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How do I support learner COMPREHENSION remotely?

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Organization of this Webinar

Scenarios (5)
Design Reminders

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Mahir

Mahir is a tenth-grade student who has a visual-impairment. He is taking Geometry this year. When at school, his teacher uses the photocopier to enlarge images in the math textbook. Now Mahir is a remote learning student without access to those photocopies.

What thoughts and ideas might support Mahir’s teacher?

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Consider accessibility

AEM Center

This link takes you to the National Center on Accessible Educational Materials. The AEM Center is a resource and technical assistance site for educators and others interested in accessibility.

Getting Started with Document Accessibility

Getting Started with Presentation Accessibility

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Megan

Megan’s third-grade teacher has sent home the novel, Charlotte’s Web, as an“all-class read”. Each student received a copy of a paperback edition of the book via the US mail. Megan loves stories, but decodes slowly - so slowly sometimes, that it interferes with her comprehension.

What thoughts and ideas might support Megan’s teacher?

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2. Support decoding and fluency

Digital Books for Download

Text to Speech as a Support for Personalizing the Reading Experience - website

SOURCE:

AEM Center

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Jon

Jon is a sixth-grade student who is reading a series of articles about the solar system. His teacher taught his class lots of “solar system vocabulary”. In the classroom, all of the new words are on a bulletin board with images and definitions. Without that bulletin board, Jon is challenged by remembering what all of the words mean and is sometimes interferes with comprehension.

What thoughts and ideas might support Jon’s teacher?

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3. Define language and symbols

Hyperlink definitions for vocabulary words in digital materials

Create a glossary (e.g. vocabulary reference sheet) to share digitally or send one home in the mail

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Yin

Yin is a senior in high school who has recently moved to the United States. In her English class, she is reading a collection of American short stories. Sometimes she does not understand the references in the stories. When she was at school, she could ask a classmate to explain, but now she is learning at home.

What thoughts and ideas might support Yin’s teacher?

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4. Build or activate background knowledge

Provide links to background knowledge in a digital reference sheet (e.g. linking a web page about Midwestern farming)

Embed references within digital text (e.g. embed an image of a map of Alaska)

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Emma

Emma is eight years old and is mostly managing her remote learning assignments on her own. Though she can read, Emma cannot read everything the teacher sends her, so sometimes she doesn’t understand what she needs to do for the day.

What thoughts and ideas might support Emma’s teacher?

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5. Provide multiple representations

Build a “listen to this text read aloud” option into written materials (e.g. use Vocaroo to make audio files for all assignment instructions)

Pair symbols with text on materials (e.g. a daily schedule might have images next to each part of the day)

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Q & A

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Contact Us

Website: cast.org

Professional Learning: castpl.org

Books & Media: castpublishing.org

Email: cast@cast.org

Phone: 781-245-2212

CAST �200 Harvard Mill Square, Suite 210 Wakefield, MA 01880

Today’s Facilitators:

Susan Shapiro

sshapiro@cast.org

Bill Wilmot

bwilmot@cast.org

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UDL Key Concepts

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The UDL Core Concepts:�The barrier is in the environment

The barrier is in the environment, not the learner.

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The UDL Core Concepts:�Variability is the norm

Variability is the norm.

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The UDL Core Concepts:�We can design for variability

Variability is predictable in learning and can be designed for.

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