Group items tagged Community - Social Studies, Human Resources and Adptations

Trainings | UCLA Center for Health Policy Research - 0 views

healthpolicy.ucla.edu/...community-assessment.aspx

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached

A Community Assessment, also called a “Community Needs Assessment,” is a process of collecting, analyzing and reporting information about the needs in a community as well as its stengths and assets. The purpose is to identify unmet community needs and plan ways to meet them.
- nikkilh on 29 Jan 22
  
  Description of what Community-Based Assessment is
  
  <div class="cArrow"> </div><div class="cContentInner">Description of what Community-Based Assessment is</div>
  
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A community assessment should be driven by community leaders and organizations, and actively involve community residents.
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An assessment also builds skills around research, leadership, collaboration, and community involvement.
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Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached

- lind_krom on 10 Oct 21
  
  This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.</div>
  
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- Siri Anderson on 11 Oct 21
  
  Yes this is 7I
  
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Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
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3. Ask to students to present their posters to the entire class. 
- lind_krom on 10 Oct 21
  
  This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.</div>
  
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4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
- lind_krom on 10 Oct 21
  
  This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.</div>
  
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Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
- lind_krom on 10 Oct 21
  
  This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.</div>
  
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- lind_krom on 10 Oct 21
  
  This connects to 4E.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to 4E.</div>
  
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- Siri Anderson on 11 Oct 21
  
  OK yes
  
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Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
- lind_krom on 10 Oct 21
  
  This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.</div>
  
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- Siri Anderson on 11 Oct 21
  
  yes
  
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Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
- lind_krom on 10 Oct 21
  
  This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.</div>
  
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- Siri Anderson on 11 Oct 21
  
  The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  
  <div class="cArrow"> </div><div class="cContentInner">The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.</div>
  
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• learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
- lind_krom on 10 Oct 21
  
  This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
  
  <div class="cArrow"> </div><div class="cContentInner">This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.</div>
  
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- Siri Anderson on 11 Oct 21
  
  I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  
  <div class="cArrow"> </div><div class="cContentInner">I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.</div>
  
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• A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
- lind_krom on 10 Oct 21
  
  This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
  
  <div class="cArrow"> </div><div class="cContentInner">This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.</div>
  
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- Siri Anderson on 11 Oct 21
  
  Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
  
  <div class="cArrow"> </div><div class="cContentInner">Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.</div>
  
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Five Keys to Successful Parent-Teacher Communication | Scholastic - 0 views

www.scholastic.com/...l-parent-teacher-communication

preschool school beginning start first-year education Parent communication

shared by emilyfratzke on 01 Sep 21 - No Cached

- emilyfratzke on 01 Sep 21
  
  How well am I keeping my parents informed?
  
  <div class="cArrow"> </div><div class="cContentInner">How well am I keeping my parents informed?</div>
  
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emilyfratzke on 01 Sep 21

Parent communication is easy to forget or put off. Here are some good ground rules to maintain good communication.

<div class="cArrow"> </div><div class="cContentInner">Parent communication is easy to forget or put off. Here are some good ground rules to maintain good communication.</div>

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Building Community - Centre for Teaching and Learning - Western University - 0 views

teaching.uwo.ca/...building-community.html

Human_Relations Community_Building Positive_Community_Environment

shared by madisonryb on 09 Sep 21 - No Cached

madisonryb on 09 Sep 21

A better, detailed description of what community is and how to improve community building.

<div class="cArrow"> </div><div class="cContentInner">A better, detailed description of what community is and how to improve community building.</div>

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Speech Therapy: What It Is, How It Works & Why You May Need Therapy - 2 views

www.healthline.com/...speech-therapy

Adaptation SOUP SP SLP

shared by drewevanaho on 26 Jan 22 - No Cached

Speech therapy is the assessment and treatment of communication problems and speech disorders.
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performed by speech-language pathologists (SLPs),
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used to improve communication.
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...12 more annotations...
articulation therapy, language intervention activities, and others depending on the type of speech or language disorder.
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develop in childhood
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n adults caused by an injury or illness, such as stroke or brain injury.
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For your child
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problem solving, memory, and organization, and other activities geared at improving cognitive communicationconversational tactics to improve social communicationbreathing exercises for resonanceexercises to strengthen oral muscles
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nteract through talking and playing, and using books, pictures other objects as part of language intervention to help stimulate language developmentmodel correct sounds and syllables for a child during age-appropriate play to teach the child how to make certain soundsprovide strategies and homework for the child and parent or caregiver on how to do speech therapy at home
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peech therapy exercises for adults can help you with speech, language, and cognitive communication.
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During speech therapy for children, the SLP may:
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- Kelly Nuthak on 30 Jan 22
  
  speech disorders that can be treated with speech therapy.
  
  <div class="cArrow"> </div><div class="cContentInner">speech disorders that can be treated with speech therapy. </div>
  
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How long do you need speech therapy?
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How successful is speech therapy?
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Speech therapy is the assessment and treatment of communication problems and speech disorders. It is performed by speech-language pathologists (SLPs), which are often referred to as speech therapists.
- drewevanaho on 27 Apr 22
  
  ST and SLP definition
  
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Edutopia - 0 views

www.edutopia.org/...erful-community-building-ideas

Human_Relations Community_Building Activities_for_Building

shared by madisonryb on 08 Sep 21 - No Cached

madisonryb on 08 Sep 21

Sharing acts of kindness to students will provide a warm and encouraging community. Students build off one-another: building friendships, community, and encouragement in the classroom.

<div class="cArrow"> </div><div class="cContentInner">Sharing acts of kindness to students will provide a warm and encouraging community. Students build off one-another: building friendships, community, and encouragement in the classroom.</div>

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Minnesota Historical Society | Minnesota Communities | Occupations | Hibbing | Mining - 1 views

www.mnhs.org/...occupations_mining.htm

minnesota mining primary_sources history social_studies

shared by Maren Hackbarth on 15 Nov 12 - No Cached

Maren Hackbarth on 15 Nov 12

Examine Primary sources to learn about mining in MN history. Also see http://www.mnhs.org/school/classroom/communities/teachers/index.html to find teacher resources like worksheets & answer keys.

<div class="cArrow"> </div><div class="cContentInner">Examine Primary sources to learn about mining in MN history. Also see <a href="http://www.mnhs.org/school/classroom/communities/teachers/index.html" rel="nofollow" target="_blank">http://www.mnhs.org/school/classroom/communities/teachers/index.html</a> to find teacher resources like worksheets & answer keys. </div>

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Strategies to Create a Community in Your Classroom | PBS Education - 0 views

www.pbs.org/...-a-community-in-your-classroom

Human_Relations Community_Building Classroom_Functionality

shared by madisonryb on 09 Sep 21 - No Cached

madisonryb on 09 Sep 21

A web resource providing strategies as to how to create a community in the classroom.

<div class="cArrow"> </div><div class="cContentInner">A web resource providing strategies as to how to create a community in the classroom.</div>

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Exploring Community History and Cultural Influence | Learning for Justice - 2 views

www.learningforjustice.org/...history-and-cultural-influence

lesson learning for justice community history

shared by rebeccaschreurs on 08 Oct 21 - No Cached

LESSON
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rebeccaschreurs on 08 Oct 21

for joe learning for justice lesson plan: community history

<div class="cArrow"> </div><div class="cContentInner">for joe learning for justice lesson plan: community history</div>

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Teamwork Skills: Being an Effective Group Member | Centre for Teaching Excellence | Uni... - 0 views

uwaterloo.ca/...s-being-effective-group-member

culture healthy teamwork group skills

shared by Bill Olson on 04 Sep 21 - No Cached

To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators: can explain their own ideas express their feelings in an open but non-threatening way listen carefully to others ask questions to clarify others’ ideas and emotions can sense how others feel based on their nonverbal communication will initiate conversations about group climate or process if they sense tensions brewing reflect on the activities and interactions of their group and encourage other group members to do so as well
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To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills: Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression. Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned. Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators. Respect: Group members communicate their opinions in a way that respects others, focusing on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the process section for more details.
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What is AT and AAC? - T.A.C.L.E. Program - 0 views

ousd-tacle.weebly.com/what-is-at-and-aac.html

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached

According to the American Speech & Hearing Association, AAC is any system or strategy that augments or compensates for an individual's inability to communicate effectively.
- nikkilh on 29 Jan 22
  
  What AAC is and how it helps people
  
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Explore the following websites for examples of augmentative communication systems:~ prentrom.com (Accent speech generation devices)~ tobiidynavox.com (Tobii Dynavox speech generation devices and apps)~ saltillo.com (Chat Fusion, Nova Chat devices, TouchChat Express)~ ablenetinc.com (Big Mack, Step-By-Step, Super Talker)
- nikkilh on 29 Jan 22
  
  Websites to help augmentative communication systems
  
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According to the Individuals with Disabilities Education Act (IDEA), assistive technology means any item, piece of equipment or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities (not just communication) of children with disabilities. 
- nikkilh on 29 Jan 22
  
  What AT is and how this helps people
  
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Augmentative and Alternative Communication (AAC) - 0 views

www.asha.org/...aac

Adaptations Siri Alphabet BSU AT_AAC

shared by jkolodji on 04 Feb 22 - No Cached

AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone’s speech. Alternative means to be used instead of speech.
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jkolodji on 04 Feb 22

Communication besides speech. Augmentative (Add to) or Alternative (instead of).

<div class="cArrow"> </div><div class="cContentInner">Communication besides speech. Augmentative (Add to) or Alternative (instead of). </div>

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Daily Lesson Plan - 0 views

www.nytimes.com/...20010827monday.html

NCSS Civic Ideals and Practices Civic Participation Community

shared by Jen Bartsch on 13 Sep 09 - Cached

Jen Bartsch on 13 Sep 09

In this lesson, students explore how different social factors affect civic participation and equality across the country and in their own school community.

<div class="cArrow"> </div><div class="cContentInner">In this lesson, students explore how different social factors affect civic participation and equality across the country and in their own school community. </div>

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Minnesota Historical Society | Minnesota Communities | Hibbing - 0 views

www.mnhs.org/...communities_hibbing.htm

mining minnesota

shared by Siri Anderson on 07 Dec 10 - No Cached

Siri Anderson on 07 Dec 10

Primary Sources on MN and mining.

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"NCSS People, Places, and Environment" - 0 views

www.eduref.org/...CIV0201.html

NCSS People Places and Environment Community ties Business Writing Letters

shared by Jen Bartsch on 06 Oct 09 - Cached

Jen Bartsch on 06 Oct 09

Students discuss merchants located in their community. Then students choose a local business to write a letter to.

<div class="cArrow"> </div><div class="cContentInner">Students discuss merchants located in their community. Then students choose a local business to write a letter to. </div>

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12 Ways to Build Strong Classroom Community With Students - 0 views

www.weareteachers.com/build-classroom-community

Community Building Ideas

shared by moltman on 08 Sep 21 - No Cached

Honor as Power: The Practical Keys to Antiracist Teaching - 0 views

www1.ascd.org/...ys-to-antiracist-teaching.aspx

antiracist_pedagogy

shared by funkychika3 on 18 Sep 21 - No Cached

- andersonallysa on 18 Sep 21
  
  As teachers how can we honor all of our student regardless of race, disability, sexual orientation, or gender to make them feel empowered in the classroom?
  
  <div class="cArrow"> </div><div class="cContentInner">As teachers how can we honor all of our student regardless of race, disability, sexual orientation, or gender to make them feel empowered in the classroom?</div>
  
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the strongholds of racism that are embedded into school systems as tradition or practices that have been the bedrock of schooling for as long as any of us can remember.
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A truly antiracist learning environment empowers all learners to make decisions about their learning and leading in a welcoming and safe environment.
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Recognize the power structure that exists—both past and present. Acknowledge the purposeful intent and actions of abolishing the limitations of the power structure at hand. Reflect the code of honor by empowering each member of the learning community daily in the structures, supports, and choices available. Make an effort to invite members of the learning community into positions of authority, power, and decision making—even if that means taking yourself out of power to do so. Create opportunities for members of the learning community to make powerful decisions that govern their best possible outcomes.
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Remind - 1 views

www.remind.com