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I. Representation
Perception / Language / ComprehensionFlexible features to display content
● Text size, images, graphs, tables, or other visual content
● Contrast between text/ image and background
● Use of color used for emphasis
● Control of volume or speech rate
● Controls for speed or timing of video, animation, sound, simulations
● Layout of visual or control elements
● Font used and style features
Alternatives for auditory information (spoken language)
● Text equivalents , e.g. captions or automated speech-to-text (voice recognition to convert verbal presentations to text)
● Visual diagrams, charts, notations of music or sound
● Written transcripts for videos or auditory clips
● American Sign Language (ASL) for spoken English
● Visual representations to show emphasis and prosody in speech
● Visual or tactile equivalents for sound effects or alerts, e.g. vibrations
● Visual and/or emotional description for musical interpretation
Alternatives for visual information
● Text or spoken descriptions for all images, graphics, video, or animations
● Touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts
● Physical objects and spatial models to convey perspective or interaction
● Auditory cues for key concepts and transitions in visual information
● Apply accessibility standards when creating digital text (need reference?)
● Human reader to read printed text aloud
● Text-to-speech software for reading digital text / Clarify vocabulary and symbols
● Pre-teach vocabulary and symbols, to connect learner experience and prior knowledge
● Use alternative text descriptions for graphic symbols with alternative text
● Highlight simpler words or symbols used to compose complex terms, expressions, or equations
● Support key vocabulary and symbols with footnotes or hyperlinks to definitions, explanations, illustrations, previous coverage, and translations
● Support for unfamiliar text references with domain specific notation, e,g, lesser known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect)
Clarify syntax and structure
● Alternative to clarify unfamiliar syntax (in language or in math formulas) or underlying structure (in diagrams, graphs, illustrations, extended expositions or narratives) to:
o Highlight or make structural relations explicit
o Make connections to previously learned structures
o Make relationships between elements explicit, e.g., highlight transition words or links between concepts
Supports to decode text, mathematical notation, and symbols
● Text-to-speech for digital text
● Automatic voicing with digital mathematical notation (Math ML)
● Digital text with human voice recording, e.g., Talking Books
● Multiple representations of notation, e.g., formulas, word problems, graphs
● Clarify notation through lists of key terms
● Use manipulatives, simulations, and related demonstration of key concepts for understanding across languages
Understand content across languages
● Key information in dominant language is also available in first languages for learners with limited-English proficiency and in ASL for learners who are deaf
● Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages
● Define domain-specific vocabulary using both domain-specific and common terms
● Electronic translation tools or links to multilingual glossaries on the web
● Visual and non-linguistic supports for vocabulary clarification
Illustrate through multiple media
● Link key concepts in one form of symbolic representation to an alternate form
o Represent expository text or a math equation with illustration, dance or movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, physical or virtual manipulative
● Identify links between text information and any corresponding representations in illustrations, equations, charts, or diagrams / Activate background knowledge
● Visual imagery, concept anchoring or concept mastery routines to anchor instruction and link to relevant prior knowledge
● Methods to advance organization with concept maps, organizers, and charts, e.g., KWL
● Pre-teach critical and prerequisite concepts through demonstration or models
● Bridge concepts with relevant analogies and metaphors
● Make cross-curricular connections explicit, e.g., teaching literacy strategies in the social studies classroom
Highlight patterns, critical features, big ideas, and relationships
● Emphasize key elements in text, graphics, diagrams, formulas
● Highlight key ideas and relationships using outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines
● Emphasize critical features using multiple examples and non-examples
● Draw attention to critical features using cues and prompts
● Solve unfamiliar problems using previously learned skills
Guide information processing, visualization, and manipulation
● Explicit prompts for each step in a sequential process
● Options to organize methods and approaches with tables and algorithms for processing mathematical operations
● Interactive models to guide exploration and new understandings
● Graduated scaffolds to support information processing
● Multiple entry points or options to explore big ideas through dramatic works, arts and literature, film and media related to content
● “Chunk” information into smaller elements
● Progressively release information using sequential highlighting
● Remove unnecessary distractions unless essential to the goal
Maximize transfer and generalization
● Checklists, organizers, sticky notes, electronic reminders
● Visual imagery, paraphrasing strategies, method of loci as mnemonic strategies and devices
● Explicit opportunities for review and practice
● Templates, graphic organizers, concept maps for note-taking
● Scaffolds to connect new information to prior knowledge, e.g., word webs and half-full concept maps
● Embed new ideas in familiar ideas and contexts using analogy, metaphor, drama, music, film
● Support explicit opportunities to generalize learning to new situations
● Revisit key ideas and linkages between ideas over time
Prince George's County Public Schools