COVID-19 forced educators into the digital age, but technology can do more than connect classrooms — it can empower struggling readers. This post explores how Ontario teachers can use assistive technology to support students with IEPs or without IEPs, access digital texts through AERO and use assistive technology .
Whether or not you agree with it, destreaming is here. Read this blog to understand what this means and how you can go about teaching to a class of diverse learners, at different levels.
If your interested in learning more about diversifying your texts, see Part 1 of this series: THE WHY: Diversifying your High School Texts and /or Classroom Library (Part 1) The How: Taking inventory So you already have a classroom library and don't know where to start? You can use a variety of ways to find… Continue reading THE HOW: Diversifying your High School Texts and/or Classroom Library (Part 2)
If you teach English in high school you have encountered the weak reader or worse the non reader. If reading is a skill, then the only way to get stronger is to practice. But how can you convince someone who struggles, refuses, or even hates reading to practice. The Why: The Movement Students need to… Continue reading THE WHY: Diversifying your High School Texts and/or Classroom Library (Part 1)
The Underlying Philosophy When mentoring student teachers I tell them the most important thing to focus on is relationship building. Students want to come to, and are more likely to be successful in, a class where they feel valued and supported. The COVID Complication This has never been more true, or more difficult, than during… Continue reading Creating an Inclusive Online Classroom: Getting to know your students
Teaching Literacy through Mastery and Discovery 