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So how do we access all of these fantastic apps in a district that is cutting subscriptions, challenges with FOIPA and information gathering particularly with new voice recognition software?

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Options for Executive Function:  Using self-regualtion to build persistence and be aware of these functions. 

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Options for Executive Function:  Using self-regualtion to build persistence and be aware of these functions. 

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Helping students set achievable goals by:
-Modelling process (goals and to do lists)
-Teach students how to plan.
-help students organize and manage information digitally and on paper.
-Model visual learning techniques such as notes on evernote,
-include self and peer assessment such as comments on google docs, or feedback in an online portfolio.
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Options for Expression and Communication: Text is usually the norm for educators, should it be?

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Options for Expression and Communication: Text is usually the norm for educators, should it be?

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Assignments and assessments that are text heavy can be frustrating barriers that limit success and engagement.
-Using multimedia can help develop choice, creativity, and student voice.
-Allow students access to a variety of digital and physical tools to respond and construct meaning.
-Teach students how to communicate using a variety of media. Comics, websites, social media. screencasts
-Students may also want more traditional ways too, text, speech, drama, music, manipulatives.
-Curate tools that students can explore to give them options.
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Options for physical action: consider the motor demands and barriers to learning while ensuring we don't remove the challenge when we remove the barrier. 

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Options for physical action: consider the motor demands and barriers to learning while ensuring we don't remove the challenge when we remove the barrier. 

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Use digital or assisted technologies to present their learning such as:
-When designing materials, ensure that assisted technologies work seamlessly with other tech so that students can fully participate
-Building in alternative options for response such as digital, voice, image, action, or text.
-Ensure multiple means of navigation (by hand, voice, switch or keyboard)
-Consider speech recognition tools, brail keyboards, word prediction programs, or bigger switches for physical impairments.
-Word prediction programs are another option.

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Promoting understanding and making deeper connections with the material through solving problems, making connections, and remixing information.
Can be accomplished through:
-Creating concept or visual maps using paper and color or digital through Padlet, Inspiration Maps or Popplet, or other Chrome Extension apps
-Reflect on metacognitive strategies through check-ins
-Helping students become creators of knowledge, not just consumers of information.

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Can be accomplished through:
-Hyperlinks to definitions
-Visual representations such as illustrations, photos, charts, etc.
-Animations, videos, audio recordings
-Use of manipulatives to make abstract more concrete
-Using text to speech such as Google Read/Write
-Accessibility options on devices

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Using technology to find alternatives to print, to make learning accessible.
-Including images and other visual aids which are accessible through descriptions in alternative text.
-Providing more ways such as sounds, visuals, and touch.
-Using art, movies, and audio sources
-Alternatives should include more than one method of communication to increase accessibility.
-Learners can adjust it, rate, size, color, etc. through Chrome tools or tablet tools

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-Use shared calendars to provide updated schedules
-Use an online classroom to keep assignments and checklists handy.
-Build-in reflective practices using a digital portfolio
-Use growth mindset and mind up,
-Remind 101 app to build in reminders
-Study habits app for students or forgetful.
-This could also be reflected on in things like google forms or docs

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Options for Sustaining Effort and Persistence

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Options for Sustaining Effort and Persistence

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-Use digital portfolios such as Seesaw, Socratic or Class Dojo or Google Classroom to provide immediate feedback on progress
-Design and build models (digital too) to provide hands-on and engaging experiences for the body and brain.
-Gamification with badges and rewards?  Can this help sustain effort in an online math or phonics program?
-Post goals and review them frequently on something like this Padlet or a Flipgrid to do it with voices instead of print.
-Use shared docs to build rubrics as a class
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Providing a choice of tools and resources, the design of products they produce, and the order they complete them.

-Include students in goal setting
-Make learning relevant such as using book creator to make and publish a real artifact.
-Use online portfolios for quick feedback
-Use online surveys to gather opinions, choices, and anonymous feedback.

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Engagement: Purposeful and Motivated Learners.

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Engagement: Purposeful and Motivated Learners.

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Engaging the Affective Brain which layers emotion over the "what" and "how" of learning.  To help students become purposeful and motivated lifelong learners.

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Helping students become resourceful and knowledgeable learners through using their recognition network of senses, and their prior knowledge and experiences. Teaching students to process information with purpose.

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Action and Expression:  Accessing the strategic part of the brain. 

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Action and Expression:  Accessing the strategic part of the brain. 

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The how of learning, is to help students become strategic and goal-oriented learners. Located in the frontal lobe of the region, the planning and tracking center of the brain.

To help students express what they know and learn by providing different paths to knowledge and understanding.

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Creating a space or curriculum that allows all learners to access material and be successful, no matter their ability. UDL planning ensures that we design our learning experiences to engage all levels of ability, just like a ski hill, with multiple paths to the goal.

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"Different options help learners demonstrate their learning".  (UDL overview video

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"Different options help learners demonstrate their learning".  (UDL overview video

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There is no “average” student, each comes to us as a unique individual with unique learning styles and needs. When we consider the design of our learning environment, both physical and digital, for their different dimensions.Create low entry and high ceiling learning experiences that allow all students to access and explore knowledge

The myth of average teaches us that textbooks are not the way to teach to the diverse learning needs. The half-life of knowledge also demonstrates that they are outdated even by publishing date and we need to teach students how to effectively access online material for more up to date and relevant information in a more flexible way.

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