Making classes accessible to all

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Making lessons accessible to every student

Why?

To Accommodate vs. To Modify (in 504 plans)

Modification examples (what student learning)

reduced learning objectives

reduced number of laps to run

Newslea (same content at lower/higher reading level)

Accommodation (same materials, adjust how student learning)

Study skills workshops

Take breaks

Exercise bands for fidgetty students

Tests in smaller group settings

See written list of instructions

Record lesson or get from others instead of taking notes

Student choice

Sit where they want

Can complete project in format of choice

browser functions: dictation, spell check, TTS/display (Immersive Reader)

extra time for same test

eye glasses

To meet students where they are

distance between what children can do by themselves

and the next learning

that they can be helped to achieve with competent assistance

Scaffolding (break down the task)

Pause, Ask Qs, Pause, Review

hold during uncomfortable silence

first, discuss in pairs

first, provide individual reflective writing time

Use visual aids (to represent relationships, sequence, cause-effect)

fish

essay template

mind map

Pre-teach vocabulary (before the challenging text)

during Bell Ringer

in context

using analogies and metaphors

with photos

Give time to talk (to process new info, ideas)

Triad Teams

Interviewer, Interviewee, Recorder

Turn-and-Talk (face/shoulder buddy)

Think-Pair-Share

Tap into existing knowledge (own life, past learning, current events)

Article

Image prompts

Question prompts

Model first (what is expected)

Think aloud (your thought process, solve a problem)

Fishbowl (center group models for outside group)

Differentiate the task

using tools/strategies

Flashcards sets for each unit (for asynchronous review)

Extension Menus (for gifted learners)

Universal Design for Learning

...based on...

...students'...

if falling asleep, sit at back of class to complete task (not go out for a walk)

Readiness to learn

low emotional, physical maturity

personal circumstance

internal (lack of confidence, anxiety)

external factors (poverty, family violence)

Interest

Learning ability (i.e. goal) (so not "under-achievers")

...elements of the class...

4) learning environment

grouping options

• work in similar readiness groups with peers who manifest similar academic needs at a given time
• of mixed readiness work together in settings that draw upon the strengths of each student
• work with classmates who have like interests
• of varied interests cooperate towards completing a task that calls on all their interests
• work with those who have similar learning patterns (a group of auditory learners listening to a taped explanation)
• work with students with varied learning patterns (an analytic student and a practical student) to complete a task
• work with whoever is sitting beside them
• count off into groups
• draw a partner’s name
• choose who they work with.

3) Product to generate

ways of expressing learning

ways of assessing

2) Processes

1) Content

time

materials

essay prompts/research topic