Differentiation: IB for All by Cheryl Tradewell

01.02 Slideshow

cheryltradewell1 — 2023-02-14 19:19:40 UTC

PowerPoint uploaded. Google Slides version: https://docs.google.com/presentation/d/1GaYNrTCkX4UMWTmQC6QeVn5x6QWOaYjI/edit?usp=sharing&ouid=101902495526259050692&rtpof=true&sd=true. Note that LibreOffice (Impress is their free slideshow) can open the pptx file.

02.01 Diagnoses Bingo Cards

cheryltradewell1 — 2023-02-14 19:21:08 UTC

https://myfreebingocards.com/bingo-card-generator/preview/ut4yar3 to edit, Cards at https://myfreebingocards.com/bingo-card-generator/free/ut4yar3 includes link to online cards

03.02 Dyslexia

cheryltradewell1 — 2023-02-15 19:08:05 UTC

- Font - https://opendyslexic.org/ (free download - won't work on Google)
- Font - http://www.readregular.com/english/intro.html
- Font - https://www.sylexiad.com/
- Regular Fonts - Helvetica, Courier, Arial, and Verdana
- avoid Italic font
- use fonts that are sans-serif and Roman style, and then check to see if they’re available in monospaced version
- larger print may help (12-14 or larger)
- pastel coloured paper can help (most of my students prefer light blue)
- Text to speech software (note that this changes over time) https://www.techradar.com/news/the-best-free-text-to-speech-software

03.04 Dysgraphia

cheryltradewell1 — 2023-02-15 20:35:43 UTC

- offer a scribe (note: students need to learn how to utilize a scribe)
- use of computer (for math students, check out https://www.educatorstechnology.com/2019/03/3-good-math-equation-apps-for-students.html. Nothing I have found is really great or intuitive or easy for your dysgraphic students).
- provide videos with captions
- provide notes
- allow students to record lessons
- provide templates to help organize writing
- teach D'nealian printing/writing https://www.eslkidstuff.com/DNealianScript.htm
- speech to text software (note: the first three are paid and then it lists some free ones) https://www.techradar.com/best/dictation-software Students do need to practice this in the classroom before using on assessments.

03.03 Dyscalculia

cheryltradewell1 — 2023-02-15 20:35:54 UTC

- use manipulatives, number lines, and colour coding when teaching
- provide links to explanatory videos with captions (ideally those using the suggestions above or other visual learning aids)
- fewer questions per page on an assessment helps, as does fewer questions to complete for skill building
- give more time to complete work
- encourage talking it out, and allow students to explain to you
- encourage learning the concept and a strategy instead of just memorization of facts
- allow access to a reference sheet and/or 4 function calculator (see https://www.dyscalculia.me/dyscalculia-tools for some reference sheets) when doing tasks

03.05 AD(H)D

cheryltradewell1 — 2023-02-15 20:36:17 UTC

- desk in spot in classroom where there are fewer distractions (not at the back or by the window)
- allow for movement breaks (standing desk, wobbly chair, walk around room . . .)
- provide frequent feedback, particularly if you can reward positive behaviour
- check out: https://www.verywellmind.com/help-for-students-with-adhd-20538, https://www.cdc.gov/ncbddd/adhd/school-success.html, https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

03.06 Misophonia

cheryltradewell1 — 2023-02-15 20:36:36 UTC

- allow noise cancelling headphones and/or the opportunity to listen to music when working
- some students may find Calmer ear plugs helpful: https://www.flareaudio.com/products/calmer

03.01.1 General Online Learning Management Systems

cheryltradewell1 — 2023-02-15 20:37:52 UTC

- have ALL teachers set up Learning Management System classrooms the same. Different organizing systems make it difficult for students. My students find it easiest to have three sections: Materials (heading with date or lesson number and topic/content), Assignments (so they can see it needs to be handed in), and Class Exercises OR Materials, Summative tasks, and Formative tasks. Having too much linked in one post is confusing. In the Assignments/Class Exercises/Summative or Formative Assessments, refer to the Materials required and LINK IT.
- include notes, your powerpoint, potentially a recording of the lesson, links to videos that reteach the lesson, links to materials for review or self-tests (online games, flashcards, online worksheets). Check to see if videos have captions available.

02.03 Table (Re-)Organization

cheryltradewell1 — 2023-02-15 23:48:40 UTC

Spreadsheet for reorganizing by subject and programme. If one of the Drop Down menus don't work for you, put in your specific subject.

02.04 Matching Diagnoses with description

cheryltradewell1 — 2023-02-15 23:53:42 UTC

Matching Exercise. You can do it as many times as you want.

03.07 Auditory Processing problems/Language Processing problems

cheryltradewell1 — 2023-02-16 18:45:17 UTC

- preferred seating (near the teacher and away from distractions or noisier areas of the room)
- when teaching, use visual cues like writing on the board or a powerpoint, emphasize key words and use sequencing when explaining (first, second, third)
- provide access to videos with captions https://support.google.com/youtube/answer/2734796?hl=en
- summary: https://childmind.org/article/help-for-kids-with-auditory-processing-disorder/
- give more time to learn and to process

01.01 Agenda

cheryltradewell1 — 2023-02-16 18:58:27 UTC

- 9:30 to 11:00 Understanding Diagnoses (using columns 01, 02 and 03)
- 11:00 to 12:00 Exploring Universal Instructional Design (using columns 01 and 04)
- 1:00 to 2:00 Exploring Universal Design for Learning (using columns 01 and 05)
- 2:00 to 3:15 Exploring Universal Design of Assessments (using columns 01 and 06) includes 30 minute break
- 3:15 to 4:00 Reflecting, Sharing and Action Plans

04.01

cheryltradewell1 — 2023-02-16 19:03:34 UTC

Read the many concrete examples found in the University of Guelph’s Teacher workbook and decide on which may best be employed by your or those at your school.
https://opened.uoguelph.ca/instructor-resources/resources/uid-workbook-FTF.pdf

04.02

cheryltradewell1 — 2023-02-16 19:05:26 UTC

Explore the opened resources available at the University of Guelph, University of Washington, or Western University:
- https://opened.uoguelph.ca/student-resources/Universal-Instructional-Design OR
- https://teaching.uwo.ca/curriculum/coursedesign/uid.html OR

- https://www.washington.edu/doit/universal-design-instruction-udi-definition-principles-guidelines-and-examples
OR The IB resources found on the Programme Resource Centre in MyIB and in the Supplies column (01.03 to 01.05)

04.03

cheryltradewell1 — 2023-02-16 19:07:05 UTC

Research resources that suit your specific needs, possibly in the language you teach in or are most comfortable reading. Share by replying to this post.

01.03 Learning Diversity and Inclusion in IB Programmes

cheryltradewell1 — 2023-02-16 19:11:10 UTC

01.04 Meeting student learning diversity in the classroom

cheryltradewell1 — 2023-02-16 19:11:45 UTC

01.05 The IB guide to inclusive education: a resource for whole school development

cheryltradewell1 — 2023-02-16 19:12:55 UTC

01.06 Using Universal Design for Learning (UDL) in the IB classroom

cheryltradewell1 — 2023-02-16 19:13:55 UTC

05.01

cheryltradewell1 — 2023-04-03 18:15:50 UTC

As a table, decide on a jigsaw read from the CAST website for elements that would be helpful for you. Read for 15 minutes and then report out to each other.

05.02

cheryltradewell1 — 2023-04-03 18:17:17 UTC

Share your ideas and concerns with your table mates and decide on an area to further explore. Evaluate what would be the best use of your time and DO IT: more reading on the website, reading the practices from worldwide IB Schools (01.05 or 01.06 on this padlet), starting work on the Assessment/ Action & Expression area (Column 06), or continuing on the previous exploration.

01.07 UDL and Inclusive Practices in IB Schools Worldwide

cheryltradewell1 — 2023-04-03 18:33:02 UTC

04.04

cheryltradewell1 — 2023-04-03 18:52:33 UTC

Harvard Project Zero: Claim, Support, Question

05.03

cheryltradewell1 — 2023-04-03 18:57:06 UTC

Harvard Project Zero: ReVisioning

05.04

cheryltradewell1 — 2023-04-03 19:04:52 UTC

Optional Resource, as well as https://tatp.utoronto.ca/teaching-toolkit/effective-strategies/accessible-learning/#FAL6

03.01.2 General In Class Changes

cheryltradewell1 — 2023-04-03 19:15:56 UTC

1. Change it up every 15-20 minutes to have students move, talk, reflect, take a quiet break, switch to an activity that has a different focus, summarize . . .
2. Copies of notes available in class (smartboard notes, pictures of the board, fillable examples, student notes, editable templates or fill in notes
3. Links to online resources (videos or websites) to re-explain or summarize OR to review basic information (Quizlet/Kahoot/Blooket) during class

06.01

cheryltradewell1 — 2023-04-07 17:17:30 UTC

Explore the FAQ at the bottom of the page

06.02

cheryltradewell1 — 2023-04-07 17:18:43 UTC

Universal Design Applied to Large Scale Assessments

06.03

cheryltradewell1 — 2023-04-07 17:19:25 UTC

Tips for developing assessments

06.04

cheryltradewell1 — 2023-04-07 17:34:25 UTC

Reflect through Harvard Project Zero: Compass points

06.05

cheryltradewell1 — 2023-04-07 17:36:06 UTC

Optional Interesting Read

05.05

cheryltradewell1 — 2023-04-07 17:39:14 UTC

Optional Read on Accessible Educational Materials

03.08 General Resources

cheryltradewell1 — 2023-07-14 20:26:07 UTC

- Neurodiversity in the Classroom http://www.daneshnamehicsa.ir/userfiles/files/1/14-%20Neurodiversity%20in%20the%20classroom%20_%20strength-based%20strategies%20to%20help%20students%20with%20special%20needs%20succeed%20in%20school%20and%20life%20(2012,%20ASCD).pdf
- The Differentiated Classroom https://www.mccracken.kyschools.us/Downloads/CarolAnnTomlinson%20Differentiated_Classroom.pdf
- Online Resource Library https://haskinsglobal.org/resource-library/

Article with some great resources

cheryltradewell1 — 2023-07-14 23:13:38 UTC

02.02 Links for Experiences

cheryltradewell1 — 2023-07-22 17:53:25 UTC

Dyslexia
- https://www.youtube.com/watch?v=y-OqesxoR1k – 0:35

- https://www.youtube.com/watch?v=JeTwJTfl7TQ – 1:22

- https://www.youtube.com/watch?v=Mk2BZOEOH8Q – 2:00

- http://geon.github.io/programming/2016/03/03/dsxyliea – 1:00

Dyscalculia
- https://www.additudemag.com/self-test-for-dyscalculia-in-adults/ - Quiz to read

- https://www.youtube.com/watch?v=kY-_QopuUVE – 1:30

- https://www.youtube.com/watch?v=BwO8TDb8j-E – 2:30

Auditory Processing Difficulties
- https://www.youtube.com/watch?v=ipI8hOGjVUs

York Region Waterfall LD Chart- how to use

2023-07-27 19:09:29 UTC

UDL Resource: Seen, Heard, & Valued by Lee Ann Jung

2023-07-27 19:11:34 UTC

https://us.corwin.com/books/seen-heard-valued-udl-beyond-276701

LD "Waterfall" Chart

2023-07-27 19:12:51 UTC

Embracing diversity: toolkit for creating inclusive, learning-friendly environments (available in multiple language)

fakhra28gemini — 2023-07-27 19:15:03 UTC

http://unesdoc.unesco.org/images/0013/001375/137522e.pdf

Ontario Teacher Federation Website

2023-07-27 19:17:55 UTC

Excellent information about various challenges and strategies teachers can use

Mihaly FLOW diagram

cmccallum2 — 2023-07-27 19:19:00 UTC

Students indicate their emotional states in each lesson and offer suggestions to help reduce negative emotions and enhance positive ones. Ideally, we aim for students to be in the FLOW state - focused and happy.

Ontario Teacher Federation Website

2023-07-27 19:20:15 UTC

An excellent site with information about many types of learning challenges and strategies teachers can use to support them

UDL Strategies Resource

2023-07-27 19:50:10 UTC