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      <title>Factors that Affect Learning by Lindsay Clayton Day</title>
      <link>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2017-05-23 18:01:04 UTC</pubDate>
      <lastBuildDate>2017-05-23 18:22:01 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>IEPs</title>
         <author>lindsay_clayton03</author>
         <link>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173462497</link>
         <description><![CDATA[<div>ELLs may be deemed by a professional to have a learning disability. If this occurs, the student will be provided with an IEP which will help teachers and parents to accommodate the learning needs of the student. </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-05-23 18:01:46 UTC</pubDate>
         <guid>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173462497</guid>
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         <title>Differentiated Instruction </title>
         <author>lindsay_clayton03</author>
         <link>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173462936</link>
         <description><![CDATA[<div>Teachers can facilitate student learning by differentiating instruction (DI). DI can help ELLs too. In varying the mediums of teaching, assessing and evaluating, we not only provide equitable access for learning for students with IEPs and and learning exceptionalities, but we can at the same time provide materials that help ELLs. EX: videos, picture books, VOKI, etc. </div>]]></description>
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         <pubDate>2017-05-23 18:03:29 UTC</pubDate>
         <guid>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173462936</guid>
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         <title>Universal Design for Learning </title>
         <author>lindsay_clayton03</author>
         <link>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173463710</link>
         <description><![CDATA[<div>Similarly to the way that DI can also help ELLs, the universal design for learning approach allows teachers to ensure that certain things are in place so that learning can occur for all students. </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-05-23 18:06:41 UTC</pubDate>
         <guid>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173463710</guid>
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         <title>Universal Design for Learning Examples:</title>
         <author>lindsay_clayton03</author>
         <link>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173464153</link>
         <description><![CDATA[<div>Flexibility: Akin to DI, being flexible means using a variety of teaching and assessment materials. Sticking to paper and pen alone is no longer necessary nor does it meet the needs of all students.&nbsp;<br><br>Simplicity in Expectations: All students benefit from clear, well detailed expectations. Surprises are not helpful to students for learning.&nbsp;<br><br>Environment: A clean, safe, equitable space for learning is a must. </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-05-23 18:08:35 UTC</pubDate>
         <guid>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173464153</guid>
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         <title>Using Supportive Technology</title>
         <author>lindsay_clayton03</author>
         <link>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173465716</link>
         <description><![CDATA[<div>It is incumbent upon teachers to stay up to date on supportive technology to use in the classroom. One of my students regularly uses speech-to-text translation due to a physical ailment with both hands. &nbsp;<br><br>Assistive technology can benefit many students, including  devices to: record lectures for students who have trouble concentrating, electronic day-planners, audio-visual support for math, text-as-speech devices for ELLs, a wide range of grammar/vocabulary aids for writing and learning languages and more. </div>]]></description>
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         <pubDate>2017-05-23 18:14:01 UTC</pubDate>
         <guid>https://padlet.com/lindsay_clayton03/rhd2al8jr5pa/wish/173465716</guid>
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