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Welcoming Interests & Identities

We as educators should be welcoming different interests and identities by optimizing value and authenticity in our lessons as well as allowing students choices on how to complete them. We should nurture our students to be happy and well rounded, while alos making them aware of threats or distaractions that may come about in their learning

Sustaining Effort and Persistence

We should be clearly stating lesson goals and offering feedback on submissions that is thorough and constructive. We should be fostering a community of inclusivity and belonging in which students should be able to collaborate with one another. In our classrooms, students should be challenged and offered support along the way.

Emotional Capacity

In our classrooms, we should be recognizing expectations and beliefs of others. We should be motiviation our students and encouraging them daily. Our students should be taught self awareness as well as empathy for their peers in the classroom and should be able to reflect on themselves.

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The UDL principle of engagement focuses on the engagement and motiviation of students and recognizes difference in learning styles.

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This principle focuses on the presentation of information in ways that capture every learner. We should present content in various formats to remain inclusive.

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This principle regards learners demonstrating what they know in their own different abilities. We can do this by offering different methods of assessment.

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Perception

As educators, we should customize the display of information to work for varied learning styles and abilities as well as supporting varying ways of percieving information. It is our duty to represent a diversity of identies as well as perspectives of rour students.

Language and Symbols

We should strive to clarify symbols and vocabulary for our students as well as teaching our students to respect those who speak other languages and talk in different dialects. We can decode texts, symbols, and mathematical notations to support understanding as well. We should use multimedia as well and be sure to address biases in language.

Building Knowledge

In the classroom, we should build new information on prior learning, maximizing transfer between subjects. We can highlight main ideas, patterns, and critical features as well as relationships in reading that may be important for assessment. We should cultivate many ways of making meaning to support our students' undertsanding.

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Interaction

In the classroom, we should vary the methods of response, movement, and navtigation to fit the needs of our students. We should use accessible materials and assistive technology to fit our students' diverse needs.

Expression and Communication

We should use multiple tools and medias to support experssion. We should allow our students to demonstrate their creative ability as well as offerening support and practice to create a better performace all around. We can address biases as well related to modes of expression and communication to better prepare students for the outside world.

Strategy Development

As teachers, we should encourage our students to set meaningful goals, organize information, and face challenges haed on. We should have a backup plan incase challenges arise as well as monitor progress in the classroom as students face challenges. We should promote inclusion in our instruction.

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I am a firm believer in speech-to-text software. This software is extremely beneficial to students who may have learning disabilities as well.

https://fullmeasure.co.uk/powertalk/

Powertalk allows students to use speech-to-text to create powerpoint presentations effectively!

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PowerTalk - automatic speech for PowerPoint presentations

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Free Open Source Windows program that automatically speaks the text on any PowerPoint presentation. Uses the standard SAPI speech synthesis software that comes with XP.

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In the link above, we can find tons of free graphic organizer options. Graphic organizers are amazing for organizing thoughts and goals for lessons or even throughout the school year. We are able to download, print these our, and have students use them to organize their thoughts.

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These graphic organizers can be used for instruction or assessment purposes. They can be adapted for your needs and re-saved. Examples are provided to demonstrate ways that the graphic organizers can be used to frame assessment tasks. The sample questions are provided as an illustrative example, only. It is not intended for use with the 2005-2007 Alberta Social Studies Programs of Study.

Download all Graphic Organizers (ZIP) 16 MB

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These graphic organizers can be used for instruction or assessment purposes. They can be adapted for your needs and re-saved. Examples are provided to demonstrate ways that the graphic organizers can be used to frame assessment tasks. The sample questions are provided as an illustrative example, only.

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I frequently have used voice thread to put out my thoughts verbally instead of writing. Voicethread allows students to record themselves and post the recordings after review. This can be beneficial for shy students to share their thoughts and even give presentations! https://voicethread.com

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design discussions
no-schedule meetings
professional development
collaborate with clients
sales and marketing

replace text-only discussions
interactive lectures
support UDL principles
no-schedule office hours
professional development

student presentations
conversational practice
professional development
rich assessment
safe and accountable

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design discussions no-schedule meetings professional development collaborate with clients sales and marketing replace text-only discussions interactive lectures support UDL principles no-schedule office hours professional development student presentations conversational practice professional development rich assessment safe and accountable