In this webinar, we will examine an approach to inviting and nurturing thinking that allows for effective and feasible differentiation. We will grapple with various scenarios and how to practically apply this approach through small tweaks to current practice.
In this webinar, we will examine various ways to assess thinking that allow students to demonstrate their learning without the barriers of inflexible assessment tasks. Participants will consider some sample assessment tools and think about how teacher teams, schools or districts might collaboratively refine their approach to assessing thinking.
Adapted Webinar: Beyond “Lazy” and “Unmotivated” – Why Educators Need to Know about Executive Skills
This webinar was adapted from a keynote address delivered at the LD@school Educators’ Institute in 2017. The LD@school team is pleased to present the session: Beyond “Lazy" and "Unmotivated” - Why Educators Need to Know about Executive Skills presented by Dr. Peg Dawson.
The LD@school team has developed a toolkit for educators to use during Learning Disabilities Awareness Month (#LDmonth) to help spread awareness in your school and classroom. You may choose to use one or all of the resources, share with your colleagues, students, parents or your community.
Learning to read is a vital academic milestone for all students. But for many students with LDs, learning to read is the hardest task they face at school in the primary years. Avon Maitland District School Board's STAR (Students with Technology Achieving Results) team has been working to change teacher practices by encouraging the use of accessible text technology in classrooms. A move that helps level the playing field for students with LDs.
Explicit instruction is an evidence-based practice for teaching students with learning disabilities (LDs). This means that a vast amount of research, conducted over many decades, support the use of this practice with students with LDs.
Project Based Learning (PBL) is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” (Buck Institute for Education, n.d.). PBL brings authenticity to the classroom in that the problem is easily connected to the world outside of the classroom, and students are challenged to collaborate, communicate and think critically as they approach the problem.
Resiliency is a key skill for everyone, not just for students with learning disabilities (LDs). The ability to overcome adversity, manage setbacks, and be adaptable to the new or difficult situations one is faced with, are central to success for everyone. It is even more essential that students with LDs develop resiliency.
Recently, researchers and educators have explored an interesting idea – that there may be distinct advantages to having learning disabilities. Children with reading disabilities may be neurologically endowed to succeed with creative problem-solving tasks because of their reading disability.
Sabrina O'Keefe, a Speech-Language Pathologist (SLP), answers two questions about the ways in which SLPs can help students with LDs aquire math skills.