Dyslexia Action · Load2Learn · Historical archive
Day workshops
Explore the original learning stations, try the practice tasks and make a plan for using inclusive reading technologies.
Historical workshop resource. The original tasks refer to software, devices and services of their time. They are preserved here as workshop materials, rather than current technical advice.
The workshop pathway
- Explore five learning stations
- Discuss Harry and Jenny
- Try five practice stations
- Reflect and plan next steps
Self-directed learning · Peer support · Practice
The day workshops
The day workshops used small-group learning stations to explore technologies for readers who struggle with standard print. Participants compared tools in the morning, discussed learner cases and practised techniques in the afternoon. The original closing activity asked participants to plan what to do next week and by the end of term.
This archive presents the day workshops separately from the ITR online course, Tech Thursday and the Collabor8 4 Change evening. The surviving records establish part of the history; they do not establish a complete UK tour.
| Date and place | Status | Source and limit |
|---|---|---|
| London, advertised by 29 March 2012 | Announced | Dominik’s 2012 blog archive advertises remaining places. The workshop date and delivery are not established by this announcement. |
| York, 17 October 2012 | Planned | The original Unit 1 overview lists the training day. The year comes from the 2012 pilot context; delivery and venue are unknown. |
| Newcastle, 19 October 2012 | Planned | The same Unit 1 schedule lists Newcastle. Delivery and venue are unknown. |
| Cambridge, 30 October 2012 | Planned | The same Unit 1 schedule lists Cambridge. Delivery and venue are unknown. |
| A day attended before 25 July 2012 | Delivery confirmed; exact date and venue unknown | An attendee review published on 25 July describes small-group rotations and cue cards. Its publication date is not the event date; it does not identify the event as London or Newcastle. |
| Capitalise, undated | Operational plan | A facilitator rotation survives. A June 2013 file modification time does not date the event or confirm delivery. |
| London, 12 October 2012, 18:00–21:00 | Separate evening announcement | Collabor8 4 Change at the Business Design Centre was an evening event, not a daylong tour stop. |
Programme variants
Two agendas and two printed itinerary variants survive. Their timings differ: the 10:00 agenda starts learning stations at 10:30, while its itinerary starts at 10:45. The 10:30 agenda ends morning stations at 12:30, while its itinerary continues to 12:40. These are separate source versions, not a reconciled timetable or a record of what happened at a particular venue.
Agenda variant: 10:00 start
| Coffee – 9:30 – 10:00 | |
| 10:00 – 10:30 | Introduction |
| 10:30 – 12:30 | Learning Stations (20 min break at 11) |
| Lunch – 12:30 – 1:15 | |
| 1:15 – 3:00 | Practice Stations |
| Break – 3:00 – 3:15 | |
| 3:15 – 4:00 | Wrap up |
| Tech Surgery – 4:00 – 4:30 | |
Agenda variant: 10:30 start
| Coffee – 9:30 – 10:00 | |
| 10:30 – 11:00 | Introduction |
| 11:00 – 12:30 | Learning Stations |
| Lunch – 12:30 – 1:15 | |
| 1:15 – 3:00 | Practice Stations |
| Break – 3:00 – 3:15 | |
| 3:15 – 3:45 | Wrap up |
| Tech Surgery – 3:45 – 4:40 | |
Printed itineraries: 10:00 start variant
| 10:45-11:05 | 11:05-11:25 | 11:25-11:45 | 11:45-12:05 | 12:05-12:25 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 10:45-11:05 | 11:05-11:25 | 11:25-11:45 | 11:45-12:05 | 12:05-12:25 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 10:45-11:05 | 11:05-11:25 | 11:25-11:45 | 11:45-12:05 | 12:05-12:25 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 10:45-11:05 | 11:05-11:25 | 11:25-11:45 | 11:45-12:05 | 12:05-12:25 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 10:45-11:05 | 11:05-11:25 | 11:25-11:45 | 11:45-12:05 | 12:05-12:25 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
Printed itineraries: 10:30 start variant
| 11:00-11:20 | 11:20-11:40 | 11:40-12:00 | 12:00-12:20 | 12:20-12:40 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 11:00-11:20 | 11:20-11:40 | 11:40-12:00 | 12:00-12:20 | 12:20-12:40 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 11:00-11:20 | 11:20-11:40 | 11:40-12:00 | 12:00-12:20 | 12:20-12:40 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 11:00-11:20 | 11:20-11:40 | 11:40-12:00 | 12:00-12:20 | 12:20-12:40 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 11:00-11:20 | 11:20-11:40 | 11:40-12:00 | 12:00-12:20 | 12:20-12:40 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
| 1:30 -1:50 | 1:50-2:10 | 2:10-2:30 | 2:30-2:50 | 2:50-3:10 | |
|---|---|---|---|---|---|
| Station 1 | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
| Station 2 | Group 2 | Group 3 | Group 4 | Group 5 | Group 1 |
| Station 3 | Group 3 | Group 4 | Group 5 | Group 1 | Group 2 |
| Station 4 | Group 4 | Group 5 | Group 1 | Group 2 | Group 3 |
| Station 5 | Group 5 | Group 1 | Group 2 | Group 3 | Group 4 |
The planning outline is another version. It has its own 10:45 start and afternoon debrief; it is retained in the private source record rather than merged into either printed agenda.
Five morning learning stations
The introductory instructions ask participants to work in small groups, spend 20 minutes at each station, combine self-study with guided stations and identify relevant cue cards for afternoon practice. The task sheets below retain their full wording. The newer-named morning instructions are selected where available; that selection does not identify the version delivered at any event.
The videos, on-screen documents and cue cards mentioned in these original tasks are historical dependencies. They are not embedded or offered as downloads in this draft.
Morning 1 · Text to speech how to
Original task sheet. Historical wording and software instructions are retained.
Learning Station 1:
Text to speech how to
Task 1
Watch the videos on screen and discuss:
- What are the sorts of things you can do with text and Synthetic Audio (Text to Speech)?
- What is the difference between a voice and a software that uses a voice?
- What software lets you use synthetic voices and what you can do with it?
- What are some sources of free and paid voices?
Task 2:
- Find the website where you can download Balabolka and discover what free voices you can download
- Find the websites of Ivona and CereProc and find out how much it costs to buy a higher quality commercial voice
Morning 2 · Structured documents
Original task sheet. Historical wording and software instructions are retained.
Learning Station 2:
Structured documents
Task 1
Watch the video on screen and discuss:
- Why are structured documents easier than non-structured ones?
- Why are structured documents essential for accessibility?
- What do you need to do get started with structured documents today?
Task 2
- Switch to the sample document and try some of the techniques in the video to make it look like the sample document on the page.
Go back to the videos and/or the relevant cue cards for help. The sample document itself also contains some cues as to what to do. - Return the sample document back to the original state by selecting it all and setting it to Normal style (Ctrl-A followed by Ctrl-Shift-N)
Morning 3 · Text Modification
Original task sheet. Historical wording and software instructions are retained.
Learning Station 3:
Text Modification
Task 1
Watch the videos on screen until prompted and switch to test document:
- Make the text proportionally larger
- Zoom in using shortcuts with and without reflow in Word
- Save document as PDF and try zooming in as far as you can
- Set PDF to reflow and zoom in and out
Task 2
Return to the videos, watch videos on accessible text practices and discuss:
- Which accessible text practices do you use at the moment?
- Which accessible text practices will you try to adopt and introduce to colleagues!
Find the Accessible Text Practices Cue Card and compare to what you’re learned.
Morning 4 · Sources of accessible documents and Load2Learn
Original task sheet. Historical wording and software instructions are retained.
Learning Station 4:
Sources of accessible documents and Load2Learn
Task 1
Watch the videos on screen and discuss:
- How can you integrate a service like Load2Learn into your school?
- How do the different sources of accessible documents compare to each other?
Task 2:
Go to Load2Learn website and do the following:
- Search to see if Load2Learn contains a textbook your students are using
- Discover how to sign up for Load2Learn for a school
Find the project Gutenberg website and
- See if you can find some copyright free book that would help your students
- See in what formats you can download the books
Morning 5 · eReaders
Original task sheet. Historical wording and software instructions are retained.
Learning Station 5: eReaders
Work in pairs and try the different types of e-Readers.
Compare key features between your 2 readers and then share your results between the 2 groups.
Topics for comparison
When you are looking at the readers, consider these:
- Screen suitability for reading
- Font customization
- Ease of use
- Speed, size, weight
- Suitability for classroom vs. home use
- Additional functionality other than reading
Instructions for testing readers
(Page 1 of 2)
- Start the reader and open a book
- Go to the table of contents (Use Menu button + Go To on Kindle and tap on the page numbers on Kobo)
- Turn a few pages back and forth (buttons on Kindle and touch page edge on Kobo)
- Change the size of the font (Aa button on Kindle, tap page numbers on Kobo)
- On Kindle, try turning on text to speech (via Aa button - Spacebar pauses speech)
Instructions for testing readers
(Page 2 of 2)
As a whole group try connecting one reader (e.g. the Kindle) to the computer
Find a book in the Calibre software on the screen
Copy a book from Calibre to the reader
Eject device
How to use the Kindle
Turn on:
Slide button at the bottom of device to turn it on!
Use:
Use menu button to see options
Use 4-way toggle button to navigate
Use buttons on side to turn pages
How to use Galaxy Tab
Turn on:
Push ON button on the top left side
Use:
Explore different reading options on the home page by touching screen
Push home button on screen to return to beginning
Slide finger across screen to turn pages
How to use Kobo Touch
Turn on:
Slide ON button on the top right side
Use:
Explore different reading options on the home page by touching screen
Push home button on device to return to start
Slide finger across screen to turn pages
How to use the Lenovo A1
Turn on:
Push ON button on the top right side
Use:
Explore different reading options on the home page by touching screen
Push middle button at the bottom of screen to return to beginning
Slide finger across screen to turn pages
Harry and Jenny: from exploration to practice
The source asks groups to discuss how the morning’s learning might help one of these cases, type their suggestions and then practise the technologies. Harry and Jenny are presented here as the original teaching cases.
Original case study activity and both cases
Original task sheet. Historical wording and software instructions are retained.
Case studies
Activity: Problem based learning
- Sit down in groups around a computer.
- Discuss how what you learned in the morning can help one of the cases.
- Type your suggestions into the open document on the screen
- Now go practice these things!
Harry
Harry (aged 15) is very articulate and participates in the lesson until he is asked to read any text. He refuses to read the class and becomes disruptive when the class is asked to do a reading task. He does not want to be seen to be different from anyone else. When he has read to the teacher his reading is very slow and he is unable to use work attack skills when faced with an unfamiliar word.
Jenny
Jenny (aged 12) is having difficulty reading, she says it is because the words move around and “shoot off the page”. Her teachers do not believe her as her ability level is very erratic and sometimes she presents with a very high reading level but other times she has difficulty reading simplistic text. When asked about this she says that there is more word movement when she is tired and sometimes the lights make it worse.
Five afternoon practice stations
The afternoon sheets move from comparison to trying techniques. The fifth practice station is speech recognition; the fifth morning station is eReaders. Their original tasks remain separate.
Practice 1 · Text to Speech
Original task sheet. Historical wording and software instructions are retained.
Practice Station 1: Text to Speech
Task 1: WordTalk
- Use WordTalk to listen to a document downloaded from Load2Learn by Paragraph, Sentence, etc.
- Find WordTalk settings and try different options
- Change voice and voice settings in WordTalk
- Save an MP3 file with the text and listen to it in VLC
Task 2: Balabolka
- Cut and paste text into Balbolka
- Play with different different voices using Balabolka and changing speed and pitch of each voice
- Save text as MP3 and listen to it in an audio player
- Advanced: Save text as multiple MP3s using split and convert by time (1min per file)
Practice 2 · Structured documents
Original task sheet. Historical wording and software instructions are retained.
Practice Station 2:
Structured documents
- Change practice document using the instructions in it to look like target document (use navigation pane to check outline levels)
- Change definition of heading styles to suit your needs (text size and font colour)
- Save resulting document as PDF making sure headings are converted into bookmarks
- Use Ctrl-Z to return practice document to original state (hold the shortcut keys until all the changes are reverted)
Practice 3 · Text Modification
Original task sheet. Historical wording and software instructions are retained.
Practice Station 3:
Text Modification
- Make the text formatting more accessible thinking about
- Font type
- Text size
- Text highlighting
- Line spacing
- Paragraph alignment
- Increase text size proportionally
- Zoom in without scrolling left and right
- Convert to PDF and change background colour
- Zoom in PDF with reflow
Discuss:
- Which accessible text practices do you use at the moment?
- Which accessible text practices will you try to adopt and introduce to colleagues!
Find the Accessible Text Practices Cue Card and compare to what you’re learned.
Practice 4 · Load2Learn and Other Resources
Original task sheet. Historical wording and software instructions are retained.
Practice Station 4:
Load2Learn and Other Resources
Task 1
- Go to the Load2Learn website and sign up for an account
- Use the account to download a freely accessible resource from Load2Learn on
http://load2learn.org.uk/help/FAQs_Sample_pages.php
Task 2
Look at these websites:
- http://www.jisctechdis.ac.uk/tbx
- http://www.bbc.co.uk/accessibility
- http://www.jisctechdis.ac.uk/
AccessibilityEssentials
How can you use these as resources for further learning? Share any other websites you use?
Try searching on YouTube for a how to on using Balabolka? Discuss how you can use YouTube to learn how to use software.
Practice 5 · Speech Recognition
Original task sheet. Historical wording and software instructions are retained.
Practice Station 5:
Speech Recognition
Task 1
Watch the on screen video of a student demonstrating speech recognition.
Then watch 2 videos of a teacher demonstrating Windows 7 speech recognition.
http://www.screencast.com/t/2gPYi0y3yZu
http://www.screencast.com/t/2gPYi0y3yZu
Task 2
Follow the speech recognition tutorial to see how this works in practice.
Debrief and action planner
Original final debrief
Original task sheet. Historical wording and software instructions are retained.
Wrapping up
Activity: Next steps?
What are you going to do in order to:
- Become confident in using these technologies
- Help fellow teachers start using these technologies.
- Help your students start using these technologies.
Discuss:
- What do you need to learn
- What do you need to get
- Who do you need to involve
- What obstacles do you need to prepare for
Obstacles
- Time and resources
- Student motivation
- Teacher motivation to try new things
- Availability of hardware
- School IT policy for installing software
Steps
- Fill out your personal plan (5 mins)
- Share with small group (5 mins)
- Share with all – really important ones (5 mins)
Making Learning Practical Planner
Use this planner to decide how you’re going to put what you’ve learned into practice. Focus on the one thing you’re going to do next week. Then think about what you will do by the end of the term. Then jot down what resources and people you will need and how you are going to overcome obstacles.
| To become more confident, I will… | To help colleagues, I will… | To help students, I will… | |
|---|---|---|---|
| Next week: | |||
| End of term: |
Original materials, source credits and limits
Workshop source: the Dyslexia Action / Load2Learn workshop archive. Individual authorship is not established by Word file properties. The task wording, spelling, repeated links and period-specific software instructions are preserved. Older station instructions, voice comparisons and DAISY activities remain separate variants in the archive.
Workshop text
The ten selected station sheets, case studies, debrief and planner are presented in full. Programme variants preserve their own timings. The introductory account above describes the workshop method; it does not reproduce the complete introductory presentation.
Practice resources
Structured-document practice and target examples, text-modification samples, cue cards and demonstration media are recorded in the archive. Original sources are pending public packaging. No practice downloads are offered here.
Third-party contributions
The introductory presentation contains research quotations and images. Some literacy samples and DAISY/AMIS material have third-party provenance. The review PowerPoint credits “Courtesy of DiZ Minnitt , Milton Keynes YOT.” These contributions are not claimed as sole-author workshop text.
Missing or unverified
The editable Load2Learn cue-card original remains missing. Recovered media have not been played for this page. The review PowerPoint and question bank remain private. Bold answer styling has not been treated as a verified quiz answer key.
Reuse licence. All Load2Learn materials were released under the Creative Commons Attribution-ShareAlike (CC-BY-SA) licence. Preserve attribution and the credits attached to individual materials. Third-party contributions retain their own credits and terms; this statement does not relicense unrelated third-party content. Original files, third-party samples and media are not distributed from this page.