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Transitions in High School Classes - Coggle Diagram

- - - - Support strategies
        
        wheelchair accessibility- space in corner for manoevering
        
        pair English learners with stronger partner who will help them understand questions
        
        translator devices
        
        5 minute warning to prepare for transitions
        
        using 6 inch voice so room doesn't become chaotic/ overstimulating
    - - Support strategies
        
        prompts/ sentence starters for shy students/ English learners
        
        one person in the pair who is strong academically
        
        1 minute warning for transition, to find a good stopping point
        
        limit amount of transitions in class if autistic/ hypersensory students
    - - Support strategies
        
        pencil grips
        
        wheelchair accessibility
        
        availability of cushions/ support
        
        gym ball for ADHD students
        
        graphic organisers
        
        Toolfinder
        
        translators/ instructions visual/ written
        
        allowing extra time if needed
        
        Teach strategies like attempting easier problems first, then going back to the harder ones.
    - - supply boxes within arm's reach for students in wheelchair
      - talk through procedure to reduce anxiety
      - translator devices
      - Cleanup expectations
  - - - wheelchair accessibility
      - means to call for help if needed
      - how to ask permission without disturbing focus/ attention of others
  - - - if in wheelchair, talk through how they should respond if a visitor walks in
  - - - Make sure everyone has a task so they feel part of the team.
      - Find a job that someone in a wheelchair can do so they can also contribute.
  - - - Use apps that are clear, easy to use and useful for independent work too
      - give extra support to students struggling to use new apps/ programs/ make tutorials available for them
      - Minimise distractions on the learning tool
      - font must be simple, clear and easy to enlarge
      - include a transcript and option to print
      - Have a particular computer assigned for those who require assistive technology; have it already set up.
        
        screenreaders
        
        specialised keyboards
        
        reading guides
        
        closed captioning
      - wheelchair accessible
  - - - Clear visual of expectation, simply and literally put, translation if necessary
      - Visible clock, organisation/ planning help if needed
      - wheelchair accessible desk near the door with space if needed
  - - - help/ time to review previous material for students with learning disability
      - do-able for people with physical disability
      - simple, literal instructions with visuals/ written prompts
- - - - make clear instructions visible in the chat box
      - grouping more verbal students with quieter ones
      - give sentence starters
      - 1 minute warnings when a transition is coming
      - translators
  - - - visuals
      - translators
      - go over difficult/ unfamiliar vocabulary
  - - - allowing non-verbal students to communicate on chat but stretching those able to talk to rather use their voice
      - putting agenda for class in the chat
  - - - Support strategies
        
        translator/ written instructions
    - - Support strategies
        
        subtitles in English/ native language as required
        
        save link in chat in case students need to revisit it
    - - Support strategies
        
        tutorial for how to use it sent before the lesson
  - - - exit ticket - answer question verbally/ in chat - something you learned, something that surprised you or something you want to learn more about, rate class out of 10
      - Allow non-verbal students to comment in the chat
      - recap and answer questions
  - - - go over it with clear written instructions/ visuals, check understanding of English learners with questions
      - put instructions in the chat for later reference
      - clarify when you are available for individual help
      - Record the class for students who miss something/ can't keep up
      - put a link/ source for the next day's work so those who would like to can preview it at home.
  - - - Start with fun activity to get people on time and relaxed/ chatting
  - - - Keep it simple enough for English learners to feel confident participating in
  - - - check they have required materials at home
  - - - help them learn to use tools/ screenshare personally or with tutorials. Have individual zoom meetings to clarity/ practise presenting if needed.
  - - - visible timer/ countdown/ song when to return (allow students to choose return song)