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Universal Design for Learning (UDL)
A framework that emphasises the need to design flexible learning environments

*can accommodate individual earning differences

*Can support the diverse needs of learners who face cultural and language challenges.

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1) Media Literacy
2) Technology Literacy
3) Information Literacy
4)Visual Literacy
5)Communication Literacy
6)Social Literacy

Teachers will scaffold  the children's learning and they work towards digital literacy.

*using technology for higher level critical and creative thinking.

*offers then the opportunity for them to engage with technology.

*Children need to learn a broader range if concepts and principles which they can apply in the future.

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Media Smart - definition of digital literacy.
1) Use - represents technical fluency.
2)Understand - skills that help us comprehend. - critically evaluate digital media.
3) Create - ability to produce content, communicate through a variety of digital media tools.

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Modes of communication.
1) writing or prints
2)Images
3)Sound
4)Gestures and movement

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Multimodality
combines communication e.g, music, gesture, speech etc and are developed via a medium.

For example, comics and live performances.
Artwork can add meaning to a story.
Angle of a camera shot can change the tone of a story.

Children already come to school with readiness of multimodal links - teachers need to work on this .

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6 characteristics of new language and literacy practises:
1)multimodality
2)Lingustic Innovation
3)Remix
4)Playfulness
5)Participation
6)Connection

Very useful

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'Apps' used must be beneficial and have a learning outcome - if no learning outcome then they should not be used.

*They should highlight about safety online

DATEC found the best apps:
*educational
*encouraged collaboration
*supported play
*left children in control
*were transparent and intuitive
*avoided stereotyping
*developed awareness of health and safety issues
*supported by the involvement of parents.

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Can benefit children as it supports real life situations.
Images and videos can be taken which gives children more imagination when it comes to writing up their work.

Even though children are using ICT teachers need to make sure the children understand what they are reading and researching.

*Using other resources such as  thesaurus or dictionary will aid learning and independence.

*Teachers can also ask questions and any misconceptions can be addressed to the whole class.

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Does this work?
I think this is a great resource and works in all age ranges. Great for spellings and anything vocab based where you need to learn the meaning

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Children can go home and research or read the text before the next lesson. The children will have a better understanding of what the text is about and be more willing to engage in the lesson.

We give the children each a copy of the core text two weeks before we start it, usually a half term break, and we can start back straight into it. Great learning environment,

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feedback needs to be positive and constructive.
Will help them develop their strengths within their work.

Children need an audience to read their work to.
A wider audience will be much better. Allow the children to read their work to the class.

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top down - uses background knowledge to predict the meaning of the language.

Bottoms up - relies on actual words sounds.

Great to use with all the children I work with but because I would with low academic children i tend to use the bottoms up approach so they have a clear understanding of how to pronounce the words and spell them.

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phonology
phonetics
phonemes
segmenting
blending
syllables
phonemic awareness
graphemes
constant diagraphs
consonant diagraphs
vowel diagraphs

Constantly revising these terms so the children do not make any unnecessary mistakes.

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understanding of how sentences are put together. - according to accepted rules and patterns.

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Having a mixed group of children so they can learn off each other, greater learning potential.
Those lower level pupils will learn a greater deal as they may be more eager to ask questions.
Teachers and support staff can ask open ended questions to get more learning potential.

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Break the learning down in just 10 minutes
1 minute revisit
8 minutes pre teach
1 minute test at the end.
Children will learn so much more and they only have an attention span of 10 minutes.

Great results when i have used it with the children i work with.