LCN632: Universal Design for Learning by KylieZee https://padlet.com/pemberley72/ybn16rubdyy7 Our first investigation of UDL elements en-us 2016-10-10 02:03:43 UTC 2025-11-21 17:08:32 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png Kylie's Example: Multiple Means of Representation pemberley72 https://padlet.com/pemberley72/ybn16rubdyy7/wish/129389223 Clarify syntax and structure
Make relationships between elements explicit (e.g., highlighting the transition words in an essay, links between ideas in a concept map, etc.)

This website gives a simple explanation on how to make concept maps https://www.lucidchart.com/pages/concept-map/how-to-make-a-concept-map]]> 2016-10-10 02:05:44 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129389223 Provide Multiple Means of Engagement emmaleesteindl https://padlet.com/pemberley72/ybn16rubdyy7/wish/129446312 Optimise Individual Choice and Autonomy
Provide options students can select that will alter the perceived challenge, the rewards or recognition available, tools used for information gathering or production,  color, design, or graphics of layouts, and the sequence or timing for completion of subcomponents of tasks

One idea is to make a "Bingo" chart where students can pick from a variety of tasks that will still meet criteria, but also connect with the student and their talents. ]]> 2016-10-10 09:30:02 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129446312 Multiple Means of Representation - 2.1 Clarify vocabulary and symbols adossetto https://padlet.com/pemberley72/ybn16rubdyy7/wish/129446926 To ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate representations of their meaning. Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated.
  • Pre-teach vocabulary and symbols.
  • Provide graphic symbols with alternative text descriptions
  • Highlight how complex terms, expressions, or equations are composed of simpler words or symbols
  • Embed support for vocabulary and symbols within the text 
  • Embed support for unfamiliar references within the text 

]]> 2016-10-10 09:32:40 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129446926 Checkpoint 8.3: Foster collaboration and community https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447019 The aim is to engage students so that they can give sustained attention and effort.  Motivation will help them to regulate their attention and affect in order to sustain concentration. 

This is a great example of how students can be engaged through a sustained activity where students are designing a game and growing in their knowledge of science, technology, engineering, and math.
http://www.edutopia.org/digital-generation-game-design-video
Another example would be using the co-sketch site to engage students and facilitate simple sharing. 
http://cosketch.com/]]> 2016-10-10 09:33:07 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447019 Multiple Means of Representation https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447507 Support decoding of text, and mathematical notation, and symbols (2.3)
Fluent decoding of words, numbers or symbols takes practice. When the ability to decode is not the focus, it is important to remove decoding barriers.

Allow for flexibility and easy access to multiple representations of notation (eg. formulas, word problems, graphs)
Allow for use of Text-to-Speech

One useful tool for Text-to-Speech is Voki (http://www.voki.com/). Users create a talking character for generating text to speech. It can be embedded in a website. This allows students to hear text that they struggle to decode. It is a FREE tool!]]> 2016-10-10 09:35:51 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447507 Activate or supply background knowledge https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447559 Information is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. 

* Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)
* Use advanced organizers (e.g., KWL methods, concept maps)
* Pre-teach critical prerequisite concepts through demonstration or models

Digging for Answers is a quiz game that allows students to test their research skills. If students answer incorrectly, they are prompted with a link to background knowledge that will help them to find the correct answer.
]]> 2016-10-10 09:36:07 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447559 Guide appropriate goal setting https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447572 Goal setting is an important facet to keep ourselves on track and to decide what you want to achieve in life.

This website provides a range of categories in which you can set goals: https://www.goal-setting-guide.com]]> 2016-10-10 09:36:15 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447572 Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships.       The facility with which they distinguish what is critical from what is unimportant or irrelevant.  https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447614
e.g. highlight key elements, use graphic organisers, example and non-examples.


]]> 2016-10-10 09:36:29 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447614 Checkpoint 9.2 Facilitate personal coping skills and strategies. Students will need sustained apprenticeships that include scaffolding. Reminders, models, checklists can assist learners in choosing  an adaptive strategy for managing their emotional responses to external events (strategies for coping with anxiety-producing social settings or for reducing task-irrelevant distractors) or internal events (strategies for decreasing rumination on depressive or anxiety-producing ideation). Such scaffolds should provide sufficient alternatives to meet the challenge of individual differences in the kinds of strategies that might be successful and the independence with which they can be applied. https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447891 2016-10-10 09:37:42 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447891 Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447897 Fluency is also built through many opportunities for performance, be it in the form of an essay or a dramatic production. Performance helps learners because it allows them to synthesize their learning in personally relevant ways. Overall, it is important to provide options that build learners’ fluencies.]]> 2016-10-10 09:37:43 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129447897 Multiple Means of Engagement checkpoint optimizing individual autonomy https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448042 How does this help learners meet the goal?
•How does this account for the variability of all learners?
•Are learners being given the right amount of choice?
Involve learners, where and whenever possible, in setting their own personal academic and behavioral goals
Students choose a book and then take a quiz optimizing choice of reading materials and autonomy. Caters for all levels and free.
http://www.bookadventure.com/Home.aspx]]> 2016-10-10 09:38:28 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448042 https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448398 Check point 7.2 - optimize relevance, value and authenticity.

Individuals are engaged by information and activities that are relevant and valuable to their interests and goals.


https://www.classdojo.com/]]> 2016-10-10 09:40:14 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448398 Checkpoint 3.1 Activate prior knowledge https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448412 Knowledge is more accessible and more likely to be retained and have meaning when linked to students' own understandings and background.
Use graphic organisers to help students explicitly see how the new information relates to their current backgrounds and how it can be build on what they already know. This website has some graphic organiser examples with clear instructions on how and why to use them, for example, KWL charts.
https://www.teachervision.com/graphic-organizers/printable/4301.html]]> 2016-10-10 09:40:19 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448412 Checkpoint 9.2: Facilitate personal coping skills and strategies https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448602 Designing a extrinsic environment that is motivating and engaging.  This environment will encourage students to self-regulate. 
Faces of learning is a website that looks at various types of learners and encourages students to explore how they can learn. 
http://www.facesoflearning.net/
There are lots of resources on coping skills on Lesson Planet
https://www.lessonplanet.com/search?grade=All&keywords=coping+skills+strategies&rating=3&search_type=narrow
This website looks at coping skills for kids and has a variety of resources and activities. 
http://www.copingskills4kids.net/]]> 2016-10-10 09:41:20 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448602 Checkpoint 1.3 Offer alternatives for visual information https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448676 Images, Graphics, Animations, Video, or Text (see below) are often the optimal way to present information, especially when the information is about the relationships between objects, actions, numbers, or events.  But such visual representations are not equally accessible to all learners, especially learners with visual disabilities or those who are not familiar with the type of graphic being used.
To ensure that all learners have equal access to information, it is essential to provide non-visual alternatives.

The transformation from text into audio is among the most easily accomplished methods for increasing accessibility
]]> 2016-10-10 09:41:44 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448676 CHECKPOINT 9.2 Facilitate personal coping skills and strategies.Providing a model of self-regulatory skills is not sufficient for most learners. They will need sustained apprenticeships that include scaffolding. Reminders, models, checklists, and so forth can assist learners in choosing and trying an adaptive strategy for managing and directing their emotional responses to external events (e.g., strategies for coping with anxiety-producing social settings or for reducing task-irrelevant distracters) or internal events (e.g., strategies for decreasing rumination on depressive or anxiety-producing ideation). Such scaffolds should provide sufficient alternatives to meet the challenge of individual differences in the kinds of strategies that might be successful and the independence with which they can be applied. https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448702
Provide differentiated models, scaffolds and feedback for: 
  • Managing frustration
  • Seeking external emotional support
  • Developing internal controls and coping skills
  • Appropriately handling subject specific phobias and judgments of “natural” aptitude (e.g., “how can I improve on the areas I am struggling in?” rather than “I am not good at math”)
  • Use real life situations or simulations to demonstrate coping skills






]]> 2016-10-10 09:41:54 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448702 Guideline 3: Provide options for comprehension: https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448834
This guideline is about teaching learners how to transfer information into usable knowledge.

·        Activate or find background knowledge (Use KWL or concept maps, pre-teach critical prerequisite concepts through demonstrations, anchor instruction and activate prior knowledge) 
·        Highlight patterns, critical features, the big ideas, and identify relationships (emphasize key elements, multiple examples and non-examples, highlight previously learned skills to solve unfamiliar problems). 
·        Guide information processing, visualisation, and manipulation (sequential process, interactive models, multiple entry points into the lesson, progressive release of information). 
·        Maximise the transfer and generalisations (checklists, familiar ideas etc). 

]]> 2016-10-10 09:42:38 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129448834 Guideline 37: Provide options for recruiting interest https://padlet.com/pemberley72/ybn16rubdyy7/wish/129449087 'Even the same learner will differ over time and circumstance; their “interests” change as they develop and gain new knowledge and skills, as their biological environments change, and as they develop into self-determined adolescents and adults. It is, therefore, important to have alternative ways to recruit learner interest, ways that reflect the important inter- and intra-individual differences amongst learners.'
- choices - ie - which books, or ways of presenting information.
- personalized and contextualized activities

]]> 2016-10-10 09:43:57 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129449087 Checkpoint 7.3 Minimise threats and distractions. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur. ·         Create an accepting and supportive classroom climate ·         Vary the level of novelty or risk ·         Vary the level of sensory stimulation ·         Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation ·         Involve all participants in whole class discussions PBIS (Positive Behaviour Intervention Support)  https://www.pbis.org/ https://padlet.com/pemberley72/ybn16rubdyy7/wish/129449855

]]> 2016-10-10 09:47:33 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129449855 9.1 Optimize Motivation Promote expectations and beliefs that optimize motivation.  Motivate students by encouraging them to take control of their learning, identifying and setting their own goals. Many examples available at :  www.worksheetplace.com https://padlet.com/pemberley72/ybn16rubdyy7/wish/129450398
]]> 2016-10-10 09:50:00 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129450398 Checkpoint 7.2  Optimize relevance, value, and authenticity https://padlet.com/pemberley72/ybn16rubdyy7/wish/129450532 Individuals are engaged by information and activities that are relevant and valuable to their interests and goals. This does not necessarily mean that the situation has to be equivalent to real life, as fiction can be just as engaging to learners as non-fiction, but it does have to be relevant and authentic to learners’ individual goals and the instructional goals. Individuals are rarely interested in information and activities that have no relevance or value. In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.

• Personalized and contextualized to learners’ lives

• Culturally relevant and responsive

• Socially relevant

• Age and ability appropriate

• Appropriate for different racial, cultural, ethnic, and gender groups




]]> 2016-10-10 09:50:40 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129450532 https://padlet.com/pemberley72/ybn16rubdyy7/wish/129450639 2016-10-10 09:51:19 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129450639 https://padlet.com/pemberley72/ybn16rubdyy7/wish/129453046 2016-10-10 10:01:13 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/129453046 https://padlet.com/pemberley72/ybn16rubdyy7/wish/131071218 2016-10-17 09:33:38 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/131071218 7.1 optimize individual choice and autonomy Key ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are learners being given the right amount of choice? https://padlet.com/pemberley72/ybn16rubdyy7/wish/198559988 Book adventure

]]> 2017-10-19 08:27:28 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198559988 Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols https://padlet.com/pemberley72/ybn16rubdyy7/wish/198561494 The AIM Explorer is a free simulation that combines grade-leveled digital text with access features common to most text readers and other supported reading software.Magnification, custom text and background colors, text-to-speech (synthetic and human), text highlighting, and layout options are presented in a logical sequence to help struggling readers decide which of these supports might help them to access and understand text.
http://aem.cast.org/navigating/aim-explorer.html#.WehjNKhL-Uk]]> 2017-10-19 08:33:33 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198561494 jhunt50 https://padlet.com/pemberley72/ybn16rubdyy7/wish/198562485 Checkpoint 6.1: Guide appropriate goal-setting

II. Provide Multiple Means of Action and Expression

]]> 2017-10-19 08:37:34 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198562485 Checkpoint 5.1 Use multiple media for communication https://padlet.com/pemberley72/ybn16rubdyy7/wish/198562684 It is important to provide alternative media for expression. Such alternatives reduce media-specific barriers to expression among learners with a variety of special needs, but also increases the opportunities for all learners to develop a wider range of expression in a media-rich world.

 
 ]]> 2017-10-19 08:38:25 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198562684 Checkpoint 7.1: Optimize individual choice and autonomy https://padlet.com/pemberley72/ybn16rubdyy7/wish/198562823 http://www.bookadventure.com/home.aspx

Helps children choose books and has quizzes for books. Free but need to register.]]> 2017-10-19 08:38:57 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198562823 Create digital mind maps https://padlet.com/pemberley72/ybn16rubdyy7/wish/198563589 http://www.xmind.net/]]> 2017-10-19 08:42:13 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198563589 Checkpoint 7.2: Optimize relevance, value, and authenticityIII. Provide Multiple Means of EngagementRecruiting InterestKey ConsiderationsHow does this help learners meet the goal?How does this account for the variability of all learners?Are the activities and information valuable to learners? https://padlet.com/pemberley72/ybn16rubdyy7/wish/198563615 2017-10-19 08:42:19 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198563615 Free Mind Mapping https://padlet.com/pemberley72/ybn16rubdyy7/wish/198563705 https://bubbl.us/]]> 2017-10-19 08:42:46 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/198563705 Use multiple tools for construction and compositionShare: There is a tendency in schooling to focus on traditional tools rather than contemporary ones. This tendency has several liabilities: 1) it does not prepare learners for their future; 2) it limits the range of content and teaching methods that can be implemented; 3) it restricts learners ability to express knowledge about content (assessment); and, most importantly, 4) it constricts the kinds of learners who can be successful. Current media tools provide a more flexible and accessible toolkit with which learners can more successfully take part in their learning and articulate what they know. Unless a lesson is focused on learning to use a specific tool (e.g., learning to draw with a compass), curricula should allow many alternatives. Like any craftsman, learners should learn to use tools that are an optimal match between their abilities and the demands of the task.Provide spellcheckers, grammar checkers, word prediction softwareProvide text-to-speech software (voice recognition), human dictation, recordingProvide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper https://padlet.com/pemberley72/ybn16rubdyy7/wish/292616300 5.2]]> 2018-10-15 00:06:19 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/292616300 Sustaining Effort & PersistenceShare https://padlet.com/pemberley72/ybn16rubdyy7/wish/292616761 Many kinds of learning, particularly the learning of skills and strategies, require sustained attention and effort. When motivated to do so, many learners can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way. Their differences reflect disparities in their initial motivation, their capacity and skills for self-regulation, their susceptibility to contextual interference, and so forth. A key instructional goal is to build the individual skills in self-regulation and self-determination that will equalize such learning opportunities (see Self Regulation).In the meantime, the external environment must provide options that can equalize accessibility by supporting learners who differ in initial motivation, self-regulation skills, etc.


]]> 2018-10-15 00:10:58 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/292616761 CP 4.2 Optimize access to tools and assistive technologies https://padlet.com/pemberley72/ybn16rubdyy7/wish/293226808 All learners should be given the opportunity to use tools that might help them meet the goal of full participation in the classroom. 
1.Provide alternate keyboard commands for mouse action
2. Build switch and scanning options for increased independent access and keyboard alternatives
3. Provide access to alternative keyboards
4. Customize overlays for touch screens and keyboards
5. Select software that works seamlessly with keyboard alternatives and alt keys

]]> 2018-10-16 09:39:20 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/293226808 Minimise Threats and Distractions https://padlet.com/pemberley72/ybn16rubdyy7/wish/293227122 Create an accepting and supportive classroom climate
Vary the level of novelty or risk 
  • Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions
  • Creation of class routines
  • Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events
  • Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities
Vary the level of sensory stimulation 
  • Variation in the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a time
  • Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities
Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation
Involve all participants in whole class discussions

http://udlguidelines.cast.org/engagement/recruiting-interest/threats-distractions
]]> 2018-10-16 09:40:25 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/293227122 7.2:To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner. https://padlet.com/pemberley72/ybn16rubdyy7/wish/293227588 - esp those who are less 'academic'. For them, It needs to make sense, and relate to their lives, otherwise what's the point of learning it? This is the whole focus of 'English Communication' for upper secondary students

]]> 2018-10-16 09:42:08 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/293227588 checkpoint 7.3 Minimize threats and distractions One of the most important things a teacher can do is to create a safe space for learners. To do this, teachers need to reduce potential threats and distractions in the learning environment. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well; what is threatening or potentially distracting depends on learners’ individual needs and background. An English Language Learner might find language experimentation threatening, while some learners might find too much sensory stimulation distracting. The optimal instructional environment offers options that reduce threats and negative distractions for everyone to create a safe space in which learning can occur. https://padlet.com/pemberley72/ybn16rubdyy7/wish/293227825 2018-10-16 09:43:06 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/293227825 CHECKPOINT 9.2Facilitate personal coping skills and strategiesDevelop and manage healthy emotional responses and interactions. https://padlet.com/pemberley72/ybn16rubdyy7/wish/293229340  
Provide differentiated models, scaffolds and feedback for:

  • Managing frustration
  • Seeking external emotional support
  • Developing internal controls and coping skills
  • Appropriately handling subject specific phobias and judgments of “natural” aptitude (e.g., “how can I improve on the areas I am struggling in?” rather than “I am not good at math”)
  • Use real life situations or simulations to demonstrate coping skills 
Check out the following website for managing frustration- If a child is too stressed out to talk about problems-try handing then a pencil and paper
http://www.pbs.org/parents/adventures-in-learning/2014/01/emotion-journal/
]]> 2018-10-16 09:48:25 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/293229340 https://padlet.com/pemberley72/ybn16rubdyy7/wish/293229406 2018-10-16 09:48:41 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/293229406 Checkpoint 7.3 https://padlet.com/pemberley72/ybn16rubdyy7/wish/293230074 Vary the level of novelty or risk
  • Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions
  • Creation of class routines
  • Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events
  • http://csefel.vanderbilt.edu/modules/module3b/handout2.pdf

]]> 2018-10-16 09:51:19 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/293230074 CHECKPOINT 7.3 Minimize threats and distractions 2019 https://padlet.com/pemberley72/ybn16rubdyy7/wish/397313599
  • Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation
  • Involve all participants in whole class discussions
    • https://rebootingeducation.com

    Reboot’s practical tools, memorable language and clear direction create calmer and happier classrooms while building the life skills necessary to thrive in our unpredictable future world. Enrich your existing practice to engage the disengaged and create a calm and happy classroom for all students, aged 5+    MvR


    ]]>     2019-10-14 08:41:47 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/397313599     CHECKPOINT 5.1Use multiple media for communication https://padlet.com/pemberley72/ybn16rubdyy7/wish/397313699 Provide alternative media for expression. Increase opportunities for all learners to develop a wider range of expression in a media-rich world. 
    Specific links to online tools for diverse learners.

    ]]>     2019-10-14 08:42:08 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/397313699     checkpoint 3.1Activate or supply background knowledgeShare:FacebookTwitterLinkedInInformation is more accessible and likely to be assimilated by learners when it is presented in a way that primes, activates, or provides any pre-requisite knowledge. Barriers and inequities exist when some learners lack the background knowledge that is critical to assimilating or using new information. https://padlet.com/pemberley72/ybn16rubdyy7/wish/397314247 https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=20&ved=2ahUKEwivodbLrZvlAhWjIbcAHW8NAwcQFjATegQIAxAC&url=http%3A%2F%2Fwww.acpsk12.org%2Fpl%2Fwp-content%2Fuploads%2F2014%2F06%2FActivating-Strategies-Handout.doc&usg=AOvVaw1VGLEhjbPhQAMvIlIh38iX = pdf of templates to use]]> 2019-10-14 08:44:10 UTC https://padlet.com/pemberley72/ybn16rubdyy7/wish/397314247