Two of Canada's greatest exports are Rush and @drshelleymoore.bsky.social !
Dig on this Dr. Moore quote:
"A person's worth is not measured by their future income or economic productivity."
Moore is based in BC, but the equity and human-worth discussions are universal.
❤️😭
Are you curious about #DisablityJustice and #AntiAbleism? Do you want to see how we can support students through these lenses?
Dr Carly Christensen is joining us on Feb 11! Come join us!
www.eventbrite.com/e/1980398298...
Sharing again for #InclusiveEducationMonth
".. it is essential to clarify that EAs themselves are not the support; rather, they can be supportive agents within the educational framework (Bennett et al., 2021; Gibson et al., 2015)"
#OntEd #autism #neurodiversity
Excited to announce a new learning series. I have been getting a lot of questions about how AI might help us with inclusive planning, so I have created some sessions and would love if you would join us. Link in bio and stories.
www.eventbrite.com/cc/needs-bas...
Our next round of Meet the Outside Meet events are live! Come join us for some quick sessions to start this year with purpose and hope.
www.eventbrite.com/cc/getting-t...
Our next round of Meet the Outside Meet events are live! Come join us for some quick sessions to start this year with purpose and hope.
www.eventbrite.com/cc/getting-t...
We are kicking off the new year with a new session! Check out this event with Outside Pin @ot.hina coming January 7!
www.eventbrite.ca/e/small-step...
We are kicking off the new year with a new session! Check out this event with Outside Pin @ot.hina coming January 7!
www.eventbrite.ca/e/small-step...
I’m so pleased to announce our first Outside Pin Consulting events! Come join us!!
www.eventbrite.com/cc/getting-t...
Neurodivergent people have existed far longer than Tylenol, but yes please find new ways to blame women for something with zero actual scientific evidence.
".. it is essential to clarify that EAs themselves are not the support; rather, they can be supportive agents within the educational framework (Bennett et al., 2021; Gibson et al., 2015"
If you don't do podcasts, can watch on YouTube here www.youtube.com/watch?v=882d...
#OntEd #inclusion #autism
"A prominent disability justice activist will soon appear on quarters issued by the U.S. Mint as part of a special program honoring notable American women." Read more from @disabilityscoop.bsky.social about the new quarter here: www.disabilityscoop.com/2025/07/30/d... #Disability #Disabled #PwD
The podcast episode is LIVE! Join me and Dr. Leyton Schnellert discuss the big ideas of this months 5MM video 👏 #inclusion #support #selfdetermination #disability #disabilityjustice
Kelli and Shelley smiling
Kelli and Shelley excited to see each other
Kelli and Shelley pointing at each other
Dr. Shelley Moore kicked off Indiana's CELL statewide UDL Conference & nailed it! #Teach2theUnicorns
Bonus 4 me, after years of being virtual pals, @drshelleymoore.bsky.social & I finally got 2 hang in person & create som in-person shenanigans #EduSky #UDL #UDLchat #Inclusion @cast-udl.bsky.social
Setting goals can be daunting for many people, but especially for children and teens who have limited experience with the process. To give students ideas and inspiration, engage them in goal-setting games, exercises & activities: > Brainstorm. Give your group time to discuss goals and share ideas with one another. Take notes during the discussion or have a “board meeting” to give students this responsibility. > Try 20/20 lists. Invite students to make a list of 20 things they want to do & 20 things they want to be. > Design mind maps. A mind map is a nice introduction to goal exploration because a) there are no rules and b) the open-ended nature of the tool tends to boost creativity. To make maps, students simply need to write a few goals in bubbles or squares and fill in additional bubbles or squares with related content, such as resources or “notes to self.” As they find relationships between the bubbles, they can draw lines and use color to make those connections. > Ask “dream questions.” To help students consider what they value most, pose questions every now and then. You could ask, “What job would you love to have?” or “If you had $1,000 to donate to your community, how would you spend it?” > Plot paths. Have students draw a path to represent a period of time. The path could illustrate a few years, a few months, or the first few weeks of a school year. Have them draw milestones, achievements, and highlights along the part of the path that is in the past. Have them draw future goals and hopes on the part of the path that moves into the future. > Create strengths and wishes. Ask students to generate three strengths. They can represent these visually with circles. Then, ask them to generate three wishes. These can be represented with stars. This activity will not only help students come up with goals, but give them some confidence as they pursue those goals.
Day #255 from #UDLDaily "Plot Paths & Make Wishes" Action & Expression (UDL Principle)/Set Strategy Development (UDL Guideline)/Set Meaningful Goals (UDL Consideration) #UDL
Teachers create identity-safe classrooms because they recognize that a learner’s social identities impact their success. In these spaces, students can learn about themselves and fully be themselves. Teachers wanting to honor student identities in the classroom can engage in many different activities to do so. For example, they can model identity-focused reflection and talk about how they see themselves. They can also incorporate identity-related activities. Ideas that work well across age groups include the following: > Bio bags. This idea is featured in Liz Kleinrock’s book, Start Here Start Now: A Guide to Antibias and Antiracist Work in Your School Community. Each student is given a paper bag. On the outside of the bag, students draw or write about VISIBLE parts of their identity (e.g., clothing). On the inside of the bag, students place objects related to their internal lives; these items represent the INVISIBLE aspects of that person. Students then share these projects. Kleinrock suggests that teachers use this activity to remind students not to make assumptions about one another and to, instead, focus on relationship building. > Identity webs or wheels. Ask students to create a graphic to illustrate their identities. This exercise can help students understand that their identities matter and that identifying them can be a tool for self-assessment and making connections. > Self-portraits. Invite students to create an image of themselves. Provide tools like crayons in different skin tones, markers, paper, and fabric. Visit Edutopia’s YouTube channel to see an excellent tutorial on this activity from educator Shana V. White: tinyurl. com/UDDaily-Day154.
Day #154 from #UDLDaily "Add Identity Activities" Engagement (UDL Principle)/Sustaining Effort & Persistence (UDL Guideline)/Foster Belonging & Community (UDL Consideration) #UDL
DNA is a blueprint. A blank page is your canvas. The Civil War was a house divided. Metaphors and analogies help students tackle unfamiliar content by prompting them to make connections between something they know or understand and something that is new to them. Teachers use these devices because they are vivid and tend to be “sticky.” That is, they are easy to remember and understand. Search for metaphors to use in lessons when the concepts you are teaching are challenging, hard to grasp, or a bit abstract. Telling students that a cell is a factory isn’t the whole picture, but it’s a scaffold that can be used to build understanding and make connections (e.g., the nucleus is the management office). Metaphors can also serve as motivators, as comparisons can be linked to something students both know and like. For instance, you might ask students to consider how elections are like reality shows, how a cell is like The Millennium Falcon, or how jazz is like Snapchat. Consider asking your learners to use this strategy as well. Creating metaphors can be fun for students and can inspire creativity, foster critical thinking, and support recall.
Day #358 from #UDLDaily "Add Analogies & Metaphors" Representation (UDL Principle)/Building Knowledge (UDL Guideline)/Maximize Transfer & Generalization (UDL Consideration) #UDL
I hate it and I hate feeling helpless.
Are you a teacher, EA, or school staff? The BC Ombudsperson now wants to hear from education professionals too about school exclusions.
🗣️ Take the survey: bcombudsperson.ca/fairness-pub...
#BCEd #FairnessInEducation
This is criminal.
Is inclusive education more expensive?!
youtu.be/J_J_lp_4Oto?...
Is inclusive education more expensive?!
youtu.be/J_J_lp_4Oto?...
Reassessing the Rubric: Shifting to Strength-Based Assessment Practices
Here is your March content round up! We got a 5MM video, a podcast, an article, and discussion questions to guide your interest!
lnkd.in/gcPtU8gr
Just released March’s 5MM podcast with the amazing Laurie McIntosh!
Have a listen!
podcasts.apple.com/ca/podcast/t...
This month’s 5MM video highlights My ABSOLUTE FAVOURITE inclusive strategy!
youtu.be/VtG9lWK5ufo?...
This month’s 5MM video highlights My ABSOLUTE FAVOURITE inclusive strategy!
youtu.be/VtG9lWK5ufo?...
👏👏👏👏👏
😭😭😭 nooooooooo
