{"id":958,"date":"2024-11-26T10:22:50","date_gmt":"2024-11-26T10:22:50","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/?page_id=958"},"modified":"2024-12-18T09:53:14","modified_gmt":"2024-12-18T09:53:14","slug":"availability-of-objects-2","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/?page_id=958","title":{"rendered":"Availability of Objects"},"content":{"rendered":"\n

Availability of Objects<\/p>\n\n\n\n

Reflective Questions<\/span><\/strong><\/p>\n\n\n\n

Do learners have easy access to the equipment or resources they need?\u00a0
Are the available objects suited to the needs of learners (consider seat and table height, types of pencils, pens, scissors etc.)?\u00a0
Is technology available and fully utilised (e.g. Interactive whiteboard \/ ICT)?\u00a0
Are materials\/resources prepared\/ selected in advance?\u00a0
Are objects\/resources positioned consistently and appropriately?\u00a0
Can learners independently access resources so that they can develop responsibility for these?\u00a0<\/p>\n\n\n\n

Actions\/Strategies<\/span><\/strong><\/p>\n\n\n\n

Work through – <\/strong>accessibility-an-introduction.pptx (live.com)<\/a>

Carry Out <\/strong>– Learner discussion template – Access to Resources.pdf – Google Drive<\/a>
To foster independence of learners and keep pace in lessons, resources should be:
– Easily accessible to learners
– Clearly labelled with words and visuals
– Well maintained
– Allow for choice in materials \/resources
– Offer responsibility for learners to maintain resources

Self Reflect<\/strong> on your own classroom resources.
What do your learners need to be more independent? To what extent are your resources and resource areas well-organised, labelled appropriately and easily accessible? Can learners independently access these to support their learning?
Technical or new vocabulary can be introduced through topic\/skill related resource areas.
Use listening as a way for learners to engage with text across the curriculum, including listening in pairs\/groups. Complexity of text can vary with listening centres to cater for a variety of comprehension \/ reading ages. Supplementary texts\/visuals can support listening.
Chalk\/Glass pens on glass on low level windows
Selection of resources to support effective differentiation e.g. writing frames, word banks\/mats, dictionary (including pictorial), thesaurus, example texts, writing checklists…
Adapting the type of texts e.g. written, visual, audio based on learner needs and interests<\/p>\n\n\n\n

Further Reading\/Watching<\/span><\/strong><\/p>\n\n\n\n

Use of digital tools to support adaptive teaching – George Milliken – 23rd Feb 2024.pptx – Google Slides<\/a>
<\/a>
Features of Highly Effective Digital Learning, Teaching and Assessment in Schools (education.gov.scot)<\/a>

What Digital Learning Might Look Like (education.gov.scot)<\/a>

Differentiation in the classroom using the built-in tools in Office 365 and Windows – Training | Microsoft Learn<\/a>
<\/a>
Flipped instruction with PowerPoint Recorder – Training | Microsoft Learn<\/a>

How to use Dictation and voice commands in Microsoft Word (2021) (youtube.com)<\/a>

Dictate in Microsoft 365 – Microsoft Support<\/a>

Reading Progress research and case studies – Microsoft Educator Center | Microsoft Learn<\/a>

Support reading fluency practice with Reading Progress – Training | Microsoft Learn<\/a>

How to use Reading Coach in Immersive Reader \ud83d\udcd6 (youtube.com)<\/a>
Reading Coach Preview (microsoft.com)<\/a><\/p>\n\n\n\n

Assistive Technology Support in D&G<\/span><\/strong><\/p>\n\n\n\n

Assistive Technology Support<\/a><\/p>\n\n\n\n

\n
\n
\"\"<\/figure>\n<\/div>\n\n\n\n
\n
\"\"<\/figure>\n<\/div>\n<\/div>\n\n\n\n

Accessibility Tools<\/span><\/strong><\/p>\n\n\n\n

Miss Aird Teach – Digital Learning & Teaching<\/a><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/a><\/figure>\n","protected":false},"excerpt":{"rendered":"

Availability of Objects Reflective Questions Do learners have easy access to the equipment or resources they need?\u00a0Are the available objects suited to the needs of learners (consider seat and table height, types of pencils, pens, scissors etc.)?\u00a0Is technology available and<\/p>\n

Read More<\/a><\/p>\n","protected":false},"author":1648,"featured_media":0,"parent":158,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-958","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/958","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/users\/1648"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=958"}],"version-history":[{"count":7,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/958\/revisions"}],"predecessor-version":[{"id":1538,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/958\/revisions\/1538"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=\/wp\/v2\/pages\/158"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/frameworkforinclusion\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=958"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}