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Just as students with learning challenges need academic accommodations, students who have adverse childhood experiences may benefit from social and emotional accommodations.

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3. About CAST Professional Learning

CAST is renowned for its innovative professional development on Universal Design for Learning. Whether you are implementing at the individual, team, school, or district level, we offer hands-on opportunities that empower you to take control of your own learning through instructional rounds, lesson design studios, design thinking activities, and other learner-centered protocols.

We work with organizations and stakeholders in a number of fields to find ways of improving learning opportunities in today's rapidly changing world. We regularly partner with organizations in the public and private sectors to explore challenging questions in education through our consultation and curriculum design services. Our team includes experts in human development, neuropsychology, instructional design, literacy instruction, learning analytics, technology design, accessibility, and more.

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CAST's Professional Learning team trains administrators, instructional coaches, and preK-12 educators to lead large scale implementation of UDL.

We offer a range of options for professional development for postsecondary institutions, including keynotes, workshops, customized consultations, coaching, and more.

Whether you want to improve your classroom teaching or transform an entire district, our learner-centered offerings give you the hands-on, practical experience you will need to breathe new life into your work.

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We'll work with you to find ways of improving learning opportunities in today's rapidly changing world.

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Supporting Executive Functioning in Online Environments

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Supporting Executive Functioning in Online Environments

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[White text appears on magenta background: " UDL On Campus." The colors are inverted and a wave of orange slides over the "UDL On Campus" magenta text. Grey text appears below: "Universal Design for Learning in Higher Education."]

FEMALE VOICE: UDL On Campus: Universal Design for Learning in Higher Education.

[An animated male figure appears in the lower center of the screen. Above his head are three transparent icons. The title fades in over the icons.]

FEMALE NARRATOR: Executive Functioning in Online Learning Environments.

[The animated male figure remains in the same position. A community college building appears behind him in the distance.]

FEMALE NARRATOR: This is Andrew. He recently entered his second year of community college as an economics major.

[Andrew remains in the same position onscreen. Three icons drop down above his head. On the left is a graph with an upward arrow for "Goal Setting." On the right is a clipboard with a checklist for "Prioritize, Plan, & Organize." In the middle are two detached puzzle pieces for "Problem Solve."]

FEMALE NARRATOR: Like any learner, Andrew had to develop goals, prioritize, plan and organize, and problem solve as he navigated through his coursework and applied learning strategies.

[Andrew appears on screen, with a laptop resting on a table in the foreground. His female instructor appears on the left side of the screen and slides behind him. The screen then changes, showing Andrew's point of view as he looks at his laptop. On his laptop screen are several warm colored columns ranging in size. His instructor re-enters, facing Andrew. An icon appears, showing an audio symbol coming from the instructor's mouth. The point of view switches to that of the instructor. A speech bubble appears above Andrew's head and shows the warm-colored columns inside of it. Andrew smiles.]

FEMALE NARRATOR: His first college semester went well, as long as he was in contact with his professor, who often helped him plan his assignments and strategize when problems arose. Andrew often received feedback during class time from his instructor as to whether or not his conceptual understanding was accurate and this prompted him to reflect upon his learning.

[A calendar appears on the right side of the screen. X's appear over the first three weeks. Andrew appears on the left side of the screen. His face indicates that he is uncertain.]

FEMALE NARRATOR: After three weeks into his second semester, Andrew faced new challenges, as two of his courses were online.

[Andrew looks at his laptop screen at the same warm-colored columns. The laptop screen then changes to say "Module 4: Complete the diagram below." Grey columns are incomplete. Andrew's worried reflection is seen over red text that reads "Incorrect."]

FEMALE NARRATOR: The course content itself did not appear to be much more difficult than his first semester, yet there was a significant difference in his performance and attitude.

[Andrew appears on the left side of the screen. His face expresses uncertainty. A blurred image of his instructor with audio symbols (indicating feedback) appears on the right side. This image fades away and the three icons representing goal setting; plan, prioritize, & organize; and problem-solve, appear, in focus.]

FEMALE NARRATOR: Without face-to-face interaction with an instructor, Andrew had to navigate through the course with more autonomy.

[Andrew and his instructor sit in the center of the screen. The table in front of them is covered in organized papers. Andrew's laptop is in the center. The calendar is in the upper left corner. The feedback icon is next to the instructor's mouth. The screen changes to show Andrew's laptop on a desk covered in disorganized papers. The laptop screen says "Module 4: Complete the diagram below." Grey columns are incomplete. The laptop screen changes to say "Module 4 of 10" and has Module 1 to Module 6 listed in order. To the right of each module are progress bars. Modules 1 through 3 are green to indicate completion. Module 4 is red. Modules 5 through 6 are grey, showing that they have not been covered yet. An arrow to move to the next page is in the lower right part of the laptop screen.]

FEMALE NARRATOR: The scaffolds and supports that are typically present in a face-to-face classroom were not present in the online environment. Andrew noticed that he had a harder time moving through the course at an appropriate pace.

[Andrew appears in the center of the screen, looking uncertain.]

FEMALE NARRATOR: His understanding was not as clear as the first semester. Andrew's laptop rests on a desk covered in disorganized papers. The laptop screen says "Student Progress" and shows a progress monitor with a green goal line moving upwards and a purple line with seven points. The first three points are moving upwards and the fourth point moves downwards. Points five through seven are on the same axis. Andrew appears on screen, looking worried.

FEMALE NARRATOR: Andrew's scores were lower than the first semester and he felt overwhelmed. He is considering withdrawing from the course.

[The screen changes to Andrew's point of view. He looks at the progress monitoring page. His reflection appears on his laptop screen. He is very worried.]

FEMALE NARRATOR: He recognized that this would put him behind in receiving his degree.

[Andrew appears on the left side of the screen. The three icons sit to his right: a graph with an upward arrow for "Goal Setting," a clipboard with a checklist for "Prioritize, Plan, & Organize," and the two detached puzzle pieces for "Problem-Solve." Andrew and the icons fade out.]

FEMALE NARRATOR: There are many ways in which we can support a learner like Andrew that will help him succeed in an online learning environment.

[The background remains showing the following credits:

A Production by CAST
Story and narration by Alyssa Boucher
Editing and animation by Rhianon Gutierrez
Additional editing by Justine Agaloos

Developed as part of the Open Professionals Education Network
(Logos for OPEN, CAST, and Creative Commons)

(Logos for Creative Commons CC, BY, and SA)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license: http://creativecommons.org/licenses/by-sa/4.0

UDL On Campus: Universal Design for Learning in Higher Education]

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Executive Functioning in Online Environments

# data[].attributes.attachment_link.description
White text appears on magenta background: " UDL On Campus." The colors are inverted and a wave of orange slides over the "UDL On Campus" magenta text. Grey text appears below: "Universal Design for Learning in Higher Education."] FEMALE VOICE: UDL On Campus: Universal Design for Learning in Higher Education.

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We independently select these products-if you buy from one of our links, we may earn a commission. All prices were accurate at the time of publishing.

If you've suddenly found yourself working from home, odds are you're now navigating the nuances of getting settled and focused. How do you transform the spot you're used to lounging in into a space where you take care of business eight hours a day? It actually doesn't take too much effort to make helpful changes that can turn your home into a focus-friendly space. Here are seven tiny tweaks for creating a better WFH environment.

First and foremost, you need a place to set up and actually, you know, work. If you have a dedicated office with a desk, great. If you live alone and can use the kitchen table or coffee table, fantastic. But for those who don't have the luxury of carving out a designated workspace, or if you share your home with someone else, the next best thing is to create a makeshift office in an empty corner or along a small stretch of blank wall space.

Start by purchasing an affordable but sturdy fold-out desk like this bamboo one from The Home Depot. You can set it up in the morning and tuck it away at night in a matter of seconds. If you don't have room for a desk (or if you really like the idea of sitting on your bed), invest in a lap desk (like this one), so you have a sturdy, raised surface to set your computer and other essentials on.

Buy: LapGear Bamboo Lap Desk, $39.99 from Amazon

If you're going to be sitting all day, that wooden kitchen chair isn't going to cut it. Invest in a comfortable, supportive desk chair that won't leave you feeling achy after a day of work. Check out some of our favorite office chairs for a little inspiration.

If you don't have space for a new seat, at least treat yourself to a cushion. This small memory foam one will give you all the right types of support and comfort, but our editors are also sweet on Purple's seat cushion, which is a big more splurgey.

Buy: Concord Memory Foam Chair Pad, $14.99 from Bed, Bath & Beyond

Natural light is thought to improve productivity and boost mood. If possible, position your workspace near a window so you can catch a few rays and sneak a peek outside every now and then. Not only will this allow you to feel more awake, but it'll also help you maintain a sense of connection to the outdoors, as well.

If you can't set up shop by a window, try sitting as close to one as possible. And if all else fails, consider something like the HappyLight. It's shaped like an iPad, but its only function is to emit white, natural-looking light. There are smaller, cheaper versions available as well.

Buy: HappyLight Full Size, $79.95 $69.95 from Veriflux

Switch Out Your Light Bulbs

Getting natural light is important, but you also need to make sure your overheads are at their best. Swap any dull bulbs for new ones to make sure your space is well lit. LED bulbs are a good move, if you haven't already upgraded to them. If you have the option, go for something with dimming capabilities, so you can adjust the brightness as needed.

Buy: Charge Up LED Bulbs, Starting at $16 for 2 bulbs from Brilli

Bring Some Life into Your Space

Your photos and plants might still be at the office, but that doesn't mean you shouldn't recreate that vibe in your new WFH space. Surround yourself with things that make you happy, such as photos of family and friends, plants, and candles for a soothing vibe if you're into scent.

Dedicate a Power Strip to Your Work Tech

You'll be doing a lot of charging throughout the day-phones, laptops, iPads, headphones, and every other device you own. Keep things organized and avoid overwhelming all of your outlets-and floor space-by getting a work-only power strip. It makes it easier to keep all your tech organized, charged, and close by. That way, you can ensure you won't be tripping over cords or fighting your roommate, partner, or family members for an outlet.

Buy: Globe Electric Designer Series 3-Outlet USB Power Strip, Starting at $15.99 from Bed, Bath & Beyond

Invest in a Good Pair of Headphones

There's no doubt about it: You're going to face distractions while working from home. You'll hear people talking outside. You'll hear your neighbor's music. You'll hear every door that opens and closes. A pair of noise-canceling headphones will help block out distractions and get you in the zone. You can go big with an expensive (but highly recommended) pair like the one Bose offers, or opt for something more mid-range like Sony's under $100 alternative, which is all you really need.

Buy: Noise Cancelling Headphones 700, $399.95 from Bose

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7 Tiny Tweaks That'll Make Your Home Workspace Comfortable and Inspiring

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If you've suddenly found yourself working from home, odds are you're now navigating the nuances of getting settled and focused. How do you transform the spot you're used to lounging in into a space where you take care of business eight hours a day?

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Fast and Efficient Ways to Provide Feedback

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Fast and Efficient Ways to Provide Feedback

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Three simple strategies to provide feedback that save time and improve student performance.

Johnson, author of the book Flash Feedback: Responding to Student Writing Better and Faster-Without Burning Out, teaches writing to more than 150 students, so he calculates that "responding to one essay or project or test in ten minutes-a blisteringly fast speed based on the teachers I've talked to-will take over 25 hours." As a new teacher, he found he was spending all his free time grading, so he began to research and develop ways to offer quick but meaningful feedback.

In a method he calls flash feedback, only a few clear learning objectives are addressed at one time-any more than that, he argues, is not only time-consuming for the teacher but also overwhelming for the student. Identify specific, actionable goals for individual lessons, he insists, and couple the work with similarly tailored feedback.

Johnson also says that if grading is to be sustainable and constructive, students should shoulder more of the burden, evaluating their own work products before teachers do and reflecting on their own efforts more frequently. When students are asked to persist to find answers and new strategies to solve difficult problems, comprehension and retention are improved.

Finally, flash feedback should include a system for efficiency and a back-up plan for the times when individual feedback takes longer than expected-an approach he calls a "spillover plan."

There are three strategies that Johnson returns to "again and again":

1. Targeted response: Johnson advises that educators tailor an assignment and its assessment to a single learning objective. For example, Johnson's students struggled with commas. He abandoned the practice of circling every erroneous comma in their papers and instead devised an assignment focused solely on the issue. Students write a "comma paper" on any topic they choose. The only requirement is that they include four examples of the correct comma usage taught in class. He uses the electronic "find" function to locate their commas and uses pre-populated template responses to offer feedback-one that congratulates them if they correctly placed the commas and one that tells them the paper has errors and to receive credit for the assignment, they need to go back and fix them. This condensed assignment yields big results, Johnson says: "The best part is that the deep focus on commas leads to more student growth in one short paper than a year of circling and correcting commas ever did!"

2. Micro-conferences: While one-on-one meetings are "one of the most celebrated pedagogical tools," they can take a large portion of classroom time when a teacher has many students. Johnson advocates the use of a micro-conference: a 1-2 minute session focused on a specific learning goal. Students assess their own work first. After giving themselves a score and writing several sentences about their work, students speak with the teacher about their assessment. "My role in this is mainly that of the gadfly-asking questions and helping the student to orient in the right direction," Johnson says. These quick check-ins provide a way to offer feedback without consuming large chunks of instructional time.

3. Wise Interventions: In a process developed by psychologists at Stanford University and the University of Virginia, rapid positive change occurs when teachers intervene at "the exact moments that fuel and perpetuate negative student beliefs/mindsets/behaviors." By framing feedback with encouragement and reiterating the teacher's confidence in the student's abilities, one famous study found, that negative narrative is disrupted and students are far more motivated to revise their work. Similarly, research out of Harvard concluded that little gestures that create a sense of relationship with students can boost confidence. Participants in that study were 422 percent more likely to loan someone their phone if the person prefaced the request with the simple, conversational sentence, "I'm so sorry about the rain." In the same way, Johnson says, sharing a short personalized statement on a student's paper can make her more receptive to the feedback and more willing to make adjustments to her work.

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Fast and Efficient Ways to Provide Feedback

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Three simple strategies to provide feedback that save time and improve student performance.

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6 Teacher-Approved Tips for Faster, More Effective Feedback

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6 Teacher-Approved Tips for Faster, More Effective Feedback

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6 Teacher-Approved Tips for Faster, More Effective Feedback

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Seeking Authentic Feedback to Improve Practice

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Seeking Authentic Feedback to Improve Practice

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Fostering a Strong Community in a Virtual Classroom

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Fostering a Strong Community in a Virtual Classroom

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Fostering a Strong Community in a Virtual Classroom

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The shift to working online requires teachers to think a little differently about how to build the culture they want with their students.

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With teachers and students separated, maintaining a sense of community relies on some of the same practices they used in the classroom.

When I moved a large part of my curriculum online a decade ago, I had to become more flexible and creative in my teaching. I used every tool at my disposal to increase my connection with my students: We live-shared in an online text editor called TitanPad, a predecessor of Padlet. We also used blogs and responded to each other one-to-one, and I encouraged rigorous journaling, debates, and questioning.

I changed grading to verbal feedback, conversations, and self-assessments through reflections, and I flipped the majority of readings and longer writing exercises into asynchronous modes. The learning space bloomed-and not because of the tech. It bloomed because of our mutual care and enthusiasm for the community connection.

I share five methods here that I have found useful for building or maintaining a strong sense of community.

1. Secure Your Safety Belt First

I've seen many articles that put self-care at the end of a long list of tips and considerations for educators. I'm putting it first because it's that essential. Learning is, after all, an experience where quality matters. Your personal practices in self-care have a lasting effect, whether they take the form of a mindfulness meditation, a few moments to stretch, a reflective practice, or a few deep breaths in the middle of a challenging day.

Don't wait for the time to do this to emerge. Defend it as the first priority for your health and well-being, and your virtual learning space will also notice your greater capacity for responding to the uncertainty that's systemic right now.

2. Infuse Exercises That Involve Connectedness

Your emphasis at this stage should be about connection over content. It's all about relational trust and establishing a virtual community that is like a tree: deeply rooted, with a sense of groundedness, and also flexible in its branches, so that you're adapting to changing conditions. I use this tree metaphor all the time, and also refer to it as gravity (grounded and going deeper, like roots) and levity (lifting, stretching, playful, curious, moving, like branches).

Intentionally begin each synchronous session online with a connection exercise: doing a physical stretch together, playing music, taking a collective three breaths. There are many grounding connection exercises you can do. Then, use an icebreaker that is a storytelling exercise you build in as a connection check-in. This primes the group for quality sharing.

3. Let Everyone Play a Role

In my virtual teaching, each student had access to content asynchronously. They each had online "journal spaces" to collect their thoughts and reflect, and to share and build maps of ideas, collaborating in a way that reduced the need for live meetings.

You can keep a flow without everyone working at the same time by setting up groups in which everyone has a role of authority. My students changed jobs at times so they could explore the different roles. Some preferred to play the "lexicon builder," collecting new terms we encountered and finding out the etymology, definition, and connotations. Others were "reference archivists," collecting useful related websites, readings, and sources. Others chose to be "curators" who researched the sites and evaluated their validity and sources, further placing them in context of the learning focus. Some preferred to create mind maps of related terms and links to increase their relevance, or artistic models and creations inspired by responses to the learning.

You send a message when you set up learning this way: Everyone matters, and everyone can contribute to creating and developing the learning space.

4. Embrace Questions

The questions are often more important and revealing than the answers. Have an online space design that encourages open wondering, questioning, and going through processes of inquiry, research, and documentation of discovery.

Meaningful learning isn't structured around static knowns and regurgitation of expected answers. Students will get excited about being on an investigation journey with you, and while you, the mentor, certainly play a role in illuminating considerations and resources, students will be much more enthusiastic if they are creating combined knowledge that is richer for its complexity.

This type of interaction builds social and emotional learning skills and trust, which are complementary to this type of interactive, insightful learning. Document the journey and encourage risk-taking and daring along the way-show that you value each member's curiosity-driven contribution.

5. Practice the Art of Listening

As a teacher, I knew that I could speak to the room, but could I listen to what the room was communicating? And how could I do this in an online space?

I found the answer in active listening, which is being intentionally open and receptive to what is emerging in the present moment. It is a mindfulness activity, increasing our awareness and focus on the speaker and their purpose, instead of thinking about what we are about to say next.

You can incorporate this into interactions with remote learners by encouraging everyone to start each session by minimizing distractions and putting away other devices. When there's an exercise involving group sharing, you can start with smaller breakout groups-where it's easier to make sure everyone contributes-or try partner sharing that involves a "mirroring" activity, where students take turns listening to the other's story or reflection. The listener is silent while the speaker shares, and at the end of a minute or two, reflects back the key words that stood out, and some of what they heard, without judgment. Then, the two students switch roles.

In larger groups, you can plan the order of sharing in advance and post this order in the chat window of your remote learning conference space, to make the transitions smooth. Along the way, keep encouraging listening without judgment.

These approaches to build connection are all about trying to offer what is needed in each evolving moment. I share these considerations with the intention of increasing the well-being of virtual learning worlds, which are wonderfully rich, diverse, creative spaces.

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How to Forge a Strong Community in an Online Classroom

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With teachers and students separated, maintaining a sense of community relies on some of the same practices they used in the classroom.

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A Free flash online countdown, quick easy to use countdown! also an online stopwatch!

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Learn about Google Tasks - Google Tasks Help

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Use Google Tasks to keep track of important to-dos that sync across all your devices. With Tasks, you can: Quickly capture tasks anywhere, from any device. Add details to your tasks and create s

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itslearning offers a broad range of functionality and is built to work with your needs in mind, so that technology can complement great teaching. One of the greatest assets of our platform is that you have full access, from basic to advanced LMS features, from Day 1.

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LMS Platform Features - itslearning - Global

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The itslearning platform (LMS) offers a broad range of functionality and is built to work with your needs. Take a look at our features.

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The Google Calendar is a little used jewel for keeping you organized. This is especially true for a teacher who has a never-ending list of things to do and places to be. I have a confession to make - I am lousy at using lists. I make them, but then rarely use them to guide my day. Instead, I've found that I work best by using a calendar to track my tasks as well as my events. Let's explore a few ways a teacher can use the Google Calendar to keep them on track and organized.

Layout of Google Calendars

Before we look at specific uses, we need to review some of the basics of Google Calendar. The calendar allows you to create multiple planners that can be toggled on and off. This allows you to create calendars that have a specific purpose (homework, lesson plans, cheerleader practice) that can be shared separately. However, you can also view them together. In the above image, you can detect the different calendars by their color.

Different Types of Calendars

The next thing you need to understand is that Google groups your calendars in two lists - My Calendars and Other Calendars. My Calendars are calendars that you created or were created for you and that you have been given the ability to manage. These calendars are located at the top of the list of calendars. Other Calendars are calendars that you have added or that have been added for you by your G Suite administrator. This list of calendars is below the calendars that you own and/or manage.

Homework Calendar

Let's start by creating a calendar to help your students and their parents keep track of assigned homework. You only have to generate the homework information once and then let parents and students access the calendar at a time that fits their schedule. No more filling out homework sheets for individual students. You could also assign a different student each day to enter the information on the calendar.

You will next want make sure you share your calendar with the public and possibly give other individuals more specific sharing permissions.

Finally, you will need to decide how you will share your calendar with the world. You can either do this by copying the URL for the calendar and link to the calendar in an email or possibly post the link on a website. You could also embed your calendar either in a Google site or another website.

And finally, you can share the iCal address with individuals who have another type of calendar application.

Lesson Plan Calendar

Using Google Calendar as a place to store your lesson plans can be very useful. For each activity, create an event. Within the event details window, you can attach handouts, links to be used in the lesson, and other instructions you might want to give your students. If you need to print your lesson plans, use the Schedule View.

Add Useful Calendars

There are other calendars you can add to your Google calendar that provide you with information that you may find helpful. A great example are the UIL calendars. UIL has published their events on four Google Calendars and made them available to the public. All you have to do is subscribe to their calendars by clicking on the + sign at the bottom right of the calendar. All four will be added to your Other Calendars.

Google also has some calendars you might find useful or interesting. Remember, these calendars will be added to your Other Calendars.

Viewing the Task List in Calendars

I already confessed that I'm not good with tasks, but for those that are, Google has a very useful Task list that you can access via the Gmail or Calendar app. For this blog, we are going to focus on using the Task list from your calendar.

First, let's toggle the Task calendar on.

Let's make sure the Task list is visible and you know how to add tasks to the list. Note that adding tasks to the list works exactly the same in the Gmail app.

In order to view a task in your Task calendar, you must add a date in the event details.

My one complaint is that the task is only visible at the top of the day it is to be accomplished. As of now, you can't assign a specific time to accomplish the task (i.e. 8:30 am). Google, if you are reading this blog, PLEASE consider adding this feature. Instead of using a list, I assign a specific time to accomplish a task and put those directly on my calendar. I could be persuaded to use this app if I could do this via a Task list.

Most people who use lists love the experience of crossing off the items that have been accomplished. This is as easy as checking a box in the Google Task list. Note that the item is crossed off in the list and calendar view.

Reserving a Room or Resource

One very helpful tool in Calendar is that within the event details you can reserve a room or a resource. No more going to the library to check out the iPad cart or signing up for the library. There all kinds of uses for this feature. The types of resources can be grouped together to make it easy if the list becomes too long. In order to use this feature, your domain administrator must enable it and create the list of rooms and/or resources.

Color Coding

Some people love to organize with color. Google makes this easy. You can color code each calendar so that when you toggle them on and off, you can easily see what events go with each calendar. You can also color code each event. For instance, you could assign a color for parent teacher conferences and a different color for faculty meetings.

As you can see, Google Calendar has the ability to assist you in organizing your events, tasks, and activities. Google also has a Calendar app for both Android and iOS that works very well with the online application. Make a goal to try at least one of these ideas and tell me what you think. Also, if you have any other ways you use the Google Calendar in your classroom, leave a comment below.

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A Teacher's Guide to Google Calendar * TechNotes Blog

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The Google Calendar is a little used jewel for keeping you organized. This is especially true for a teacher who has a never-ending list of things to do and places to be. I have a confession to make - I am lousy at using lists.