Students enter our classrooms with a wide range of learning styles, needs, and skills. In this course, participants will learn how Universal Design for Learning (UDL) concepts aim to support the diverse needs of all students by minimizing barriers in the curriculum and maximizing student outcomes. Attendees will explore the UDL tools available in the Read&Write extension that support reading, writing, note-taking, studying, and learning. Participants will learn how to use the OrbitNote extension to convert PDFs into accessible digital documents that students can annotate while using the literacy and learning supports. In addition, attendees will learn how to determine what, if any, reading accommodations work best for their students using the uPAR. Participants will leave with practical strategies for making learning accessible and engaging for ALL students.
Assistive Technology Specialist/SLP, Edmond Public Schools
Emily Boyett, M.A., CCC-SLP, ATP is an assistive technology specialist and speech-language pathologist for Edmond Public Schools in central Oklahoma. She has worked 25 years in public education providing AT and speech language services for students with a broad range of disabilities... Read More →
3rd & up teachers... Do you find yourself dreaming of a classroom full of students self-motivated to learn the latest cool lesson you are planning? While you're teaching, do you dream of all eyes looking at you while all ears are eagerly soaking up every word you're saying? Then this is the right presentation for YOU!
You will explore how to create lessons for students to perform via a me-video and how to set up an actual Recording Studio right in your classroom! Students use their own chromebooks to record themselves and their 'me-video' is immediately available to you on your device! You will be amazed at how self-motivated your students will be to learn as they prepare themselves to present their newly acquired knowledge in youtube-like style!
Sample Lessons: Reading: They can read aloud, ask questions, and provide connections. Reading: They can give a review, or tell the summary of a book or story. Math: They can teach the breakdown of how to work the problem. Math: They can use manipulatives to make a tutorial. Science: They can use manipulatives to prove a reaction, discussing it as they go... Social Studies: They can chose a debate topic side and give reasons, or state why the other side feels the way they do. Writing: They can read their own work of art, or disect a peer review reading.
These are just a few ideas & we will brainstorm more together!
Stop Motion is a series of pictures played back as a movie. Seemingly making inanimate objects come to life! An assignment using Stop Motion Studio which you can download on an ipad, grabs your students' attention & motivates self-learning! Imagine all eyes looking at you, all ears eagerly listening to every word...as you present your lesson! SMS is something the student does on their own, can be set up as a station, & requires only a rubric & any needed manipulatives. The student end-product can be used as a final presentation or as quick check points along the way.
Students actually want to learn so they can make a successful Stop Motion presentation.
Students use manipulatives to: Reading: Make, or use pre-made characters and manipulate them to summarize a story. Vocabulary: Words can be made to reinforce spelling & animated to show meaning. Math: Problems just seem to solve themselves! You will see their problem solving strategy step by step! Science: Showcase erosion over time sped up. Connection: Use characters to set up scenarios to learn how to speak with each other.
These are just a few examples & we will brainstorm & explore more of your specific needs while we're together!
When teachers respond to challenging behavior with trauma-informed practices, we shift from control and punishment to connection and support. We will start by diving into trauma-informed foundations - impact of trauma on brain development and behavior, building emotional safety, trust, and relationships with students, what trauma-informed classrooms look like. Overview of the brain and behavior - how trauma keeps students in a reactive state and the behavior is communication, not necessarily a choice in the moment a trigger happens. Understanding power struggles and triggers - common triggers for students, how teachers may unintentionally escalate the problem behavior, shifting the perspective from compliance to cooperation, teaching students the skills to de-escalate, and trauma-informed alternatives to engaging in a power struggle. Practical strategies for being proactive as well as during and after escalation, followed by a period of building a toolbox together.
This will be a lecture and interactive type workshop including visual aids, scenarios/role playing, discussion, action plan template, strategy tool-kit creating, and handouts for teachers to take with them. There will be a middle school focus, however, the information and strategies shared could be applied across all grade levels.
