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A few words or phrases on a Powerpoint Slide ! This from the Noun Project blog

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I have used videos in my classroom along with discussions and practice to help students learn particular counselling skills.  When the videos don't have closed captioning, I make a transcript and post it to D2L as well as provide hard copies in class.  This allows students with auditory challenges as well as students where english is not their language or origin and students who like to read information while watching it opportunities to hopefully understand and internalize the material better.

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I have used videos in my classroom along with discussions and practice to help students learn particular counselling skills.  When the videos don't have closed captioning, I make a transcript and post it to D2L as well as provide hard copies in class.  This allows students with auditory challenges as well as students where english is not their language or origin and students who like to read information while watching it opportunities to hopefully understand and internalize the material better.

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Few words, picture, video reinforcement, model and an activity to apply the learning.

:)

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When creating presentations for lectures/lessons, I ensure there are some words (for folks who like/need that), but not too many, (for folks who may find that overwhelming), as well as pictures/visuals, and links to videos if applicable. I always add links to extra information if students wish to review more, and provide a copy of the lecture for students to review at a later date if needed.

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Even that most of my lectures are driven by a Power Point presentation to keep us focus, every few slides includes a video, or points of reflections, or review questions, or a topic of discussion, or a case study, or an article of interest… to apply multiple means of presenting material

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Video explaining assignments and rubrics

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Video explaining assignments and rubrics

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One of the things I learned from UDL pieces of training is that I started making a video for each assignment explaining the expectations, reviewing the rubric and describing how I mark/what I'm looking for.  I've received feedback that students really find it helpful.  Although I do review in class a few weeks prior to the assignments being due, students tell me that until they are actually doing the assignment, what I've explained ahead of time doesn't really sink in.  So, being able to watch the short video helps. It is extra work initially but saves time in the end.

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Focus on Classroom Behaviour and Competencies

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Focus on Classroom Behaviour and Competencies

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Emphasis the importance of what students do in the lab/classroom to meet learning objectives. Model the expected behaviours and be explicit in explaining ways that they can demonstrate competencies in person. Use UDL to communicate this information in real time, in multiple ways, and make this information available before, during, and after class. Give students the opportunity to repeat tasks and to learn from failure in low-stakes activities.

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Use the accessibility checker in Word, PP and D2L (News Items) to make sure that all of your materials are accessible.

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Use the accessibility checker in Word, PP and D2L (News Items) to make sure that all of your materials are accessible.

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I have included a link to the Queen's Library website that included multiple resources for incorporating decolonization techniques in the classroom. My M.Ed focused on Indigenous education and I strive to decolonize whenever I can and within my comfort/knowledge level. This includes communal testing, experiential learning, encourage community based learning and development, among others. 

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I have included a link to the Queen's Library website that included multiple resources for incorporating decolonization techniques in the classroom. My M.Ed focused on Indigenous education and I strive to decolonize whenever I can and within my comfort/knowledge level. This includes communal testing, experiential learning, encourage community based learning and development, among others. 

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These resources support personal learning towards decolonizing teaching. Decolonization is the process of "restoration of Indigenous practices, languages and connection to ways of being. It can be giving voice to what happened and is still happening that reinforce colonial power," (Office of Indigenos Initiatives). It involves addressing the implicit or explicit adoption of Western European ways of thinking where other perspectives are considered less worthy. It is an ongoing and personal journey of learning and un-learning.

Each section flags key readings if you are taking your first steps along this path. These materials were compiled by two Indigenous educators, Lindsay Brant (Mohawk) and Ian Fanning (Algonquin), and librarian Cory Laverty working in the Centre for Teaching and Learning.

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Research Guides: Resources for Decolonizing Your Teaching: Overview

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This list offers resources to support a path towards decolonizing our teaching.

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At the start of each class I do a number of review questions based on the previous week's material. I explain to the students that not only is it a great resource for studying, but I try to use it as a way to show them they ARE learning.... small opportunity to Celebrate! :)

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All of the courses I teach were designed by other faculty. I always use these slides as a foundation and then incorporate examples from my practice and previous experience to illustrate them. Also knowing where students will go on placement and what skills the need at these sites, helps highlight important concepts and engage the students in a variety of ways so that they are able to understand and feel comfortable with using the interventions and strategies we are learning in class. 

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All of the courses I teach were designed by other faculty. I always use these slides as a foundation and then incorporate examples from my practice and previous experience to illustrate them. Also knowing where students will go on placement and what skills the need at these sites, helps highlight important concepts and engage the students in a variety of ways so that they are able to understand and feel comfortable with using the interventions and strategies we are learning in class. 

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Resource For Alleviating Barriers to Technology in The Classroom

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Resource For Alleviating Barriers to Technology in The Classroom

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I use Open Educational Resources (OERs) including case studies to which all students have digital access. Where necessary, I supply additional links to supplement the information these case studies. All these links are accessible to students.

Students may elect to complete case studies in teams of less than four members, thereby encouraging peer teaching.

I use any app or software that is not already supplied by the college. That way, no student is at a disadvantage to learn.

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The NCCSTS Case Collection, created and curated by the National Center for Case Study Teaching in Science, on behalf of the University at Buffalo, contains nearly a thousand peer-reviewed case studies on a variety of topics in all areas of science.

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The iterative process is typically associated with drafting. A student works through multiple drafts to improve their writing in stages. However, this can also be applied to course content, so that students are revisiting the same concepts or themes as they learn more about them. For example, maybe the key concepts or themes of a unit are explored through a pre-learning reflection, then, the following week, the same course concepts are applied to one's personal experiences. Then, finally, maybe those same concepts are used in a Unit Assignment.

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One of the things that I have noticed is that a lot of international students become depressed around week 6 of the semester.  This is when they have a lot of assignments due.  In addition, they may have just found a part time job and therefore have a lot of limitations on their time.  They feel the crunch, but they do not have the support system they traditionally had back home.  I try and talk about it during week 5 and 6 to let them know that they are not alone and remind them of the available resources at Fleming.  I tell them that it is not weakness to seek help, but it is a desire to succeed that will be a great help to them in the future.

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Consider Neurodiversity in your classroom and not just another room on campus though....

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Consider Neurodiversity in your classroom and not just another room on campus though....

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Inclusive design is a hot topic and choosing an accessible font for your website is important for all brands, not just public bodies and charities. But how can you tell which typefaces are accessible and does this mean a compromise in terms of design? Here are my top tips:

1: Don't fall into the trap of selecting a design that appears childlike, as there is no need. This may sound obvious but is a very common mistake. Personality is just as important so look for a typeface that balances great design with practicality.

2: It is really important to avoid styles where there is ambiguity between certain characters. The main ones to look out for are the "8" and the uppercase "B", the capital "I", lowercase "l" and the "1". Look for a serif on the lowercase "i" as this also helps to differentiate it from the uppercase "I" at smaller screen sizes. Choosing a typeface with a two-tiered lowercase "a" helps to eliminate confusion with the "o".

3: If you're using small amounts of text at 16pt and above (eg. for headings or captions), then a sans serif with large open counters is considered the most suitable.

4: Look for a typeface with a large x-height (this is important for webfont selection). Extended ascenders and descenders will help to make the letter shapes clearer. Ascenders should be slightly higher than the cap height.

5: Look for open counters and terminals as they aid clarity, if they're too closed they start to fill in at smaller sizes.

6: Numbers need to be distinctive, in particular the "0" from the uppercase "O". The "6" and "9" should also have open terminals.

7: There is an optimal ratio between the x-height and the stroke width. To achieve maximum legibility the character stem stroke should be 17-20% of the x-height.

8: A wider through bar on the lowercase "t" aids definition.

9: A capital "Q" tail that follows through the main bowl enhances legibility.

10: Spacing between the letterforms should be evenly balanced and rhythmic to aid character recognition.

11: Test the typeface on a dark background to check how it performs. Spacing tends to look tighter, letter shapes appear to "glow" making the font seem heavier than it is, so you may need a lighter weight.

12: Choose a typeface that has a wide range of weights; as rendering on different devices will give varying results and a selection of weights can help to achieve the correct feel.

It's important to remember that inclusive design shouldn't mean a compromise in elegance or style. A well designed accessible typeface should be elegant and have personality, but at the same time have legibility at its core, in order to include as many end users as possible.

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How to choose an accessible typeface - WebdesignerDepot - Medium

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Inclusive design is a hot topic and choosing an accessible font for your website is important for all brands, not just public bodies and charities. But how can you tell which typefaces are accessible and does this mean a compromise in terms of design?

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Dyselxia is often kept hidden....inform yourself.

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Dyselxia is often kept hidden....inform yourself.

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The International Dyslexia Association Ontario Branch - Promoting literacy through research, education, and advocacy.™

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We recognize the transformative power educators can have for students with dyslexia; we offer structured literacy webinars, workshops and training courses in French and English.

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Something I have done in my practice that I found helps students is my Start of Week and End of Week Emails. These emails are to provide students with the information about the week ahead on Mondays and let them know what is upcoming on Fridays. I use this in every class, but I find in asynchronous classes these allow for more engagement with students.

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I have found it helpful for students to ladder assignments into manageable chunks that build on one another. Students use feedback to inform the next part of the assignment to ensure clarity of the task.

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Using closed captioning for videos shown in class.  

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Using closed captioning for videos shown in class.  

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I have been very intentional about using/displaying the closed captions when playing videos in class as well as when offering online classes. This is helpful for all students- as long as the CC is accurate.

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I love using visual art techniques post lectures to help students visualize how the anatomy we learned fits together. 

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I love using visual art techniques post lectures to help students visualize how the anatomy we learned fits together. 

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I have created interactive infographics for each assignment outline that helps students to understand expectations and what content from the "black and white" text-heavy outlines

Are important. Students really enjoy seeing the content in this visual manner. It has helped/students to understand the required elements to meet expectations. I have used this approach for first semester college students and for final capstone courses in university degree courses. I make note of any lessons learned each semester the and update files as needed. This method appeals to a variety of learners and helps with executive functioning for students who struggle with getting started.

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I design my slides to have minimal text, a visual component, sometimes a video, and I demonstrate the skill or task myself. When students are working, I check in with each one and offer on-the-spot guidance. Also, it's important to scaffold learning and not take on too much at one time. Learning is a process. Activities that encourage group work and sharing of ideas between students also allow students to contribute in their own meaningful ways.

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Teaching out of a shared D2L page, with several other faculty members, is a definite challenge. Presentation materials, assignments, modalities of learning in the classroom, assessment approaches, are all fairly prescriptive. Adapting course content to the needs of diverse learners is challenging. D2L as a go to source for students suffers when communication with students, access to presentation materials, support materials for assignments like videos, templates, exemplars, are not under the purview of the instructor. I find much more success in adapting to the needs of learners and keeping content relevant, current, engaging, and useful when I have control and access to my own D2L course page.

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Microsoft 365 provides the option to auto-caption PowerPoints, and it's reasonably good, as long as you speak clearly. Use the microphone, turn on captions in presenter mode, and the captions will appear below the slide as you speak.

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A strategy I like to use is that I post all lecture and seminar notes at the start of the semester and every week I release the solutions to those documents. Students can 'focus' on understanding the material, knowing that they can print the annotated notes afterwards. This is made very clear at the start of classes. At first, I thought well what's the point to coming to class, but, this helped so many more people than it harmed. Give the students the path to learn how they learn best, it works!!!

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Using fun Videos to explain Topics in a different way. Use of Poll EV & Kahoot quizzes also assist with student engagement.

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Using fun Videos to explain Topics in a different way. Use of Poll EV & Kahoot quizzes also assist with student engagement.

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This is a helpful resource from eCampus Ontario. Here, you can find various educational technology tips and tools for your teaching practice.

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The eCampusOntario EdTech Sandbox provides a safe, risk-free environment for institutions to discover, pilot, assess, and adopt educational technology tools that support digital transformation.