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How do you know what to trim, fix, expand, or change to get your business to the next level? You do a gap analysis, that's how.

You might have lots of guesses about what's going on, and your team might have different opinions on how to meet your objectives. Rather than groping around in the dark, a gap analysis leads you through a detailed examination of where your organization is currently and where you want to be so you can act on facts, not assumptions, to reach your potential.

If you're wondering how to do a gap analysis, follow these four simple steps. Regardless of your industry, you'll be able to apply these tips across any discipline and meet your business goals.

1. Analyze your current state

First, you'll need to choose which area of your business you want to focus on and start with your current state. You need to discover where your organization currently is before you can make a plan for reaching your goals.

For example, your company wants to become the most loved in your industry, but your customer support team reports that many calls and customer interactions end in frustration on the customers' part.

Is your product the problem or does your support team need more training on handling difficult calls? You won't know until you dig in, which will mean talking to the people involved, gathering data, and scrutinizing your KPIs. To make sense of this information and visualize your current state, use a gap analysis tool--a customer journey map, empathy map, service blueprint, or process flow.

If you wanted to find out what causes customer frustration, you might gather quantitative information, like your company's NPS score or the number of negative calls handled each week. You might also look at qualitative information, like customer comments or feedback from your support reps on the current call process.

Even if you're looking to analyze a more strategic area of your business, the process remains the same. A sales team with the same company vision--becoming the best-loved company in the industry--might examine the sales reps' product pitch as well as sales growth, targets, and conversion rates.

What's most important at this stage is understanding the root of the problem, which is much easier to see once you've laid out all the contributing factors. In fact, your gap analysis process should evaluate everything you currently do so you get the "big picture."

2. Identify the ideal future state

Once you have the big picture figured out and understand how your team or organization currently functions, you need to become idealistic. Where would you like to be? What's not happening that should be? Don't worry yet about how you'll get there. That's the next step. Right now, the sky's the limit, and you should dream big.

Maybe you have an exceptional marketing team that outsources all its content, but after performing a content audit, you realize that your brand is no longer cohesive because it's handled by a disparate group of freelancers. Your dream could be to regain control of the content creation process in order to reclaim your brand identity.

Another example might be of a warehouse needing to meet certain safety regulations, but the production and human resource managers decide that they want to do more than meet them. Their ideal would be to exceed what's mandated so they can attract and retain more talented and dedicated workers.

In both scenarios, current performance clearly falls short or needs to be changed. But instead of charging blindly ahead or slapping a Band-Aid on the situation, picturing the ideal helps you reach a higher potential. A good gap analysis tool here would be a brainstorming board or a mind map to really capitalize on your team's creativity.

But how do you realistically get to the ideal? That's where the hard work comes in.

3. Find the gap and evaluate solutions

Completing the first two steps in isolation won't get you great results--the status quo can seem inescapable, and goals can feel lofty and unattainable. Putting them together, however, exposes what's missing between your performance and your potential. You also need to decide which solutions will most effectively bridge the gap.

Returning to our previous example involving a marketing team (see step 2), a gap analysis would bring up the following question: How do we go from a muddled brand voice to one that's unified and under our control?

Several solutions for bridging this gap present themselves, though not all are created equal:

You could bring content creation back in house by hiring more full-time writers, which would be more expensive than using freelancers.

You could reevaluate of all your freelancers to determine which ones are worth keeping and which are falling short of your standards. This option would require some time and might result in not having enough freelancers to handle your needs.

You could tighten your brand creation guidelines and retrain your freelancers. This option would also require time and doesn't necessarily guarantee an improvement in the content created by your freelancers.

If guaranteed control matters most, then the first solution is best. On the other hand, if cost tops the list, then the first solution will be out, and your team might choose the second or third solution. A helpful gap analysis tool would be a decision tree as it calculates costs and benefits based on conditional probability.

In the end, how you bridge the gap will depend on your organizational and team priorities. Work together to find what works best.

4. Create and implement a plan to bridge the gap

After you've charted out the possible ways to bridge the gap and decided which would be best, you likely still need to convince others in your organization of that as well. The changes that you'll implement may also affect other teams and department, so it's important to come up with a plan.

Establish a clear strategy and actionable objectives to help you actualize your transition and get everyone on board.

For example, when presenting to management or executives, have a timeline or schedule for rolling out the planned changes. You could also create a more comprehensive action plan that assigns specific tasks to teams or individuals.

Keep reading about organizational change management, or use the tools described below to help you during this gap analysis process.

Gap analysis tools

Many tools exist to help you bridge the gap. Whichever tool you choose, visualize and document each step of your gap analysis to keep your organization moving forward.

SWOT analysis

SWOT analysis is perhaps one of the oldest textbook-marketing assets. SWOT stands for strengths, weaknesses, opportunities, and threats. You can perform a SWOT analysis both quantitatively and qualitatively. This process will help you determine internal and external threats to your organization and see where and how you stand out against the competition.

Fishbone diagram

Named for their distinctive shape, fishbone diagrams (also known as Ishikawa, cause-and-effect, or herringbone diagrams) explore the possible causes of a root problem. This type of diagram would be especially valuable when examining your current situation.

The most commonly used categories for investigation are:

You can choose any categories that make sense for the central problem or effect you're examining, as shown in the example below.

McKinsey 7S framework

The McKinsey 7S framework was developed by its eponymous consulting firm. It ultimately helps determine whether a company is meeting expectations, and it actualizes the shared values of an organization. It works through the 7 S's of an organization to see what values cross over. Additionally, this framework bridges the gap between the company's present and desired states.

Nadler-Tushman Model

Perhaps the most dynamic of the models, the Nadler-Tushman model examines how each business process affects another and identifies which gaps affect efficiency. It creates a holistic view of your organization's operational processes from beginning (input) to end (output).

The model finds gaps by dividing your organization's processes into three groups:

Input: Entire company culture and workforce, all resources used to create product/service, and operational environment

Transformation: The systems, teams, and processes that take the input value(s) and turn them into the output product

Output: The final product or service

PEST analysis

Similar to SWOT, PEST analysis helps you identify threats and opportunities by examining the four primary external factors of your business environment:

This approach eliminates gaps by pinpointing current issues, highlighting opportunities for change, and minimizing risks in the market.

If you want to do a more in-depth analysis of your market environment, try a PESTLE analysis instead, as it adds legal and environmental factors to the PEST analysis.

The gap analysis process is essential for any business to streamline their operations for efficiency and cost-effectiveness. If you're considering process improvement, learn how to start documenting your as-is process.

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How do you know what to trim, fix, expand, or change to get your business to the next level? You do a gap analysis, that's how. You might have lots of guesses about what's going on, and your team might have different opinions on how to meet your objectives.

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How to Use Picmonic for Nursing | Course Exams, HESI, ATI, NCLEX®

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SpeakPipe allows your podcast listeners to send you voice messages (voicemail) right from a browser without any phone calls.

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How to Build a Digital Escape Room Using Google Forms — Bespoke ELA: Essay Writing Tips + Lesson Plans

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Digital escape rooms are super popular in classrooms right now because they are highly engaging for students across content areas and skill levels. Escape rooms can be done physically with lockboxes, but sometimes, it’s much easier to make them digital through Google Forms. Digital escape rooms ca

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Picmonic® Picture Mnemonics - Medical School, Nursing School and more!

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Study less, remember more Better than flashcards, Picmonic is the study tool of choice for learning thousands of the most difficult to remember and most frequently tested topics, board exam prep and more.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Concept mapping and mind mapping are used in the classroom in any number of ways. This page will provide the rationale for their use, links to samples and a list of tools to use to create them. If...

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For Remote or In-Person Classrooms

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

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Toolster - is a universal online service that contains a variety of web-tools. In fact, Toolster is a collection of online applications that help users in solving certain problems. Each such application is a small browser-based program that performs a narrow range of functions and can help you in everyday life. Our products are created and updated regularly by a professional team of developers. You can use these web applications absolutely free and without registration.

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Toolster - is a universal online service that contains a variety of web-tools. In fact, Toolster is a collection of online applications that help users in solving certain problems. Each such application is a small browser-based program that performs a narrow range of functions and can help you in everyday life.

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Online Voice Recorder - Record Voice from the Microphone

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Debriefing is an essential methodology that encourages students to "know what," "know how," and "know why." It has been identified as an intentional and important phase for the consolidation and transfer of learning, and is the cornerstone of experiential learning in high-fidelity simulation. Sure, training specific skills is important, but it is solving complex scenarios in a simulated environment that truly strengthens nursing students" technical, relational, and ethical skills. Reflection is the core of debriefing, and is central to viewing patient scenarios with a crucial eye and assessing next steps. Nursing instructors don"t just want their students to memorize lessons and techniques; they want them to reflect on them, draw conclusions, and think of outside-the-box answers. And in clinical simulation, debriefing is a key part of this active learning environment. "It contributes to a more intense experience of clinical situations and improved use of cognitive, affective and psychomotor skills," according to recent research.

The National Council of State Boards of Nursing (NCSBN) Simulation Study found that simulation can be safely substituted for traditional clinical placements, but one of the specific conditions was having "subject matter experts who conduct theory-based debriefing." These experts - faculty, ideally - should be thoroughly trained, and faculty should be regularly assessed on their debriefing capabilities. Studies on simulation outcomes have found that students" experience increased satisfaction, knowledge, motivation, realism, self-confidence, technical skills, reflection-on-action, skills transfer, and cognitive and psychomotor development after using simulation to practice certain medical techniques. In addition, frequent simulation use helps students feel less afraid of performing the procedures directly on patients.

Research out of Australia identified eight themes and best practices that emerged from literature studies on best practices and guidelines for debriefing in simulation-based education:

1. Types of debriefing (video assisted and facilitator only)

2. Debrief in simulation versus postsimulation

3. Environment in which the debrief takes place

4. The person who should facilitate the debrief

5. Assessment and training of the debriefer

6. Identification of the learning outcomes

7. Structure of the debrief

8. Debrief method

"The integrative review strongly suggested that a safe, structured debrief following the simulation immersion is aligned to best practice," the Australia researchers concluded. "Best practice in simulation is conducive to promoting clinical psychomotor skills and knowledge."

Examples of debriefing in clinical simulation

Debriefing is a critical conversation that needs to occur between teacher and student to reframe the context of the situation and clarify perspectives and assumptions.

For example, after a group of nursing students participates in a simulation - either inside or outside of the sim lab - caring for patients exhibiting certain symptoms, the debriefer would go through a number of questions to help student discuss and recap their experience and what they learned.

Here are some debriefing and guided reflection questions debriefers at Indiana University's School of Nursing utilize for multiple-patient simulation experiences.

The importance of debriefing in clinical simulation [infographic]

Take these facts about debriefing in clinical simulation and its importance to nursing students" learning process into consideration:

Empirical studies have demonstrated that learning does not occur in simulation-based education in the absence of debriefing.

Poorly conducted debriefing results in persistent poor clinical judgment.

The quality of debriefing was positively correlated with improved learning outcomes.

Simulation plus theory-based, reflective debriefing led to a significant and measurable difference in nurse practitioners" critical thinking skills.

Using simulation plus theory-based debriefing allowed instructors to broaden the conversation beyond technical errors and influence learner reflection on professional development.

Student say structured debriefing minimizes their distress and insecurity, provides positive reinforcement, enables interactive practice and encourages students to repeat and participate in the activities.

Students say these debriefing exercises strengthen relationships between themselves and teachers/facilitators and teamwork skills.

Students feel as if their mistakes are not pointed out in a negative way; rather, they are comfortable asking questions and consider criticism during the debrief process as constructive and positive.

As you can see, debriefing is a critical component to successful simulations scenarios for your nursing students. So, as instructors, it's important to refine your debriefing skills in clinical simulation so that students may better understand what certain actions were taken and further, why they need to be taken. When you"re ready to implement theory-based, reflective debriefing in your curriculum, start with a simulation technology that fits your needs as well as your students".

Lippincott's vSim for Nursing can offer great simulation scenarios for nursing students to practice while you can focus on debriefing. vSim for Nursing, co-developed by Laerdal Medical and Wolters Kluwer, helps reinforce the lessons of high-fidelity patient simulators. It helps nursing students hone their prioritization and clinical reasoning and decision-making skills before they practice these skills in the sim lab. Courses include Fundamentals, Medical-Surgical, Maternity, Pediatric, Gerontology, Pharmacology, Health Assessment, and Mental Health. With 94% of nursing faculty agreeing that vSim accurately depicts clinical scenarios, it can absolutely provide your nursing students with the real-life simulations they need to feel more confident and prepared when dealing with real-life patient scenarios while on the job.

Want to find out more about how vSim for Nursing can train your students to be proficient nurses of the future? Let us know more about your program and we"ll get back to you!

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The 411 on Debriefing in Clinical Simulation: How Nursing Simulations & Debriefing Create Better Nurses

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Debriefing is an essential methodology that encourages students to "know what," "know how," and "know why." It has been identified as an intentional and important phase for the consolidation and transfer of learning, and is the cornerstone of experiential learning in high-fidelity simulation.

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A Simulation Technologist job description example

DACUM Competency Profile for Simulation Technology Specialist by the California Community College
Scenario tools:
A simulation scenario template

A simulation scenario template from EM Sim Cases

A simulation scenario planning worksheet from Laerdal

A simulation scenario validation checklist from Laerdal
Debriefing tools:
Debriefing Assessment for Simulation in Healthcare (DASH) Raters Handbook by The Center for Medical Simulation (CMS)
and here are the 'Debriefing Assessment for Simulation in Healthcare Student Versions' designed for students to rate their instructors on the quality of a debriefing short version / long version
More from the Centre for Medical Simulation's DASH can be found here

RUST Debriefing Guide

GAS Debriefing Guide

Diamond Debriefing Guide

A list of possible debriefing questions

The London Handbook for Debriefing using SHARP by the Imperial College London
Evaluating Healthcare Simulation Release forms:
A release form template for recording / image capture - not to be used for commercial / public use*

A release form template for recording / image capture - to be used for commercial / public use*
Various:
Simulator Preparation and Post Session Check List from Gaumard

The Healthcare Simulation Dictionary - a collection of definitions showing how various terms, and their meanings, are being used in the profession. Available free from SSH.

A program evaluation form template

A program evaluation form template (Simulation Effectiveness Tool) by CAE Healthcare

CAE's Document website with various resources to download

Editable temperature and glucose powerpoint templates you can use to show readings to participants (submitted by Wayne McGearey)

Editable excel chart with tab templates for :
-Blood biochemistry results
-ABG/VBG Standard ED type machine
-Urinanlysis
-ABG/VBG ITU type format
The Blood biochemistry results change font colour (blue = normal input - red and bold text = abnormal results)
The ABG/VBG templates display up arrow with high results and down arrow with low results
(submitted by Wayne McGearey).

SimMan Heart Rhythm/Sound combinations cheat sheet (submitted by Trevor Snow)

Canadian Blood Services - Blood, Plasma and Platelet bag labels. (submitted by Mark Searra)

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A Simulation Technologist job description example DACUM Competency Profile for Simulation Technology Specialist by the California Community College Scenario tools: A simulation scenario template A simulation scenario template from EM Sim Cases A simulation scenario planning worksheet from Laerdal A simulation scenario validation checklist from Laerdal Debriefing tools: Debriefing Assessment

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Student Engagement & Motivation Strategies & Tips

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Classroom Management Strategies To Take Control Of Noisy Students

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Tips & Strategies for Effective Differentiation & Instruction.wmv

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This video will help teachers with differentiation of instruction to provide an effective, engaging, learning environment by creating a culture of student success and meeting the needs of all students. Every student is unique and deserves instruction beyond "one size fits all".

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What does inclusive education look like? Here are some of the highlights.-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free.

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The Flipped Classroom: Where Interactive Learning Meets Technology

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All the practical tools, technology, and evidence-based best practices needed to help nurses and clinicians be extraordinary.

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How do you know what to trim, fix, expand, or change to get your business to the next level? You do a gap analysis, that's how.

You might have lots of guesses about what's going on, and your team might have different opinions on how to meet your objectives. Rather than groping around in the dark, a gap analysis leads you through a detailed examination of where your organization is currently and where you want to be so you can act on facts, not assumptions, to reach your potential.

If you're wondering how to do a gap analysis, follow these four simple steps. Regardless of your industry, you'll be able to apply these tips across any discipline and meet your business goals.

1. Analyze your current state

First, you'll need to choose which area of your business you want to focus on and start with your current state. You need to discover where your organization currently is before you can make a plan for reaching your goals.

For example, your company wants to become the most loved in your industry, but your customer support team reports that many calls and customer interactions end in frustration on the customers' part.

Is your product the problem or does your support team need more training on handling difficult calls? You won't know until you dig in, which will mean talking to the people involved, gathering data, and scrutinizing your KPIs. To make sense of this information and visualize your current state, use a gap analysis tool--a customer journey map, empathy map, service blueprint, or process flow.

If you wanted to find out what causes customer frustration, you might gather quantitative information, like your company's NPS score or the number of negative calls handled each week. You might also look at qualitative information, like customer comments or feedback from your support reps on the current call process.

Even if you're looking to analyze a more strategic area of your business, the process remains the same. A sales team with the same company vision--becoming the best-loved company in the industry--might examine the sales reps' product pitch as well as sales growth, targets, and conversion rates.

What's most important at this stage is understanding the root of the problem, which is much easier to see once you've laid out all the contributing factors. In fact, your gap analysis process should evaluate everything you currently do so you get the "big picture."

2. Identify the ideal future state

Once you have the big picture figured out and understand how your team or organization currently functions, you need to become idealistic. Where would you like to be? What's not happening that should be? Don't worry yet about how you'll get there. That's the next step. Right now, the sky's the limit, and you should dream big.

Maybe you have an exceptional marketing team that outsources all its content, but after performing a content audit, you realize that your brand is no longer cohesive because it's handled by a disparate group of freelancers. Your dream could be to regain control of the content creation process in order to reclaim your brand identity.

Another example might be of a warehouse needing to meet certain safety regulations, but the production and human resource managers decide that they want to do more than meet them. Their ideal would be to exceed what's mandated so they can attract and retain more talented and dedicated workers.

In both scenarios, current performance clearly falls short or needs to be changed. But instead of charging blindly ahead or slapping a Band-Aid on the situation, picturing the ideal helps you reach a higher potential. A good gap analysis tool here would be a brainstorming board or a mind map to really capitalize on your team's creativity.

But how do you realistically get to the ideal? That's where the hard work comes in.

3. Find the gap and evaluate solutions

Completing the first two steps in isolation won't get you great results--the status quo can seem inescapable, and goals can feel lofty and unattainable. Putting them together, however, exposes what's missing between your performance and your potential. You also need to decide which solutions will most effectively bridge the gap.

Returning to our previous example involving a marketing team (see step 2), a gap analysis would bring up the following question: How do we go from a muddled brand voice to one that's unified and under our control?

Several solutions for bridging this gap present themselves, though not all are created equal:

You could bring content creation back in house by hiring more full-time writers, which would be more expensive than using freelancers.

You could reevaluate of all your freelancers to determine which ones are worth keeping and which are falling short of your standards. This option would require some time and might result in not having enough freelancers to handle your needs.

You could tighten your brand creation guidelines and retrain your freelancers. This option would also require time and doesn't necessarily guarantee an improvement in the content created by your freelancers.

If guaranteed control matters most, then the first solution is best. On the other hand, if cost tops the list, then the first solution will be out, and your team might choose the second or third solution. A helpful gap analysis tool would be a decision tree as it calculates costs and benefits based on conditional probability.

In the end, how you bridge the gap will depend on your organizational and team priorities. Work together to find what works best.

4. Create and implement a plan to bridge the gap

After you've charted out the possible ways to bridge the gap and decided which would be best, you likely still need to convince others in your organization of that as well. The changes that you'll implement may also affect other teams and department, so it's important to come up with a plan.

Establish a clear strategy and actionable objectives to help you actualize your transition and get everyone on board.

For example, when presenting to management or executives, have a timeline or schedule for rolling out the planned changes. You could also create a more comprehensive action plan that assigns specific tasks to teams or individuals.

Keep reading about organizational change management, or use the tools described below to help you during this gap analysis process.

Gap analysis tools

Many tools exist to help you bridge the gap. Whichever tool you choose, visualize and document each step of your gap analysis to keep your organization moving forward.

SWOT analysis

SWOT analysis is perhaps one of the oldest textbook-marketing assets. SWOT stands for strengths, weaknesses, opportunities, and threats. You can perform a SWOT analysis both quantitatively and qualitatively. This process will help you determine internal and external threats to your organization and see where and how you stand out against the competition.

Fishbone diagram

Named for their distinctive shape, fishbone diagrams (also known as Ishikawa, cause-and-effect, or herringbone diagrams) explore the possible causes of a root problem. This type of diagram would be especially valuable when examining your current situation.

The most commonly used categories for investigation are:

You can choose any categories that make sense for the central problem or effect you're examining, as shown in the example below.

McKinsey 7S framework

The McKinsey 7S framework was developed by its eponymous consulting firm. It ultimately helps determine whether a company is meeting expectations, and it actualizes the shared values of an organization. It works through the 7 S's of an organization to see what values cross over. Additionally, this framework bridges the gap between the company's present and desired states.

Nadler-Tushman Model

Perhaps the most dynamic of the models, the Nadler-Tushman model examines how each business process affects another and identifies which gaps affect efficiency. It creates a holistic view of your organization's operational processes from beginning (input) to end (output).

The model finds gaps by dividing your organization's processes into three groups:

Input: Entire company culture and workforce, all resources used to create product/service, and operational environment

Transformation: The systems, teams, and processes that take the input value(s) and turn them into the output product

Output: The final product or service

PEST analysis

Similar to SWOT, PEST analysis helps you identify threats and opportunities by examining the four primary external factors of your business environment:

This approach eliminates gaps by pinpointing current issues, highlighting opportunities for change, and minimizing risks in the market.

If you want to do a more in-depth analysis of your market environment, try a PESTLE analysis instead, as it adds legal and environmental factors to the PEST analysis.

The gap analysis process is essential for any business to streamline their operations for efficiency and cost-effectiveness. If you're considering process improvement, learn how to start documenting your as-is process.

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How do you know what to trim, fix, expand, or change to get your business to the next level? You do a gap analysis, that's how. You might have lots of guesses about what's going on, and your team might have different opinions on how to meet your objectives.

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Cite this guide: Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/.

Thinking about One's Thinking | Putting Metacognition into Practice

Thinking about One's Thinking

Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner.

Initially studied for its development in young children (Baker & Brown, 1984; Flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Hatano & Inagaki, 1986). In How People Learn, the National Academy of Sciences' synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a "'metacognitive' approach to instruction" (Bransford, Brown, & Cocking, 2000, p. 18).

Metacognitive practices increase students' abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991). They do this by gaining a level of awareness above the subject matter: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts. When Pintrich (2002) asserts that "Students who know about the different kinds of strategies for learning, thinking, and problem solving will be more likely to use them" (p. 222), notice the students must "know about" these strategies, not just practice them. As Zohar and David (2009) explain, there must be a " conscious meta-strategic level of H[igher] O[rder] T[hinking]" (p. 179).

Metacognitive practices help students become aware of their strengths and weaknesses as learners, writers, readers, test-takers, group members, etc. A key element is recognizing the limit of one's knowledge or ability and then figuring out how to expand that knowledge or extend the ability. Those who know their strengths and weaknesses in these areas will be more likely to "actively monitor their learning strategies and resources and assess their readiness for particular tasks and performances" (Bransford, Brown, & Cocking, p. 67).

The absence of metacognition connects to the research by Dunning, Johnson, Ehrlinger, and Kruger on "Why People Fail to Recognize Their Own Incompetence" (2003). They found that "people tend to be blissfully unaware of their incompetence," lacking "insight about deficiencies in their intellectual and social skills." They identified this pattern across domains-from test-taking, writing grammatically, thinking logically, to recognizing humor, to hunters' knowledge about firearms and medical lab technicians' knowledge of medical terminology and problem-solving skills (p. 83-84). In short, "if people lack the skills to produce correct answers, they are also cursed with an inability to know when their answers, or anyone else's, are right or wrong" (p. 85). This research suggests that increased metacognitive abilities-to learn specific (and correct) skills, how to recognize them, and how to practice them-is needed in many contexts.

Putting Metacognition into Practice

In " Promoting Student Metacognition," Tanner (2012) offers a handful of specific activities for biology classes, but they can be adapted to any discipline. She first describes four assignments for explicit instruction (p. 116):

Preassessments-Encouraging Students to Examine Their Current Thinking: "What do I already know about this topic that could guide my learning?"

The Muddiest Point-Giving Students Practice in Identifying Confusions: "What was most confusing to me about the material explored in class today?"

Retrospective Postassessments-Pushing Students to Recognize Conceptual Change: "Before this course, I thought evolution was... Now I think that evolution is ...." or "How is my thinking changing (or not changing) over time?"

Reflective Journals-Providing a Forum in Which Students Monitor Their Own Thinking: "What about my exam preparation worked well that I should remember to do next time? What did not work so well that I should not do next time or that I should change?"

Next are recommendations for developing a "classroom culture grounded in metacognition" (p. 116-118):

Giving Students License to Identify Confusions within the Classroom Culture: ask students what they find confusing, acknowledge the difficulties

Integrating Reflection into Credited Course Work: integrate short reflection (oral or written) that ask students what they found challenging or what questions arose during an assignment/exam/project

Metacognitive Modeling by the Instructor for Students: model the thinking processes involved in your field and sought in your course by being explicit about "how you start, how you decide what to do first and then next, how you check your work, how you know when you are done" (p. 118)

To facilitate these activities, she also offers three useful tables:

Questions for students to ask themselves as they plan, monitor, and evaluate their thinking within four learning contexts-in class, assignments, quizzes/exams, and the course as a whole (p. 115)

Prompts for integrating metacognition into discussions of pairs during clicker activities, assignments, and quiz or exam preparation (p. 117)

Questions to help faculty metacognitively assess their own teaching (p. 119)

Weimer's " Deep Learning vs. Surface Learning: Getting Students to Understand the Difference " (2012) offers additional recommendations for developing students' metacognitive awareness and improvement of their study skills:

"[I]t is terribly important that in explicit and concerted ways we make students aware of themselves as learners. We must regularly ask, not only 'What are you learning?' but 'How are you learning?' We must confront them with the effectiveness (more often ineffectiveness) of their approaches. We must offer alternatives and then challenge students to test the efficacy of those approaches." (emphasis added)

She points to a tool developed by Stanger-Hall (2012, p. 297) for her students to identify their study strategies, which she divided into " cognitively passive" ("I previewed the reading before class," "I came to class," "I read the assigned text," "I highlighted the text," et al) and " cognitively active study behaviors" ("I asked myself: 'How does it work?' and 'Why does it work this way?'" "I wrote my own study questions," "I fit all the facts into a bigger picture," "I closed my notes and tested how much I remembered," et al). The specific focus of Stanger-Hall's study is tangential to this discussion, ¹ but imagine giving students lists like hers adapted to your course and then, after a major assignment, having students discuss which ones worked and which types of behaviors led to higher grades. Even further, follow Lovett's advice (2013) by assigning "exam wrappers," which include students reflecting on their previous exam-preparation strategies, assessing those strategies and then looking ahead to the next exam, and writing an action plan for a revised approach to studying. A common assignment in English composition courses is the self-assessment essay in which students apply course criteria to articulate their strengths and weaknesses within single papers or over the course of the semester. These activities can be adapted to assignments other than exams or essays, such as projects, speeches, discussions, and the like.

As these examples illustrate, for students to become more metacognitive, they must be taught the concept and its language explicitly (Pintrich, 2002; Tanner, 2012), though not in a content-delivery model (simply a reading or a lecture) and not in one lesson. Instead, the explicit instruction should be "designed according to a knowledge construction approach," or students need to recognize, assess, and connect new skills to old ones, "and it needs to take place over an extended period of time" (Zohar & David, p. 187). This kind of explicit instruction will help students expand or replace existing learning strategies with new and more effective ones, give students a way to talk about learning and thinking, compare strategies with their classmates' and make more informed choices, and render learning "less opaque to students, rather than being something that happens mysteriously or that some students 'get' and learn and others struggle and don't learn" (Pintrich, 2002, p. 223).

Metacognition instruction should also be embedded with the content and activities about which students are thinking. Why? Metacognition is "not generic" (Bransford, Brown, & Cocking, p. 19) but instead is most effective when it is adapted to reflect the specific learning contexts of a specific topic, course, or discipline (Zohar & David, 2009). In explicitly connecting a learning context to its relevant processes, learners will be more able to adapt strategies to new contexts, rather than assume that learning is the same everywhere and every time. For instance, students' abilities to read disciplinary texts in discipline-appropriate ways would also benefit from metacognitive practice. A literature professor may read a passage of a novel aloud in class, while also talking about what she's thinking as she reads: how she makes sense of specific words and phrases, what connections she makes, how she approaches difficult passages, etc. This kind of modeling is a good practice in metacognition instruction, as suggested by Tanner above. Concepción's " Reading Philosophy with Background Knowledge and Metacognition " (2004) includes his detailed "How to Read Philosophy" handout (pp. 358-367), which includes the following components:

What to Expect (when reading philosophy)

The Ultimate Goal (of reading philosophy)

Basic Good Reading Behaviors

Important Background Information, or discipline- and course-specific reading practices, such as "reading for enlightenment" rather than information, and "problem-based classes" rather than historical or figure-based classes

A Three-Part Reading Process (pre-reading, understanding, and evaluating)

Flagging, or annotating the reading

Linear vs. Dialogical Writing (Philosophical writing is rarely straightforward but instead "a monologue that contains a dialogue" [p. 365].)

What would such a handout look like for your discipline?

Students can even be metacognitively prepared (and then prepare themselves) for the overarching learning experiences expected in specific contexts. Salvatori and Donahue's The Elements (and Pleasures) of Difficulty (2004) encourages students to embrace difficult texts (and tasks) as part of deep learning, rather than an obstacle. Their "difficulty paper" assignment helps students reflect on and articulate the nature of the difficulty and work through their responses to it (p. 9). Similarly, in courses with sensitive subject matter, a different kind of learning occurs, one that involves complex emotional responses. In " Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses" (Chick, Karis, & Kernahan, 2009), students were informed about the common reactions to learning about racial inequality (Helms, 1995; Adams, Bell, & Griffin, 1997; see student handout, Chick, Karis, & Kernahan, p. 23-24) and then regularly wrote about their cognitive and affective responses to specific racialized situations. The students with the most developed metacognitive and meta-affective practices at the end of the semester were able to "clear the obstacles and move away from" oversimplified thinking about race and racism "to places of greater questioning, acknowledging the complexities of identity, and redefining the world in racial terms" (p. 14).

Ultimately, metacognition requires students to "externalize mental events" (Bransford, Brown, & Cocking, p. 67), such as what it means to learn, awareness of one's strengths and weaknesses with specific skills or in a given learning context, plan what's required to accomplish a specific learning goal or activity, identifying and correcting errors, and preparing ahead for learning processes.

--------

1 Students who were tested with short answer in addition to multiple-choice questions on their exams reported more cognitively active behaviors than those tested with just multiple-choice questions, and these active behaviors led to improved performance on the final exam.
References

Adams, Maurianne, Bell, Lee Ann, and Griffin, Pat. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.

Bransford, John D., Brown Ann L., and Cocking Rodney R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Baker, Linda, and Brown, Ann L. (1984). Metacognitive skills and reading. In Paul David Pearson, Michael L. Kamil, Rebecca Barr, & Peter Mosenthal (Eds.), Handbook of research in reading: Volume III (pp. 353-395). New York: Longman.

Brown, Ann L. (1980). Metacognitive development and reading. In Rand J. Spiro, Bertram C. Bruce, and William F. Brewer, (Eds.), Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education (pp. 453-482). Hillsdale, NJ: Erlbaum.

Chick, Nancy, Karis, Terri, and Kernahan, Cyndi. (2009). Learning from their own learning: how metacognitive and meta-affective reflections enhance learning in race-related courses . International Journal for the Scholarship of Teaching and Learning, 3(1). 1-28.

Flavell, John H. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.

Hatano, Giyoo and Inagaki, Kayoko. (1986). Two courses of expertise. In Harold Stevenson, Azuma, Horishi, and Hakuta, Kinji (Eds.), Child development and education in Japan, New York: W.H. Freeman.

Lovett, Marsha C. (2013). Make exams worth more than the grade. In Matthew Kaplan, Naomi Silver, Danielle LaVague-Manty, and Deborah Meizlish (Eds.), Using reflection and metacognition to improve student learning: Across the disciplines, across the academy. Sterling, VA: Stylus.

Salvatori, Mariolina Rizzi, and Donahue, Patricia. (2004). The Elements (and pleasures) of difficulty. New York: Pearson-Longman.

Schoenfeld, Alan H. (1991). On mathematics as sense making: An informal attack on the fortunate divorce of formal and informal mathematics. In James F. Voss, David N. Perkins, and Judith W. Segal (Eds.), Informal reasoning and education (pp. 311-344). Hillsdale, NJ: Erlbaum.

Weimer, Maryellen. (2012, November 19). Deep learning vs. surface learning: Getting students to understand the difference. Retrieved from the Teaching Professor Blog from http://www.facultyfocus.com/articles/teaching-professor-blog/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Nancy Chick Print Version Cite this guide: Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/. Thinking about One's Thinking | Putting Metacognition into Practice Thinking about One's Thinking Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess...

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Do you know how to learn? Many people don't. Specifically, they don't know how to look inward to examine how they learn and to judge which methods are effective.

That's where metacognitive strategies come in. They are techniques that help people become more successful learners. Shouldn't this be a crucial goal of instructional design?

Improved metacognition can facilitate both formal and informal learning. It can improve the performance of new tasks on the job and help teams problem solve more effectively.

But let's start at the beginning. Here are some things learning professionals should know about metacognition.

What is metacognition?

1. Metacognition is often referred to as "thinking about thinking." But that's just a quick definition. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance.

2. Metacognition allows people to take charge of their own learning. It involves awareness of how they learn, an evaluation of their learning needs, generating strategies to meet these needs and then implementing the strategies. (Hacker, 2009)

3. Learners often show an increase in self-confidence when they build metacognitive skills. Self-efficacy improves motivation as well as learning success.

4. Metacognitive skills are generally learned during a later stage of development. Metacognitive strategies can often (but not always) be stated by the individual who is using them.

5. For all age groups, metacognitive knowledge is crucial for efficient independent learning because it fosters forethought and self-reflection.

The Two Processes of Metacognition

Many theorists organize the skills of metacognition into two complementary processes that make it easier to understand and remember. According to theory, metacognition consists of: 1) the knowledge of cognition and 2) the regulation of cognition.

1. Knowledge of cognition has three components: knowledge of the factors that influence one's own performance; knowing different types of strategies to use for learning; knowing what strategy to use for a specific learning situation.

2. Regulation of cognition involves: setting goals and planning; monitoring and controlling learning; and evaluating one's own regulation (assessing results and strategies used).

Metacognition and Expertise

1. Many experts cannot explain the skills they use to elicit expert performance. This is considered tacit knowledge. (See Strategies for Tacit Knowledge Transfer.)

2. Metacognitive strategies often separate an expert from a novice. For example, experts are able to plan effectively on a global level at the start of a task-a novice won't see the big picture.

3. Some adults with expertise in one domain can transfer their metacognitive skills to learn more rapidly in another domain.

4. On the other hand, some adults do not spontaneously transfer metacognitive skills to new settings and thus, will need help doing so.

Examples of Metacognition Skills You May Use

Successful learners typically use metacognitive strategies whenever they learn. But they may fail to use the best strategy for each type of learning situation. Here are some metacognitive strategies that will sound familiar to you:

1. Knowing the limits of your own memory for a particular task and creating a means of external support.

2. Self-monitoring your learning strategy, such as concept mapping, and then adapting the strategy if it isn't effective.

3. Noticing whether you comprehend something you just read and then modifying your approach if you did not comprehend it.

4. Choosing to skim subheadings of unimportant information to get to the information you need.

5. Repeatedly rehearsing a skill in order to gain proficiency.

6. Periodically doing self-tests to see how well you learned something.

Metacognitive Strategies

Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities and other formal or informal learning experiences.

1. Ask Questions. During formal courses and in post-training activities, ask questions that allow learners to reflect on their own learning processes and strategies. In collaborative learning, ask them to reflect on the role they play when problem solving in teams.

2. Foster Self-reflection. Emphasize the importance of personal reflection during and after learning experiences. Encourage learners to critically analyze their own assumptions and how this may have influenced their learning. (Read about transformative learning.)

3. Encourage Self-questioning. Foster independent learning by asking learners to generate their own questions and answer them to enhance comprehension. The questions can be related to meeting their personal goals

4. Teach Strategies Directly. Teach appropriate metacognitive strategies as a part of a training course.

5. Promote Autonomous Learning. When learners have some domain knowledge, encourage participation in challenging learning experiences. They will then be forced to construct their own metacognitive strategies.

6. Provide Access to Mentors. Many people learn best by interacting with peers who are slightly more advanced. Promote experiences where novices can observe the proficient use of a skill and then gain access to the metacognitive strategies of their mentors.

7. Solve Problems with a Team: Cooperative problem solving can enhance metacognitive strategies by discussing possible approaches with team members and learning from each other.

8. Think Aloud. Teach learners how to think aloud and report their thoughts while performing a difficult task. A knowledgeable partner can then point out errors in thinking or the individual can use this approach for increased self-awareness during learning. Another approach to thinking aloud is the working out loud approach. Listen to this interview with Jane Bozarth about working out loud.

9. Self-explanation. Self-explanation in writing or speaking can help learners improve their comprehension of a difficult subject.

10. Provide Opportunities for Making Errors. When learners are given the opportunity to make errors while in training, such as during simulations, it stimulates reflection on the causes of their errors.

In summary, metacognition is a set of skills that enable learners to become aware of how they learn and to evaluate and adapt these skills to become increasingly effective at learning. In a world that demands lifelong learning, providing people with new and improved metacognitive strategies is a gift that can last forever.
References:

1. Hacker, Douglas J., John Dunlosky and Arthur C. Graesser (Eds.). Handbook of Metacognition in Education, 2009.

2. Pashler, H. et al., Organizing instruction and study to improve student learning. IES practice guide, 2007. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf

3. Smith, Cecil M. and Thomas Pourchot. Adult Learning and Development: Perspectives From Educational Psychology, 1998.

4. White, Barbara and John Frederiksen. A Theoretical Framework and Approach for Fostering Metacognitive Development. Educational Psychologist, 40(4), 211-223, 2005.

5. Wilson, Arthur L. and Elisabeth Hayes, Handbook of Adult and Continuing Education by American Association for Adult and Continuing Education.

6. Handbook of Metacognition in Education Douglas J. Hacker, John Dunlosky and Arthur C. Graesser (Eds.).

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Metacognition And Learning: Strategies For Instructional Design

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Do you know how to learn? Many people don't. Specifically, they don't know how to look inward to examine how they learn and to judge which methods are effective. That's where metacognitive strategies come in. They are techniques that help people become more successful learners. Shouldn't this be a crucial goal of instructional design?

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IDI Web Accessibility Checker : Web Accessibility Checker

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Introduction | Interrelationship of IDEA and Section 504 | Protected Students | Evaluation | Placement |
Procedural Safeguards | Terminology

This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED's Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR's enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).
INTRODUCTION
An important responsibility of the Office for Civil Rights (OCR) is to eliminate discrimination on the basis of disability against students with disabilities. OCR receives numerous complaints and inquiries in the area of elementary and secondary education involving Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. § 794 (Section 504). Most of these concern identification of students who are protected by Section 504 and the means to obtain an appropriate education for such students.

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."

OCR enforces Section 504 in programs and activities that receive Federal financial assistance from ED. Recipients of this Federal financial assistance include public school districts, institutions of higher education, and other state and local education agencies. The regulations implementing Section 504 in the context of educational institutions appear at 34 C.F.R. Part 104.

The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met.

This resource document clarifies pertinent requirements of Section 504.

For additional information, please contact the Office for Civil Rights.
INTERRELATIONSHIP OF IDEA AND SECTION 504 1. What is the jurisdiction of the Office for Civil Rights (OCR), the Office of Special Education and Rehabilitative Services (OSERS) and state departments of education/instruction regarding educational services to students with disabilities?
OCR, a component of the U.S. Department of Education, enforces Section 504 of the Rehabilitation Act of 1973, as amended, (Section 504) a civil rights statute which prohibits discrimination against individuals with disabilities. OCR also enforces Title II of the Americans with Disabilities Act of 1990 (Title II), which extends this prohibition against discrimination to the full range of state and local government services, programs, and activities (including public schools) regardless of whether they receive any Federal financial assistance. The Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 (Rehabilitation Act) that affects the meaning of disability in Section 504. The standards adopted by the ADA were designed not to restrict the rights or remedies available under Section 504. The Title II regulations applicable to free appropriate public education issues do not provide greater protection than applicable Section 504 regulations. This guidance focuses primarily on Section 504.

Section 504 prohibits discrimination on the basis of disability in programs or activities that receive Federal financial assistance from the U.S. Department of Education. Title II prohibits discrimination on the basis of disability by state and local governments. The Office of Special Education and Rehabilitative Services (OSERS), also a component of the U.S. Department of Education, administers the Individuals with Disabilities Education Act (IDEA), a statute which funds special education programs. Each state educational agency is responsible for administering IDEA within the state and distributing the funds for special education programs. IDEA is a grant statute and attaches many specific conditions to the receipt of Federal IDEA funds. Section 504 and the ADA are antidiscrimination laws and do not provide any type of funding.

2. How does OCR get involved in disability issues within a school district?

OCR receives complaints from parents, students or advocates, conducts agency initiated compliance reviews, and provides technical assistance to school districts, parents or advocates.

3. Where can a school district, parent, or student get information on Section 504 or find out information about OCR's interpretation of Section 504 and Title II?

OCR provides technical assistance to school districts, parents, and students upon request. Additionally, regulations and publicly issued policy guidance is available on OCR's website, at http://www.ed.gov/policy/rights/guid/ocr/disability.html.
4. What services are available for students with disabilities under Section 504?
Section 504 requires recipients to provide to students with disabilities appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services.

5. Does OCR examine individual placement or other educational decisions for students with disabilities?

Except in extraordinary circumstances, OCR does not review the result of individual placement or other educational decisions so long as the school district complies with the procedural requirements of Section 504 relating to identification and location of students with disabilities, evaluation of such students, and due process. Accordingly, OCR generally will not evaluate the content of a Section 504 plan or of an individualized education program (IEP); rather, any disagreement can be resolved through a due process hearing. The hearing would be conducted under Section 504 or the IDEA, whichever is applicable.

OCR will examine procedures by which school districts identify and evaluate students with disabilities and the procedural safeguards which those school districts provide students. OCR will also examine incidents in which students with disabilities are allegedly subjected to treatment which is different from the treatment to which similarly situated students without disabilities are subjected. Such incidents may involve the unwarranted exclusion of disabled students from educational programs and services.

6. What protections does OCR provide against retaliation?

Retaliatory acts are prohibited. A recipient is prohibited from intimidating, threatening, coercing, or discriminating against any individual for the purpose of interfering with any right or privilege secured by Section 504.

7. Does OCR mediate complaints?

OCR does not engage in formal mediation. However, OCR may offer to facilitate mediation, referred to as "Early Complaint Resolution," to resolve a complaint filed under Section 504. This approach brings the parties together so that they may discuss possible resolution of the complaint immediately. If both parties are willing to utilize this approach, OCR will work with the parties to facilitate resolution by providing each an understanding of pertinent legal standards and possible remedies. An agreement reached between the parties is not monitored by OCR.

8. What does noncompliance with Section 504 mean?

A school district is out of compliance when it is violating any provision of the Section 504 statute or regulations.

9. What sanctions can OCR impose on a school district that is out of compliance?

OCR initially attempts to bring the school district into voluntary compliance through negotiation of a corrective action agreement. If OCR is unable to achieve voluntary compliance, OCR will initiate enforcement action. OCR may: (1) initiate administrative proceedings to terminate Department of Education financial assistance to the recipient; or (2) refer the case to the Department of Justice for judicial proceedings.

10. Who has ultimate authority to enforce Section 504?

In the educational context, OCR has been given administrative authority to enforce Section 504. Section 504 is a Federal statute that may be enforced through the Department's administrative process or through the Federal court system. In addition, a person may at any time file a private lawsuit against a school district. The Section 504 regulations do not contain a requirement that a person file a complaint with OCR and exhaust his or her administrative remedies before filing a private lawsuit.
STUDENTS PROTECTED UNDER SECTION 504
Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

11. What is a physical or mental impairment that substantially limits a major life activity?

The determination of whether a student has a physical or mental impairment that substantially limits a major life activity must be made on the basis of an individual inquiry. The Section 504 regulatory provision at 34 C.F.R. 104.3(j)(2)(i) defines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as intellectual disabilities, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The regulatory provision does not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments because of the difficulty of ensuring the comprehensiveness of such a list.

Major life activities, as defined in the Section 504 regulations at 34 C.F.R. 104.3(j)(2)(ii), include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. In the Amendments Act (see FAQ 1), Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. Congress also provided a non-exhaustive list of examples of "major bodily functions" that are major life activities, such as the functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions. The Section 504 regulatory provision, though not as comprehensive as the Amendments Act, is still valid - the Section 504 regulatory provision's list of examples of major life activities is not exclusive, and an activity or function not specifically listed in the Section 504 regulatory provision can nonetheless be a major life activity.

12. Does the meaning of the phrase "qualified student with a disability" differ on the basis of a student's educational level, i.e., elementary and secondary versus postsecondary?

Yes. At the elementary and secondary educational level, a "qualified student with a disability" is a student with a disability who is: of an age at which students without disabilities are provided elementary and secondary educational services; of an age at which it is mandatory under state law to provide elementary and secondary educational services to students with disabilities; or a student to whom a state is required to provide a free appropriate public education under the Individuals with Disabilities Education Act (IDEA).

At the postsecondary educational level, a qualified student with a disability is a student with a disability who meets the academic and technical standards requisite for admission or participation in the institution's educational program or activity.

13. Does the nature of services to which a student is entitled under Section 504 differ by educational level?

Yes. Public elementary and secondary recipients are required to provide a free appropriate public education to qualified students with disabilities. Such an education consists of regular or special education and related aids and services designed to meet the individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met.

At the postsecondary level, the recipient is required to provide students with appropriate academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in a school's program. Recipients are not required to make adjustments or provide aids or services that would result in a fundamental alteration of a recipient's program or impose an undue burden.

14. Once a student is identified as eligible for services under Section 504, is that student always entitled to such services?

Yes, as long as the student remains eligible. The protections of Section 504 extend only to individuals who meet the regulatory definition of a person with a disability. If a recipient school district re-evaluates a student in accordance with the Section 504 regulatory provision at 34 C.F.R. 104.35 and determines that the student's mental or physical impairment no longer substantially limits his/her ability to learn or any other major life activity, the student is no longer eligible for services under Section 504.

15. Are current illegal users of drugs excluded from protection under Section 504?

Generally, yes. Section 504 excludes from the definition of a student with a disability, and from Section 504 protection, any student who is currently engaging in the illegal use of drugs when a covered entity acts on the basis of such use. (There are exceptions for persons in rehabilitation programs who are no longer engaging in the illegal use of drugs).

16. Are current users of alcohol excluded from protection under Section 504?

No. Section 504's definition of a student with a disability does not exclude users of alcohol. However, Section 504 allows schools to take disciplinary action against students with disabilities using drugs or alcohol to the same extent as students without disabilities.
EVALUATION
At the elementary and secondary school level, determining whether a child is a qualified disabled student under Section 504 begins with the evaluation process. Section 504 requires the use of evaluation procedures that ensure that children are not misclassified, unnecessarily labeled as having a disability, or incorrectly placed, based on inappropriate selection, administration, or interpretation of evaluation materials.

17. What is an appropriate evaluation under Section 504?

Recipient school districts must establish standards and procedures for initial evaluations and periodic re-evaluations of students who need or are believed to need special education and/or related services because of disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(b) requires school districts to individually evaluate a student before classifying the student as having a disability or providing the student with special education. Tests used for this purpose must be selected and administered so as best to ensure that the test results accurately reflect the student's aptitude or achievement or other factor being measured rather than reflect the student's disability, except where those are the factors being measured. Section 504 also requires that tests and other evaluation materials include those tailored to evaluate the specific areas of educational need and not merely those designed to provide a single intelligence quotient. The tests and other evaluation materials must be validated for the specific purpose for which they are used and appropriately administered by trained personnel.

18. How much is enough information to document that a student has a disability?

At the elementary and secondary education level, the amount of information required is determined by the multi-disciplinary committee gathered to evaluate the student. The committee should include persons knowledgeable about the student, the meaning of the evaluation data, and the placement options. The committee members must determine if they have enough information to make a knowledgeable decision as to whether or not the student has a disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(c) requires that school districts draw from a variety of sources in the evaluation process so that the possibility of error is minimized. The information obtained from all such sources must be documented and all significant factors related to the student's learning process must be considered. These sources and factors may include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. In evaluating a student suspected of having a disability, it is unacceptable to rely on presumptions and stereotypes regarding persons with disabilities or classes of such persons. Compliance with the IDEA regarding the group of persons present when an evaluation or placement decision is made is satisfactory under Section 504.

19. What process should a school district use to identify students eligible for services under Section 504? Is it the same process as that employed in identifying students eligible for services under the IDEA?

School districts may use the same process to evaluate the needs of students under Section 504 as they use to evaluate the needs of students under the IDEA. If school districts choose to adopt a separate process for evaluating the needs of students under Section 504, they must follow the requirements for evaluation specified in the Section 504 regulatory provision at 34 C.F.R. 104.35.

20. May school districts consider "mitigating measures" used by a student in determining whether the student has a disability under Section 504?

No. As of January 1, 2009, school districts, in determining whether a student has a physical or mental impairment that substantially limits that student in a major life activity, must not consider the ameliorating effects of any mitigating measures that student is using. This is a change from prior law. Before January 1, 2009, school districts had to consider a student's use of mitigating measures in determining whether that student had a physical or mental impairment that substantially limited that student in a major life activity. In the Amendments Act (see FAQ 1), however, Congress specified that the ameliorative effects of mitigating measures must not be considered in determining if a person is an individual with a disability.

Congress did not define the term "mitigating measures" but rather provided a non-exhaustive list of "mitigating measures." The mitigating measures are as follows: medication; medical supplies, equipment or appliances; low-vision devices (which do not include ordinary eyeglasses or contact lenses); prosthetics (including limbs and devices); hearing aids and cochlear implants or other implantable hearing devices; mobility devices; oxygen therapy equipment and supplies; use of assistive technology; reasonable accommodations or auxiliary aids or services; and learned behavioral or adaptive neurological modifications.

Congress created one exception to the mitigating measures analysis. The ameliorative effects of the mitigating measures of ordinary eyeglasses or contact lenses shall be considered in determining if an impairment substantially limits a major life activity. "Ordinary eyeglasses or contact lenses" are lenses that are intended to fully correct visual acuity or eliminate refractive error, whereas "low-vision devices" (listed above) are devices that magnify, enhance, or otherwise augment a visual image.

21. Does OCR endorse a single formula or scale that measures substantial limitation?

No. The determination of substantial limitation must be made on a case-by-case basis with respect to each individual student. The Section 504 regulatory provision at 34 C.F.R. 104.35 (c) requires that a group of knowledgeable persons draw upon information from a variety of sources in making this determination.

22. Are there any impairments which automatically mean that a student has a disability under Section 504?

No. An impairment in and of itself is not a disability. The impairment must substantially limit one or more major life activities in order to be considered a disability under Section 504.

23. Can a medical diagnosis suffice as an evaluation for the purpose of providing FAPE?

No. A physician's medical diagnosis may be considered among other sources in evaluating a student with an impairment or believed to have an impairment which substantially limits a major life activity. Other sources to be considered, along with the medical diagnosis, include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. As noted in FAQ 22, the Section 504 regulations require school districts to draw upon a variety of sources in interpreting evaluation data and making placement decisions.

24. Does a medical diagnosis of an illness automatically mean a student can receive services under Section 504?

No. A medical diagnosis of an illness does not automatically mean a student can receive servicesunder Section 504. The illness must cause a substantial limitation on the student's ability to learn or another major life activity. For example, a student who has a physical or mental impairment would not be considered a student in need of services under Section 504 if the impairment does not in any way limit the student's ability to learn or other major life activity, or only results in some minor limitation in that regard.

25. How should a recipient school district handle an outside independent evaluation? Do all data brought to a multi-disciplinary committee need to be considered and given equal weight?

The results of an outside independent evaluation may be one of many sources to consider. Multi-disciplinary committees must draw from a variety of sources in the evaluation process so that the possibility of error is minimized. All significant factors related to the subject student's learning process must be considered. These sources and factors include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior, among others. Information from all sources must be documented and considered by knowledgeable committee members. The weight of the information is determined by the committee given the student's individual circumstances.

26. What should a recipient school district do if a parent refuses to consent to an initial evaluation under the Individuals with Disabilities Education Act (IDEA), but demands a Section 504 plan for a student without further evaluation?

A school district must evaluate a student prior to providing services under Section 504. Section 504 requires informed parental permission for initial evaluations. If a parent refuses consent for an initial evaluation and a recipient school district suspects a student has a disability, the IDEA and Section 504 provide that school districts may use due process hearing procedures to seek to override the parents' denial of consent.

27. Who in the evaluation process makes the ultimate decision regarding a student's eligibility for services under Section 504?

The Section 504 regulatory provision at 34 C.F.R.104.35 (c) (3) requires that school districts ensure that the determination that a student is eligible for special education and/or related aids and services be made by a group of persons, including persons knowledgeable about the meaning of the evaluation data and knowledgeable about the placement options. If a parent disagrees with the determination, he or she may request a due process hearing.

28. Once a student is identified as eligible for services under Section 504, is there an annual or triennial review requirement? If so, what is the appropriate process to be used? Or is it appropriate to keep the same Section 504 plan in place indefinitely after a student has been identified?

Periodic re-evaluation is required. This may be conducted in accordance with the IDEA regulations, which require re-evaluation at three-year intervals (unless the parent and public agency agree that re-evaluation is unnecessary) or more frequently if conditions warrant, or if the child's parent or teacher requests a re-evaluation, but not more than once a year (unless the parent and public agency agree otherwise).

29. Is a Section 504 re-evaluation similar to an IDEA re-evaluation? How often should it be done?

Yes. Section 504 specifies that re-evaluations in accordance with the IDEA is one means of compliance with Section 504. The Section 504 regulations require that re-evaluations be conducted periodically. Section 504 also requires a school district to conduct a re-evaluation prior to a significant change of placement. OCR considers an exclusion from the educational program of more than 10 school days a significant change of placement. OCR would also consider transferring a student from one type of program to another or terminating or significantly reducing a related service a significant change in placement.

30. What is reasonable justification for referring a student for evaluation for services under Section 504?

School districts may always use regular education intervention strategies to assist students with difficulties in school. Section 504 requires recipient school districts to refer a student for an evaluation for possible special education or related aids and services or modification to regular education if the student, because of disability, needs or is believed to need such services.

31. A student is receiving services that the school district maintains are necessary under Section 504 in order to provide the student with an appropriate education. The student's parent no longer wants the student to receive those services. If the parent wishes to withdraw the student from a Section 504 plan, what can the school district do to ensure continuation of services?

The school district may initiate a Section 504 due process hearing to resolve the dispute if the district believes the student needs the services in order to receive an appropriate education.

32. A student has a disability referenced in the IDEA, but does not require special education services. Is such a student eligible for services under Section 504?

The student may be eligible for services under Section 504. The school district must determine whether the student has an impairment which substantially limits his or her ability to learn or another major life activity and, if so, make an individualized determination of the child's educational needs for regular or special education or related aids or services. For example, such a student may receive adjustments in the regular classroom.

33. How should a recipient school district view a temporary impairment?

A temporary impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities for an extended period of time. The issue of whether a temporary impairment is substantial enough to be a disability must be resolved on a case-by-case basis, taking into consideration both the duration (or expected duration) of the impairment and the extent to which it actually limits a major life activity of the affected individual.

In the Amendments Act (see FAQ 1), Congress clarified that an individual is not "regarded as" an individual with a disability if the impairment is transitory and minor. A transitory impairment is an impairment with an actual or expected duration of 6 months or less.
34. Is an impairment that is episodic or in remission a disability under Section 504?
Yes, under certain circumstances. In the Amendments Act (see FAQ 1), Congress clarified that an impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active. A student with such an impairment is entitled to a free appropriate public education under Section 504.
PLACEMENT
Once a student is identified as being eligible for regular or special education and related aids or services, a decision must be made regarding the type of services the student needs.

35. If a student is eligible for services under both the IDEA and Section 504, must a school district develop both an individualized education program (IEP) under the IDEA and a Section 504 plan under Section 504?

No. If a student is eligible under IDEA, he or she must have an IEP. Under the Section 504 regulations, one way to meet Section 504 requirements for a free appropriate public education is to implement an IEP.

36. Must a school district develop a Section 504 plan for a student who either "has a record of disability" or is "regarded as disabled"?

No. In public elementary and secondary schools, unless a student actually has an impairment that substantially limits a major life activity, the mere fact that a student has a "record of" or is "regarded as" disabled is insufficient, in itself, to trigger those Section 504 protections that require the provision of a free appropriate public education (FAPE). This is consistent with the Amendments Act (see FAQ 1), in which Congress clarified that an individual who meets the definition of disability solely by virtue of being "regarded as" disabled is not entitled to reasonable accommodations or the reasonable modification of policies, practices or procedures. The phrases "has a record of disability" and "is regarded as disabled" are meant to reach the situation in which a student either does not currently have or never had a disability, but is treated by others as such.

As noted in FAQ 34, in the Amendments Act (see FAQ 1), Congress clarified that an individual is not "regarded as" an individual with a disability if the impairment is transitory and minor. A transitory impairment is an impairment with an actual or expected duration of 6 months or less.

37. What is the receiving school district's responsibility under Section 504 toward a student with a Section 504 plan who transfers from another district?

If a student with a disability transfers to a district from another school district with a Section 504 plan, the receiving district should review the plan and supporting documentation. If a group of persons at the receiving school district, including persons knowledgeable about the meaning of the evaluation data and knowledgeable about the placement options determines that the plan is appropriate, the district is required to implement the plan. If the district determines that the plan is inappropriate, the district is to evaluate the student consistent with the Section 504 procedures at 34 C.F.R. 104.35 and determine which educational program is appropriate for the student. There is no Section 504 bar to the receiving school district honoring the previous IEP during the interim period. Information about IDEA requirements when a student transfers is available from the Office of Special Education and Rehabilitative Services at http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C3%2C

40. What are the responsibilities of regular education teachers with respect to implementation of Section 504 plans? What are the consequences if the district fails to implement the plans?

Regular education teachers must implement the provisions of Section 504 plans when those plans govern the teachers' treatment of students for whom they are responsible. If the teachers fail to implement the plans, such failure can cause the school district to be in noncompliance with Section 504.

41. What is the difference between a regular education intervention plan and a Section 504 plan?

A regular education intervention plan is appropriate for a student who does not have a disability or is not suspected of having a disability but may be facing challenges in school. School districts vary in how they address performance problems of regular education students. Some districts employ teams at individual schools, commonly referred to as "building teams." These teams are designed to provide regular education classroom teachers with instructional support and strategies for helping students in need of assistance. These teams are typically composed of regular and special education teachers who provide ideas to classroom teachers on methods for helping students experiencing academic or behavioral problems. The team usually records its ideas in a written regular education intervention plan. The team meets with an affected student's classroom teacher(s) and recommends strategies to address the student's problems within the regular education environment. The team then follows the responsible teacher(s) to determine whether the student's performance or behavior has improved. In addition to building teams, districts may utilize other regular education intervention methods, including before-school and after-school programs, tutoring programs, and mentoring programs.
PROCEDURAL SAFEGUARDS
Public elementary and secondary schools must employ procedural safeguards regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services.

42. Must a recipient school district obtain parental consent prior to conducting an initial evaluation?

Yes. OCR has interpreted Section 504 to require districts to obtain parental permission for initial evaluations. If a district suspects a student needs or is believed to need special instruction or related services and parental consent is withheld, the IDEA and Section 504 provide that districts may use due process hearing procedures to seek to override the parents' denial of consent for an initial evaluation.

43. If so, in what form is consent required?

Section 504 is silent on the form of parental consent required. OCR has accepted written consent as compliance. IDEA as well as many state laws also require written consent prior to initiating an evaluation.

44. What can a recipient school district do if a parent withholds consent for a student to secure services under Section 504 after a student is determined eligible for services?

Section 504 neither prohibits nor requires a school district to initiate a due process hearing to override a parental refusal to consent with respect to the initial provision of special education and related services. Nonetheless, school districts should consider that IDEA no longer permits school districts to initiate a due process hearing to override a parental refusal to consent to the initial provision of services.

45. What procedural safeguards are required under Section 504?

Recipient school districts are required to establish and implement procedural safeguards that include notice, an opportunity for parents to review relevant records, an impartial hearing with opportunity for participation by the student's parents or guardian, representation by counsel and a review procedure.
46. What is a recipient school district's responsibility under Section 504 to provide information to parents and students about its evaluation and placement process?
Section 504 requires districts to provide notice to parents explaining any evaluation and placement decisions affecting their children and explaining the parents' right to review educational records and appeal any decision regarding evaluation and placement through an impartial hearing.

47. Is there a mediation requirement under Section 504?

No.
TERMINOLOGY
The following terms may be confusing and/or are frequently used incorrectly in the elementary and secondary school context.

Equal access: equal opportunity of a qualified person with a disability to participate in or benefit from educational aid, benefits, or services

Free appropriate public education (FAPE): a term used in the elementary and secondary school context; for purposes of Section 504, refers to the provision of regular or special education and related aids and services that are designed to meet individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met and is based upon adherence to procedures that satisfy the Section 504 requirements pertaining to educational setting, evaluation and placement, and procedural safeguards

Placement: a term used in the elementary and secondary school context; refers to regular and/or special educational program in which a student receives educational and/or related services

Reasonable accommodation: a term used in the employment context to refer to modifications or adjustments employers make to a job application process, the work environment, the manner or circumstances under which the position held or desired is customarily performed, or that enable a covered entity's employee with a disability to enjoy equal benefits and privileges of employment; this term is sometimes used incorrectly to refer to related aids and services in the elementary and secondary school context or to refer to academic adjustments, reasonable modifications, and auxiliary aids and services in the postsecondary school context

Reasonable modifications: under a regulatory provision implementing Title II of the ADA, public entities are required to make reasonable modifications in policies, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disability, unless the public entity can demonstrate that making the modifications would fundamentally alter the nature of the service, program, or activity

Related services: a term used in the elementary and secondary school context to refer to developmental, corrective, and other supportive services, including psychological, counseling and medical diagnostic services and transportation

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Frequently Asked Questions about Section 504 requirements for the education by school districts of students with disabilities

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Introduces the Web Content Accessibility Guidelines (WCAG) international standard, including WCAG 2.0, WCAG 2.1, and WCAG 2.2. WCAG documents explain how to make web content more accessible to people with disabilities.

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As part of our mission to bust all barriers to learning, CAST researches, designs, and develops innovative solutions to make education more inclusive and effective. We do so by applying the principles of Universal Design for Learning, a framework rooted in the learning sciences.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

UDL Rising to Equity

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

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A Ticket-In, provides students with the opportunity to reflect on what they have learned, think about questions they had and prepare to learn related material. When well designed a Ticket In is a great strategy for holding student accountable for their work outside of class. They know that in order to be able to fully participate in the upcoming class session they must think about specific ideas in the readings, videos, activities that were done outside of class meeting time. A Ticket In goes beyond a quiz, it should connect the work done outside of class with the learning that will take place during class time. It should provide students with the opportunity to reflect, question and organize their learning. If paired with the opportunity to have questions answered and muddy points clarified, a Ticket In will improve learning for students. In many setting a Ticket In or Admission Ticket is a quiz or a show of hands in response to questions. Using tools such as electronic polling allow us to easily record and respond to misconceptions or common questions immediately.

A Ticket-Out on the other hand provides students with the opportunity to organize and situate the information they have just learned during a class session. Often times in a University course students sit through a lecture and then leave. Instructors hope they the students leave the class and continue making sense of what they have learned. Unfortunately, many times students leave the classroom and immediately move on to the next activity. This creates a situation where students are not connecting the new learning to their existing knowledge. When this connection does not happen the new information is lost. A Ticket Out, can provide an organized time for the student to make meaning of the new information. Traditionally, Ticket Out, or Exit Tickets are paper and pencil tasks done at the end of class. With the many new online tools available to us we can move this activity to the online environment and investigate the best time to have students complete their tickets.

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A Ticket-In , provides students with the opportunity to reflect on what they have learned, think about questions they had and prepare to learn related material. When well designed a Ticket In is a great strategy for holding student accountable for their work outside of class.

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A review of narrative pedagogy strategies to transform traditional nursing education

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Teaching through storytelling Narrative nursing

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50 Great Ways to Use QR Codes in the College Classroom

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Unitag | Home of QR | The free QR code generator

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Our free QR code generator! Try our powerful free Qr code generator and let your imagination guide your creation with our powerful tool. Logo, background image, pre-made template, youtube, instagram, linkedin, google maps, everything is there to make your life easier!

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Create QR codes with images, sounds, text, videos and documents on your device. Cloud QR automatically uploads files to the cloud and creates QR codes from the links.

Generator QR codes with ease

You own your data

We take privacy very seriously! You are in total control of your data. When you delete a QR code everything is removed from our servers. We never share you data with third parties or use it for any purposes except displaying your QR codes.

You can choose to store uploaded files on Cloud QR's servers or on your own Google Drive or Microsoft OneDrive account.

Videos uploaded to YouTube are stored on your Google account and are marked as Unlisted.

Organize your QR codes

Built with kids and schools in mind

Cloud QR is made in cooperation with teachers to make it the perfect tool for classrooms.

This means that we try very hard to avoid distractions, have a simple user interface and don't display any ads.

Built-in QR scanner

Cloud QR comes with a built in scanner packed with features to make it easy to use, safe for kids and perfect for the classroom.

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Create QR codes with images, sounds, text, videos and documents on your device. Cloud QR automatically uploads files to the cloud and creates QR codes from the links. Generator QR codes with ease We take privacy very seriously! You are in total control of your data.

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QRCode Monkey - The free QR Code Generator to create custom QR Codes with Logo

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Create custom QR Codes with Logo, Color and Design for free. This QR Code Maker offers free vector formats for best print quality.

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QR Code Generator – create QR codes for free (Logo, T-Shirt, vCard, EPS)

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Free for everyone (commercial and print usage allowed). QR codes on business cards, T-Shirts, mugs and more! Logo QR code possible.

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How to Create a QR Code and Use It Effectively

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The magic of QR codes in the classroom - Karen Mensing

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Dr. Amanda Sterk

Founder of College UnMazed

Saved $100k in total design costs and earned $30k+ in extra income

"Whether I needed visuals saved as PNG for social media, a PDF for a presentation, or any other file type, Venngage facilitated it with a few clicks."

Read Case Study on How Amanda Sterk Turned Stuffy Content into Beautiful Infographics with Venngage Read Case Study

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Venngage | Professional Infographic Maker | 10,000+ Templates

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Join over 5 Million professionals who consider Venngage the infographic maker of choice. Pick from 10,000+ professional templates made for businesses.

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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Infogram is an intuitive visualization tool that empowers people and teams to create beautiful content.
Join Infogram now
Design with ease

Collaborate in real-time

Download, share, and publish online

Save time and stay on brand

Wow your audience with interactive content

Collaborate with your team in real time

Collaborate with your team in real time

Track how your work resonates with your audience

Create responsive content for web

Create responsive content for web

The simple way to make your data dazzle

Visualize endless possibilities

Here are just a few of the 30,000+ companies that use Infogram

Infogram has everything you need to create captivating visuals that impress and inform your audience.
Join Infogram now

All rights reserved © 2023 Infogram Terms & Privacy Infogram and Infogr.am are registered trademarks of Prezi, Inc.

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Create Infographics, Reports and Maps - Infogram

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Infogram is an easy to use infographic and chart maker. Create and share beautiful infographics, online reports, and interactive maps. Make your own here.

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easel.ly | create and share visual ideas using infographics

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Easel.ly is a simple web tool that empowers anyone to create and share powerful visuals (infographics, posters)... no design experience needed! We provide the canvas, you provide the creativity.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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PINGDOM_CANARY_STRING

See why millions of users across the globe choose Lucidchart.

Map out new concepts with ease

Get to work right away with Lucidchart's intuitive concept map software.

Learn to use Lucidchart in 3 minutes

Create your first concept map, whether you import it, start from a template, or begin with a blank canvas.

Add shapes and connecting lines to your concept map, and add text to describe what you're thinking.

Change the styling and formatting to make your concept map visually appealing.

Use Feature Find to locate any feature or tool within your diagram.

Share your concept map with your team to start collaborating.

Concept map templates

Start working on a concept map right away with one of our templates.

Lucidchart integrations

Connect Lucidchart to all your favorite industry-leading apps.

See why teams use Lucidchart

Diagram, visualize data, and collaborate all in one platform.

What is a concept map?

A concept map helps you visualize the relationship between concepts, ideas, events, or notes. These diagrams are commonly used to plan curriculum, create study guides, or outline writing projects. To use a concept map, put your ideas in circles (also called nodes). Unlike a mind map that starts in the center and works outwards, a concept map generally works top to bottom in a hierarchy. Connect your circles with lines or arrows (also called arcs) and label the lines to show how the ideas relate to each other.

How to make a concept map

1. Start with a topic

Begin with the core topic you want to explore. Drag a shape onto the canvas to contain it. The hierarchy of your concept map will start from here.

2. Identify key concepts

Make a list of all the key ideas that relate to your core topic. This list is called the parking lot. Order them from most general first to most specific last.

3. Connect topics and subtopics

Move your key concepts from the parking lot to the diagram, drawing connecting lines as you go. Label the lines with text to show how the ideas are related.

4. Customize and format

Personalize and organize your diagram by adding colors and images. As you learn more about your core topic, update your diagram.

5. Present and share your work

Use Lucidchart's easy sharing options to present your concept map. You can share the diagram directly within Lucidchart, print it, or download it as a PNG, JPEG, or PDF.

Frequently asked questions about concept maps

You can use standard flowchart shapes to build your concept map or repurpose our mind map shape library. Simply search for mind maps in the Shape Manager.

Mind maps are better for brainstorming ideas or information visually. Use a concept map when you're diagramming relationships between and among concepts. Concept maps make it faster to understand and recall those relationships. For students, concept maps can be an efficient way of note-taking as well, sometimes referred to as conceptual note-taking.

© 2023 Lucid Software Inc.

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Our free concept map maker helps you easily create concept maps online. Get started in minutes with our concept map templates. Sign up to use Lucidchart today!

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Benefits of Bubbl.us mind maps over text:

Superior clarity of structured information

Whether it's a family tree, a decision flow map, or an algorithm, mind maps have a huge advantage in presenting complexity clearly and concisely.

Better retention of complex ideas.

Visualizing complex ideas in shapes, lines, and pictures leads to much better recollection later than simple text.

Creative collaboration with others.

Visual brainstorming with a team can dramatically improve the quality of the final product because of diversity of perspectives and experiences.

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Bubbl.us - Create Mind Maps | Collaborate and Present Ideas

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like. Changes you make will show up instantly in their browser, wherever they are in the world

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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Important — Popplet.com service is ending July 1, 2026. Please read the official announcement here,and visit our new site Superstructures.io.

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Learn faster with Chegg. Search millions of Flashcards or create your own online Flashcards for Free. Quiz yourself online or through our mobile app.

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The right decisions come from the right questions

A new and improved NCLEX exam is coming. The Next Generation NCLEX (NGN) exam asks better questions to help nurses think critically when providing care and make the right decisions.

NGN is about protecting the public and achieving the best outcomes for clients, nurses and institutions.

About the NGN

The 2013-2014 NCSBN Strategic Practice Analysis highlighted the increasingly complex decisions newly licensed nurses make during the course of patient care. NCSBN is conducting research to determine whether clinical judgment and decision making in nursing practice can be reliably assessed through the use of innovative item types. This objective is the NGN.

Overview

The NGN consists of several phases of research, which are delineated in the model below. If the evidence during any individual step indicates that potential innovations will not support the rigor and quality of the NCLEX, the project will be reexamined at all levels.

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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TED-Ed lessons on all subjects. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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PlayPosit | Interactive Video Learning Objects

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With over 5 million learners and counting, PlayPosit offers a variety of options for interaction customization, premade templates, playback control, LMS LTI integration, and more. Instructors and instructional designers can build lessons as they envision them while expanding the traditional and onli

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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This Inclusive Teaching Toolbox is a resource created to empower you to teach to the needs of your students, while helping learners understand the value of inclusion for their future careers. We have designed this toolbox not as a list of "tips and tricks of the trade," but rather as a mechanism to help you think about ways that you can leverage the diversity of your students to improve the learning in your classroom. We recognize that teaching strategies change as educational research evolves. With this in mind, we have developed this toolkit as a "living" document that will be updated and amended as time progresses.

This Toolkit has been organized according to strategies that can be implemented before and during your class. There is also a final section entitled "After the Class" that focuses on how to use the data from student feedback and assignments to improve the next iteration of your course. We have also provided a "living" bibliography of additional readings and resources to help you learn more about inclusive teaching strategies, as well as some hints for how to engage your colleagues related to the field of inclusive teaching. Please check back often to see if there are any updates.

Table of Contents

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This Inclusive Teaching Toolbox is a resource created to empower you to teach to the needs of your students, while helping learners understand the value of inclusion for their future careers.