Date
18 September 2019

Provide options to create, learn and share

Suggestion for implementing the strategy ‘Classroom strategies years 9-13’

Support concept development

Support concept development

Literacy coordinator, Sandra Gillies builds student's confidence by building on concepts from other learning areas.

Enable students to personalise learning

Enable students to personalise learning

Set up the learning space so students can adjust it to suit their needs and preferences.

Make options and supports available to everyone.

  • Create opportunities where students can personalise learning tasks and projects and build on their knowledge, experience, and strengths.
  • Develop success criteria with the students and present them with clear visual supports.
  • Provide opportunities for students to gain confidence using a range of media so they can select the most appropriate to express their learning.
  • Make learning support tools (text-to-speech, graphic organisers, planning tools and so on) available for all students.
  • Offer a flexible learning environment with a variety of seating and working spaces.
  • Offer a reader-writer or assistive technologies to support success in assessments.

Offer options for sharing learning

Offer options for sharing learning

Provide a range of ways for students to express what they know.

Ask students which approaches they would like as regular options.

Use tools and apps with built in supports

Use tools and apps with built in supports

Model how to use text-to-speech, dictation, glossaries and highlighters.

Support success in assessments

Support success in assessments

Discuss with students what support they need to demonstrate their understanding in assessments:
  • possible barriers hidden in the physical environment, for example: unfamiliar layout of room, lighting, temperature
  • possible barriers hidden in the resources and materials, for example: cluttered presentation, hard-to-read diagrams, unclear layout, hard-copies only
  • approaches to managing time allocations such as calendar tools and visual timers
  • approaches to managing anxiety
  • approaches to maintaining concentration
  • negotiating breaks and extra time
  • use of digital technologies such as text-to-speech and predictive text
  • pre-teaching specific assessment/exam skills, such as how to approach multiple choice questions
  • identify whether SAC application needs to be made for NCEA.

Useful resources

Useful resources

Website

UDL-aligned strategies

Publisher: Goalbook

Visit website

Website

Special assessment conditions (SAC)

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Website

Read and Write for Google Chrome

Publisher: Texthelp

Visit website

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:

Return to the guide “Dyslexia and learning”

Top