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The zone of proximal development is more difficult to achieve for our students.

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The zone of proximal development is more difficult to achieve for our students.

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(Supports have been taken away or shifted & distractions added. On top of this, instruction can potentially be more reading heavy & less multimodal)

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Help students prioritize by explicitly listing the priority level of the learning outcomes and/or assignments you are engaged in

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Help students prioritize by explicitly listing the priority level of the learning outcomes and/or assignments you are engaged in

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(This is always good practice, but more important now. It's possible students might need to triage and cut out less important things in a particular subject)

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(Often times, students do not have to take a traditional timed test to show what they know. )

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(Make learning bite-sized, but also link the pieces together in a way that easily makes sense.)

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Contact the lead counselor and/or learning support teacher as soon as flags appear.

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Contact the lead counselor and/or learning support teacher as soon as flags appear.

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Schedule extra time to check-in personally with your students that have additional learning needs

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Schedule extra time to check-in personally with your students that have additional learning needs

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(Whether they self-advocate or not, they need extra support right now)

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(Our students sometimes struggle to keep up with demands in a more stable and supported environment. The supports will be less and the challenges greater.)

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Make every communication as simple as possible.

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Make every communication as simple as possible.

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(and always invite questions.)

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IF you have the flexibility, you may want to consider cutting some standards out

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IF you have the flexibility, you may want to consider cutting some standards out

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(Yes, this is controversial)

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(Is there a particular reason something should be due next class? Give students longer to complete a task.)

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(Our students find it difficult to switch back and forth.)

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(not just tweaking the tests and assessments that were previously planned)

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Take an extra moment to review a task before assigning it.

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Take an extra moment to review a task before assigning it.

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(if you think the current plan might be too difficult for a student with additional learning needs...it is!)

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(and annotate on top of them.)

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Clearly Demarcate Worksheets on online platforms  

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Clearly Demarcate Worksheets on online platforms  

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Number worksheets, add days and dates to help with easy access of materials. Keep titles consistent.

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Check-lists & bullet-points are fantastic

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Check-lists & bullet-points are fantastic

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But annotate and scaffold

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(This is going to be powerful for future learning... not just now. Useful for all students, but especially our students.)

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(Our students often need even more... you might consider scheduling in extra time for these students if you feel it is appropriate)

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(As much as possible, keep to the schedule)

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Always have some sort of way for students to ask questions during virtual class time. 

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Always have some sort of way for students to ask questions during virtual class time. 

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(Even if direct instruction is happening, students need to be able to 'raise their hand')

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(Scaffold more.)

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This is a great time to review Universal Design for Learning

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This is a great time to review Universal Design for Learning

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(If it's great for our students, it's likely going to help others as well.)

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British Dyslexia Association style guide

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British Dyslexia Association style guide

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This style guide gives clear guidance on how to structure worksheets to be Dyslexia friendly. (As is so often the case, the advice given can support many students, not just students with dyslexia). Clean typefaces (no serif), bullet points, bolded text, tables to complete can all simplify worksheets. Also, changing backgrounds to off white colors can help reduce glare.

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Page not found - British Dyslexia Association

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Set different or a variety of assignments that can give students greater agency and autonomy

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Set different or a variety of assignments that can give students greater agency and autonomy

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Do all students need to complete the same task? What choice or guidance can be given around a task set? Some students may benefit from more open-ended tasks which increase the element of personally-driven inquiry. Other students will require more specific supports, structure and scaffolding to access the task. (This also links to UDL).

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Refer to Innovate Inside The Box by George Couros and Katie Novak

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Refer to Innovate Inside The Box by George Couros and Katie Novak

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George can be followed on Twitter here:
https://twitter.com/gcouros.  Katie can be followed on Twitter here: https://twitter.com/KatieNovakUDL. Katie is producing some great UDL virtual learning teaching resources online.

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When possible, use every letter of VARK 

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When possible, use every letter of VARK 

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(It's easy for virtual learning to lean heavier on the reading/writing side)

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Recorded & worked examples are invaluable

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Recorded & worked examples are invaluable

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(Besides work load, this is what our students are talking about)

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Students may struggle with the greater freedoms virtual learning provides. Self-discipline and motivation can prove to be tricky. Support and encourage students to use the Pomodoro Technique. Plan in advance what you are going to do; set a timer for 25 minutes; work solidly on the tasks set for 25 minutes; when the timer goes off take a 5 minute break; repeat the above.

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POMODORO TECHNIQUE - My Favorite Tool to Improve Studying and Productivity