Support students to manage their learning
Suggestion for implementing the strategy ‘Providing multiple ways to create, learn, and demonstrate understanding’
On this page:
On this page:
Current page section: Support students to manage their learning
Go to top of current page: Support students to manage their learning
Go to top of current page: Support students to manage their learning
Go to top of current page: Support students to manage their learning
Ideas from students with dyslexia
Ideas from students with dyslexia
Students share what works for them in the classroom in the 4D interactive virtual classroom.
![6202 [Screen-Shot-2014-01-16-at-4.16.53-pm.png]](/assets/inclusive-education/slide-images/Screen-Shot-2014-01-16-at-4.16.53-pm.png)
Design online learning environments
Design online learning environments
Use these suggestions to design accessible and useful online environments, such as blogs, wikis, and moodle, for your students.
- Keep the design simple.
- Use a clear predictable structure to help students find what they need.
- Reduce visual and auditory clutter. (Students with ADHD and autism may also find this strategy useful.)
- Support navigation with both high contrast text and visual cues.
- Check with students that the way you are organising instructions and resources is working for them.
- Hyperlink to visual calendars and mind mapping options to support planning.
Flip learning
Flip learning
Students learn at different rates. Flipping learning provides more opportunities for processing and retaining information.
These 6 steps provide a guide to flipping learning in your classroom.
- Plan: Identify what information and resources would make a difference for students needing extra support e.g embed or create an instructional video, link to practice games, create a quiz.
- Record: Make or select a video, choose online practice activities, create a quiz, link to useful information that incorporates key information and steps for learning.
- Share: Share the information and resources with your students and their whānau, on your website or blog. Provide clear learning intentions and instructions for use.
- Teach: Explore the learning intention in depth with students, and identify where further support is needed.
- Practice: Give students a followup task to apply their learning, this can be a group or individual task.
- Regroup: Bring students back together to share their learning. Encourage them to revisit the online information and resources as needed to reinforce understanding.
Reflect on learning using a blog
Reflect on learning using a blog
Bryn's blog posts are an example of using a range of tools for sharing, reflection, and self-evaluation.
![7538 [Parkvale-student-blog.png]](/assets/inclusive-education/slide-images/Parkvale-student-blog.png)
Self advocacy
Self advocacy
Matt reflects on his use of technology, effective partnerships with teachers, and self-advocacy skills for successful learning.
Useful resources
Useful resources
With project management app Trello, it's all in the cards
Read time: 10 min
Publisher: Ted Curran
Next steps
More suggestions for implementing the strategy “Provide multiple ways to create, learn, and demonstrate understanding”:
-
Current page Support students to manage their learning
Return to the guide “Digital technologies”
How to use this site
Guide to Index of the guide: Digital technologies
Strategies for action:
-
Create engaging environmentsShow suggestions for Create engaging environments
-
Support independent access to learning materialsShow suggestions for Support independent access to learning materials
-
Provide multiple ways to create, learn, and demonstrate understandingShow suggestions for Provide multiple ways to create, learn, and demonstrate understanding
- Support communication and collaboration
- Support ideas and understanding
- Support students to manage their learning
