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angieharris

Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

  • Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
    • angieharris
       
      This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
  • As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
    • angieharris
       
      This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
  • Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
    • angieharris
       
      This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
chlohawk

How to Improve Distance Learning for Students With IEPs | Edutopia - 0 views

  • The survey results can be broken down into three overarching themes: parent engagement along with synchronous and asynchronous strategies. The responses uncovered the following best practices to address the needs of students with learning differences.
  • Initial remote IEP meeting:
  • Weekly check-ins:
  • ...12 more annotations...
  • Goal setting: P
  • Service delivery participation:
  • “Parents seem to be more invested as they take part in their child’s programming,”
  • Parents can see the skills their children are working on and can carry them over more effectively.”
  • increasing engagement during live, virtual, synchronous meetings.
  • IEP goals and objectives may not be the student’s preferred virtual learning activity.
  • Virtual book clubs:
  • Start virtual meetings with a fun, engaging activity:
  • Visuals, routines, schedules:
  • I create individualized weekly schedules for my students,
  • ncluded in these schedules are their assignments and expectations with links to documents, websites, or other materials in a centrally located document. These schedules assist the students and caregivers with pacing, planning, organization, and task completion, among other functional skills.”
  • Movement breaks:
  •  
    Having parents involved, synchronous, and asynchronous strategies can help IEP students during distance learning
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

    • Jenny Mathiesen
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
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  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
Katelyn Karsnia

English-Language Learner Definition - 0 views

  • English-language learners, o
  • students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds,
  • o not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and learning environments in which instruction is delivered largely or entirely in English.
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  • fastest-growing segment of the school-age population in the United States, but they are also a tremendously diverse group representing numerous languages, cultures, ethnicities, nationalities, and socioeconomic backgrounds
  • overty, familial transiency, or non-citizenship status,
  • p
  • underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education.
  • For example, states and national organizations have developed standards to guide curriculum and instruction in English-as a second language programs, while customized teaching and learning materials for English-language learners are now routinely introduced into regular academic courses.
  • Dual-language education
  • English as a second language
  • Sheltered instruction
akudis

Six Tips for Dealing with ADD Students - TeacherVision - 3 views

  •  
    A website that shares some tips to help make your classroom more enjoyable for students with ADD.
mrsremick4

What I Learned As An Ex-Gifted Kid | Caroline Cannistra | TEDxAshburnSalon - YouTube - 0 views

  • Gifted children often lead double lives. Intellectually, they may seem like small, eccentric adults, and they may prefer the company of adults, but in many ways they are still children. For this reason, many gifted education experts have doubts about letting gifted students start college several years early. In this talk, you will hear about my experience entering a college environment at age 13. You’ll hear about my successes and failures, the way I interact with the professional and academic world, and what I am learning now as an ex-gifted adult. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at
nikkilh

The Power of Mindfulness: What You Practice Grows Stronger | Shauna Shapiro | TEDxWashi... - 0 views

shared by nikkilh on 12 Apr 22 - No Cached
  • 5:58Translator: Peter van de VenReviewer: Mile ŽivkovićUp nextLiveUpcomingCancelPlay NowYou're signed outVideos you watch may be added to the TV's watch history and influence TV recommendations. To avoid this, cancel and sign in to YouTube on your computer.CancelConfirmTEDx Talks
  •  
    TED Talk Dr. Shauna Shaprio
Kelly Nuthak

Do2Learn: Educational Resources for Special Needs - 0 views

Siri Anderson

RACIAL EQUITY PRINCIPLES - WHITE SUPREMACY CULTURE - 1 views

  •  
    This is really useful guide for anti-racist practice considerations.
drewevanaho

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

  • Speech therapy is the assessment and treatment of communication problems and speech disorders.
  • performed by speech-language pathologists (SLPs),
  • used to improve communication.
  • ...12 more annotations...
  • articulation therapy, language intervention activities, and others depending on the type of speech or language disorder.
  • develop in childhood
  • n adults caused by an injury or illness, such as stroke or brain injury.
  • For your child
  • During speech therapy for children, the SLP may:
  • 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
  • peech therapy exercises for adults can help you with speech, language, and cognitive communication.
  • 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
    • Kelly Nuthak
       
      speech disorders that can be treated with speech therapy.
  • How long do you need speech therapy?
  • How successful is speech therapy?
  • 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
       
      ST and SLP definition
Katelyn Karsnia

Visual Impairment: What Is Impaired Vision? - 1 views

  • common vision-threatening eye diseases are:
    • Katelyn Karsnia
       
      Common eye disease that can cause visual impairment
  • visual field of
    • Katelyn Karsnia
       
      What visual impairment is classified as and what blindness is
  • common method
    • Katelyn Karsnia
       
      Common visual measurements
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  • Visual impairment, or vision impairment,
    • Katelyn Karsnia
       
      Definition of Visual impairment
  • DiabetesStrokeThyroid diseaseMyasthenia gravisLyme diseaseAIDSTumors located in or around the eye
    • Katelyn Karsnia
       
      Illness that can cause vision problems
  • The eye itselfOptic nerveOrbit (area around each eye)The vision pathways inside the head
    • Katelyn Karsnia
       
      Injuries that can cause visual problems
  • Head injuries
  • Together with doctors and other medical professionals, humanitarian groups and organizations such as the National Federation of the Blind, the American Council for the Blind and Hadley can offer a helping hand to those affected by vision loss.
    • Katelyn Karsnia
       
      Resources to help people with impaired vision
  • means full correction is not even possible with the help of glasses, contact lenses, medication or vision surgery.
  • means that someone’s eyesight is reduced (impaired) to the extent that it can’t be corrected to a normal level.
  • Moderate visual impairmentVisual acuity: 20/70 to 20/160Severe visual impairmentVisual acuity: 20/200 to 20/400 and/orVisual field: 20 degrees or lessProfound visual impairmentVisual acuity: 20/500 to 20/1000 and/orVisual field: 10 degrees or less
  • less than 20
  • his degree of visual field loss is classified as legally blind.
  • Total blindness is the absence of all light.
  • Macular degenerationDiabetic retinopathyGlaucomaCataractsSerious eye infections
drewevanaho

National Center for the Dissemination of Disability Research (NCDDR) | SpringerLink - 1 views

  • The NCDDR is operated by SEDL, a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. The NCDDR partners with organizations such as the Campbell Collaboration and the Cochrane Collaboration to provide training and technical assistance for researchers.
    • drewevanaho
       
      NCDDR info
nikkilh

About IDEA - Individuals with Disabilities Education Act - 1 views

  • The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.
    • nikkilh
       
      What IDEA is about and who it helps
  • Additionally, the IDEA authorizes: Formula grants to states to support special education and related services and early intervention services. Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.
  • In the law, Congress states: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.
Katelyn Karsnia

Nonverbal Learning Disorder - The Brain Clinic - 1 views

  • Nonverbal learning disability
  • refers to a learning disorder that is characterized by deficits in visual-spatial organization and processing that significantly interferes with academic and social functioning
  • diagnosed in childhood.
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  • strengths within auditory perception, rote verbal information, and simple motor skills.
  • strengths in reading abilities
  • tactile and visual perception, complex psychomotor abilities, and processing novel information.
  • attention and memory for tactile and visual information, concept formation, and problem-solving.
  • rouble with reading comprehension (especially complex material), mathematics, and science.
  • Social and emotional deficits are also characteristic of NLD, and may present as disturbed social perception, social judgment, and/or social interaction
  • academic support for those with NLD is critical
nikkilh

Trainings | UCLA Center for Health Policy Research - 0 views

  • 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
       
      Description of what Community-Based Assessment is
  • A community assessment should be driven by community leaders and organizations, and actively involve community residents.
  • An assessment also builds skills around research, leadership, collaboration, and community involvement.
Katelyn Karsnia

The National Information Center for Children and Youth with Disabilities (NICHCY) - 1 views

  • NICHCY is a national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals.
    • nikkilh
       
      what NICHY is
    • Katelyn Karsnia
       
      Definition of NICHCY
  • focuses on children and youth from birth to age 22
    • nikkilh
       
      who it focuses on
    • Katelyn Karsnia
       
      Ages of what NICHCY focuses on
  • Resources on the NICHCY website and NICHCY information specialists are available to answer specific questions; offer referrals to disability organizations, parent groups, and professional associations at the state and national leve
    • nikkilh
       
      who to get answers from and where to find them
    • Katelyn Karsnia
       
      Resources for NICHCY
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  • NICHCY
  • resource offices
  • On the web Homepage: www.nichcy.org Email: nichcy@aed.org Call or write By phone: 1-800-695-0285 (Voice/TTY) (202) 884-8200 (Voice/TTY) Phones are answered between 9:30 a.m. and 6:30 p.m. EST. Voice-mail is available after hours. By fax: (202) 884-8441 By mail: NICHCY P.O. Box 1492 Washington, DC 20013-1492
julielyncarlson

Effective Teaching Practices for Students in Inclusive Classrooms | W&M School of Educa... - 1 views

  • Collaborate with special education teachers, related service providers, and paraprofessionals on a regular basis
  • at least once a week
  • Teachers alternate roles of presenting, reviewing, and monitoring instruction.
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  • Be aware of student needs and provide the accommodations
  • Students are divided into mixed-ability groups
  • One person teaches, reteaches, or enriches a concept for a small group, while the other monitors or teaches the remaining students.
  • Differentiate instruction
  • Tips for Classroom Management
    • julielyncarlson
       
      How do I incorporate accommodations into the classroom rules? What do I need to think about here?
  • Think "universal design" when planning instruction. "
  • Provide opportunities for students to work in small groups and in pairs.
  • graphic organizers
  • "I do" (teacher model), "We do" (group practice), and "You do"
  • think, pair, share"
  • Teach learning strategies along with content material.
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