keyboard alternatives
3. Provide access to alternative keyboards
4. Customize overlays for touch screens and keyboards
5. Select software that works seamlessly with keyboard alternatives and alt keys

Sustaining Effort & PersistenceShare
Sustaining Effort & PersistenceShare
Many kinds of learning, particularly the learning of skills and strategies, require sustained attention and effort. When motivated to do so, many learners can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way. Their differences reflect disparities in their initial motivation, their capacity and skills for self-regulation, their susceptibility to contextual interference, and so forth. A key instructional goal is to build the individual skills in self-regulation and self-determination that will equalize such learning opportunities (see Self Regulation).In the meantime, the external environment must provide options that can equalize accessibility by supporting learners who differ in initial motivation, self-regulation skills, etc.


Use multiple tools for construction and compositionShare: There is a tendency in schooling to focus on traditional tools rather than contemporary ones. This tendency has several liabilities: 1) it does not prepare learners for their future; 2) it limits the range of content and teaching methods that can be implemented; 3) it restricts learners ability to express knowledge about content (assessment); and, most importantly, 4) it constricts the kinds of learners who can be successful. Current media tools provide a more flexible and accessible toolkit with which learners can more successfully take part in their learning and articulate what they know. Unless a lesson is focused on learning to use a specific tool (e.g., learning to draw with a compass), curricula should allow many alternatives. Like any craftsman, learners should learn to use tools that are an optimal match between their abilities and the demands of the task.Provide spellcheckers, grammar checkers, word prediction softwareProvide text-to-speech software (voice recognition), human dictation, recordingProvide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper
Use multiple tools for construction and compositionShare:   There is a tendency in schooling to focus on traditional tools rather than contemporary ones. This tendency has several liabilities: 1) it does not prepare learners for their future; 2) it limits the range of content and teaching methods that can be implemented; 3) it restricts learners ability to express knowledge about content (assessment); and, most importantly, 4) it constricts the kinds of learners who can be successful. Current media tools provide a more flexible and accessible toolkit with which learners can more successfully take part in their learning and articulate what they know. Unless a lesson is focused on learning to use a specific tool (e.g., learning to draw with a compass), curricula should allow many alternatives. Like any craftsman, learners should learn to use tools that are an optimal match between their abilities and the demands of the task.Provide spellcheckers, grammar checkers, word prediction softwareProvide text-to-speech software (voice recognition), human dictation, recordingProvide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper
5.2
Kylie's Example: Multiple Means of Representation
Kylie's Example: Multiple Means of Representation
Clarify syntax and structure
Make relationships between elements explicit (e.g., highlighting the transition words in an essay, links between ideas in a concept map, etc.) 

This website gives a simple explanation on how to make concept maps https://www.lucidchart.com/pages/concept-map/how-to-make-a-concept-map
Free Mind Mapping
Free Mind Mapping
https://bubbl.us/
Create digital mind maps
Create digital mind maps
http://www.xmind.net/
Checkpoint 7.2: Optimize relevance, value, and authenticityIII. Provide Multiple Means of EngagementRecruiting InterestKey ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are the activities and information valuable to learners?
Checkpoint 7.2: Optimize relevance, value, and authenticityIII. Provide Multiple Means of EngagementRecruiting InterestKey ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are the activities and information valuable to learners? 
Checkpoint 7.1: Optimize individual choice and autonomy
Checkpoint 7.1: Optimize individual choice and autonomy
http://www.bookadventure.com/home.aspx

Helps children choose books and has quizzes for books. Free but need to register.
Checkpoint 5.1 Use multiple media for communication
Checkpoint 5.1 Use multiple media for communication
It is important to provide alternative media for expression. Such alternatives reduce media-specific barriers to expression among learners with a variety of special needs, but also increases the opportunities for all learners to develop a wider range of expression in a media-rich world. 

 

 
Checkpoint 6
 Checkpoint 6.1: Guide appropriate goal-setting

II. Provide Multiple Means of Action and Expression

Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols
Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols
The AIM Explorer is a free simulation that combines grade-leveled digital text with access features common to most text readers and other supported reading software.Magnification, custom text and background colors, text-to-speech (synthetic and human), text highlighting, and layout options are presented in a logical sequence to help struggling readers decide which of these supports might help them to access and understand text.
http://aem.cast.org/navigating/aim-explorer.html#.WehjNKhL-Uk
7.1 optimize individual choice and autonomy Key ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are learners being given the right amount of choice?
7.1 optimize individual choice and autonomy Key ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are learners being given the right amount of choice? 
Book adventure

Empty
📎 Photo
📎 How to Make a Concept Map
Checkpoint 7.2  Optimize relevance, value, and authenticity
Checkpoint 7.2  Optimize relevance, value, and authenticity
Individuals are engaged by information and activities that are relevant and valuable to their interests and goals. This does not necessarily mean that the situation has to be equivalent to real life, as fiction can be just as engaging to learners as non-fiction, but it does have to be relevant and authentic to learners’ individual goals and the instructional goals. Individuals are rarely interested in information and activities that have no relevance or value. In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.

•	 Personalized and contextualized to learners’ lives

•	 Culturally relevant and responsive

•	 Socially relevant

•	Age and ability appropriate

•	 Appropriate for different racial, cultural, ethnic, and gender groups




9.1 Optimize Motivation Promote expectations and beliefs that optimize motivation.  Motivate students by encouraging them to take control of their learning, identifying and setting their own goals. Many examples available at :  www.worksheetplace.com


9.1 Optimize Motivation

Promote expectations and beliefs that optimize motivation.  Motivate students by encouraging them to take
control of their learning, identifying and setting their own goals.

Many examples available at :  www.worksheetplace.com



Checkpoint 7.3 Minimise threats and distractions. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur. ·         Create an accepting and supportive classroom climate ·         Vary the level of novelty or risk ·         Vary the level of sensory stimulation ·         Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation ·         Involve all participants in whole class discussions PBIS (Positive Behaviour Intervention Support)  https://www.pbis.org/
Checkpoint 7.3
Minimise threats and distractions.

The optimal instructional
environment offers options that reduce threats and negative distractions for
everyone to create a safe space in which learning can occur. 

·        
Create an accepting and supportive classroom climate

·        
Vary the level of novelty or risk

·        
Vary the level of sensory stimulation

·        
Vary the social demands required for learning or performance, the
perceived level of support and protection and the requirements for public
display and evaluation

·        
Involve all participants in whole class discussions

PBIS (Positive Behaviour
Intervention Support) 

https://www.pbis.org/


Guideline 37: Provide options for recruiting interest
Guideline 37: Provide options for recruiting interest
'Even the same learner will differ over time and circumstance; their “interests” change as they develop and gain new knowledge and skills, as their biological environments change, and as they develop into self-determined adolescents and adults. It is, therefore, important to have alternative ways to recruit learner interest, ways that reflect the important inter- and intra-individual differences amongst learners.'

- choices - ie - which books, or ways of presenting information.
- personalized and contextualized activities

Guideline 3: Provide options for comprehension:
Guideline 3: Provide options for comprehension:

This guideline is about teaching learners how to transfer information into usable knowledge.

·        Activate or find background knowledge (Use KWL or concept maps, pre-teach critical prerequisite concepts through demonstrations, anchor instruction and activate prior knowledge) 
·        Highlight patterns, critical features, the big ideas, and identify relationships (emphasize key elements, multiple examples and non-examples, highlight previously learned skills to solve unfamiliar problems). 
·        Guide information processing, visualisation, and manipulation (sequential process, interactive models, multiple entry points into the lesson, progressive release of information). 
·        Maximise the transfer and generalisations (checklists, familiar ideas etc). 

CHECKPOINT 9.2 Facilitate personal coping skills and strategies.Providing a model of self-regulatory skills is not sufficient for most learners. They will need sustained apprenticeships that include scaffolding. Reminders, models, checklists, and so forth can assist learners in choosing and trying an adaptive strategy for managing and directing their emotional responses to external events (e.g., strategies for coping with anxiety-producing social settings or for reducing task-irrelevant distracters) or internal events (e.g., strategies for decreasing rumination on depressive or anxiety-producing ideation). Such scaffolds should provide sufficient alternatives to meet the challenge of individual differences in the kinds of strategies that might be successful and the independence with which they can be applied.
CHECKPOINT 9.2 Facilitate personal coping skills and strategies.Providing a model of self-regulatory skills is not sufficient for most learners. They will need sustained apprenticeships that include scaffolding. Reminders, models, checklists, and so forth can assist learners in choosing and trying an adaptive strategy for managing and directing their emotional responses to external events (e.g., strategies for coping with anxiety-producing social settings or for reducing task-irrelevant distracters) or internal events (e.g., strategies for decreasing rumination on depressive or anxiety-producing ideation). Such scaffolds should provide sufficient alternatives to meet the challenge of individual differences in the kinds of strategies that might be successful and the independence with which they can be applied.

Provide differentiated models, scaffolds and feedback for: 
Managing frustration
Seeking external emotional support
Developing internal controls and coping skills
Appropriately handling subject specific phobias and judgments of “natural” aptitude (e.g., “how can I improve on the areas I am struggling in?” rather than “I am not good at math”)
Use real life situations or simulations to demonstrate coping skills






Checkpoint 1.3 Offer alternatives for visual information
Checkpoint 1.3 Offer alternatives for visual information
Images, Graphics, Animations, Video, or Text (see below) are often the optimal way to present information, especially when the information is about the relationships between objects, actions, numbers, or events.  But such visual representations are not equally accessible to all learners, especially learners with visual disabilities or those who are not familiar with the type of graphic being used.
To ensure that all learners have equal access to information, it is essential to provide non-visual alternatives.

The transformation from text into audio is among the most easily accomplished methods for increasing accessibility
Checkpoint 9.2: Facilitate personal coping skills and strategies
Checkpoint 9.2: Facilitate personal coping skills and strategies
Designing a extrinsic environment that is motivating and engaging.  This environment will encourage students to self-regulate.  
Faces of learning is a website that looks at various types of learners and encourages students to explore how they can learn.  
http://www.facesoflearning.net/ 
There are lots of resources on coping skills on Lesson Planet
https://www.lessonplanet.com/search?grade=All&keywords=coping+skills+strategies&rating=3&search_type=narrow
This website looks at coping skills for kids and has a variety of resources and activities.  
http://www.copingskills4kids.net/
Checkpoint 3.1 Activate prior knowledge
Checkpoint 3.1 Activate prior knowledge
Knowledge is more accessible and more likely to be retained and have meaning when linked to students' own understandings and background. 
Use graphic organisers to help students explicitly see how the new information relates to their current backgrounds and how it can be build on what they already know. This website has some graphic organiser examples with clear instructions on how and why to use them, for example, KWL charts. 
https://www.teachervision.com/graphic-organizers/printable/4301.html
Check point 7.2 - op
 Check point 7.2 - optimize relevance, value and authenticity.

Individuals are engaged by information and activities that are relevant and valuable to their interests and goals.


https://www.classdojo.com/
Multiple Means of Engagement checkpoint optimizing individual autonomy
Multiple Means of Engagement checkpoint optimizing individual autonomy
How does this help learners meet the goal? 
•How does this account for the variability of all learners? 
•Are learners being given the right amount of choice? 
Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals
Students choose a book and then take a quiz optimizing choice of reading materials and autonomy. Caters for all levels and free.
http://www.bookadventure.com/Home.aspx
Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance
Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance
Fluency is also built through many opportunities for performance, be it in the form of an essay or a dramatic production. Performance helps learners because it allows them to synthesize their learning in personally relevant ways. Overall, it is important to provide options that build learners’ fluencies.
Checkpoint 9.2 Facilitate personal coping skills and strategies. Students will need sustained apprenticeships that include scaffolding. Reminders, models, checklists can assist learners in choosing  an adaptive strategy for managing their emotional responses to external events (strategies for coping with anxiety-producing social settings or for reducing task-irrelevant distractors) or internal events (strategies for decreasing rumination on depressive or anxiety-producing ideation). Such scaffolds should provide sufficient alternatives to meet the challenge of individual differences in the kinds of strategies that might be successful and the independence with which they can be applied.
Checkpoint 9.2 Facilitate personal coping skills and strategies. Students will need sustained apprenticeships that include 
scaffolding. Reminders, models, checklists can assist 
learners in choosing  an adaptive strategy for managing their emotional responses to external events (strategies
 for coping with anxiety-producing social settings or for reducing 
task-irrelevant distractors) or internal events (strategies for 
decreasing rumination on depressive or anxiety-producing ideation). Such
 scaffolds should provide sufficient alternatives to meet the challenge 
of individual differences in the kinds of strategies that might be 
successful and the independence with which they can be applied.
Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships.       The facility with which they distinguish what is critical from what is unimportant or irrelevant. 
Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships.       The facility with which they distinguish what is critical from what is unimportant or irrelevant. 

e.g. highlight key elements, use graphic organisers, example and non-examples.





Guide appropriate goal setting
Guide appropriate goal setting
Goal setting is an important facet to keep ourselves on track and to decide what you want to achieve in life.

This website provides a range of categories in which you can set goals: https://www.goal-setting-guide.com
Activate or supply background knowledge
Activate or supply background knowledge

Information is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. 

* Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)
* Use advanced organizers (e.g., KWL methods, concept maps)
* Pre-teach critical prerequisite concepts through demonstration or models

Digging for Answers is a quiz game that allows students to test their research skills. If students answer incorrectly, they are prompted with a link to background knowledge that will help them to find the correct answer.
Multiple Means of Representation
Multiple Means of Representation
Support decoding of text, and mathematical notation, and symbols (2.3)
Fluent decoding of words, numbers or symbols takes practice. When the ability to decode is not the focus, it is important to remove decoding barriers.

Allow for flexibility and easy access to multiple representations of notation (eg. formulas, word problems, graphs)
Allow for use of Text-to-Speech

One useful tool for Text-to-Speech is Voki (http://www.voki.com/). Users create a talking character for generating text to speech. It can be embedded in a website. This allows students to hear text that they struggle to decode. It is a FREE tool!
Checkpoint 8.3: Foster collaboration and community
Checkpoint 8.3: Foster collaboration and community
The aim is to engage students so that they can give sustained attention and effort.  Motivation will help them to regulate their attention and affect in order to sustain concentration.  

This is a great example of how students can be engaged through a sustained activity where students are designing a game and growing in their knowledge of science, technology, engineering, and math. 
http://www.edutopia.org/digital-generation-game-design-video
Another example would be using the co-sketch site to engage students and facilitate simple sharing.  
http://cosketch.com/
Multiple Means of Representation - 2.1 Clarify vocabulary and symbols
Multiple Means of Representation - 2.1 Clarify vocabulary and symbols
To ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate representations of their meaning. Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated.
Pre-teach vocabulary and symbols.
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 
Embed support for unfamiliar references within the text 

Provide Multiple Means of Engagement
Provide Multiple Means of Engagement
Optimise Individual Choice and Autonomy
Provide options students can select that will alter the perceived challenge, the rewards or recognition available, tools used for information gathering or production,  color, design, or graphics of layouts, and the sequence or timing for completion of subcomponents of tasks

One idea is to make a "Bingo" chart where students can pick from a variety of tasks that will still meet criteria, but also connect with the student and their talents. 

# data[].attributes.headline
CHECKPOINT 9.2Facilitate personal coping skills and strategiesDevelop and manage healthy emotional responses and interactions.

# data[].attributes.subject
CHECKPOINT 9.2Facilitate personal coping skills and strategiesDevelop and manage healthy emotional responses and interactions.

# data[].attributes.body
Provide differentiated models, scaffolds and feedback for:

Managing frustration

Seeking external emotional support

Developing internal controls and coping skills

Appropriately handling subject specific phobias and judgments of “natural” aptitude (e.g., “how can I improve on the areas I am struggling in?” rather than “I am not good at math”)

Use real life situations or simulations to demonstrate coping skills

Check out the following website for managing frustration- If a child is too stressed out to talk about problems-try handing then a pencil and paper
http://www.pbs.org/parents/adventures-in-learning/2014/01/emotion-journal/

# data[].attributes.headline
checkpoint 7.3 Minimize threats and distractions One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well; what is threatening or potentially distracting depends on learners’ individual needs and background. An English Language Learner might find language experimentation threatening, while some learners might find too much sensory stimulation distracting. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur.

# data[].attributes.subject
checkpoint 7.3 Minimize threats and distractions One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well; what is threatening or potentially distracting depends on learners’ individual needs and background. An English Language Learner might find language experimentation threatening, while some learners might find too much sensory stimulation distracting. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur.

# data[].attributes.headline
7.2:To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.

# data[].attributes.subject
7.2:To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.

# data[].attributes.body
- esp those who are less 'academic'. For them, It needs to make sense, and relate to their lives, otherwise what's the point of learning it? This is the whole focus of 'English Communication' for upper secondary students

# data[].attributes.body
Create an accepting and supportive classroom climate

Vary the level of novelty or risk

Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions

Creation of class routines

Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events

Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities

Vary the level of sensory stimulation

Variation in the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a time

Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities

Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation

Involve all participants in whole class discussions

http://udlguidelines.cast.org/engagement/recruiting-interest/threats-distractions

# data[].attributes.headline
CP 4.2 Optimize access to tools and assistive technologies

# data[].attributes.subject
CP 4.2 Optimize access to tools and assistive technologies

# data[].attributes.body
All learners should be given the opportunity to use tools that might help them meet the goal of full participation in the classroom.
1.Provide alternate keyboard commands for mouse action

2. Build switch and scanning options for increased independent access and keyboard alternatives

3. Provide access to alternative keyboards

4. Customize overlays for touch screens and keyboards

5. Select software that works seamlessly with keyboard alternatives and alt keys

# data[].attributes.body
Many kinds of learning, particularly the learning of skills and strategies, require sustained attention and effort. When motivated to do so, many learners can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way. Their differences reflect disparities in their initial motivation, their capacity and skills for self-regulation, their susceptibility to contextual interference, and so forth. A key instructional goal is to build the individual skills in self-regulation and self-determination that will equalize such learning opportunities (see Self Regulation).In the meantime, the external environment must provide options that can equalize accessibility by supporting learners who differ in initial motivation, self-regulation skills, etc.

# data[].attributes.headline
Use multiple tools for construction and compositionShare:   There is a tendency in schooling to focus on traditional tools rather than contemporary ones. This tendency has several liabilities: 1) it does not prepare learners for their future; 2) it limits the range of content and teaching methods that can be implemented; 3) it restricts learners ability to express knowledge about content (assessment); and, most importantly, 4) it constricts the kinds of learners who can be successful. Current media tools provide a more flexible and accessible toolkit with which learners can more successfully take part in their learning and articulate what they know. Unless a lesson is focused on learning to use a specific tool (e.g., learning to draw with a compass), curricula should allow many alternatives. Like any craftsman, learners should learn to use tools that are an optimal match between their abilities and the demands of the task.Provide spellcheckers, grammar checkers, word prediction softwareProvide text-to-speech software (voice recognition), human dictation, recordingProvide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper

# data[].attributes.subject
Use multiple tools for construction and compositionShare:   There is a tendency in schooling to focus on traditional tools rather than contemporary ones. This tendency has several liabilities: 1) it does not prepare learners for their future; 2) it limits the range of content and teaching methods that can be implemented; 3) it restricts learners ability to express knowledge about content (assessment); and, most importantly, 4) it constricts the kinds of learners who can be successful. Current media tools provide a more flexible and accessible toolkit with which learners can more successfully take part in their learning and articulate what they know. Unless a lesson is focused on learning to use a specific tool (e.g., learning to draw with a compass), curricula should allow many alternatives. Like any craftsman, learners should learn to use tools that are an optimal match between their abilities and the demands of the task.Provide spellcheckers, grammar checkers, word prediction softwareProvide text-to-speech software (voice recognition), human dictation, recordingProvide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper

# data[].attributes.body
5.2

# data[].attributes.body
https://bubbl.us/

# data[].attributes.body
http://www.xmind.net/

# data[].attributes.headline
Checkpoint 7.2: Optimize relevance, value, and authenticityIII. Provide Multiple Means of EngagementRecruiting InterestKey ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are the activities and information valuable to learners? 

# data[].attributes.subject
Checkpoint 7.2: Optimize relevance, value, and authenticityIII. Provide Multiple Means of EngagementRecruiting InterestKey ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are the activities and information valuable to learners? 

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Checkpoint 7.1: Optimize individual choice and autonomy

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Checkpoint 7.1: Optimize individual choice and autonomy

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http://www.bookadventure.com/home.aspx

Helps children choose books and has quizzes for books. Free but need to register.

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Checkpoint 5.1 Use multiple media for communication

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Checkpoint 5.1 Use multiple media for communication

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It is important to provide alternative media for expression. Such alternatives reduce media-specific barriers to expression among learners with a variety of special needs, but also increases the opportunities for all learners to develop a wider range of expression in a media-rich world.

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Checkpoint 6.1: Guide appropriate goal-setting

II. Provide Multiple Means of Action and Expression

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Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols

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Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols

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The AIM Explorer is a free simulation that combines grade-leveled digital text with access features common to most text readers and other supported reading software.Magnification, custom text and background colors, text-to-speech (synthetic and human), text highlighting, and layout options are presented in a logical sequence to help struggling readers decide which of these supports might help them to access and understand text.
http://aem.cast.org/navigating/aim-explorer.html#.WehjNKhL-Uk

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7.1 optimize individual choice and autonomy Key ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are learners being given the right amount of choice? 

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7.1 optimize individual choice and autonomy Key ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are learners being given the right amount of choice? 

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Book adventure

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Have you ever found yourself awake at night, worrying about how to make a concept map? Oh good, neither have we. Concept maps are actually pretty simple. All you have to do is . . .

Exactly. And with Lucidchart, it's a cinch to make one. In concept maps, concepts are most often depicted as circles or boxes joined by lines or arrows containing linking words to show how ideas are connected. It's pretty self-explanatory and may seem somewhat banal, but professionals in schools, businesses, and hospitals frequently use Lucidchart to build concept maps for critical thinking and solving complex problems.
Ready to build your own concept map? Try using this template for a concept map to get started!

This guide will walk you through the steps of building your own concept map in Lucidchart so you can be prepared for your next big exam, business meeting, or patient appointment.

1. Select a drawing medium

Pick a medium in which to draw your concept map. Some people prefer pen and paper or a whiteboard canvas, while others use online software specifically designed for the task. One advantage of the latter method is that your information is saved in a digital format, so it's easy to share and edit. You can choose between downloaded software that runs on a single computer or cloud-based tools that are available on any Internet-enabled device.

For the purpose of this guide, we'll proceed as though you're using Lucidchart. You can get started with Lucidchart's concept map templates. When your concept map is complete, try exporting it as an image file or sharing it online.

2. Create a main concept

Begin with a domain of knowledge that you're very familiar with. Determine a central idea that connects to all other ideas on your map. If you're not sure where to begin, try identifying a portion of text, a classroom activity, or a tough problem that needs solving. It might be useful to create a single question, sometimes called a focus question, that clearly specifies the problem or issues the concept map will help resolve. It's important to build a concept map that consistently leads back to that question and its answer.

3. Identify key concepts

Now that you've selected a main concept, the next step is to record associated concepts. Think about related ideas and list them on the page. This list is also known as a parking lot and usually consists of around 15-25 key concepts. Describe each concept as briefly as possible; usually one or two words per idea will suffice. Keeping your descriptions concise will prevent your map from becoming bloated and text-heavy.

In Lucidchart, the simplest way to record these ideas is with standard flowchart shapes. Pick a shape that you like-most people use boxes or circles-and then drag it onto the canvas. Double-click the shape to add text.

Use this concept map template
4. Organize shapes and lines

Order each of your concepts in a hierarchical format, with the most general ideas at the top of the list and the most specific ones at the bottom. You can drag the shapes into an actual list or simply arrange them in the approximate order in which they will appear once the diagram is finished.

Your concept map will take form as you connect shapes with lines and pinpoint the correct location for each idea. Remember that concept maps typically have text, or linking words, written on each line. Linking words are useful for clearly defining the relationship between a general concept and more specific ones. The text might include a specific verb like "provides" or "encompasses." To enter words on a line in Lucidchart, just double-click the line and start typing.

Once you've created this preliminary concept map containing the basic links, add cross-links to illustrate relationships between different domains.

Use this template to build a concept map
5. Fine-tune the map

As you add links to every concept, be sure to carefully examine the relationships you're illustrating. Ask yourself questions like:

Does every element fit well in its respective place?

Is there a better position for this idea or group of ideas?

Can I use a more accurate linking word to represent this relationship?

Rigorous questions like these will help you improve cognitive performance and challenge your knowledge on any given subject.

Remember this is a preliminary map that will likely need revising. Small adjustments in links and positions are particularly easy to make when using an online software program. Lucidchart makes it simple to rearrange shapes on the page, add supplementary notes and comments, and even apply attractive styling to your diagram.
With Lucidchart, you can easily create organized concept maps and other specialized diagrams, right in a web browser. Start a free trial and see for yourself!

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Have you ever found yourself awake at night, worrying about how to make a concept map? Oh good, neither have we. Concept maps are actually pretty simple. All you have to do is . . . Exactly. And with Lucidchart, it's a cinch to make one.

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Checkpoint 7.2  Optimize relevance, value, and authenticity

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Checkpoint 7.2  Optimize relevance, value, and authenticity

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Individuals are engaged by information and activities that are relevant and valuable to their interests and goals. This does not necessarily mean that the situation has to be equivalent to real life, as fiction can be just as engaging to learners as non-fiction, but it does have to be relevant and authentic to learners’ individual goals and the instructional goals. Individuals are rarely interested in information and activities that have no relevance or value. In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.

• Personalized and contextualized to learners’ lives

• Culturally relevant and responsive

• Socially relevant

• Age and ability appropriate

• Appropriate for different racial, cultural, ethnic, and gender groups

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9.1 Optimize Motivation

Promote expectations and beliefs that optimize motivation.  Motivate students by encouraging them to take
control of their learning, identifying and setting their own goals.

Many examples available at :  www.worksheetplace.com

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9.1 Optimize Motivation

Promote expectations and beliefs that optimize motivation.  Motivate students by encouraging them to take
control of their learning, identifying and setting their own goals.

Many examples available at :  www.worksheetplace.com

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Checkpoint 7.3
Minimise threats and distractions.

The optimal instructional
environment offers options that reduce threats and negative distractions for
everyone to create a safe space in which learning can occur. 

·        
Create an accepting and supportive classroom climate

·        
Vary the level of novelty or risk

·        
Vary the level of sensory stimulation

·        
Vary the social demands required for learning or performance, the
perceived level of support and protection and the requirements for public
display and evaluation

·        
Involve all participants in whole class discussions

PBIS (Positive Behaviour
Intervention Support) 

https://www.pbis.org/

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Checkpoint 7.3
Minimise threats and distractions.

The optimal instructional
environment offers options that reduce threats and negative distractions for
everyone to create a safe space in which learning can occur. 

·        
Create an accepting and supportive classroom climate

·        
Vary the level of novelty or risk

·        
Vary the level of sensory stimulation

·        
Vary the social demands required for learning or performance, the
perceived level of support and protection and the requirements for public
display and evaluation

·        
Involve all participants in whole class discussions

PBIS (Positive Behaviour
Intervention Support) 

https://www.pbis.org/

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Guideline 37: Provide options for recruiting interest

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Guideline 37: Provide options for recruiting interest

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'Even the same learner will differ over time and circumstance; their “interests” change as they develop and gain new knowledge and skills, as their biological environments change, and as they develop into self-determined adolescents and adults. It is, therefore, important to have alternative ways to recruit learner interest, ways that reflect the important inter- and intra-individual differences amongst learners.'

- choices - ie - which books, or ways of presenting information.
- personalized and contextualized activities

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Guideline 3: Provide options for comprehension:

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Guideline 3: Provide options for comprehension:

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This guideline is about teaching learners how to transfer information into usable knowledge.

·        Activate or find background knowledge (Use KWL or concept maps, pre-teach critical prerequisite concepts through demonstrations, anchor instruction and activate prior knowledge)

·        Highlight patterns, critical features, the big ideas, and identify relationships (emphasize key elements, multiple examples and non-examples, highlight previously learned skills to solve unfamiliar problems).

·        Guide information processing, visualisation, and manipulation (sequential process, interactive models, multiple entry points into the lesson, progressive release of information).

·        Maximise the transfer and generalisations (checklists, familiar ideas etc).

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CHECKPOINT 9.2 Facilitate personal coping skills and strategies.Providing a model of self-regulatory skills is not sufficient for most learners. They will need sustained apprenticeships that include scaffolding. Reminders, models, checklists, and so forth can assist learners in choosing and trying an adaptive strategy for managing and directing their emotional responses to external events (e.g., strategies for coping with anxiety-producing social settings or for reducing task-irrelevant distracters) or internal events (e.g., strategies for decreasing rumination on depressive or anxiety-producing ideation). Such scaffolds should provide sufficient alternatives to meet the challenge of individual differences in the kinds of strategies that might be successful and the independence with which they can be applied.

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CHECKPOINT 9.2 Facilitate personal coping skills and strategies.Providing a model of self-regulatory skills is not sufficient for most learners. They will need sustained apprenticeships that include scaffolding. Reminders, models, checklists, and so forth can assist learners in choosing and trying an adaptive strategy for managing and directing their emotional responses to external events (e.g., strategies for coping with anxiety-producing social settings or for reducing task-irrelevant distracters) or internal events (e.g., strategies for decreasing rumination on depressive or anxiety-producing ideation). Such scaffolds should provide sufficient alternatives to meet the challenge of individual differences in the kinds of strategies that might be successful and the independence with which they can be applied.

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Provide differentiated models, scaffolds and feedback for:

Managing frustration

Seeking external emotional support

Developing internal controls and coping skills

Appropriately handling subject specific phobias and judgments of “natural” aptitude (e.g., “how can I improve on the areas I am struggling in?” rather than “I am not good at math”)

Use real life situations or simulations to demonstrate coping skills

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Checkpoint 1.3 Offer alternatives for visual information

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Checkpoint 1.3 Offer alternatives for visual information

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Images, Graphics, Animations, Video, or Text (see below) are often the optimal way to present information, especially when the information is about the relationships between objects, actions, numbers, or events.  But such visual representations are not equally accessible to all learners, especially learners with visual disabilities or those who are not familiar with the type of graphic being used.
To ensure that all learners have equal access to information, it is essential to provide non-visual alternatives.

The transformation from text into audio is among the most easily accomplished methods for increasing accessibility

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Checkpoint 9.2: Facilitate personal coping skills and strategies

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Checkpoint 9.2: Facilitate personal coping skills and strategies

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Designing a extrinsic environment that is motivating and engaging.  This environment will encourage students to self-regulate.
Faces of learning is a website that looks at various types of learners and encourages students to explore how they can learn.
http://www.facesoflearning.net/
There are lots of resources on coping skills on Lesson Planet
https://www.lessonplanet.com/search?grade=All&keywords=coping+skills+strategies&rating=3&search_type=narrow
This website looks at coping skills for kids and has a variety of resources and activities.
http://www.copingskills4kids.net/

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Knowledge is more accessible and more likely to be retained and have meaning when linked to students' own understandings and background.
Use graphic organisers to help students explicitly see how the new information relates to their current backgrounds and how it can be build on what they already know. This website has some graphic organiser examples with clear instructions on how and why to use them, for example, KWL charts.
https://www.teachervision.com/graphic-organizers/printable/4301.html

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Check point 7.2 - optimize relevance, value and authenticity.

Individuals are engaged by information and activities that are relevant and valuable to their interests and goals.

https://www.classdojo.com/

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Multiple Means of Engagement checkpoint optimizing individual autonomy

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Multiple Means of Engagement checkpoint optimizing individual autonomy

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How does this help learners meet the goal?
•How does this account for the variability of all learners?
•Are learners being given the right amount of choice?
Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals
Students choose a book and then take a quiz optimizing choice of reading materials and autonomy. Caters for all levels and free.
http://www.bookadventure.com/Home.aspx

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Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance

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Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance

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Fluency is also built through many opportunities for performance, be it in the form of an essay or a dramatic production. Performance helps learners because it allows them to synthesize their learning in personally relevant ways. Overall, it is important to provide options that build learners’ fluencies.

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Checkpoint 9.2 Facilitate personal coping skills and strategies. Students will need sustained apprenticeships that include 
scaffolding. Reminders, models, checklists can assist 
learners in choosing  an adaptive strategy for managing their emotional responses to external events (strategies
 for coping with anxiety-producing social settings or for reducing 
task-irrelevant distractors) or internal events (strategies for 
decreasing rumination on depressive or anxiety-producing ideation). Such
 scaffolds should provide sufficient alternatives to meet the challenge 
of individual differences in the kinds of strategies that might be 
successful and the independence with which they can be applied.

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Checkpoint 9.2 Facilitate personal coping skills and strategies. Students will need sustained apprenticeships that include 
scaffolding. Reminders, models, checklists can assist 
learners in choosing  an adaptive strategy for managing their emotional responses to external events (strategies
 for coping with anxiety-producing social settings or for reducing 
task-irrelevant distractors) or internal events (strategies for 
decreasing rumination on depressive or anxiety-producing ideation). Such
 scaffolds should provide sufficient alternatives to meet the challenge 
of individual differences in the kinds of strategies that might be 
successful and the independence with which they can be applied.

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Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships.       The facility with which they distinguish what is critical from what is unimportant or irrelevant. 

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Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships.       The facility with which they distinguish what is critical from what is unimportant or irrelevant. 

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e.g. highlight key elements, use graphic organisers, example and non-examples.

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Goal setting is an important facet to keep ourselves on track and to decide what you want to achieve in life.

This website provides a range of categories in which you can set goals: https://www.goal-setting-guide.com

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Activate or supply background knowledge

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Activate or supply background knowledge

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Information is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge.

* Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)

* Use advanced organizers (e.g., KWL methods, concept maps)

* Pre-teach critical prerequisite concepts through demonstration or models

Digging for Answers is a quiz game that allows students to test their research skills. If students answer incorrectly, they are prompted with a link to background knowledge that will help them to find the correct answer.

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Support decoding of text, and mathematical notation, and symbols (2.3)
Fluent decoding of words, numbers or symbols takes practice. When the ability to decode is not the focus, it is important to remove decoding barriers.

Allow for flexibility and easy access to multiple representations of notation (eg. formulas, word problems, graphs)
Allow for use of Text-to-Speech

One useful tool for Text-to-Speech is Voki (http://www.voki.com/). Users create a talking character for generating text to speech. It can be embedded in a website. This allows students to hear text that they struggle to decode. It is a FREE tool!

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Checkpoint 8.3: Foster collaboration and community

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Checkpoint 8.3: Foster collaboration and community

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The aim is to engage students so that they can give sustained attention and effort.  Motivation will help them to regulate their attention and affect in order to sustain concentration.

This is a great example of how students can be engaged through a sustained activity where students are designing a game and growing in their knowledge of science, technology, engineering, and math.
http://www.edutopia.org/digital-generation-game-design-video
Another example would be using the co-sketch site to engage students and facilitate simple sharing.
http://cosketch.com/

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Multiple Means of Representation - 2.1 Clarify vocabulary and symbols

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Multiple Means of Representation - 2.1 Clarify vocabulary and symbols

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To ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate representations of their meaning. Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated.

Pre-teach vocabulary and symbols.

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

Embed support for unfamiliar references within the text

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Optimise Individual Choice and Autonomy
Provide options students can select that will alter the perceived challenge, the rewards or recognition available, tools used for information gathering or production,  color, design, or graphics of layouts, and the sequence or timing for completion of subcomponents of tasks

One idea is to make a "Bingo" chart where students can pick from a variety of tasks that will still meet criteria, but also connect with the student and their talents.

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Kylie's Example: Multiple Means of Representation

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Kylie's Example: Multiple Means of Representation

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Clarify syntax and structure
Make relationships between elements explicit (e.g., highlighting the transition words in an essay, links between ideas in a concept map, etc.)

This website gives a simple explanation on how to make concept maps https://www.lucidchart.com/pages/concept-map/how-to-make-a-concept-map