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Provides an interactive thesaurus/dictionary in a visually engaging manner

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Checkpoint 2.5 Illustrate through multiple media

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Checkpoint 2.5 Illustrate through multiple media

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It is important to provide information to students in a medium other than text. By presenting information in the form of a video, an image or an illustration students will develop a greater understanding of the material and insure that students who may suffer from text or language based disabilities also understand the material.

The following can be used to present information in way other than text:

Shahi - A visual dictionary that allows students to view an image of what they are looking up as well as its definition.

Wordle - Creates word clouds of a given text based around how often specific words appear. Can be used to identify common themes or topics.

WatchKnow - A video library that contains links to videos on thousands of topics which include history, math, science and English

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Checkpoint 1.1 & 1.3: Customizing Displays of Information, Visual Information

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Checkpoint 1.1 & 1.3: Customizing Displays of Information, Visual Information

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Students process visual information differently, and at different rates.  Using digital rather than print media gives the instructor more options for differentiating content.
Alterations can include: captions, subtitles, translation, font size, color background, type face, audio volume, or layout
Accessible Educational Materials
American Printing House for the Blind
Perkins School for the Blind E-Learning
AMESVI- Association of Massachusetts Educators of Students with Visual Impairments

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Checkpoint 3.1: Activate or Supply Background Knowledge

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Checkpoint 3.1: Activate or Supply Background Knowledge

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It's important to provide pre-requisite information so students feel like they are accessing information from the same starting point. This can be done with KWL charts, vocabulary lists, or a scavenger hunt activity.
ESOL Website: This link provides various activities that activate prior knowledge which can also be helpful for ELL students.
Exploratorium: This provides several links for students to look for further information to build on their background knowledge of a subject.

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Checkpoint 3.2: Highlight Patterns, Critical Features, Big Ideas, and Relationships

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Checkpoint 3.2: Highlight Patterns, Critical Features, Big Ideas, and Relationships

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It is important to distinguish the critical from the irrelevant. To make information accessible, it is key to provide cues and prompts as to what is necessary (for example, bold words in textbooks tell us that is critical vocabulary). Knowing what information is critical helps with time-management and filtering out unnecessary details.
Readability: This helps students filter out visual distractions when reading on the web.
Interactives: This particular link helps students focus on the structural components of a story (such as conflict or exposition). There are also links for math Interactives to highlight key elements in geometry.

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Checkpoint 3.4: Maximize Transfer and Generalization

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Checkpoint 3.4: Maximize Transfer and Generalization

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Students must learn to generalize so they can transfer what they learn to different areas. "Learning is not about individual facts in isolation." Students need to see multiple representations of the information in order to see how it transfers. This can be done with checklists, pneumonic strategies, graphic organizers, and even visual adaptations (such as a film or painting).
Vocab Ahead: This helps students view their vocabulary words beyond the definition by using videos, sentences, pronunciation guides, and other examples of the word in real-world contexts.
Webspiration: This provides ways to make graphic organizers and other visual thinking models to aid in memory and student comprehension.

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Checkpoint 1.2: Offer alternatives for auditory information

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Checkpoint 1.2: Offer alternatives for auditory information

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As not all students learn best by listening (i.e. the traditional lecture format), so teachers must include methods that accommodate to other learning styles.
Options include using visuals such as diagrams and other such charts (for visual learners) as well as texts/documents for those who learn best by reading. Furthermore, these methods are best used when combined; for example, create a visual analogy for an abstract concept.

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Checkpoint 3.3 Guide Information Processing, Visualization, and Manipulation

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Checkpoint 3.3 Guide Information Processing, Visualization, and Manipulation

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It is important to help students process new content into "usable knowledge." It's cognition and meta-cognition.  This can be achieved through chunking information, the use of graphic organizers, clear instructions, and multiple entry points to a given lesson.
Educational Oasis-Graphic Organizers
Webspiration

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Checkpoint 2.2: Clarify syntax and structure

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Checkpoint 2.2: Clarify syntax and structure

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Make sure students understand the combination of elements of meaning (words or numbers, for example) and the new meaning of these combinations.  Alternative representations clarify relationships between specific elements.
WORD AutoSummarize Tool
Simple English Wikipedia

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Checkpoint 2.2: Clarify syntax and structure

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Checkpoint 2.2: Clarify syntax and structure

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Make sure the students understand the

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Checkpoint 2.1: Clarify vocabulary and symbols

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Checkpoint 2.1: Clarify vocabulary and symbols

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Provide alternate explanatory representations of elements such as symbols, vocabulary, slang, archaic expressions, culturally exclusive phrases, and idioms to provide more information and make unfamiliar terminology accessible to all. Examples could include: pre-teaching vocabulary and symbols, graphic symbols with alternative text descriptions, and hyperlinks with additional support for specific words or symbols.
Shahi
Mathematics Glossary
Windows to the Universe

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Checkpoint 2.4: Promote understanding across languages

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Checkpoint 2.4: Promote understanding across languages

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Most curricular materials are offered in only a single language (i.e. English) despite the classroom often having learners who have a different first language. Therefore, it is very important to give students the ability to access material in the language they are most comfortable with. In addition to providing physical texts in multiple languages, there are also online resourses that can be used to translate material.

Ex.

Capita Translations can be used to translate  sections of text and/or entire webpages to different languages.

Simple English Wikipedia
can be used by students who are still in the process of mastering English and by students who may struggle to understand the more academically worded material about the topic they are studying

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Checkpoint 2.3 Support decoding text, mathematical notation, and symbols

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Checkpoint 2.3 Support decoding text, mathematical notation, and symbols

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In order for students to comprehend and use symbols effectively, they must learn to decode symbols, but having consistent and meaningful exposure and practice. Lack of fluency increases the cognitive load of decoding, causing increased difficulty in information processing and comprehension.

When the ability to decode is not the focus of instruction, reduce barriers to decoding for students who are unfamiliar or dysfluent with the symbols.

Resources: Text-to-speech, digital text with accompanying human voice recording, flexibility and easy access to multiple representations of notation, clarification of notation through lists of key terms, various other technological resources

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Background information or contextual understanding can provide necessary scaffolding to increase comprehension

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Background information or contextual understanding can provide necessary scaffolding to increase comprehension

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Recognition is intertwined with Affect and Strategy, not a separate entity.

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Using a variety of media supports individuals who need differing forms of content but also provides a richer cognitive learning environment and a more nuanced experience with multiple points of view for all.

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Using a variety of media supports individuals who need differing forms of content but also provides a richer cognitive learning environment and a more nuanced experience with multiple points of view for all.

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Three options for representation presents fewer barriers and allows exploration where redundancy of materials across media and overlap in shades of meaning offers an increased opportunity to build knowledge.

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Three options for representation presents fewer barriers and allows exploration where redundancy of materials across media and overlap in shades of meaning offers an increased opportunity to build knowledge.

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The areas for these options are: perception; language, mathematical expressions, and symbols; and comprehension.

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All human brains share the same basic architecture for recognition and recognize things in roughly the same way. However, in their detailed anatomy, size, connectivity, physiology, and chemistry recognition networks are highly varied.

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Consider learning to read. The common assumption used to be that reading was mainly a bottom-up activity. The letters are recognized by their features, synthesized into words and sounds, and then analyzed for meaning. But research has shown that it is easier and faster to recognize letters in the context of words than to recognize them in isolation, a phenomenon termed the word superiority effect.The word superiority effect occurs because familiarity with the larger pattern (the word) constrains the bottom-up process of individual letter recognition, reducing the number of features that need to be examined based on expectation. That is why proofreading is so difficult. We miss errors because word expectancies are so powerful that they influence how we see individual letters, especially if we wrote them

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Consider learning to read. The common assumption used to be that reading was mainly a bottom-up activity. The letters are recognized by their features, synthesized into words and sounds, and then analyzed for meaning. But research has shown that it is easier and faster to recognize letters in the context of words than to recognize them in isolation, a phenomenon termed the word superiority effect.The word superiority effect occurs because familiarity with the larger pattern (the word) constrains the bottom-up process of individual letter recognition, reducing the number of features that need to be examined based on expectation. That is why proofreading is so difficult. We miss errors because word expectancies are so powerful that they influence how we see individual letters, especially if we wrote them

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"recognition is very much a “top-down” process. Our brains don't just passively receive information in that bottom-up way. Instead, our brains are constantly and persistently anticipating and predicting what patterns we will see, hear, smell, taste, or touch, and those expectancies profoundly affect what patterns we actually do perceive."

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"In other words, our expectations about what we perceive literally determine what we do perceive."

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it is especially important to design lessons so that systematic variability is anticipated from the outset. When that is not done, unexpected demands and difficulties are imposed on all students, and their effects are not equal.

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it is especially important to design lessons so that systematic variability is anticipated from the outset. When that is not done, unexpected demands and difficulties are imposed on all students, and their effects are not equal.

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"We tend to think that learners differ along general dimensions such as IQ or verbal ability. But, in fact, each of the myriad small specializations are sources of individual difference. The person who has perfect pitch is not necessarily more likely to have amazing color perception or remarkable face recognition."

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Each learner's brain is unique and recognizes different patterns at different rates. We should plan lessons with this in mind -> different tasks, means of gleaning information, demonstrating mastery etc.

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Why does pattern recognition matter to educators

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Why does pattern recognition matter to educators

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"We think that the demands of any given task are focused in the area of our goal, such as mathematical computation. But within the way we present a task, we often create demands that are not relevant to the goals or purposes of the lesson or task."

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Think of the brain as a kitchen full of food processors. Imagine that all of the processors may be the same basic make and model but each has specialized attachments for blending dough, shredding cabbage, and other specialized tasks. They all perform the same general function—food processing—but their output is as different as pie crust is from coleslaw. By having multiple processors, a chef can be very efficient—each processor has a very specialized blade that is just right for a specific task. In the brain, specialized processing provides a similar advantage.

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Think of the brain as a kitchen full of food processors. Imagine that all of the processors may be the same basic make and model but each has specialized attachments for blending dough, shredding cabbage, and other specialized tasks. They all perform the same general function—food processing—but their output is as different as pie crust is from coleslaw. By having multiple processors, a chef can be very efficient—each processor has a very specialized blade that is just right for a specific task. In the brain, specialized processing provides a similar advantage.

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Brain depends on understanding and recognition of patterns to recognize the world around it.

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"Just as affect can influence what we perceive in the outside world, our expectations about what we are seeing can warp what we do see.

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Different portions of the brain are responsible for different parts of recognition. This graphic shows which regions of the brain activate for information processed orally and visually

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Our brain is designed to recognize patterns, but our experiences can influence the patterns we see.

May be what separates humans from other animals:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4141622/

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Despite what our eyes might tell us, the A and B square are actually the same color. Our brain distorts our perception of the image so that the squares appear to be different colors.