My Questions for Lecturer (Training for Spectra Sec) by Ow Yeong Wai Mang https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1 Made with curiosity en-us 2021-03-03 04:12:26 UTC 2025-02-23 20:22:15 UTC hello@padlet.com Is there a possibility the conditions of LDs worsen as our students mature into their old age? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1305534923 https://www.youtube.com/watch?v=sD-vZ9vbPaE

in this clip, would you say that the old lady was actually hard of hearing due to her age or would you say that this may be an actual example of an individual who suffered from an Auditory Processing Disorder?

Reply: With age, one's hearing capacity naturally would decline. Without knowing this old lady's background and other context, I would not be able to make any further comment on whether she has APD. For one with LD and with APD in particular, if the person is supported and has learnt to cope well with the relevant strategies and support, he or she may improve with age as coping skills are better then. But of course, with the physical condition like hearing capacity worsening due to age or or other health reasons, this may impede the person's ability to process auditory information. Hope this clarifies. Thank you. ]]> 2021-03-13 15:56:19 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1305534923 Is the intervention for LD too late to be done in Secondary School? Can students who were diagnosed late in Secondary School improve their LD? willy_kurniawan https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1306696156 Reply: It is true that early intervention would be best for students with LD. However, it is still important to get a proper diagnosis as this will help to provide a more concise analysis of the issues faced by the students and in this way, more accurate interventions can be used to support the students. If the student is willing to work together, and with good consistent support from school and coupled with home support, improvement is definitely possible. ]]> 2021-03-14 08:36:48 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1306696156 Challenges in Applying APIE and EF effectively to Student C abu_sufyan_bedin1_1 https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308603854 1) Physical Setting: Unable to retrieve full information/history of the student from guardian/parents for complicated family background. Lots of speculation and assumption. Information mainly received through observation.
2) Student Factors: Student unable to express him/herself accurately of what he/she have underwent or feelings.
3) Curriculum & Resources: Depends of family setting. If a family doesn't speaks English, its difficult for the student to do well in the subject.
4) Teachers Factor: Lack of information to work with the student.
5) Peer Factors: Due to speech impairment, peers found him weird. Eventhough we try to buddy him up, friends are just tolerating him. 

Reply: 1. Source of information include the student himself/herself.  Expression can be via visual cues like drawing, informal interviews to both build rapport to understand the student and to get the student to build trust in the teacher(s). The student can be encouraged to express via EL or whatever language (even non-verbal - via actions) he or she is more comfortable with, during the data collection time of APIE. What are the strengths of the student? 
2. For Peer - is there a celebration of differences in a class with positive classroom culture and the promotion of empathy in class (led by the teacher). 
3. Teachers- wise, ensure the understanding for speech impairment and of the student :-e.g. 
-Be patient when the student with speech impairments is speaking. -Be a role model to your other students about the importance of not interrupting and letting people finish their own sentences
-Ask questions in a way that lets the student give a brief answer, or consider substituting written work for oral presentations.
4. Additional support to enable student to better access curriculum - who, what and when to provide such support

]]> 2021-03-15 01:50:21 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308603854 How do we ensure the effectiveness of 3-tier approach in our T&L consistently? willy_kurniawan https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308624056 Example: 
1. For PE we use 3-tier assessment tool for PE grades to help students with SEN who have psychomotor challenges. 
2. We also have rubrics to assess students differently.

Reply: Some ideas for your consideration below on possible access arrangements and grading. Do refer to the Notes that was prepared on Summarised strategies to support LD for students in the Secondary school.]]> 2021-03-15 01:58:26 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308624056 Challenges in Applying APIE and EF effectively (2) https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308627572 1) Physical Setting/ Environment: Safety concerns not resolved to implement an inclusive education. (E.g. Some students cannot get near sharp objects/knives at all, hence this excludes them from certain modules like culinary kitchen work. More time and modifications are needed for such students for an inclusive learning environment.) 
2. Time Constraint: Number of students that a teacher has to handle. A very short runway to know all students and provide them with the necessary. E.g. Music (2 cohorts, see students only once per week), teacher has time only to differentiate instructions and try out modifications that he is more familiar with/has more contact with. E.g getting students to play percussion instead of string instruments as the string instruments require more  psycho-motor coordination.
3. Peer Factors: Relative success in implementing the peer support/buddy system in the class as this allows students who needed more assistance to feel more comfortable in participating in class and also to ask for help. However, observations have been made that there is a tendency for some students to over-rely on their buddies.
4. Student Factors: Students with selective mutism, could not communicate their needs, hence posing a challenge in the feedback loop. ('A' and 'E" segments of the APIE)
5. Use of Instructional visual cues and physical props are sometimes good for a lesson package only. There is a need to either  come up with more ever-green props that could be used for a longer period of time; or more time and effort has to be spent on the creation of such props and cues. Of course, team effort would help alleviate such a challenge. 
Reply: Do work as a team and not alone in such APIE planning. This will enable consistency and sustainability. This will require level planning in general and CMT planning for those with more severe needs. 

P.S. For students who do not open up e.g. with selective mutism, do note the following:- 

Students with selective mutism may:

  • need preferential classroom seating near the teacher or a friend
  • need to use nonverbal communication to answer questions (pointing, nodding their heads, using thumbs up or down, or facial expressions, etc.)
  • need to complete verbal assignments on a one-to-one basis with a teacher or use adaptive equipment (video or photo presentations created at home, for example)
  • need to take tests in a special, comfortable area outside the classroom
  • need small class sizes or small-group learning environment 

Teachers can help students with selective mutism by:

  • developing warm, supportive relationships, even if the interactions are nonverbal
  • easing anxiety in the classroom by pairing them up with a buddy
  • using small-group instruction and activities
  • encouraging participation, independence, and assertiveness in all classroom activities without pressuring them to speak
]]> 2021-03-15 02:00:03 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308627572 What strategies can I adopt for a class with more than 4 SEN kids of differing needs? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308632970 I have tried to simplify the instructions on presentation slides, and even in SLS. Yet these cases still faces issue reading and comprehending the task, and completing the task despite given more time.
Reply: I can address this as an additional lecture to be ready before next session in April.

]]> 2021-03-15 02:02:30 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308632970 What were the challenges faced? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308635919 ICT work assigned. Dyslexia - cannot read instructions off SLS. Cannot type, spell, find recognise the letters on keyboard. Frustrated, submitted gibberish. Verbally strong. Break down the tasks further but time-consuming. Classmates helped but the student felt withdrawn because he felt less confident.

Getting the class used to the signs and signals used in class. Student is affected by noise. May make the situation worse. Class did not understand the student very well and verbalised their unhappiness. After explaining to the class by FT, students are more accommodating and understanding towards student. 

1st goal - happy coming to school and able to adjust to us. Empower students. 

Equip students with the right skills and able to lead a fulfilling life. 

]]> 2021-03-15 02:03:48 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308635919 How to wean off support and help students transit to tertiary institution? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308637971 Reply: Whatever plan for scaffolded support that we give our students, we must also plan for gradual removal when preparing our plan. We must also plan in how we may wish to ascertain / assess the readiness of our students for such a gradual removal. This can be part of your plan via the use of APIE. ]]> 2021-03-15 02:04:47 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308637971 https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308650956  How we could help these SEN students in the future – transitioning from Secondary to ITE or even the real world. How prepared are these students / are they ready to move to the real world? 
Reply: Please refer to the column on the left of support beyond Secondary.

]]> 2021-03-15 02:10:25 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308650956 How to address the needs/disruptive behaviour for the selected students with SEN and still carry on with lessons for the rest of the class? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308657232 Reply: 
1. Good teaching approaches and positive classroom culture (with routines etc) to ensure that learning is enabled and conducive for all
2. Prevention is better than cure - work on prevention of possible triggers for disruption ( disruption means there is a mismatch of learning needs with curriculum / class expectations ) 
3. Use of TSR (teacher-student relationships), TTR (teacher-teacher relationships), PTR (parent-teacher relationships) and SPR (student peer relationships)
4. Build in a plan for the 'SOP' (standard operating procedure) when there is such a disruption or meltdown etc - if it is still happening despite above measures]]> 2021-03-15 02:13:06 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308657232 How do we cater to the needs of SEN in the National Examination consistently? willy_kurniawan https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308673871 Example: Provision provided in secondary school: prompter, reader, separate room, extra time but prompter and reader are not provided in tertiary institution.

Reply: Compare the current competency and needs of the students and the 'Must-Haves' (to enable fair access by student) in the National Examination - which may include examination techniques, literacy competency etc. Using APIE to plan a 4 year (Year 2-5) plan (first year (Year 1) in the 5 year school plan is to better understand students and close basic more urgent gaps to enable access to the basic curriculum in school, build confidence and trust etc) and to close the gap but with gradual stage by stage removal (after ascertaining such that student is ready for removal) semester by semester or year by year. The process must start from Year 1. ]]> 2021-03-15 02:20:52 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308673871 Consistency and Handing Over of APIE Model https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308677543 When a student transits from Lower to Upper Sec or even Primary to Secondary students,  how do teachers use the current model and dovetailing it for the particular student?
Reply:  
Compare the current competency and ability to access the new curriculum and environment (Use EF and APIE to map out the student's strengths and areas for support, as well as the requirements and expectations in the new environment / level - Look for Gaps and plan to transition based on the gaps identified. ]]> 2021-03-15 02:22:32 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1308677543 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310057873 SEN Support in Higher Learning ]]> 2021-03-15 11:12:38 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310057873 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310103217
More Support in Institutes of Higher Learning (IHLs) 

To develop inclusive communities in our IHL, these arrangements have been made:

  • A  Special Education Needs (SEN) Support Office in each publicly-funded university, polytechnic and Institute of Technical Education (ITE) College, since 2014. 
  • The SEN Support Office coordinates holistic support for students with SEN, including transitional support, in-class learning assistance and access arrangements.
  • A SEN Fund for polytechnic and ITE students with physical or sensory impairment to purchase educational assistive technology devices & support services, since 2014. Publicly-funded universities provide the same support.
  • More than 1,500 polytechnic and ITE staff trained in basic SEN awareness and support. All polytechnic and ITE academic staff will be trained similarly over the next five years.
]]> 2021-03-15 11:30:31 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310103217 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310114599 2021-03-15 11:34:45 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310114599 https://employment.sgenable.sg/students/rise-mentorship-programme/ elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310118623 2021-03-15 11:36:05 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310118623 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310119121 2021-03-15 11:36:16 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310119121 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310121934 2021-03-15 11:37:18 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310121934 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310126361 Assistive technology at work

Assistive technology (AT) devices and software can help reduce, or even remove, challenges which persons with disabilities may face at work.

Employers of persons with disabilities can tap the Open Door Programme's Job Redesign Grant. It subsidises the cost of making accommodations for the employee, and covers the purchase of equipment, workplace modifications and redesigning of jobs or processes.

Persons with disabilities can approach a facility like Tech Able to learn more about the potential of assistive technology devices to improve their productivity at work. Assistive technology assessors can recommend suitable assistive technology devices or software and help apply for subsidies, if any. Check out our service directory for a list of places to get an assistive technology assessment.

The Tech Able Web App provides more information about AT devices that may suit persons with disabilities and their caregivers. For a guided tour experience of Tech Able, users can select the relevant virtual guide in the web app to learn about the various AT devices in the centre. Users who are interested to purchase or find out more about the AT device may contact the vendors directly. Vendors’ details are listed within.

]]> 2021-03-15 11:38:58 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1310126361 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1312885832 2021-03-15 21:24:04 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1312885832 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1313065316 2021-03-15 22:52:29 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1313065316 Feasibility on bridging large reading age gap https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1313563176 Some Sec 1 students are having an 8-year reading age gap and many more with at least a 4 or 5 age gap. How feasible is it to bridge a 12 year age gap by the time the Sec 1s reach Sec 4? Is it realistic to set N level national average as a benchmark to hit for these students?
Reply: This would mean intensive support for these students to ensure that they can at least be narrowing the gap -  and to focus on key literacy areas to access the level curriculum.  Your APIE plan should indeed span 4 years (with periodic review). Structured teaching can be a way to help with this as well. https://singteach.nie.edu.sg/issue57-classroom03/]]> 2021-03-16 02:19:04 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1313563176 There was a lot of focus on literacy like Dyslexia, SLI, etc but not on Dyscalculia and Dysgraphia. Could we have more information on tools, strategies, resources related to Dyscalculia and Dsygraphia so that we could help the students with the learning of Mathematics? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345893568 2021-03-24 01:51:07 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345893568 How could the strategies used for literacy could be also used for the teaching of Mathematics? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345899043 2021-03-24 01:53:00 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345899043 Our students (especially those with SEN) have difficulty with memory, visualisation and drawing. These are some basic skills that are required for Math. For example students would need to be able to visualise diagrams; able to draw or construct figures. What strategies could we use to help these students? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345901277 2021-03-24 01:53:49 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345901277 Currently, we conduct our own assessment/diagnosis using the SEN profile, PSLE results and their class tests for Mathematics. Are there any diagnostic tools that we could use for Mathematics? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345910327 2021-03-24 01:57:07 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345910327 Could we have some local SEN case studies on the teaching of Mathematics? Examples on tools and strategies used to help SEN students on the learning of Mathematics. https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345923085 2021-03-24 02:02:01 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1345923085 How to improve lesson prep fonghanhan https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1347797309 Dr Elizabeth,
Context:
12 out of 24: adhd
10 of 24: dyslexic 
1 of 24: DS
2 of 24: GDD
3 of 24: autism
8 of 24: unknown SEN but high progress
All of SEN students are low progress

Concern:
1. APIE is for individual. Are we expected to draw the APIE plan for ALL of my students? In an ideal world, I would love to do it...

2. Parents are worried that child will get U grade despite all interventions. Dr Elizabeth, with your authority, are you able to discuss with SEAB and revise the grading for NT Examinations? Similar to revamped PSLE grading system, can we lower passing grade to 45%? We cannot deny that bulk of SEN kids in Spore are taking NT examination in sec4.

3. This is our situation. With SMM guidelines, pair work and group work is tough. Sharing of concrete resources is tedious. 

Do you suggest that we should go back to CPA approach?
We are applying digital approach too but is that the only way? Digital approach: SLS, decktoys, flippity (gamification)

Please advise. 
Thank you.

]]> 2021-03-24 13:21:11 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1347797309 Design considerations for online resources https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351429500 Are there recommended design guidelines for dyslexia students? 

E.g. Recommended dsylexia font, colours, size, spacing, bold etc?

Are there examples on how Ppt, worksheets, online SLS packages are designed? 


]]> 2021-03-25 06:22:03 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351429500 Differentiating resources https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351434852 Whenever we design resources, should we always design another set of resources for the dyslexia / dyscalculia students? 


]]> 2021-03-25 06:24:26 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351434852 Recommended apps or software? https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351436955 Is there a list of apps / software that could help dyslexia students to be better at reading online text? or with easier inputs? ]]> 2021-03-25 06:25:24 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351436955 Science Practical https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351447906 Students with LD have problems matching the instructions on the paper with the actual experimental set-up. They ended up to be quite frustrated.

How can we design effective practical lessons for them?]]> 2021-03-25 06:30:03 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1351447906 Problem with writing https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1356057310 Science requires students to use certain key words and to understand the concept of variables. 

However, from the worksheets, it seems that students with dyslexia have problems writing down the key words even after numerous drilling practice. 

Second, to understand variables as a concept is rather tough for them as it is very abstract. 

Are there examples / pedagogy that could engage students with LD? (dyslexia and language impairment?)]]> 2021-03-26 05:08:07 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1356057310 Differentiating playfulness and LD https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1362218240 Secondary students are undergoing a lot of changes and they have behavioral problems like being playful, challenging authority, not interested in studies etc.. 

However, these behaviours also appeared in students with LD as they cannot understand the lesson.. 

Sometimes it is tough to differentiate the situation and therefore implementing the wrong solutions. 

What would you advice? It is so tiring as a teacher to constantly differentiate instructions and tackle behavioral problems at the same time]]> 2021-03-28 23:51:12 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1362218240 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370297846 2021-03-31 01:58:08 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370297846 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370298595 2021-03-31 01:58:29 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370298595 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370302550 2021-03-31 02:00:21 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370302550 Teaching Chemistry to students with Dyslexia elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370310508 2021-03-31 02:04:05 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370310508 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370325716 2021-03-31 02:11:04 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370325716 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370367347 2021-03-31 02:29:48 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370367347 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370368386 2021-03-31 02:30:17 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370368386 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370368895 2021-03-31 02:30:32 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370368895 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370369736 2021-03-31 02:30:55 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370369736 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370386648 2021-03-31 02:38:37 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370386648 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370388418 2021-03-31 02:39:26 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1370388418 Learning Preference Cards elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1379344394 2021-04-03 10:34:31 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1379344394 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1380802984 2021-04-04 13:43:13 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1380802984 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1380803583 2021-04-04 13:43:29 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1380803583 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1382493837 2021-04-05 08:59:18 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1382493837 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1390705146 2021-04-07 09:42:46 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1390705146 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1390728136 2021-04-07 09:52:55 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1390728136 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1390861439 2021-04-07 10:54:46 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1390861439 elizabeth_owyeong https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1393915465 2021-04-08 01:25:59 UTC https://padlet.com/elizabeth_owyeong/dgdnjmbo8u8z66n1/wish/1393915465