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Video: Creating Inclusive Classrooms

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One of the key cornerstones of all learning is literacy – the ability to decode words, then sentences and ultimately, meaning. Without strong comprehension skills many students can struggle to progress with their learning across multiple curriculum areas.

This morning I watched Mike Tholfsen’s recent webinar from earlier in January with Operation Diversity where he spoke about the power of creating inclusive classrooms through the Microsoft Education tools, specifically the Learning Tools / Immersive Reader found across a range of the Office365 products.

The entire video is worth watching above, but I’ve pulled out some of the key features from this video below and also have the PDF version of the PowerPoint deck Mike presented that you can download here:

Operation Diverstiy Webinar – Reading and Writing

It’s worth noting that the three educational goals Microsoft have include:

  1. Empower students to do their best work
  2. Enable teachers to engage every learner
  3. Ensure equity and inclusion in schools

The last one is particularly important and resonates with me as I see technology as a key feature for enabling students to access and learn from content that they may not previously have been able to engage with. There is recent research that I referred to in this earlier post that showed the Learning Tools from Microsoft enabled all  students to access content at higher reading levels than they previously could have, irrespective of their starting literacy levels.

Indexed Points Of Interest From The Webinar:

My Point of View:

This combination of tools have the potential to make a huge difference in the lives of teachers and students. The real power is that they are integrated directly within the Office365 products – there are no need for third party plugins as these features are all developed internally by Microsoft and built directly into the products.

I love the fact that students are empowered to engage in the content in the way that makes the most sense for them and they can choose the level of support they require when accessing the text. This also frees up the teacher to support and teach, rather than having to be the “technology manager” in the classroom.

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