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Executive Dysfunction
EdPuzzle allows teachers to create and assign video lessons for students. Teachers can upload their own video or use one found online (ex. YouTube) and add questions, notes, and Voice Memos throughout it. Teachers can assign the video lesson to students, and can choose how many attempts the students have, whether or not they can skip ahead through the video, and dates for it to be posted and due. Teachers can monitor individual student progress by seeing how much of the video was watched and reviewing their question responses. This is a great tool to use for all students. It encourages engagement and staying on-task by prompting the students with questions throughout the video, by preventing them from skipping ahead, and by skipping the video if a student navigates to a different tab.

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Executive Disfunction
Teachers can import review/test questions into Blooket to create a game that can be used for review or assessment. Teachers can modify the game's settings to allow for individual or class participation, point values, timers, etc. The teacher will receive a detailed score-report and question analysis at the end of each student's game. This can be a very engaging and accurate "show-what-you-know" opportunity for all students (as long as it is supervised by the teacher). It can be especially beneficial for students that struggle with task completion and/or those that need "chunking" of assignments, because the questions are built into the game. This gives students short brain-breaks after answering a few questions. This can help any formative or summative assessment seem less overwhelming to students and possibly even decrease test anxiety.

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Executive Disfunction
Create an agenda that all students can access online 24/7 that includes upcoming assignments, assessments, and important dates. Using Google Slides, Sheets, or Docs for this allows for dates to be adjusted as needed and viewable to students (and parents!) without having to re-share, re-post, etc.

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GAD - Self-Paced Learning: Students having the option to learn at their own pace can alleviate stress and anxiety. Giving students this option with a rigid plan can set up a struggling student for success. This techniques also helps students become masters of their accountability. They organize and set the schedule and daily/weekly check-ins are built in by the instructor. This method enables students that are often under the weight of academic pressure and deadlines to have more control.

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"It's like they've been spoon-fed until now."

"How are they going to meet deadlines when they're adults?"

"What does it take to get students to think for themselves?"
Until recently, these were the words my colleagues and I would utter when we found ourselves frustrated by our students' lack of intrinsic motivation. They often seemed unable to figure things out for themselves, and as much as we tried, it was a challenge for us to help them overcome a lackluster approach to their academic responsibilities.

In my search for a solution, I began to think about the structure of my classroom and how the traditional learning environment shapes student engagement. As a firm believer that people respond to their surroundings, I asked myself the following questions:

How do I allow students to take responsibility for themselves?

Do I give students enough opportunities to make decisions about their learning?

Have I shown that I trust students to shape their own learning environment?

In my reflection, I realized I had plenty of room to grow in creating a learning environment that fosters independence, choice and student decision-making.

Fortunately for my students, my school offered a professional development session on self-pacing, which is the practice of implementing instruction based on individual learner response.

What is self-paced learning?

Self-paced learning differs from the traditional teacher-led, whole-class lessons in that it allows students to use materials and resources to customize the way they learn in class. The self-paced method allows students to design their own learning experience, not only at their own pace, but according to their own interests and learning preferences. The role of the instructor is to provide guidance, feedback on proficiency and tailor the learning environment to students' needs.

I decided to give it a try. My colleagues, Cristie Watson and Logan Riley, and I worked together to create our first self-paced unit. Here's how we made it work our classrooms using state-mandated curricula:

Choose an activity. First, we had students access a Google Doc that gave an overview of the unit and outlined the learning goals and various activities associated with each.

Students browsed the list, picked an activity that interested them and decided how they wanted to interact with the content. For example, some students took Cornell notes on readings, others created Minecraft structures depicting a learning goal topic, and many engaged with EdPuzzle videos with embedded questions to guide their learning. Students could go online to do research or find resources whenever they needed to.

Request an assessment. When students feel like they've mastered the material, they can request a check-in, which involves answering a question in writing on the learning goal. We discuss their answer and if I feel they've demonstrated mastery, they move on to the next learning goal. If not, they can select a different activity and try again.

Other benefits of self-paced learning

Not surprisingly, most students liked having choice in their learning and remained engaged in the academic content. But engagement wasn't the only benefit of the new format. Here are five unexpected surprises:

1. Movement

Students were free to leave their seats as many times as they needed to select materials for their learning activities, answer check-in question or gather resources. Before we tried this approach, students had few opportunities to leave their seats without a movement-based activity. I would pass out our whole-class materials, and students wouldn't have to move a muscle. As you know, not moving a muscle for an hour is uncomfortable for most of us but can be excruciating for active kids.

I wondered if allowing additional movement would be distracting and promote wandering, but I discovered it was not. Students knew where to go and what to do. They were more purpose-driven in their actions because they were allowed to choose what to do. They had to think for themselves about their next steps as opposed to being told what to do.

Oddly enough, in addition to more movement in the classroom, there was also less movement. The fact that students were allowed purpose-driven movement cut down on random chair scraping, loud foot-flopping, annoying pencil-rapping and free-wheeling pen-clicking.

2. Organization

In order for my students to independently select learning materials, I was compelled to reorganize my classroom in a thoughtful, deliberate way. I clearly labeled the learning stations with instructions, and I modeled how to move through them. This helped students grasp the literal motions of self-paced learning.

As a teacher and mom, organization is supposed to be one of my strengths. It's not. Because I'm a teacher and mom, my brain functionality is that of a browser with dozens of tabs open at once. Becoming organized allowed students to function as they should in a self-paced classroom and closed a few tabs in my mind as well.

3. More time for relevance

An amazing thing happens in a classroom where students select their learning goals, collect their materials and know where to find additional supplies. They independently engage with technology and content, and I get to do what every teacher dreams of being able to do. I am free to float from student to student to answer content-related questions. Without a barrage of logistical questions, I now have time to work with students one on one to foster student understanding and critical-thinking skills.

4. Quick results

I expected some students to lag behind on self-paced learning. To my surprise, many students were completing activities and check-ins much more quickly than they had finished whole-class activities. And yet, their check-in responses did not seem rushed or composed with intentional mediocrity. Students simply worked at a quicker pace than my previous classroom structure had permitted. The quick results allowed me to provide same-day and direct feedback, rather than going over check-ins during the evenings. Students were able to rethink and revise immediately, with no lapse in time to hinder full understanding of our learning goals.

5. Effective, personalized feedback

Prior to self-paced learning, I would offer general feedback to the entire class about check-in responses instead of giving individual students. I might say:

"I've noticed that some check-ins simply list a lot of facts about the subject of the question, but do not answer the question. For example, if a question asks how the pyramids reflect the values of the Ancient Egyptians, I'm reading some laundry lists of facts about pyramids, but nothing about the values that the pyramids represent."

I realized that presenting group feedback fell flat because often students felt like the advice didn't apply to them. When I give direct feedback to students individually, they know that I'm talking about their work specifically. It resonated more deeply than when I would offer feedback to the whole class at once.

Self-paced learning boosts confidence

Self-paced learning has proven to be an effective way to allow my students to customize their learning environment to fit their needs as learners. It also shows them that I trust them to design their own learning, gives them a sense of responsibility for their academics, boosts confidence in their choices and allows me to give direct, immediate feedback to each student at least once a day.

On top of that, students use technology every day to access online interactives, which gives them endless possibilities to show their learning.

As educators, we exhaust ourselves trying to figure out how to best teach our students individually. Self-paced learning allows students to show for themselves how they best learn and to gain valuable information about their own learning that they can carry with them for life. Self-paced learning truly transforms a classroom.

Watch the video below to learn more about the self-paced classroom:
Catherine Stanley is a sixth grade English language arts and social studies teacher at Gravelly Hill Middle School. She believes in student-teacher relationships to foster success in the classroom. Connect with her on Twitter @TeachStanley. This is an updated version of a blog post that originally published on Nov. 19, 2019.

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5 Surprising Results of a Self-Paced Classroom

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"It's like they've been spoon-fed until now." "How are they going to meet deadlines when they're adults?" "What does it take to get students to think for themselves?" Until recently, these were the words my colleagues and I would utter when we found ourselves frustrated by our students' lack of intrinsic motivation.

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GAD - Meditation: Students that suffer from any form of anxiety can benefit greatly from just a few minutes of mindful meditation. These strategies can be built into a lesson plan or incorportated at the beginning or end of class. There are also tech based options, such as google and android apps, that students can use on an individual basis as needed for their anxiety.

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Many students are searching for healthy practices that relieve stress, calm frazzled nerves and help them relax. Mindfulness is a natural, easy-to-follow meditation method that offers college kids who are feeling the grind important physical, emotional and psychological benefits. No fancy meditation equipment to buy, no member's card to acquire: a few minutes a day is all that's required.

It seems like from grade school to college, today's students can barely find time to take a breath of fresh air and smell the roses. College students in particular find themselves completely engrossed in campus life, from classes and exams to the requisite parties, and they may feel like they have no time for themselves. The intense rhythm of college activities can be relentless; as a result, many students suffer from stress, anxiety and sleep deprivation. This can have a negative impact on their health, grades, relationships and joie de vivre.

For this reason, more and more colleges and universities as well as high schools, recognizing the positive impact on their students' well-being, are offering dedicated meditation spaces to help students destress and replenish.

Top 5 benefits of student meditation

A reasonable amount of stress is healthy - it prompts us into action and helps us achieve our goals. Too much stress, on the other hand, is extremely unhealthy. Most students have to deal with an assortment of stressful situations: assignments, tests, admissions exams, co-curricular activities and social pressures are all part of the college experience.

Scientific evidence has shown that mindfulness meditation improves our ability to cope with stress. A regular practice - even a few minutes once or twice a day - gives our batteries time to recharge. Those who build a meditation practice and stick with it develop the inner resources they need to find that place of serenity and attentiveness when they need it most. Mindfulness meditation practice can not only reduce stress but prevent stress from overtaking you.

Meditation also helps improve concentration - a top priority for any student. Through guided meditation for focus, we train in placing the attention on the present moment. When we begin meditating, one of the first methods we learn is how to settle our attention on the breath. This disciplines the mind to focus on a single activity at a time. It actually takes a lot of willpower to set the mental clutter and chit-chat aside and concentrate on the here and now. Research has found a compelling link between regular meditation sessions and enhanced attention spans.

Meditation practice has also been shown to promote creativity, improve happiness levels and foster peace of mind. These are all crucial facets of emotional health. Tokpa Korlo, a sobriety activist and meditation instructor, teaches that mindfulness helps us overcome the fear of now. By acknowledging what we presently feel and working with it directly, we develop a more positive mindset. Exam meditation, for instance, helps students overcome their fear of disappointing results so they can develop a more positive attitude towards the exam process here and now.

Confident minds also enjoy the challenge of finding inventive solutions to problems and puzzles. Good professors generally appreciate students who are willing to think outside the box. Meditation has been shown to bolster creativity and give inquisitive minds free rein to innovate.

There is conclusive evidence that mindfulness meditation promotes quality sleep and is an effective treatment for insomnia. For students, it's often difficult to find time to sleep. When they do finally turn in, their minds are so busy that they find themselves ruminating about the next paper or exam instead of falling asleep. Once again mindfulness comes to the rescue! Just a few minutes of regular practice can help train body and mind to disconnect from the busy-ness and pressures of college life. Research has shown that regular meditation can be a more effective remedy to sleeplessness than medication.
Meditation vs. substance abuse
Addiction has become the new reality in learning institutions worldwide. It's the elephant in the room that doesn't often get the attention it deserves. Addictive behavior is caused by an assortment of social and psychological triggers that include, but are not limited to, stress, peer pressure, relational conflicts, a need to escape, the absence of healthy coping mechanisms and the search for meaning. Most studies and programs - such as the University of Virginia's Mindfulness-Based Relapse Prevention - have focused on the use of mindfulness to help prevent backsliding into addiction, which is easier to quantify than addiction prevention itself. Many experts believe that meditation exercises can also go a long way in heading substance abuse off at the pass. For more information on a path to recovery, see Tokpa Korlo's program on Journey from Addiction to Meditation.

Guided student meditation

A specific benefit for students, exam meditation can help reduce the fear and anxiety associated with taking tests. Many students, regardless of how well prepared they are, worry about exams. Unfortunately, the negative energy and anxiety associated with exams can make students perform poorly, even if they know the material. By creating space in your mind, meditation instils a renewed confidence into yourself and a more balanced view of life, allowing you to handle exam questions better. If you want to handle your whole life better, you could try guided gratitude meditation.

If you're interested in learning how student meditation actually works, check out our blog Beginner's Guide to Meditation and sign up to our Mindworks Meditation Courses even from your smartphone. You could choose a zen guided meditation if that appeals to you and set the mindful ball rolling. Have fun as you develop a more confident approach towards college life, and remember that (meditation) practice makes perfect.

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Many students are searching for healthy practices that relieve stress, calm frazzled nerves and help them relax. Mindfulness is a natural, easy-to-follow meditation method that offers college kids who are feeling the grind important physical, emotional and psychological benefits.

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GAD - Google Forms: Students with GAD often feel the weight of dates and deadlines. As pressure builds, cognitive functioning decreases, often creating a compounding effect. Students then begin struggling to stay on task and their anxieties worsen. Having a student fill out a survey can be beneficial. Google Forms offer data in real time that can gauge a student's understanding and progress. Used as a weekly or daily survey, Google Forms can help struggling students stay on task or know where they should be in a lesson.

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Google Forms Training | Teacher Center | Google for Education

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ADHD-Movement breaks are huge with students with ADHD but can benefit all students as well. Students with ADHD struggle with controlling their body and mind. Providing students as whole group or individual student with a movement break can help refocus their attention and provide the student with the ability to focus on the learning task once returned from the break. GoNoodle has a variety of videos for both active movement and calming movements. The videos are in a variety of lengths as well to fit their students needs.

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ADHD-Flipgrid: Teachers are able to present a topic visually and auditory to students. Students with ADHD often times need information presented to them in multiple ways and multiple times. With Flipgrid students can watch it many times to make sure they hear all parts of the information/directions. Students can then record videos and audio up to 5 minutes. This allows for students to use movement into their learning as well as express themselves verbally instead of written (which they often struggle with)

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ADHD- Audio-Books: Students can access audiobooks available from their local library and listen to them online for free. The children’s books you can find will vary depending on where you live. Teachers can also set up an account and use this for whole group lessons and use digital books and audio books to provide books in different formats based on students needs. Students with ADHD often need repeating readings in order to understand the material and process information better in audio form than written form. However this app can provide both forms depending on that individual students needs. Students can pause the audio and self pace themselves to ensure comprehension of the material.

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Download the Libby App: ebooks & audiobooks FREE from your library

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Bring the library to you! Free digital books, magazines and more! Available for iOS and Android devices.

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Microsoft Math Solver - Math Problem Solver & Calculator
Not everyone with dyslexia struggles with math, so the options aren’t as vast as language-based apps. If your child struggles, we recommend the following.  This free app allows users to write a math problem on the screen or use their camera to snap a photo of the problem. The app then provides the answer and step-by-step instructions on how to come to the solution. Students can use the example as a guide for completing other problems. It also links to interactive graphs and programs like Khan Academy for support videos.

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Because dyslexia is a language-based disorder, troubles with spelling, grammar, and expression of thought are also challenges people with dyslexia face. Co:Writer came up repeatedly as the best writing tool for people with dyslexia and others who struggle with handwriting or the expression of thought.

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Organization:
University, School(s), or School District

Add the ability to manage your entire organization.

Get everyone on the same page with access to shared data.

Make your life easy with optional domain & subdomain licensing.

Includes access to our deployment and support specialists.

Plans vary so get in touch!

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Word prediction that is grammar smart and inventive spelling aware. Speech recognition allows you to speak it, and we'll write it.

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According to the International Dyslexia Association, symptoms of dyslexia, include slow or inaccurate reading, poor spelling/writing, or mixing up similar words and numbers.
This App is "like a Kindle for your mobile device. You can highlight, take notes, and sync with Google drive, Safari, DropBox, and other reading services.”  You can also use Voice Dream Scanner to scan text into the app and read it aloud.

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For students and adults with reading disabilities such as dyslexia and ADD/ADHD, blindness, low vision, and anyone else who wants any text read out loud.

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The Unique Learning System is a curriculum designed particularly for students with special needs. The program is interactive and standards based. It provides access to picture supported text, adapted text text to speech and interactive lessons. It provides instruction and strategies for differentiation. It offers assessment tools, technical support and professional development.

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Create a consistent, engaging learning environment

Unique Learning System is a one‑of‑kind solution designed specifically to help students with special learning needs master their state's extended standards. From one convenient, cloud‑based platform, educators deliver differentiated, standards‑aligned content enhanced by powerful assessments, data tools, and evidence‑based instructional support. Students from pre-K through transition have the advantage of consistent, high-quality instruction, a motivating interactive learning environment, engaging symbol support, and a path to independence.

See how ULS incorporates the Science of Reading

Easily maintain and demonstrate compliance

Administrators, teachers, therapists, paraprofessionals, and parents all benefit from the powerful supports within Unique Learning System that help them meet the ultimate goal: helping every student gain meaningful access to learning and develop greater self-sufficiency. Built‑in assessment tools and resources provide insight into each learner's knowledge, abilities, and needs as they progress. And extensive data related to that growth informs instruction and documents mastery toward IEP goals and standards.

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Simplify complex daily roles to increase educator satisfaction

Teachers, imagine starting the school day without the rush to create materials for multiple levels of learners, prepared to provide every student with access to their state's extended standards, knowing what standards that day's lessons will address-and how, and having clear insight into every student's needs and learning level to ensure they continue to progress. From one convenient and powerful solution, you can create opportunities for your students to succeed in school and life.

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Drive positive student outcomes across all content areas

With research guiding our work every step of the way, we help educators address the needs of the whole student from one easy‑to‑navigate solution that provides instruction across the content areas for pre‑K-transition. Students can chart their own course to academic success with access to extended learning standards and the same concepts as their peers in general education. And they gain pride and confidence through differentiated lessons that enable each to participate in rigorous daily instruction at the appropriate level with evidence‑based supports.

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Teach and learn anytime, anywhere

Like n2y's Total Solution, Unique Learning System is both simple and powerful-easily working with existing technology and seamlessly adaptable to future systems. Its cloud-based content and features reach students no matter where they learn throughout the day: in school or at home.

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What's Included?

A one-year Unique Learning System license provides:

Unlimited access for one service provider and 15 students to one grade band of differentiated lessons, and standards-aligned content for ELA, math, social studies & science, and transition. Designated to ensure standards mastery, grade bands include Pre-K, Elementary (K-2), Intermediate (3-5), Middle School (6-8), High School (9-12) and Transition.

Student View access from any location

Use of the powerful Goals, Preferences and Skills (GPS) assessment hub and resulting student data and reporting

Access to regular updates and additions

Time-saving, easy-to-use platform that integrates with other n2y solutions

24/7 access to our comprehensive Knowledge Base that shows how to use Unique Learning System, including Getting Started, FAQs, and support articles.

There are different levels in Unique [Learning System], and each student is on the level that [enables them to] achieve the maximum. We do monthly Checkpoints to see where they're going, and it shows me that when students need specific help, we get right on it.

Louella Broussard

Teacher

Acadiana High School, LA

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Unique Learning System is the #1 U.S. special education curriculum! Standards-aligned, individualized instruction for measurable student growth and independence.

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Students with autism often have sensory needs and/or anxiety. Because communication deficits often cause reactive behaviors, fidgets are often to reduce stress. They can have a calming effect and can help students focus. Fidgets can help to alleviate students who are in a heightened state or sensory overload. Fidgets can be a healthy alternative to stimming, especially if specific behaviors affect peers. Stress balls, chews, and even puffy stickers can provide the relief a student needs to cope in the classroom and continue learning.

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How helpful is a Fidget Spinner for Autism? Here are a few ways a fidget spinner for autism and other fidget toys can benefit your child: Fidgets are often recommended by occupational therapists to provide the right amount of sensory input. They can help children with ADHD or autism concentrate by h…

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Create picture schedules to ensure a day follows a routine and is predictable. Introduce pictures to allow students to increase vocabulary, express wants and needs and establish connections between spoken words and objects or ideas.

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Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.

Do not let your loved ones disability define them. Take advantge of our free image-based communication tools and resources to help them achieve their dreams.

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View more Check out our latest PECS Card images spanning several new subjects and categories.

What is PECS?

PECS is a commonly used acronym for the Picture Exchange Communication System, a form of augmentive and alternative communication. PECS is used to teach individuals with autism and special needs to initiate functional communication primarily through picture symbols.
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Our PECS Cards

Our profressional PECS card catalog is available absolutely free! With dozens of new PECS cards added weekly, our expanding library is designed to meet all of your alternative communication needs. Our goal is to build on online PECS catalog that is accessible to everyone who has a need for it.
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My PECS is your #1 source to free professional PECS cards and images. Picture Exchange Communication System (PECS) is designed to teach functional communication for children with autism and other special needs.

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Utilize nonverbal games to help with interactions and demonstration of knowledge.

Gimkit is a great example that can be used completely nonverbally that allows a teacher to ask questions, check for understanding, or even assess.  Students answer the questions and reports are given on the progress of each student.

Other tools that could be used are Blooket, Prodigy, Kahoot, and many others. These types of games create a non stressful environment that is conducive to learning and meeting the needs of the students in the classroom

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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Voki
Allow students to use and create an Artificial Intelligence to allow them to participate in events.  This might bring out different interests from the characters and the voices.  Students may then start interacting with other peers and use the A.I. to build up the confidence and security to bridge the gap from virtual conversation to physical conversation.

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Voki | Speaking Characters For Education

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Voki is a fun tool that students can use for homework, classwork or projects. Customize their appearance and what they say, and share with others!

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Accept not verbal communication. Students may not feel comfortable with talking out loud. Create a dialogue with students using different signs and symbols with students to ease them into situations and conversations.

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These are the basic best practices for teachers to follow when figuring out how to engage a child with selective mutism

So there’s a student in your classroom with selective mutism. What now? How can you help? First, understand what selective mutism is: an anxiety disorder characterized by a person’s inability to speak in certain social settings such as at school, work, or in the community. It’s important to note that it’s not that people with SM can’t speak but rather that their anxiety prevents them from doing so in these situations. They are typically able to speak comfortably and communicate well in other settings, such as at home with family. Since this anxiety disorder commonly presents in childhood, teachers have the potential to make a big impact on an individual’s progress and development with SM. Here are nine evidence-based tips on how to help a child with selective mutism in the classroom.

1. Accept nonverbal communication at first

Whenever possible, try to find low-stress, nonverbal ways to incorporate a student with SM into activities. To help them feel like they are part of the classroom, give them a job that does not require communication, such as putting up a bulletin board, holding the door open for classmates, or performing a special task for the teacher.

Accept nonverbal responses. If they are too anxious to answer a question or participate using their voice in any situation, offer and accept a way for them to respond nonverbally. This will be temporary, with the expectation that eventually the child will be able to give verbal responses and participate in the conversation. But even after the child makes progress, if they struggle to respond to a question or shut down, remind them that a nonverbal response is still an option, using phrases like, “Go ahead and point to the one you want,” or “Nod if you have to use the bathroom.”

2. Avoid questions at first and ease into one-sided spoken communication

People with selective mutism often benefit from a warm-up period where they aren’t expected to speak. This gives them time to get more comfortable in a new setting. When a child with SM enters the classroom, instead of greeting them with, “Good morning, how are you today?” start with something like, “It’s so good to see you this morning! We’re going to have a great day today.” This takes the pressure off of the student having to form a response. As time goes on, you may be able to move into having them high-five you or otherwise give a nonverbal greeting, such as waving.

Then, ease into one-sided communication. Start with descriptions, reflections, and a play-by-play of actions that don’t force a conversation but provide an opening for it. This can look like:

“Great job walking to your seat this morning! Now you’re sitting down on the green circle. I see you’re picking up the red lego, and now you’re reaching for the yellow piece. I see you’re building a tall tower with your legos—I love tall towers!”

3. Ask forced-choice questions and give specific praise

When the time is right and the child has warmed up to nonverbal forms of communication, start asking questions that force them to choose between two options, such as “Do you like the pink or purple crayon better?” or “Does your house have stairs or no stairs?” or “Did you ride in a car or on the bus today?” This way, they have to answer beyond “yes” or “no,” but they don’t have to formulate a long response either. Even if you begin making a yes/no question, you can always add an option at the end to make it a forced choice. For example, if you ask, “Did you ride with your mom today?” add “Or with someone else?” to the end.

When the student does answer a question or otherwise interacts with their peers, be specific with praise and positively reinforce the behavior. Even actions like smiling, waving, moving closer to a peer, or handing you a piece of paper should be acknowledged. Say things like: “Great job handing me that paper!” or “It was really brave of you to smile at your classmate!” or “Thank you for telling me you like the pink crayon!” This lets the child know exactly what they’re being praised for and will help them feel motivated to continue doing it.

4. Avoid mind-reading and reinforce speech, not gestures

As the child gets more comfortable in the classroom, don’t let the child simply point or shake their head yes or no, and don’t assume you understand what they are trying to communicate by projecting a response for them. Instead, encourage speech by continuing to ask questions. For example, if the student points to a particular chair, ask them, “I see you’re pointing at the blue chair. Do you want to sit there or somewhere else?”

When the child responds, remember to positively reinforce with labeled, specific phrases: “Great job telling me somewhere else! Would you like to sit in the red chair or the yellow chair?”

5. Use video to further establish communication and comfort

If struggles with communication continue, consider having your student record a video of something they’re interested in, such as their pet, room, or what they did on the weekend, at home. This way, they can introduce you to their life on their terms while in a setting they already feel comfortable in. You may have to watch the video without them initially and then talk about it with them the next time you see them. Try taking small steps to work toward watching the video together, such as watching short clips of it at a time.

6. Help engage and facilitate play

Anxiety makes it very difficult for children with SM to initiate or join in play and other interactions with peers. It’s helpful to suggest activities to do at free time and recess and assign tasks that the child with SM and a peer can do together. If a student with SM has a particular friend that they can already speak with, arrange for them to sit next to each other and provide opportunities for them to engage in classroom activities together. This will help the child with SM feel more comfortable and warm up faster to the classroom environment.

7. Offer small group work

Being in a smaller group setting can help lessen anxiety and the social demands of speaking. If a child with SM is too anxious to complete a task in front of the whole class, offer an opportunity for them to participate within a small group or complete an activity one-on-one with you. Additionally, studies have shown that small-group instruction benefits both teachers and students. In fact, small-group instruction has positive cognitive and social/emotional implications for a child’s development. Although not possible for every activity or lesson, wherever small groups can be built into a curriculum benefits all students including those with selective mutism.

8. Discuss selective mutism in the classroom

Educate your other students on what selective mutism is and how they can help. Many will have questions when they notice their classmate isn’t speaking at school and will ask you about it. They may say things like, “[Name] doesn’t talk.” Correct them gently by saying, “[Name] does talk, but [they] are working on building their brave muscles and talking at school.”

Don’t worry about bringing unnecessary attention to the student with SM. By addressing the situation in a developmentally appropriate and factual way, you’ll be able to dispel any mistaken ideas the other students may have formed and foster a classroom culture that encourages the child with SM to feel more comfortable and begin using their voice sooner. Ask classmates to be considerate of their friend and encourage them to invite the child with SM to participate in activities and games. After discussing it with the student with SM and their parents, consider also sending information about SM home with the rest of the class so their parents can also be aware of how their child can also help a child with selective mutism in the classroom.

9. Be positive, encouraging, and enthusiastic

Selective mutism is not oppositional or defiant behavior. Even if it seems that a child with SM is refusing to answer questions or speak, they are simply anxious and unable to speak—even if they want to. Do not reprimand or punish a child with SM for not talking and avoid using guilt to try to get them to speak.

Children with selective mutism can be extremely sensitive to criticism and easily overwhelmed if they feel they are failing or disappointing someone. Instead, remain calm, positive, and encouraging. Create a warm classroom environment so that they can feel more and more comfortable expressing themselves. Ask the student or their parents about the student’s interests and then try to bring those into the classroom. This will give them a chance to be excited and confident when exploring the things they know about and use their talents.

Remember, children with selective mutism can and do make a lot of progress, but it usually occurs in small steps and takes time and patience. Do you have a child with SM in your classroom? Download our Educator Toolkit and Join the Selective Mutism Association as a member for more tips and resources.

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Set up a cool down area in your classroom

Sometimes all the student needs is a few minutes to calm down when she is feeling angry. Set up a spot in your classroom as a cool down area. Make sure it’s in a place that is away from most distractions and other students. Stock the area with a comfortable place to sit and some sensory tools and fidgets that can help the student relieve stress.

Set a timer, and when it goes off, check on the student to see if she is ready to return to the lesson and make more positive behavior choices.

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Oppositional Defiant Disorder (ODD)
Reminder Devices

Students with behavioral disabilities tend to be easily distracted, and their mind may wander during lessons. A reminder device such as a vibrating watch might be a good way to get their attention back. This quietly prompts them to refocus on the task at hand without teacher intervention. As a result, they can feel significantly more independent when teachers have fewer reasons to chastise them.

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Visit the Smart School Educational Products Store

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Smart School Educational Products Sensory Wrist Timer for Kids, Teachers, Students, Simple Reminder Watch with Silent Alarm Clock Wristband, Classroom Countdown (Green)

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Buy Smart School Educational Products Sensory Wrist Timer for Kids, Teachers, Students, Simple Reminder Watch with Silent Alarm Clock Wristband, Classroom Countdown (Green): Shop top fashion brands Timers at Amazon.com ✓ FREE DELIVERY and Returns possible on eligible purchases

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Oppositional Defiant Disorder (ODD)
Talk Light

Noise sensitivity can be a big issue among students with behavioral disabilities. The overstimulation from their environment can become a major trigger for their behavior problems. Teachers should be mindful of the volume inside their classroom at all time. Assistive technology can help you to monitor it with the Talk Light. This provides educators with a tangible way to realize when volumes are reaching unacceptable levels for sensitive students. By preventing this situation, you might be able to ward off some of the negative behaviors.

Behavioral disorders are a unique challenge for educators. There used to be very few resources available apart from low-tech options like behavior charts. Now, you can find several types of assistive technology that can help to improve student behavior. Consider what your students might benefit from in the classroom this year.

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Hearing Impaired Learners...

... need the ability to express their interests and comprehension of the world around them, but can often be left out of planning projects. Choice boards would also fit the needs of this type of learner, as well as journaling artifacts, digital notebooks, and thematic/visual presentations like a collage that would allow for the student to show their hearing peers/instructor how they are receiving and interpreting information from the same lessons.

Examples of platforms that would support these learning opportunities would be Microsoft Word/Powerpoint, Google Docs/Slides, and Apple Pages/Keynote.

**In fact, Microsoft, Google, and Apple have education focused training seminars that feature project options and catalogs of student work ideas to consider for your lesson needs!

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Hearing Impaired Learners...

...Engagement in the classroom can look like allowing the student's ability to interpret the world around them to be featured as a perspective that should be highlighted in class discussions and activities.

In order to achieve this, Hearing Impaired students would benefit from student engagement/polling platforms that would give them equal opportunity to interpret and explain data or questions covered in class.

Examples of this can be found in Peardeck, Nearpod, Google Forms, Quizlet, Kahoot, Gimkit, Blooket, and many other sites.

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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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Hearing Impaired Learners...

to Represent them well, it is a school community's responsibility to plan effectively for this type of learner. Knowing ahead of time if they have an assigned interpreter/aide, or investigating this through appropriate channels.

to have the student Represented in learning, a school can look into adaptive technology like interactive communication boards (like noodlenook.com) or assistive technology applications that come naturally in the smart devices they may already have. Apple products have a growing list of resources readily available in all devices.

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Magnifier works like a digital magnifying glass, using the camera on your iPhone or iPad to increase the size of anything you point it at - from a prescription bottle to a candlelit menu. For those who are blind or have low vision and want more information about their physical surroundings, Detection Mode in Magnifier combines input from the camera, LiDAR Scanner, and on-device machine learning to offer intelligent tools like People Detection, Door Detection, Image Descriptions, Text Detection, and Point and Speak.

If you're standing in line, you can use People Detection to determine a person's proximity to you. Door Detection can help you navigate by identifying doors, text, and the presence of symbols - such as a restroom symbol, a no smoking symbol, or an accessible-entrance symbol - within a few feet of you. Image Descriptions and Text Detection let you hear more about people, objects, landscapes, and text in your camera's field of view. And Point and Speak makes it easier to interact with physical objects that have text, like household appliances, keypads, or labels on files. As you point and move your finger over or under different buttons or elements, your iPhone or iPad reads the text out loud, so you can perform everyday activities and tasks with more ease and independence.

Put moments into words.

Match your levels to your location.

Look down for a heads‑up.

Pinch.
Pinch.
Chat.

AssistiveTouch for Apple Watch lets people with upper-body limb differences use their Apple Watch without ever having to touch the display or controls. Using built-in motion sensors and on-device learning, Apple Watch detects subtle differences in muscle movements and tendon activity, letting you control the display through hand gestures like a pinch or a clench. Answer incoming calls, control an onscreen motion pointer, and access Notification Center, Control Center, and more. You can also use AssistiveTouch for Apple Watch to run shortcuts with Siri to complete tasks or modify VoiceOver and Switch Control settings on your iPhone.

AssistiveTouch for iOS and iPadOS helps you adapt standard gestures - like pinch, rotate, or swipe - to make them more comfortable for you. You can make other actions, like changing volume, accessible from the AssistiveTouch menu.

Cue
magic
here.

Let your voice call the shots.

Make your own calm.

This feature speaks for itself.

Assistive Access makes it easy for people with cognitive disabilities to tailor iPhone and iPad to reduce cognitive load and suit their specific needs. Designed with feedback from individuals with cognitive disabilities and their trusted supporters, this feature helps people focus on the activities they enjoy most and that are foundational to iPhone and iPad - connecting with friends and family, taking and sharing photos, and listening to music.

Assistive Access offers a distinctive interface with high-contrast buttons and large text labels, as well as tools to help individuals and trusted supporters focus the experience in specific apps - Phone and FaceTime (which have been combined into a single Calls app), Messages, Camera, Photos, and Music. You can also choose a more visual, grid-based layout for your Home Screen and apps, or a row-based layout if you prefer text.

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Apple products and services have built-in accessibility features to help you connect, create, and do what you love in the ways that work best for you.

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Speech-to-Text Voice Recognition extension for Chrome-- students can have their computer write down verbal directions

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An easy to use speech synthesis and recognition tool for your browser!

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Choice boards for projects-- allows students to choose a way to demonstrate learning

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Choice Boards are an amazing learner-centered practice you can use to engage your students, provide choice, and easily differentiate instruction.

Rather than start from scratch, we've pulled together our favorite choice board templates created by amazing educators.

All you have to do is click the link to access the template, make your own copy, and start customizing. Let's dive in!

Contents

What is a Choice Board?

A choice board, also known as a learning menu, is a great way to differentiate learning for students and allow them to demonstrate mastery at the end of a unit as well.

Choice boards can be created in various formats, but a simple way to think of them is as a graphic organizer.
Credit: Tom Spall
With digital tools, you can take static, paper format activities and bring them to life.

Choice boards also help to engage students, give them choice in the way they learn, and create a more interactive learning experience.

Choice boards are pretty easy to create and the best part is you can be creative in how and where you build it, so it's customized to your students' needs.

Below you'll find eleven plug and play templates you can use right away in your classroom.

It might seem a bit daunting to start from scratch so all you need to do is make a copy of the template and start customizing.
Credit: Tom Spall
If you're new to choice boards, here are a few guides to get you started:

Below you'll find tons of choice board templates created by amazing educators that you can use across multiple grade bands and content areas. All you have to do is click on the link and you'll get your very own copy to use in your classroom.

Template #1: 9 Sqaure Design your Own Digital Choice Board - Catlin Tucker

>>>Click here to access the template (this link will prompt you to make your own copy)

This choice board template is created by Catlin Tucker and it follows the classic 9 square model.

This allows students to follow a tic-tac-toe approach where they can complete any three activities in a row on this board.

With this format, you can organize a column by a specific topic, skill, or standard.

The best part about this template is that it gives you the structure to easily design your own choice board, but you can really make it your own.

Elementary 9 Square Template

Template #2: Creative Book Trailers Ideas - #BISDwired team
>>>Click here to access the template
This choice board template was created by the #BISDwired team and it shows you how you can create a choice board that uses several different types of tech tools and platforms to create an engaging experience for all students.

This choice board includes a project-based learning element and focuses on book trailers, but you can use this format for any content area.

Template #3: Geography Fun Choice Board - Shannon Miller

>>> Click here to access the template

This one is for all of the elementary geography teachers! Shannon Miller has created a great choice board with BrainPop videos, games, maps, and more that students can interact with to learn about geography.

You can make a copy at the link above and use it right away in your classroom or switch it up and add in your own resources and activities for students to complete.

Template #4: Digital Breakout - Lauren Hawkins

>>> Click here to access the directions on how to create this.

You can also use a choice board to create a breakout activity for your students where they work together or on their own to solve tasks and problems to move to the next step and complete the activity.

This is a fun way to engage your students and increase collaboration!

Lauren has put together an amazing resource with all of the directions, templates, and how-to videos at the link listed above.

Template #5: Digital Menu for Student Creation - Tom Spall

>>> Click here to access the template

This choice board combines multiple tech tools and platforms to provide choice with different activities that range from low tech - to high tech options.

This also allows students to build upon skills like communication and creativity, as well as develop new tech skills.

Template #6: Choose Your Own Adventure (Slides & Forms)
***For the Google Slides Templates make sure you present the slides for the links to work
A choose your own adventure choice board is a great way to give yourself a break from presenting or delivering a lesson.

With this choice board, you can give students voice and choice in how they learn and they can go at their own pace to complete the lesson asynchronously.

We've linked some of our favorite choice board templates above for you to get started with.

Template #7: Show What You Know - Lisa Highfill

>>> Click here to access the templates

This type of choice board is pretty self-explanatory, but the templates linked above allow students to express themselves and choose to demonstrate their learning in the way that works best for them.

This choice board format also provides students the opportunity to use different types of technology to build new skills or refine current ones.

Template #8: Genius Hour - Christine Perkins

>>> Click here to access the template

Genius hour is an amazing learner centered strategy that allows students to focus on projects of their choosing for one hour each week.

Genius hour is always a hit with students and it can help them identify hidden skills, develop their skills and find topics they're passionate about.

Sometimes these boards can take longer to create so this is why we've pulled together a template you can use right away or copy and customize for your classroom.

Template #9: Fortnite Digital Choice Board - Tom Spall

>>> Click here to access the template

This is a fun template that students get really excited about!

They can create a project in the format of their choosing and this template also fosters collaboration.

You can use this template for any unit, project, or content area by customizing the options students can choose from. You can make a copy of this template and add in projects or activities that are aligned to your rubric.

Template #10: Design Your Own Choice Board - Nick LaFave

>>> Click here to access the template

This is a simple choice board template you can follow and all you have to do is add in images and text.

The template linked above will prompt you to make your own copy and you can customize it to fit your needs.

Template #11: Flexible Choice Board - Knikole Taylor

>>> Click here to access the template

An amazing educator, Knikole Taylor has designed this template to help you quickly and easily create a choice board for any subject area.

You can use this template time and time again. The link above will prompt you to make a copy.

So...What Do You Think Of These Choice Board Templates?

Now we want to hear from you.

Leave a comment and share your favorite choice board template that isn't in this post or which template you're going to use first!

Looking for more resources?

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11 Choice Board Templates You Can Use Tomorrow in Your Classroom - dforlearning.com

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Choice Boards are an amazing learner-centered practice you can use to engage your students, provide choice, and easily differentiate instruction. Rather than start from scratch, we've pulled together our favorite choice board templates created by amazing educators. All you have to do is click the link to access the template, make your own copy, and start customizing.

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Auditory Processing Disorder-- TTRS typing classes helps students to connect soudns with letters

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TTRS typing is a multi-sensory program for learning to type that helps students learn to spell and read at the same time.

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VISUAL IMPAIRMENT
Speechify allows users to power through docs, articles, PDFs, email by listening with its text-to-speech reader.

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Speechify: Free Text to Speech & Voice Typing AI Assistant | 55M+ Users

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Speechify reads anything aloud to you. Listen to books, PDFs, or web pages anytime with natural voices. Try Speechify free.

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VISUAL IMPAIRMENT
Use auditory cues (like music) to transition between activities.

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TV Theme Songs

The response from teachers who have been using theme songs in their classrooms has been nothing short of overwhelming. Each and every email tells the same basic story.

"I am amazed at how well this idea has worked with my students."

"It's like magic!"

"I have a pretty tough class this year and thought the songs wouldn't work very well. Boy, was I wrong! You should see them scramble to get ready for recess when they hear the first few notes of Mission Impossible. Thank you so much."
The Basics
The main reason music works so well is this:

It's as simple--and complex--as that.

As you already know, there's a massive amount of talking done throughout the day. The majority of the talking is done by the teacher. In fact, research indicates the teacher's voice accounts for approximately 80% of the total volume.

The students, as you can infer, contribute the other 20%. Their talking could be in response to a lesson being taught. It might be the natural outcome of a think-pair-share situation. Add to those two the oh-so-annoying, off-topic social talk that can occur on a regular basis and we're dealing with a virtual tidal wave of words.

Note: Check out Talkative Students for a simple suggestion on how to deal with social talk.

But music, for the most part, is devoid of words. This is especially true of most TV theme songs. The melody of the song is a right-brain cue that is able to cut through all of the verbal clutter and send a clear, unmistakeable message.

Music Messages

A theme song can be used to send a number of different messages. The song could:

1. remind the students about something

2. initiate a pre-established procedure

3. time the length of a transition

4. create a pleasant background during student discussions

Listed below are some suggestions to get you thinking about the possibilities. These theme songs can be found on the CD that comes with the book, Eight Great Ideas . (It's included with the book because one of the ideas in the book is about using music for management.)

Instead of the traditional "N-B-C" association, my students knew the three chimes meant "Name, number, date." I usually waited until they were well underway on the assignment before I cued up the song. It was the rare paper in my room that did not have the proper identification on it.

The predictability of this song makes it perfect for transitions. After giving my students the transition goals, I would play the song. It only took about a week or two for them to become familiar enough with the song that it became, in essence, an internal clock.

My students had the freedom--a student need--to work away from their seats if it helped them get something done. When it was time to move on to something else, though, this song told them to return to their regular seats.

My district was big on working with students on the carpet. Not sure why, but they were and wanted to see it. A lot. The Bill Nye song, 28 seconds in length, proved to be the perfect song for getting them to come to the carpet without a word being spoken. From me, that is. They would talk on the way to the carpet; but, I was okay with that. It was an opportunity--freedom, if you will--for them to engage in social talk. All I required was that they stop the conversations and come to attention when the song was over. Win-Win.

This less-than-a-minute song is great for packing up at the end of the day. (Or the end of the period, secondary teachers.) The music is upbeat and high-energy.

I used just the first thirty seconds of the song as a way to get my students to prepare themselves for the start of our morning BELLWORK™ activity. (You can go to the BELLWORK™ page for more information about how to make this powerful start-off-the-day activity really fly.)

Another high-energy, upbeat song, this is a good one to get them out of their seats and pitching in whenever you want to return your classroom to a semblance of neatness.

Playing music in the background as students engage in think-pair-share discussions is a great way to not only time the length of the discussion but also create an environment conducive to the discussion. The conducive part is based on the fact that, psychologically, music is considered to be a "mask." It actually minimizes the impact of the other voices being used throughout the room.

If, for example, two students were to either burst out in laughter or get into a bit of an argument during the T-P-S, just about every other partnership would shut down to see what was going on. But with music playing in the background, the other pairs of students are less likely to notice.

Another advantage to the use of a background discussion song is the fact that the end of the song is a cue for the students to come back to attention.

I used to play this song when I was about to select a student--or-two--to help with a lesson. To make it a random selection, I made some large name cards with their first and last name written on them. We're talking cards big enough to read from across the room but narrow enough to hold aloft in my hand.

As soon as the first few notes of the song hit their little right brains, they were all thinking: "Mr. Morris is about to call someone to the front of the room to help out!"

As the song played, I would shuffle the cards and then hold one up.

Mr. Morris
In his best Bob Barker voice:
Natalie Adams! Come on down!

As you can imagine, there'd be some cheering and clapping just like the game show.

TV Theme Songs website
Here's the site where you can download hundreds of theme songs from television shows and cartoons.
televisiontunes.com

Send in your suggestions

If you've got a TV theme song you're using in your classroom, send in the title of the song and how you use it in your classroom. We'll post your submission on this page for other teachers to see.
Hey, Rick. Here's my theme song idea. Teacher Suggestion:
After you shared the idea of theme songs, I went a little crazy at first. Now I've learned to be consistent and that more is not always better.

This year, my students were taking forever to line up for lunch. Although they did not want to be last in a line of 8 third grade classes, they were still moving at a snail's pace to get out the door. So, I now use the I Dream of Jeannie song and the goal is to be out the door, in alphabetical order and ready to go before the song ends. It is working great!

Thanks for all your great ideas. It definitely helps me work smarter, not harder.

Audra Ciasullo
Third grade teacher

Teacher Suggestion:
It may be that I overlooked it in the Eight Great ideas book, but I would suggest renaming each of the song titles on your iPod according to the procedure it represents so that when you want name, #, date that's what you see, rather than the song title.

I've used the Jeopardy song as a way to clear a space for Drama in my classroom. My kids move my desk and about nine of theirs and get in place in under a minute. They love Clear Desks, please.

I've also used Andy Griffith to give them an opportunity to share with two other students something I've taught. It's an opportunity to move around the room when I begin to see the wiggles take over.

I hope this was helpful.

David Leonard
2nd & 3rd Grade
Cobb Mountain Elementary School

Teacher Suggestion:
I tried having my students turn in an assignment to the Mission Impossible theme song. It was amazing to see how quickly they were able to do it.

It was cute to watch the students who had already placed their assignment in the collection box stand around and dance to the remainder of the song. It allowed them to release some pent-up energy which is always helpful.

Thanks so much for the idea about using TV theme songs for procedures.

Gail Forest
Riverbank Teacher's Association

Return to Music Central Main Page

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The response from teachers who have been using theme songs in their classrooms has been nothing short of overwhelming. Each and every email tells the same basic story. "I am amazed at how well this idea has worked with my students." "It's like magic!"

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VISUAL IMPAIRMENT
Text-To-Speech within a Google Doc can assist with verbal & written responses.

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A high-quality unlimited TTS voice app that runs in your Chrome browser. Tool for creating voice from text or Google Drive file.

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How students are engaged and motivated.

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Provide Multiple Means of Engagement - UDL guidelines examples

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

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Participation or demonstration of knowledge and skills.

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Provide Multiple Means of Action and Expression - UDL guidelines examples

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The ways information is presented.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

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Provide Multiple Means of Representation - UDL guidelines examples

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.