Multi-sensory math manipulatives, visual problem-solving, and text annotation strategies for literacy and numeracy. Employs graphic organizers, sentence frames, and assistive technology to support memory, comprehension, and writing development.
A 10th-grade special education sequence focused on the strategic use of virtual manipulatives to bridge the gap between concrete modeling and abstract algebraic reasoning. Students progress from tool exploration to independent selection and justification.
A 5-lesson sequence for 11th-grade students transitioning from physical math manipulatives to virtual tools. The curriculum emphasizes digital literacy, strategic tool selection, and self-advocacy to prepare students for post-secondary academic environments.
This sequence uses base-ten blocks to help 6th-grade students with learning disabilities visualize decimal place value and operations. By redefining the 'flat' as one whole, students tactilely explore tenths and hundredths to build a concrete foundation for addition and subtraction.
This sequence uses a Concrete-Representational-Abstract (CRA) approach to help 3rd-grade students in special education master multi-digit addition and subtraction. It moves from physical base-ten blocks to shorthand drawings and finally to the standard numeric algorithm, emphasizing the conceptual 'why' behind regrouping.
A comprehensive sequence for pre-service teachers on the Concrete-Representational-Abstract (CRA) framework. This unit covers place value, multi-digit addition, subtraction, and multiplication, focusing on explicit instruction and scaffolding for students with learning disabilities.
A comprehensive sequence for pre-service special education teachers focusing on diagnosing fraction misconceptions and implementing hybrid intervention strategies using physical and virtual manipulatives. Students move from error analysis to designing technology-integrated support plans for learners with disabilities.
This advanced graduate sequence focuses on the design and implementation of the Concrete-Representational-Abstract (CRA) framework for learners with mathematics disabilities. Students will move from diagnostic error analysis to the creation of comprehensive, evidence-based intervention plans.
A project-based sequence for 10th-grade students to design personalized graphic organizers, focusing on working memory support and self-advocacy. Students transition from critiquing generic templates to creating a custom 'toolkit' for STEM and Humanities subjects.
A 5-lesson sequence for 9th-grade special education students transitioning from arithmetic to algebra using tape diagrams and area models to visualize linear relationships.
A graduate-level sequence focused on using visual mathematical representations as both a diagnostic lens for identifying student misconceptions and a scaffold for solving multi-step word problems. Students will move from error analysis to designing technology-integrated intervention plans.
This graduate-level sequence prepares educators to implement the Concrete-Representational-Abstract (CRA) framework and Schema-Based Instruction (SBI) to support students with mathematical learning disabilities. Participants will bridge cognitive science with practical pedagogical strategies, focusing on reducing cognitive load through visual modeling.
This sequence trains pre-service teachers in Schema-Based Instruction (SBI), moving from the pitfalls of keyword strategies to the mastery of additive and multiplicative schematic diagramming. Students explore how to map word problems to visual blueprints, use open number lines for measurement, and leverage assistive technology for students with diverse needs.
A comprehensive training sequence for pre-service teachers on the Concrete-Representational-Abstract (CRA) framework. This sequence bridges cognitive science with practical instructional strategies to support students with math learning disabilities through visual scaffolding.
Focuses on students with persistent difficulties in blending and segmenting, such as those with dyslexia. Covers the neurobiology of reading disabilities and advanced multi-sensory interventions for future special education and reading intervention specialists.
This sequence prepares undergraduate education students to administer, score, and analyze phonemic awareness assessments. Students learn to use data from screeners like PSF and NWF to identify student needs, diagnose error patterns, and form instructional groups.
A 3rd-grade special education sequence focused on decomposing multi-step math word problems through visualization techniques. Students progress from physical acting with manipulatives to creating sophisticated bar models for two-step problems.
This sequence focuses on developing fine motor skills in Pre-K students through construction-based play. Students will explore stacking, twisting, snapping, and threading to improve dexterity, wrist rotation, and hand-eye coordination.
A project-based sequence for 10th-grade students to develop personalized physical or digital math toolkits, focusing on self-assessment, mnemonic creation, and procedural documentation to foster independence in complex problem-solving.
This workshop-style sequence for pre-service teachers bridges the gap between identifying student needs and designing instructional supports, focusing on the critical distinctions between accommodations, modifications, and Specially Designed Instruction (SDI). Students will move from theoretical definitions to practical application, culminating in the creation of a service delivery matrix.
This project-based sequence prepares undergraduate students to design data-driven math interventions. Students analyze diagnostic data, select evidence-based strategies, and create comprehensive intervention plans for students with math-related disabilities.
This sequence teaches 3rd-grade students with working memory challenges how to decompose multi-step instructions into manageable 'chunks' using action verbs, sequencing, and visualization techniques. Students progress from identifying cognitive overload to independently managing complex academic tasks using self-created checklists.
A 5-lesson sequence for 11th-grade students focused on working memory support through cognitive offloading. Students learn to externalize complex STEM processes using flowcharts, reference anchors, and error analysis to reduce mental load and improve accuracy.
This sequence teaches 2nd-grade students how to use visual checklists and 'chunking' strategies to manage multi-step tasks. By breaking large goals into manageable steps, students develop the working memory supports needed for academic success and daily routines.
A 2nd-grade sequence designed for special education support, focusing on the compare and contrast text structure through the use of Venn diagrams. Students progress from sorting physical objects to comparing images, identifying signal words, and ultimately extracting information from text to populate diagrams and write comparative sentences.
A specialized sequence designed for 9th-grade students needing working memory support. It focuses on using visualization and spatial mapping to follow multi-step instructions in academic settings.
A sequence of five lessons designed for 12th-grade students in special education, focusing on using visual models like bar diagrams, area models, and double number lines to demystify financial math. Students transition from abstract calculations to concrete visual representations of wages, budgeting, savings, and loan comparisons.
A 5-lesson sequence designed for 10th-grade students with working memory needs. This sequence focuses on teaching 'chunking' strategies to manage cognitive load, categorize academic vocabulary, deconstruct dense text, and create visual study maps.
This sequence teaches 3rd-grade students how to use text-to-speech (TTS) as a strategic tool for narrative comprehension. Students learn to use audio for identifying story elements, summarizing via the 'Listen-Stop-Think' routine, citing evidence by re-listening, and visualizing descriptive text.
A 5-lesson sequence for 3rd graders to master text-to-speech (TTS) technology. Students progress from identifying basic controls to independent 'ear reading' with grade-level digital texts.
A sequence for 2nd Grade students to master text-to-speech (TTS) as a tool for reading comprehension. Students transition from decoding mechanics to deep understanding by using auditory support to predict, pause, answer questions, visualize, and sequence stories.
A project-based unit where 6th-grade students use text-to-speech technology to access and analyze complex informational texts. Students develop research skills, digital literacy, and metacognitive awareness of their own learning tools.
This sequence shifts the focus from assistive technology to the cognitive strategies required for auditory learning. Students engage in inquiry-based activities to distinguish between passive hearing and active listening, applying specific comprehension strategies while using text-to-speech (TTS) to access grade-level texts.
A 4th-grade sequence focused on using Text-to-Speech (TTS) technology as a multi-sensory reading comprehension tool. Students learn to synchronize visual tracking with audio, visualize content through pauses, clarify vocabulary, re-read for evidence, and summarize narratives.
This sequence guides 9th-grade students through the cognitive strategies of using Text-to-Speech (TTS) for deep comprehension. It moves from basic bi-modal tracking to advanced digital annotation and genre-specific strategy adaptation, culminating in a rigorous auditory comprehension assessment.
This sequence equips graduate students with the pedagogical and administrative skills to integrate text-to-speech (TTS) effectively within K-12 settings. It moves from mechanical operational training to strategic metacognitive instruction, psychosocial management, and data-driven evaluation, culminating in a school-wide implementation plan.
A comprehensive sequence for undergraduate special education students focused on tailoring text engagement and annotation strategies for learners with SLD, ADHD, and visual processing needs. Students analyze case studies, evaluate assistive technologies, and design bespoke support plans.
A Kindergarten sequence designed to support academic working memory by using 'First, Next, Last' graphic organizers. Students learn to structure narratives visually, reducing the cognitive load of retelling stories.
A specialized sequence for 6th-grade students focusing on working memory support through visual encoding. Students learn to transform auditory single-step directions into mental images and physical sketches to improve recall and task execution.
A 5-lesson sequence for Pre-K students focusing on visual supports and graphic organizers to aid working memory in narrative sequencing. Students use tactile and visual aids like story stones and picture cards to categorize elements, sequence events, and retell stories.
This undergraduate sequence explores the pedagogical shifts required when teaching speech-to-text (STT) technology. It focuses on the crucial 'post-production' phase of writing, moving from raw 'vomit drafts' to polished academic prose through specific error analysis, visual formatting, multimodal feedback (TTS), and hybrid editing workflows.
This inquiry-based sequence teaches 10th-grade students with working memory challenges how to use visual note-taking strategies to capture spoken information. Students explore the 'cognitive bottleneck,' practice spatial page segmentation, develop a personal visual shorthand, and use their notes for retrieval practice.
A 5-lesson sequence for 2nd-grade neurodivergent learners focused on using story maps to compartmentalize narrative elements (Characters, Setting, Problem, Solution). The sequence builds working memory by moving from visual identification to oral retelling and creative planning.
A specialized sequence for 6th-grade students with working memory challenges, focusing on transforming linear information into visual maps. Students learn to identify text structures through signal words, develop personal iconography, and master non-linear note-taking techniques to improve comprehension and recall.
A comprehensive sequence designed for undergraduate students with working memory deficits, focusing on externalizing cognitive load through structural text analysis and visual mapping techniques. Students learn to match academic text structures with specific graphic organizers to enhance comprehension and retention.
This sequence teaches 11th-grade students with working memory challenges how to use Dual Coding Theory and visual organization to improve information retention. Students progress from basic memory strategies to advanced concept mapping, infographic design, and real-time sketch-noting.
A specialized sequence designed for 5th-grade students to strengthen auditory working memory and sustained attention through evidence-based strategies like verbal rehearsal, keyword extraction, visualization, and the teach-back technique.
A comprehensive sequence for 4th-grade students to master Text-to-Speech (TTS) assistive technology. Students learn to navigate complex text features, clean up cluttered webpages, tackle math word problems, conduct research, and take effective notes using auditory tools.
A comprehensive sequence for 11th-grade students to master the logistical and strategic elements of building a Special Education master schedule. Students progress from identifying fixed school-wide constraints to managing personnel and grouping students for maximum instructional impact.
A project-based sequence for 10th-grade students to create external memory aids and visual anchors that compensate for working memory limitations. Students explore visual processing, color-coding, and linear design to build a personalized 'Visual Toolkit' for managing single-step directions.
A specialized instructional unit for 12th-grade students focusing on overcoming working memory challenges through single-step task execution. This sequence teaches students to use 'masking', task deconstruction, and binary decision-making to master complex home maintenance and independent living tasks.
This sequence helps 2nd-grade students with working memory challenges transfer single-step focus strategies to academic tasks. Students learn to use visual tools like reading windows, highlighters, and information filtering to prevent cognitive overwhelm in reading and math.
A sequence for 9th-grade students focused on reducing cognitive load by deconstructing complex academic assignments into single-step actions. Students learn to isolate tasks visually, create checklists, and use verbal self-cueing to improve accuracy and independence.
A 5-lesson sequence for 7th-grade students to support working memory by teaching them how to deconstruct complex academic instructions into actionable, single-step checklists. Students learn markup strategies, vertical listing, and compound task decomposition.
A graduate-level course on scaffolding complex, multi-day projects for students with executive functioning deficits. Participants learn to apply task analysis, backward design, and metacognitive prompting to reduce executive load while maintaining academic rigor.
A comprehensive sequence for 9th-grade students to master working memory compensation through visual supports. Students move from understanding cognitive load to designing and applying personalized checklists, graphic organizers, and environmental cues to their actual schoolwork.
A metacognitive sequence for 10th-grade students to identify working memory bottlenecks and design personalized visual support systems to enhance academic independence. Students transition from being accommodation recipients to active cognitive architects.
This graduate-level sequence examines how to adapt spaced repetition systems (SRS) for students with diverse learning needs, including Dyslexia, ADHD, and Dyscalculia. Students will learn to modify content, timing, and engagement strategies to bypass cognitive barriers and support long-term memory.
A sequence focused on teaching 5th-grade students with academic support needs how to apply spaced repetition and interleaving strategies to master complex procedural skills like multi-step math and grammar. Students learn to diagnose errors, manage practice intervals, and mix problem types to build long-term retention.
A 3rd-grade sequence focused on teaching students with processing difficulties how to navigate informational texts using annotation and highlighting techniques. Through a 'text detective' theme, students analyze informational articles as 'specimens' to identify features, vocabulary, and main ideas.
A project-based sequence for 4th-grade students in special education settings, focusing on moving from passive highlighting to active extraction, organization, and synthesis. Students learn to refine highlights, extract them onto cards, sort ideas logically, and create a visual 'One-Page Expert Guide' as a summary tool.
This graduate-level sequence focuses on the explicit instruction of text highlighting and annotation strategies. It prepares future special educators and coaches to move beyond 'assigning' annotation toward systematically 'teaching' it through cognitive modeling, guided practice, and implementation fidelity monitoring.
This sequence equips pre-service teachers with evidence-based frameworks for teaching text interaction to students with executive function deficits. It moves from cognitive science foundations to the practical design and assessment of systematic annotation protocols.
A 5-lesson sequence for Pre-K students designed to support working memory through visual organization and sorting. Students learn to chunk information using color, category, and environmental cues to reduce cognitive load.
This sequence teaches 11th-grade students with working memory challenges how to use visual graphic organizers to synthesize complex, conflicting information from multiple sources for research and presentations.
A sequence focused on reducing cognitive load for 10th-grade students by teaching them to align graphic organizers with informational text structures. Students learn to recognize structures, filter noise, and select visual scaffolds that support working memory during complex reading tasks.
A 5-lesson sequence for 2nd grade students focused on using concept webs to organize descriptive vocabulary and support working memory. Students progress from concrete sensory observations to abstract character traits and hierarchical sorting, culminating in using their webs for oral presentations.
A 5-lesson sequence for 2nd-grade students focusing on working memory support through graphic organizers. Students move from physical sorting to auditory classification and finally to independent T-chart note-taking to aid information recall.
This sequence helps 2nd-grade students with working memory challenges master linear sequencing using flow charts and arrow-based diagrams. By visualizing "First, Next, Then, Last" progressions, students learn to offload cognitive demand and focus on procedural and narrative content.
A 5-lesson sequence for 6th-grade students focused on using graphic organizers as a cognitive 'offloading' strategy to support working memory. Students learn to match specific visual templates (Venn, T-chart, Flow Chart, Tree Map) to different types of information to reduce mental effort and improve retention.
A 5-lesson sequence designed for 9th-grade students in an academic support setting to master digital annotation, highlighting, and collaborative text analysis tools. The sequence focuses on transitioning traditional paper-based strategies to digital environments like Google Docs and PDFs, emphasizing visible thinking and peer collaboration.
This sequence teaches 7th-grade students how to use text-to-speech (TTS) tools strategically to improve reading comprehension. Students progress from basic active listening habits to advanced multi-tasking and synthesis, transforming TTS from a passive hearing aid into a powerful active reading strategy.
This sequence teaches 6th-grade students with diverse learning needs how to move beyond passive highlighting to active text annotation. Using a metacognitive approach, students learn to 'talk back' to text through symbolic shorthand, inquiry questions, synthesis summaries (gists), and personal connections to improve comprehension and memory.
A comprehensive sequence for pre-service teachers on teaching visualization strategies through sensory mapping. This sequence covers text selection, instructional gamification, inference-building, ELL support, and higher-order comprehension.
A comprehensive sequence for pre-service teachers on mastering the art of the 'Think-Aloud' protocol to teach visualization. Students progress from analyzing expert models to scripting sensory prompts and designing a full gradual release lesson plan.
A graduate-level sequence exploring how to adapt visualization strategies for neurodiverse learners, specifically addressing Aphantasia, ASD, and ADHD to create inclusive academic support.
This graduate-level sequence focuses on the clinical diagnosis and assessment of visualization deficits in students with comprehension challenges. Participants will learn to differentiate between decoding and imagery-based deficits, conduct clinical think-aloud interviews, and develop qualitative rubrics for sensory recall and non-verbal representations.
A professional development sequence for graduate-level educators on implementing explicit imagery instruction protocols to support reading comprehension. This sequence covers the progression from basic questioning to independent student visualization.
A specialized literacy sequence for 12th-grade students focused on using visualization strategies to decode and analyze complex narrative texts. Students adopt the persona of film directors to translate descriptive language into vivid mental imagery, enhancing comprehension, memory retention, and inference skills.
A specialized reading comprehension sequence for 6th-grade students needing academic support. It focuses on the 'Sketch-to-Stretch' strategy, teaching students to reduce cognitive load by translating complex text into simple visual sketches and storyboards.
A 5-lesson sequence for 6th Grade SpEd students focusing on inferring character feelings, motivations, and changes using a 'Detective' theme. Students move from decoding physical body language to writing complex internal monologues.
A 6th-grade special education sequence focusing on inferring meaning from informational texts, including headlines, advertisements, historical documents, and scientific data. Students move from decoding word choice to creating their own implicit messaging in a final project.
A 6th-grade Special Education sequence focused on breaking down the inference process into a concrete formula: Text Clues + Schema = Inference. Includes structured graphic organizers, prediction vs. inference differentiation, and evidence-based synthesis activities.
A 3rd-grade Special Education sequence focused on making inferences and citing evidence using a 'Text Detective' theme. Students learn the 'It Says... I Say... And So...' strategy to synthesize text clues with background knowledge (schema) to form valid conclusions.
A 5-lesson sequence for 3rd-grade special education students focusing on evidence-based predictions in narrative texts. Students progress from distinguishing guesses from predictions to using formal sentence stems, verifying their thinking, and tracking plot development across serial stories.
A 4th Grade Special Education sequence focusing on the critical distinction between making predictions (future events) and inferences (current hidden meanings). Students progress from visual analysis of images and wordless narratives to identifying textual clues and using structured sentence stems to articulate their reasoning.
A comprehensive graduate-level sequence focused on the pedagogical implementation of assistive writing technology. It shifts the focus from tool selection to instructional methodologies that scaffold digital organizers, dictation, and text-to-speech for student autonomy.
This graduate-level sequence prepares educators to evaluate and select assistive writing technologies using evidence-based frameworks like SETT. It covers the neurology of dysgraphia, technical analysis of speech-to-text and word prediction, and the legal requirements for IEP implementation.
A 5-lesson sequence designed for 6th-grade special education students to master text highlighting and annotation. Students act as 'Text Detectives' to identify, scan, categorize, and evaluate textual evidence to support argumentative writing.
This sequence prepares pre-service teachers to evaluate, select, and implement assistive technology (AT) tools specifically designed for students with dysgraphia and physical motor impairments. Students will move from understanding neurological barriers to designing comprehensive, data-driven AT implementation plans.
This sequence empowers 3rd-grade students to bypass physical writing barriers using assistive technology tools like speech-to-text, digital organizers, and word prediction. Students progress from basic dictation mechanics to publishing a fully edited personal narrative, fostering independence and confidence in their writing abilities.
A 5-lesson unit for 6th-grade students focused on mastering assistive writing technologies, including speech-to-text, word prediction, and digital graphic organizers, culminating in a personal narrative and a self-advocacy tech plan.
This sequence introduces 2nd-grade students to assistive writing technology, including speech-to-text, digital organizers, word prediction, and text-to-speech, to foster independence in writing.
This sequence transitions students from passive reading to active engagement using systematic annotation strategies designed for diverse learners. Students learn to distinguish essential information, apply a color-coding system, use marginalia, and extract evidence for writing.
A cognitive strategy sequence for 10th-grade students focused on deconstructing complex academic prompts into manageable single-step tasks to support working memory and executive function.
A 5-lesson sequence for 3rd-grade students to understand equity versus equality and identify the specific tools (accommodations) they need to succeed in the classroom. Students shift their perspective from seeing accommodations as 'special treatment' to viewing them as essential tools for learning.
A graduate-level sequence focused on the pedagogy of speech recognition. Students shift from learning the technology to designing instructional protocols that address the cognitive demands of oral composition, specifically for K-12 learners with executive function challenges.
This sequence teaches 3rd Grade students how to effectively plan and organize their thoughts before using speech-to-text assistive technology. By moving from visual brainstorming to structured speaking, students learn to avoid 'rambling' and produce clear, organized drafts.
A 5-lesson sequence for 5th-grade students on using assistive technology (speech-to-text) to overcome writing barriers and produce a narrative draft entirely through dictation.
A sequence focused on empowering 3rd-grade students to customize their text-to-speech settings. Students experiment with speed, voice, and visual highlighting to create a personalized 'Assistive Tech Profile' for better reading retention and comfort.
A 5th-grade sequence focused on using Text-to-Speech (TTS) technology as a cognitive strategy for reading comprehension. Students learn bi-modal reading, text chunking, evidence collection, and active annotation to transition from passive listening to active engagement with digital text.
This sequence equips 12th-grade students with advanced technical skills in Text-to-Speech (TTS) technology. It moves beyond basic tool usage to professional-grade workflows, including auditory calibration, OCR conversion, immersion reading, mobile synchronization, and technical troubleshooting, preparing students for the heavy reading demands of post-secondary environments.
A 5-lesson sequence for 9th-grade students to master a systematic, three-color highlighting strategy, moving from identifying 'over-highlighting' pitfalls to independent application on non-fiction texts.
This sequence teaches 4th-grade students how to use digital annotation tools—like highlighting, commenting, and text-to-speech—to support reading comprehension and prepare for computer-based assessments. It is designed specifically for students needing academic support or accommodations.
A graduate-level professional development sequence focused on designing customized text annotation and highlighting protocols for students with diverse learning needs, specifically targeting executive function and processing speed deficits.
This sequence explores how graduate students can leverage assistive technology for digital annotation, moving from basic tool audits to advanced data extraction and AI integration to support students with disabilities.
A graduate-level sequence exploring the cognitive science of text highlighting and annotation, focusing on memory, cognitive load, and evidence-based interventions for students with learning disabilities.
An advanced workshop sequence for high school seniors to transition from passive reading to active text analysis. Students develop personalized systems for color-coding, marginalia, and strategic filtering to navigate complex academic texts.
A comprehensive sequence for 11th-grade students to master Text-to-Speech (TTS) technology for high-level academic research. Students progress from software evaluation and auditory optimization to advanced annotation strategies and troubleshooting complex document formats.
A 5-lesson sequence designed for 3rd-grade students to master the use of text-to-speech (TTS) technology for decoding informational texts, academic vocabulary, and non-linear text features like captions and sidebars. Students progress from decoding individual words to synthesizing information from multiple sources for research and presentation.
This sequence empowers 9th-grade students to integrate Text-to-Speech (TTS) into their high school workflows through self-advocacy and digital organization. Students move from identifying reading barriers in their schedules to creating a professional Access Plan for their teachers.
A 5-lesson sequence for 7th-grade students focusing on text-to-speech (TTS) as a tool for writing revision and a foundation for self-advocacy. Students progress from technical editing skills to understanding neurodiversity and communicating their accommodation needs to others.
A 2nd-grade special education unit focused on executive function. Students learn to recognize the physical signs of being 'stuck' and categorize barriers into materials, comprehension, and environment.
A 10th-grade sequence focusing on the cognitive and analytical applications of Text-to-Speech (TTS). Students transition from using TTS as a basic accommodation to leveraging it as a sophisticated tool for proofreading, literary analysis, and research efficiency, culminating in a self-advocacy project.
A Kindergarten sequence focused on reducing cognitive load for multi-step directions using visual supports. Students move from teacher-led cues to self-directed visual sequencing through movement-based activities and games.
A metacognitive sequence for 11th-grade students to audit their own working memory challenges and design personalized visual support aids. Students transition from passive recipients of support to active designers and advocates for their own learning environments.
This sequence teaches 3rd-grade students verbal rehearsal strategies to improve auditory working memory. Students progress from vocal repetition to whispered self-talk and finally silent inner speech, using games and mnemonics to hold information active while completing complex tasks.
This sequence guides 7th-grade students through using graphic organizers to reduce cognitive load and enhance working memory. Students learn to identify text structures and select appropriate visual scaffolds to externalize thinking and improve retention.
A project-based sequence for 11th-grade students to master digital accessibility tools and create professional-grade, multi-modal study materials. Students learn to leverage assistive technology like text-to-speech and digital organizers to bypass executive function barriers.
This sequence transforms passive reading into active visual synthesis for 11th-grade students. Students will master graphic organizers like concept maps, flowcharts, and comparison matrices to deconstruct complex texts into functional study guides.
A comprehensive sequence designed to equip 9th-grade students with creative memory strategies. Students will master acronyms, acrostics, rhythmic mnemonics, visual associations, and the Method of Loci to enhance academic retention.
A 5-lesson sequence for 9th-grade Special Education students focusing on using digital tools and assistive technology to create accessible, interactive study materials. Students progress from digital flashcards to comprehensive multimedia study hubs and personalized tech plans for exam prep.
A 5-lesson sequence for 9th-grade students on transforming complex academic information into visual study guides. Students learn chunking, comparison matrices, flowcharts, and concept maps to improve comprehension and memory.
A project-based sequence for 10th graders focusing on 'offloading' cognitive load through visual frameworks and external tools. Students act as 'process engineers' to design systems that support working memory and sustained attention during complex tasks.
A 5-lesson series designed to help 6th-grade students in special education settings transform dense text into organized, visual study guides. Students progress from basic chunking to independently selecting the best visual structure (hierarchy, sequence, or comparison) for different types of academic content.
A 5-lesson sequence for 3rd-grade students in special education settings to master mnemonic strategies and auditory techniques for improved memory retention. The sequence uses a 'Brain Lab' theme to make abstract memory strategies concrete and engaging through games, movement, and creative expression.
A 5-lesson sequence for 3rd-grade students in academic support settings, teaching how to translate text into visual graphic organizers like bubble maps, flow charts, and Venn diagrams to improve memory and understanding.
A comprehensive sequence for pre-service teachers on designing study aids for students with disabilities, focusing on Cognitive Load Theory, visual organization, mnemonics, and digital accessibility.
A comprehensive 5-lesson unit designed for 4th-grade students with diverse learning needs. This sequence transforms study habits from passive reading to active creation using color-coding, graphic organizers, mnemonics, and interactive foldables.
A sequence for 3rd-grade special education students focusing on visualization strategies to improve memory retention and recall. Students learn to create 'sticky' mental images, link concepts, and sequence information using mental imagery.
A sequence designed for 2nd grade students to master the use of text-to-speech (TTS) technology. Students move from basic identification of tools to independent navigation and troubleshooting, viewing TTS as a helpful 'reading buddy'.
A comprehensive 2nd-grade sequence focused on mastering Text-to-Speech (TTS) tools. Students learn to synchronize visual tracking with audio, adjust speech rates for optimal processing, and use digital tools to support decoding and fluency.
This sequence guides 6th-grade students through the technical mastery of text-to-speech (TTS) tools. It moves from basic navigation to personalized configuration, empowering students to treat assistive technology as a custom scaffold for their unique learning styles.
A comprehensive sequence for 4th-grade students to master the technical controls of text-to-speech (TTS) assistive technology. Students progress from basic activation to independent navigation and selection, building technical fluency for accessible reading.
This technical foundation sequence introduces 5th-grade students to text-to-speech (TTS) software, focusing on interface navigation, customization of voice settings, selective reading strategies, and independent troubleshooting. Students develop the skills to personalize digital tools to meet their individual sensory and learning needs.
A comprehensive sequence for 7th-grade students to master text-to-speech (TTS) technology. Students progress from basic interface navigation to advanced customization and troubleshooting, ultimately creating a personalized settings profile for optimal learning.
A 5-lesson sequence designed for 8th-grade students to improve working memory and auditory processing. Students learn verbal rehearsal, active listening, and self-advocacy strategies to effectively manage and execute single-step instructions.
This mastery-based sequence focuses on the executive functioning required to sustain spaced repetition for academic success. Students move from auditing habits to designing a self-regulated 'Spaced Retrieval Calendar' integrated with their curriculum.
This sequence empowers graduate students to utilize Spaced Repetition Systems (SRS) as robust data generation tools. Students learn to interpret the backend analytics of SRS platforms—viewing retention rates, ease factors, and response times—to diagnose learning bottlenecks and make data-driven instructional adjustments.
A graduate-level sequence focused on the design and implementation of Spaced Repetition Systems (SRS) in special education. Students progress from understanding analog mechanics to evaluating digital algorithms and creating tailored academic interventions.
A graduate-level sequence exploring the cognitive science and neurobiology of memory, specifically focused on how spaced repetition and active recall serve as critical interventions for students with learning disabilities.
This undergraduate-level sequence explores the cognitive science and practical implementation of spaced repetition systems (SRS) in special education contexts. Pre-service teachers will learn to design analog and digital memory supports tailored to students with working memory deficits and learning disabilities, ultimately creating integrated retention strategies for the core curriculum.
A 5-lesson sequence designed for 6th-grade students with working memory challenges. This unit focuses on using rhyme, rhythm, and song to enhance procedural memory and information retention. Students move from analyzing popular jingles to composing and performing their own rhythmic mnemonics for academic content.
A metacognitive capstone sequence for 6th-grade students focused on analyzing academic tasks and applying the most effective mnemonic strategies (acronyms, loci, narrative, rhyme) for long-term memory success.
A sequence focused on teaching 6th-grade students with working memory challenges how to use visualization and the Method of Loci (Memory Palace) to memorize sequences of information. Students transition from simple visual associations to building and navigating a complex mental environment for academic recall.
This sequence teaches 5th-grade students with working memory challenges how to use visualization and association techniques. Students progress from basic mental imagery to the 'linking method' and abstract symbolic representation, building a toolkit for more effective information storage and retrieval.
A 5-lesson sequence for 5th-grade students focusing on working memory support through chunking and the Method of Loci. Students progress from basic data organization to building and navigating mental 'memory palaces' to store and retrieve information.
