# data[].attributes.body
-Provide prompts, reminders, guides, rubrics, checklists that focus on increasing the length of on-task orientation in the face of distractions

# data[].attributes.headline
Provide learners with as much discretion and autonomy as possible by providing choices in such things as:- The level of perceived challenge- The type of rewards or recognition available-  The context or content used for practicing and assessing skills- The tools used for information gathering or production- The color, design, or graphics of layouts, etc.- The sequence or timing for completion of subcomponents of tasks

# data[].attributes.subject
Provide learners with as much discretion and autonomy as possible by providing choices in such things as:- The level of perceived challenge- The type of rewards or recognition available-  The context or content used for practicing and assessing skills- The tools used for information gathering or production- The color, design, or graphics of layouts, etc.- The sequence or timing for completion of subcomponents of tasks

# data[].attributes.body
When breaking apart the lesson objective, it is important to pre-teach vocabulary terms and explain the vocabulary through visuals to help students, especially ESOL students, so that they are able to master a skill.

When presenting information, be aware of how the information is being presented to students.  Make sure to have all forms of learning: visual, auditory, and tangible.

Make sure to connect learning to students background knowledge and prior knowledge to help make personal, real-life connections.

# data[].attributes.body
Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks)

# data[].attributes.headline
-Provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologies-Provide alternatives for physically responding or indicating selections (e.g., alternatives to marking with pen and pencil, alternatives to mouse control)-Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard

# data[].attributes.subject
-Provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologies-Provide alternatives for physically responding or indicating selections (e.g., alternatives to marking with pen and pencil, alternatives to mouse control)-Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard

# data[].attributes.headline
Create cooperative learning groups with clear goals, roles, and responsibilities

# data[].attributes.subject
Create cooperative learning groups with clear goals, roles, and responsibilities

# data[].attributes.headline
Construct communities of learners engaged in common interests or activities

# data[].attributes.subject
Construct communities of learners engaged in common interests or activities

# data[].attributes.body
Provide multiple media examples
such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video

# data[].attributes.headline
Provide multiple modalities for expression to level the playing field and allow learners to appropriately/easily express knowledge.

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Provide multiple modalities for expression to level the playing field and allow learners to appropriately/easily express knowledge.

# data[].attributes.headline
Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors)

# data[].attributes.subject
Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors)

# data[].attributes.headline
Offer different ways to display the information.  For example, a good portion of course work is done online, provide alternative ways to present information and different ways to complete the assignments.  For students who need a hands-on worksheet in which they can write on.

# data[].attributes.subject
Offer different ways to display the information.  For example, a good portion of course work is done online, provide alternative ways to present information and different ways to complete the assignments.  For students who need a hands-on worksheet in which they can write on.

# data[].attributes.headline
Use real life situations or simulations to demonstrate coping skills

# data[].attributes.subject
Use real life situations or simulations to demonstrate coping skills

# data[].attributes.headline
Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples

# data[].attributes.subject
Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples

# data[].attributes.body
Safe learning environment, limit distractions around room, give students notice about change of schedule, class routines, quiet room to work in

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Support activities that encourage self-reflection and identification of personal goals

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Support activities that encourage self-reflection and identification of personal goals

# data[].attributes.headline
Give students the option to pick a topic

# data[].attributes.subject
Give students the option to pick a topic

# data[].attributes.body
Ask questions to guide self-monitoring and reflection

Show representations of progress (e.g., before and after photos, graphs and charts showing progress over time, process portfolios)

Prompt learners to identify the type of feedback or advice that they are seeking

Use templates that guide self-reflection on quality and completeness

Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback)

Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples

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Interactive web tools: discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations

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Provide descriptions.

Provide physical objects and spatial models to convey perspective or interaction.  Promote connection

# data[].attributes.body
self reflection, involve students in discussing what work meets the objective and what doesn't. encourage peer interaction and cooperative groups

# data[].attributes.headline
Post goals, objectives, and schedules in an obvious place

# data[].attributes.subject
Post goals, objectives, and schedules in an obvious place

# data[].attributes.body
Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants

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Solve problems using a variety of strategies

# data[].attributes.subject
Solve problems using a variety of strategies

# data[].attributes.body
Provide guides and checklists for scaffolding goal-setting

# data[].attributes.headline
Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors

# data[].attributes.subject
Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors

# data[].attributes.body
Provide feedback that is frequent, timely, and specific

# data[].attributes.headline
Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities

# data[].attributes.subject
Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities

# data[].attributes.body
provide prompts, reminders and rubrics. allow students to self regulate, create goals and self reflect