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diane hamilton

Prompts that Support Instruction and Independence - 0 views

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    discussion of scaffolding for special needs
Melissa Pietricola

Special Connections - 0 views

  • is typically perceived as two educational professionals working together to service a group of heterogeneous learners. The most common teams of educators found to engage in co-teaching relationships are:
  • o-teaching
  • meet a wide range of learners more effectively
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  • paraprofessional and a special or general educato
  • co-taught middle school setting, special educators are assigned (typically by grade level) to be a member of the interdisciplinary team. Also at this level, as is true at all levels, students with disabilities who are included in a co-taught setting must feel positive about themselves.
  • "Is what we are doing good for ALL students?"
  • because the curriculum is being modified for everyone,
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    Co-Teaching Model
Erin Fontaine

Teaching Students with Special Needs: Advice for Teachers (Grades K-12) - TeacherVision... - 0 views

  • A learning disabled student …
  • Use these appropriate strategies with learning disabled students:
  • Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
    • Erin Fontaine
       
      You could try using voice to text service, set up chat sessions, even meet in person to conduct evaluations
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  • frequent progress checks.
    • Erin Fontaine
       
      Great way to utilize the Act. Report feature in Moodle
  • immediate feedback
  • Make activities concise and short
  • Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
    • Erin Fontaine
       
      This will be my hardest, how do you accomodate everyone, with every thing they need?
  • provide specific praising comments that link the activity directly with the recognition
  • offer information in both written and verbal formats
  • Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
Irene Watts-Politza

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

  • Another notable trend is towards more object-based, contextual, or activity-based models of learning. It is not so much a question of building and sustaining networks as of finding the appropriate sets of things and people
  • and activities. CloudWorks, a product of the OU-UK, is an example of this new trend, in which objects of discourse are more important than, or at least distinct from, the networks that enable them (Galley, Conole, Dalziel, & Ghiglione, 2010).
  • The next step in this cycle would seem to be, logically, to enable those sets to talk back to us: to find us, guide us, and influence our learning journeys. This represents a new and different form of communication, one in which the crowd, composed of multiple intelligences, behaves as an intentional single entity.
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  • PageRank algorithm behind a Google search works in exactly this way, taking multiple intelligent choices and combining them to provide ranked search results (Brin & Page, 2000).
  • it is not individuals, groups, or networks that help us to learn but a faceless intelligence that is partly made of human actions, partly of a machine’s.
  • We and others have described these entities in the past as collectives (Segaran, 2007).
  • Despite the ubiquity of such systems, what still remains unclear is how best to exploit them in learning. However, it seems at least possible that the next generation of distance education pedagogy will be enabled by technologies that make effective use of collectives.
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses. These contributions may be reflections, critical comments, learning objects and resources, and other digital artifacts of knowledge creation, dissemination, and problem solving.
  • Teaching presence in connectivist learning environments also focuses on teaching by example. The teachers’ construction of learning artifacts, critical contributions to class and external discussion, capacity to make connections across discipline and context boundaries, and the sum of their net presence serve to model connectivist presence and learning.
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    Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract. This paper defines and examines three generations of distance education pedagogy.
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    Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, This paper defines and examines three generations of distance education pedagogy.
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    Three Generations of Distance Education Pedagogy [Print Version] Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada
Gary Bedenharn

Diversity and Inclusion: Strategies for Special Ed Teachers - 0 views

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    Strategies for a successful learning environment for students with disabilities.
Tina Bianchi

Online Course Designs: Are Special Needs Being Met? - 1 views

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    Implications for Special Education students enrolled in online courses
George Dale

NOVA | Einstein's Big Idea - 0 views

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    A nice if somewhat hokey presentation of Einstein's development of his special theory of relativity and the events that lead up to it with interesting historical perspectives.
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
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  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
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    Trends that affect distance education. The part that shows how different online students are now is very interesting.
Danielle Melia

http://www.osuokcprofdev.net/facultyfocusreports/strategiesforincreasingonlinestudentre... - 0 views

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    Featuring a collection of top articles from Distance Education Report, this new Faculty Focus special report provides practical strategies for improving online student retention, engagement and satisfaction. Articles include: * 11 Tips for Improving Retention of Distance Learning Students * Understanding the Impact of Attrition on Your School * Taking a Holistic View of Student Retention * Eight Suggestions to Help You Get Your Retention Act Together Now * Online Mentoring Builds Retention * Nine Truths about Recruitment and Retention * Finding Helpful Patterns in Student Engagement
Anneke Chodan

The Special Education Paradox: Equity as the Way to Excellence - 0 views

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    Live example of universal design in learning - love it!
cpcampbell88

Special Education for Students with Disabilities: Analysis and Recommendations - 1 views

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    This article outlines the different classifications for students with disabilities. It also provides insight to the different program modifications and testing accommodations that can be provided. I know that not everyone works with students with disabilities but I am a strong advocate for providing students with these specific accommodations and modifications which are necessary for them to be successful!
Jessica M

Special Education, Technology, and Teacher Education - 1 views

    • Jessica M
       
      "access to technology can provide meaningful learning experiences to develop problem solving and higher order thinking skills and to function in the world beyond the classroom"
    • Jessica M
       
      "The view of technology as playing a "role" for the student with disabilities includes a focus on  the teacher's integration of technology into the learning environment and on technology's impact on student outcomes and related benefits"
    • Jessica M
       
      "It is imperative that the general education curricula be made  accessible to all students and include research-based practices that result in achievement for students with  disabilities"
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    • Jessica M
       
      "encourages multiple means of expression in the demonstration of understanding as well as multiple  means of engagement... flexibility in the curriculum to meet students' diverse learning  characteristics and styles and allow them to be incorporated into the learning process."
Melissa Pietricola

ERIC - Education Resources Information Center - 0 views

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    DIfferent studies that examined modeling in instructional settings-elementary science, for students with special needs, videos in social studies classes, and in medical training. In summary, teacher modelling shown as positive practice.
James Ranni

ACJ Special: Constructivism in Psychology - 0 views

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    My former Prof's, at SUNY New Patlz, paper on constructivism
Jeanne Cousineau

"Guns, Germs and Steel": Jared Diamond on Geography as Power - 0 views

  • The physical locations where different cultures have taken root, he claims, have directly affected the ability of those societies to develop key institutions, like agriculture and animal domestication, or to acquire important traits, like immunity to disease.
    • Jeanne Cousineau
       
      Again, this point is central to Diamond's theory.
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    In the new National Geographic Special based on his Pulitzer Prize-winning book, geographer Jared Diamond argues that geography shaped the fates of human societies.
Bill Hooper

Accesssibility in Distance Education - Home - 1 views

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    This site offers a number of practical solutions to help students with special needs adapt on an online course.
Diane Gusa

Behaviorism - WikEd - 0 views

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    "Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly or making sure of the appearnce of behavior which otherwise would never occur. (Skinner, 1968, pg. 64) "
Jessica M

Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Hig... - 0 views

  • Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
    • Jessica M
       
      Online instruction is research proven to help benefit special education students
  • positively affect attitudes, knowledge
  • lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
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  • outcomes, and perceptions of educating students with disabilities in general education (Carroll, 2003; Cook, 2002; Kirk, 1998; Powers, 1992).
  • For example teacher educators identify time constraints as one of the biggest barriers in providing an effective overall class on how to educate students with disabilities in the general education classroom
  • ill-equipped
  • Assistive Technology Outcomes and BenefitsFocused Issue: The Role of Higher Education in Preparing Education Professionals to Use AT
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    Many facts about students with disabilities and how educators can benefit from online courses and learning to better support the needs of these students. Benefit of taking this course online - community, sharing..
Jessica M

Promoting Community for Online Learners in Special Education - 0 views

  • strong interdependence with oth-ers and the feeling of being a member of a stable group
  • Numerous researchers in special education have examined online learn-ing from the perspective of student satisfaction and grades
  • and the idea that available technologies can be used to expand and support a sense of community.
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  • team-based work environments
Alicia Fernandez

Assessing online learning: Strategies, challenges and opportunities. - 0 views

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    Special report features 12 articles that will cause you to examine your current methods of online assessment.
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