![]() ![]() When students started working on this assignment (some remotely, some in the classroom), I was braced for impact. PRO TIP: When you share the link, make sure you select “Viewer” not “Editor”…or else your darling students can add their own commentary, which you might not appreciate. My comments pointed out connections to other parts of the reading, or defined unfamiliar words that weren’t explained in the document, or otherwise emphasized statements in “Sources of Law”. I also used the Markup feature to highlight some key areas. Done! My recordings were usually 15-30 seconds long. Then just talk to your students, and hit the stop button to end recording. Click near the word, phrase, or sentence you need to explain. Here’s the really cool part: I used the Audio Comment feature to actually add my voice to the iCivics document. I trimmed out the activity pages (more on that later) by printing the download to a new PDF with only pages 1-4, and then uploading that into Kami. Instead, I tried applying my experience from January…and it worked!įirst I identified the most important elements for students to absorb ( regulations, yes! military justice, not so much) and developed their task to show understanding. At one point, I considered writing my own version of “Sources of Law” like those YA versions of popular nonfiction books. But let’s be real: that game of Whack-A-Mole can get exhausting real fast, as you feel pulled in a dozen different directions. Perhaps in “normal times,” I could walk around the classroom to give encouragement and help students with unfamiliar words. These are challenging concepts, and unfortunately the reading level (and the rather small font) appeared daunting for many of my 8th graders. The “ Sources of Law” document contained all the basics I needed to start a unit on the legislation process, with terms like statute, lawsuit, criminal / civil law, etc. In March, I built on that experience to use Kami for iCivics materials. You can save a Kami and share it with a view-only link, so students who were absent could still access the article. Occasionally I also added text boxes for section headings, or draw simple shapes to indicate key paragraphs. During the read-aloud I would highlight key words, phrases, sentences. Kami’s text-to-speech feature let us read / hear a paragraph together (.8x speed is the best: not too fast, not too drunk), while I shared my screen. I wanted to spend our limited class time exploring today’s news together, but many articles are challenging for 8th graders to comprehend. There was a lot happening in the world, as you might remember. In January 2021, I rediscovered Kami as a useful way to share news articles with students. ![]() Frankly though, I forgot about Kami in the avalanche of our school openings: once for remote-learning, and another in November for hybrid-hyflex-whatever-we-call-it. My district’s IT department purchased an Educator License and promoted it as a useful tool for UDL and differentiation. Well, actually I adapted a thing…or rather, modified?… enhanced?…personalized? ![]()
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