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Recognition Networks:  "What" of learning

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Recognition Networks:  "What" of learning

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Guideline 7:  Provide options for recruiting interest 

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Guideline 7:  Provide options for recruiting interest 

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Information that is not engaging is inaccessible.  Learners change over time as they grow, and as their interests and environments change.
7.1 Optimize individual choice and autonomy
Although students cannot choose what they learn, they can choose how they achieve the goal.  Students are given a choice in the tools used, rewards given, and freedom in setting their own personal academic and behavioral goals.
7.2 Optimize relevance, value, and authenticity
Design authentic activities that are personally, culturally and socially relevant.  Fiction can be just as relevant as non-fiction so provide tasks that allow for participation, exploration, experimentation, and allow use of imagination.
7.3 Minimize threats and distractions
Create a safe space for students.  When learners have to rely on having basic needs met, or avoiding the bully in the room, learning will not be successful.  Keep in mind the challenges an ESL learner may experience and what an overstimulating environment for students with sensory issues will do.  Be sure to include everyone in class discussions.

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Guideline 1:  Provide options for perception

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Guideline 1:  Provide options for perception

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Learning is difficult when information provided requires extraordinary effort to perceive.  Provide information through vision, hearing, or touch and in formats that can be enlarged and sounds may be amplified.
1.1 Offer ways of customizing the display
Display information in a flexible format including the size of text, the contrast in colors, volume, speed of videos, the layout  and the font.
1.2 Offer alternatives for auditory information
Provide options in captions or speak to text, transcripts to videos, ASL, vibrations rather than sound alerts, and emotional descriptions for musical interpretation.
1.3 Offer alternatives for visual information
Provide descriptions for all images, touch equivalents for key visuals, spatial models for perspective, and auditory cues for concepts.

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Guideline 4:  Provide options for physical action

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Guideline 4:  Provide options for physical action

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Provide materials for which all learners can interact; physical disabilities, blindness, dysgraphia, or those who need executive functioning supports.
4.1 Vary the methods for response and navigation
Provide alternatives to requirements for rate, timing, speed, range of motion, for physically responding or selecting, and physically interacting.
4.2 Optimize access to assistive technologies
Provide support to use the tools such as access to alternative keyboards, and selecting software that works seamlessly with keyboard alternatives.

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Guideline 8:  Provide options for sustaining effort and persistence

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Guideline 8:  Provide options for sustaining effort and persistence

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Many kinds of learning require sustained effort and attention.  When students are motivated this is easy, but many will require self-regulation
8.1 Heighten salience of goals and objectives
Support learners in remembering the initial goal
8.2 Vary demands and resources to optimize challenge
Learners will vary in skills, abilities, and motivation.  Provide a range of demands and resources to allow students to find challenges.
8.3 Foster collaboration and community
Use peer mentoring and positive behavior support to allow differentiation and multiple roles, and provide opportunities to learn how to work effectively with others.
8.4 Increase mastery oriented feedback
Provide feedback that encourages perseverance and self- awareness, emphasizes effort and that is frequent and timely.

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Guideline 2:  Provide options for language and symbols

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Guideline 2:  Provide options for language and symbols

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Do not simply publish information in a singular for of representation.  Ensure alternative representations are provided for accessibility and clarity.
2.1 Clarify vocabulary and symbols
Pre-teach vocabulary, making connections.  Highlight how complex words are made of simpler words that can de defined.  Include support for unfamiliar references.
2.2 Clarify syntax and structure
Single elements of meaning can be combined to make new meanings.  If these are not understood, comprehension can suffer
2.3 Support decoding of text, mathematical notation, and symbols
Provide consistent and meaningful exposure to symbols to ensure students are comprehending
2.4 Promote understanding across languages
Make all key information in the dominant language; link key vocabulary words to definitions in dominant and heritage language; define domain specific vocabulary.
2.5 Illustrate through multiple media
Present key concepts in one form of of text or equation and in a separate form such as dance or diagram.  Make explicit links between information provided in text with illustrations.

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Guideline 5:  Provide options for expression and communication

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Guideline 5:  Provide options for expression and communication

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Provide alternative modalities for expression.
5.1 Use multiple media for communication
Compose writings in media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, dance, visual art, sculpture, or video.  Use physical manipulatives and social media.
5.2 Use multiple tools for construction and composition
Provide spell and grammar checkers, calculators, sentence starters and use story webs.
5.3 Build fluencies with graduated levels of support for practice and performance
Provide differentiated models and mentors.  Provide scaffolds.  Provide multiple examples of solutions to problems.

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Guideling 9:  Provide options for self-regulation

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Guideling 9:  Provide options for self-regulation

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The ability to regulate emotions and cope is a critical aspect of human development.
9.1 Promote expectations and beliefs that optimize motivation
Provide prompts, and checklists that focus on self-regulatory goals including reducing the number of outbursts and increased on task behavior.  Support activities that encourage self-reflection.
9.2 Facilitate personal coping skills and strategies
Provide differentiated models, scaffolds, and feedback for managing frustration, emotional support, and developing internal controls.
9.3 Develop self-assessment and reflection
Offer charts to assist managing data for behavior.

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Guideline 3:  Provide options for comprehension

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Guideline 3:  Provide options for comprehension

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Teach learners how to transform accessible information into knowledge.
3.1 Activate or supply background knowledge
Link prior knowledge to instruction.  Use advanced organizers.  Pre-teach critical concepts through models.  Bridge concepts.
3.2 Highlight patterns, critical features, big ideas, and relationships
Emphasize key elements in text, graphics, and diagrams.  Use outlines, graphic organizers, cues and prompts, and multiple examples.
3.3 Guide information processing and visualization
Give prompts for sequential processes.  Provide tables and algorithms for math.  Provide multiple entry points to a lesson.
3.4 Maximize transfer and generalization
Provide checklists, and electronic reminders. Provide templates to support note taking and scaffolds that connect new information. Offer new opportunities over time to revisit key ideas.

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Guideline 6:  Provide options for executive functions

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Guideline 6:  Provide options for executive functions

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Expand executive capacity
6.1 Guide appropriate goal setting
Provide prompts and scaffolds to estimate effort, resources, and difficulty.  Post goals and objectives in an obvious place.
6.2 Support planning and strategy development
Embed prompts to stop and think before acting as well as proper space.  Embed prompts to show and explain work.  Embed coaches or mentors.
6.3 Facilitate managing information and resources
Provide graphic organizers for data collection.  Embed prompts for categorizing.  Provide checklists for note-taking.
6.4 Enhance capacity for monitoring progress
Ask questions to guide self-monitoring.  Represent progress with charts.  Prompt students to identify the type of feedback they are seeking.

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App Organizers Popplet Lite - Great for brainstorming, organizing, mind mapping. Easy to use. SimpleMInd + - mind mapping app Chrome Extensions Mind Mup - Easy to use mind mapping/brainstorming tool, offers Google Drive or Dropbox storage Lucid Chart - collaborative diagrams for mind mapping,

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Moving Targets - A suite of fun targeting activities in which the targets are progressively harder to hit. Ideal for both assessment and practice. Suitable for almost any direct selection from mouse to IWB. Switch access is also available, with some activities becoming cause and effect exercises,

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Free Math Apps Some students struggle with organizing their written work and forming numbers and symbols. These tools compensate for mechanical issues:

Number Navigator - A program that assists those with fine motor problems to set out columnar arithmetic, without the need for a spreadsheet

Big, Simple Talking Calculator - "The Big Simple Talking Calculator application was designed to be a full screen calculator with large buttons that covers the following basic functions: +, -, *, /, x^2, x^y, 1/x, %, square root, memory store and memory recall."

FunctionVisualizer - Online Function Visualizer - displays the graph of arbitrary F(x) function.

GraphCalc - Online Graphing Calculator

Create A Graph>

e-Tutor Graphic Calculator Graph equations

FooPlot - Online plotting tool

PDF Pad - Create and print graph paper

EfoFex - Higher Level Math - free for students with special needs

Time Tool - Fantastic time telling tool including showing how time passes. Some students have difficulty with that concept.

Time for Time - Online analog clock, can manipulate clock and show the digital time equivalent. Great for Interactive WhiteBoards or touchscreen monitors

Code.org - easily learn how to code with this fantastic website

A Maths Dictionary for Kids " A Maths Dictionary for Kids is an animated, interactive online math dictionary for students which explains over 600 common mathematical terms and math words in simple language." Some students with math disabilities struggle with understand math language, symbols and terms; this site builds understanding. Very cool.

ConceptuaMath - Interactive fraction tools for instruction which align with NCTM standards. The overview video is available here:

Adapted Mind - interactive math activities for K - 8

WebMath - K- Higher=Ed math

Math Playgroundexcellent site for Math activities for K - 8, make sure to explore the Mathcasts. Mathcasts allow students to review math when THEY need to.

Thinking Blocks - a creative, interactive math resource to help students understand how to solve word problems. Watch the video here to learn how to use it.

K-7 Mathcasts Project - Short videos (using VoiceThread) of math concepts by grade level and strand. Great for students to review at home.

AAAmath.com

IXL MATH pre-K through 8th grade activities

**25 Additional Resources for Learning Maths** - based on visual models, not your mother's kill and drill apps. These are awesome; from the Math Learning Center.
Free Training Tutorial - A long list of free online math games. Teachers can select games and create their own specific math lesson.

SumDogMath - 100 Numeracy topics at ten levels. Teachers can upload their class list. Ability to customize specific math such as add numbers up to five, ordering numbers up to 20. Students can log in and save scores. Audio can be distracting for some students (turn it off in the Talent Game activity if that is the case) as can the time pressure.

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Free Math Apps - based on visual models, not your mother's kill and drill apps. These are awesome; from the Math Learning Center. Some students struggle with organizing their written work and forming numbers and symbols. These tools compensate for mechanical issues: Number Navigator - A program