PD: Designing to Teach — Optimizing Presentation Slides and Handouts for Accessibility

Goal: make better slides and handouts for UDL and readability without distracting from the content

Co-presenters: Raymond Chan, Katelyn Phan, Matt Shih, River Suh

Presented at: Stanford Graduate School of Education STEP Conference 2017

Comments: I would change so many things about this 20-minute workshop, and in fact disagree with several of its points now, but I’d also add more bite-size experiential examples and making clearer take-home handouts. Maybe I’ll create a revision soon!

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Grading: Differentiating Next Generation Science Standards (NGSS)

How do I write comments/cartoons for 35+ students yet record grades on time? My coach and I triaged work (usually CERs) into 3 stacks based on approaching, meeting, and exceeding the NGSS performance expectation.

Here’s a guiding document translating the biology NGSS performance expectations into those 3 categories. I hope to refine it based on feedback.

Disclaimer: Like all shortcuts, these are very roughly useful but inaccurate models that get me where I want to go, which is more time dedicated to individual comments, less time wasted on deciding/entering numbers.

You will probably disagree with me about these categories; feel free to comment w/ feedback.

HS. Structure and Function HS-LS1-1. DNA Transcription & Translation. Approaches Standard (contains major/critical take-away content/skill) Identify DNA structure is a double helix (2 strands). Connect 2 structures DNA & protein Describe proteins help life happen through specialized cells &...

12 Graphic Organizer Layouts for Science

Introducing one layout at a time helps students master and build a toolset of ways to analyze, summarize, and explain their ideas. Here are 12 of my favorite graphic organizers/strategies as I know them, with sample titles and categories.

KWL Handouts for sets where {all numbers are different} or {major trends or groups exist}. Ss respond with post-it notes, padlet comments, or discussion boards. 1. T explains aim is to surface different explanations. 2. T displays reductionist statement. 3. Ss respond by: move to places in room (Agree/Disagree) or group with teacher for clarity/reminder of what concept means.