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Siri Anderson

JSTOR: The Reading Teacher, Vol. 39, No. 6 (Feb., 1986), pp. 564-570 - 0 views

www.jstor.org/20199156

expository_nonfiction literacy prior-knowledge

shared by Siri Anderson on 05 Oct 10 - No Cached
  • Siri Anderson on 05 Oct 10
     
    Prior Knowledge is so important to access and activate when we are reading with students. How will you do that with your book?
Siri Anderson

CBC News - Health - Brain simulates actions in stories as a person reads: study - 0 views

www.cbc.ca/...reading-study.html

brain cognition literacy background-knowledge prior-knowledge

shared by Siri Anderson on 09 Jan 11 - No Cached
  • Siri Anderson on 09 Jan 11
     
    In order to simulate the topic about which you read, you would need some knowledge of that topic. How can you instill some prior knowledge in your students before doing a reading so all students can do this?
moltman

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views

iowa.pbslearningmedia.org/...ca-immigrants-past-and-present

Lesson Plan

shared by moltman on 06 Oct 21 - No Cached
  • Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.
    • moltman
      moltman on 06 Oct 21
       
      Standard 3- use a student's thinking and experience as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples or student thinking. Students are asked to use their prior knowledge of what they know about immigration which will help the teacher gauge their level of understanding about the topic.
    • moltman
      moltman on 06 Oct 21
       
      Highlighted
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • moltman
      moltman on 06 Oct 21
       
      Standard 4E - understand a student's learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values. This is done by having students talk about their personal backgrounds and helps their peers understand from their experiences. Students tend to listen better to their peers and enjoy learning about their classmates.
  • Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
    • moltman
      moltman on 06 Oct 21
       
      Standard 7I - supports and expands learner expression in speaking, writing, and other media. Students are placed in groups and they will use what the teacher has taught them to research on individuals. The teacher provides a website for research.
  • moltman on 06 Oct 21
     
    "Ask your students to brainstorm a definition for the word, and jot down their ideas."
Siri Anderson

Search Classroom Resources | PBS LearningMedia - 3 views

tpt.pbslearningmedia.org/search

PBS Human Relations History primary_sources

shared by Siri Anderson on 30 Sep 21 - No Cached
  • ways that we can find out about people, places and events that took place a long time ago
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is an example of 4E.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This shows understanding of Standard 4E: "Understand how a students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, and other samples of student thinking." Asking students to brainstorm about the topic they are about to study activates their prior knowledge so they can potentially make a connection between the new material and what they already know.
  • Discuss the responses with the students
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      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;" By eliciting student voices in a discussion the teacher can understand how they relate to the concepts that are being taught today.
  • ...8 more annotations...
  • Explain that we can also learn a lot by looking at photographs and drawings from the past.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is a little supportive of 4E, by presenting varied nationalities and cultures within the lesson, and encouraging the students to think that they have agency (you can learn alot) to look into their "photographs or drawings from the past" the teacher is demonstrating respect for the diverse backgrounds in the room.
  • would you like to ask
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is also supporting 3G -- "eliciting student thinking"
  • Ask the groups to compare their photos. Ask them to find at least two things that are similar in the two photos and at least two things that are different.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I, "support and expand learner expression in speaking, writing, and other media" because the teacher is scaffolding experiences for the students to talk to and learn from one another.
  • describe the type of information that they were able to discover from looking at the photographs. (What people looked like, what people wore, etc.) Ask students to share some of the questions that they thought about when observing and comparing the photographs.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      Another example of eliciting student thinking, 3G. Also supports speaking 7I.
  • Kristi never met her father’s parents
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is moderately supportive of 4E. By sharing the story of a person whose family did not have contact the teacher is making more space in the room for learners who also may not have met their grandparents, or parents. ; (
  • Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports 4E, the teacher is establishing that families have different cultural practices which makes more space in the room for children who may have felt that cultural practices in their own family are "weird." This provides space for "difference" as cool.
  • Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I. The students are encouraged to express themselves in a media other than writing and speaking.
  • create their own drawings
    • Siri Anderson
      Siri Anderson on 01 Oct 21
       
      This is another example of 7I because the students are expressing themselves in another medium.
  • Siri Anderson on 30 Sep 21
     
    These standards are not at all aligned with this lesson!
Natasha Luebben

Developing Empathy through Retold Fairy Tales | PBS LearningMedia - 0 views

lptv.pbslearningmedia.org/...thy-through-retold-fairy-tales

social studies resource

shared by Natasha Luebben on 10 Oct 21 - No Cached
  • Ask students to define empathy
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      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
  • After watching the video, discuss the following questions: What was the most memorable moment in the video? Why did that moment have an impact on you?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      4E: 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
  • Explore the notion of perspective taking and how it leads to empathy. Ask students, Why is it important both at an individual and a more global level to understand and respect each other’s experiences? (People’s experiences inform their viewpoints.) Have students brainstorm other ways a person can use to become more aware of how another person is feeling, thinking, or behaving and why such insights are important.
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      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
  • ...3 more annotations...
  • As the groups deepen their understanding of their characters, they should write down or express their ideas through drawings. Circulate among groups and ask guiding questions to help students answer the questions. For example, “What did you read or hear that makes you write/draw that?”
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • Groups should take a few minutes to share and reflect on their work, either with other groups or as a class. Here are some questions to consider:
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • After discussing some of the core skills that are needed to be empathetic, present students with their assignment as well as a rubric. Ask them to choose a folk or fairy tale or myth and rewrite it from the perspective of a different character. (They can choose a hero or heroine, but it may be easier to choose the villain.) How would a more empathetic understanding of the character change the narrative? How would it affect the meaning of the story?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
angieharris

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

www.learningforjustice.org/...-gender-stereotypes-in-stories

ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision

shared by angieharris on 08 Oct 21 - No Cached
  • 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
      angieharris on 08 Oct 21
       
      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
      angieharris on 08 Oct 21
       
      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
      angieharris on 08 Oct 21
       
      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.
Siri Anderson

The True History of Voting Rights | Learning for Justice - 0 views

www.learningforjustice.org/...-true-history-of-voting-rights

CCC LessonPlans suffrage voting_rights Tim_Goodwin

shared by Siri Anderson on 05 Nov 21 - No Cached
  • Siri Anderson on 05 Nov 21
     
    This lesson that Jackie shared is such a great example of the CCC. Notice how it guides students to activate and revise prior knowledge in the form of a story, integrated more accurate understandings as the lesson progresses. At the end there are even more opportunities for confirming/applying/transferring the content in a personally meaningful way.
madisonryb

Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views

prairiepublic.pbslearningmedia.org/...ing-a-native-american-folktale

Lesson_Plan_Revision Human_Relations

shared by madisonryb on 13 Oct 21 - No Cached
    • madisonryb
      madisonryb on 13 Oct 21
       
      Standard 3G: Students will be encouraged to share their ideas in a discussion about what the storyteller meant by "coyote spirit." Students are asked for evidence from the story that supports their ideas. This will allow them to perform a few of the skills in 3G, student thinking, discussion encouragement, listening, and responding to the questions asked.
  • 1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.
    • madisonryb
      madisonryb on 13 Oct 21
       
      4E Standard: Students are asked to use prior learning to list what they know about coyotes. This will allow them to make connections to their own personal experiences and prior learning of the subject on coyotes. This may relate to culture and community too as it relates to Native American folktale and the interpretation of the term coyote. The students different descriptions of the word "coyote" are then altered to make connections to how it could resemble people.
  • Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.
    • madisonryb
      madisonryb on 13 Oct 21
       
      7I Standard: The students are asked to listen to each of the phrases from the video. They are asked to support their evidence of the meanings that they are given. This allows the students to fully expand their learning and express what they have learned using the expression of listening and speaking.
Siri Anderson

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
      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.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • 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. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      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.
  • ...6 more annotations...
  • 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
      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.
  • 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
      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.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • 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
      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.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • 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
      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.
    • Siri Anderson
      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.
  • • 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
      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.
    • Siri Anderson
      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.
  • • 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
      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.
    • Siri Anderson
      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.
emerickjudy

Culturally Responsive Teaching - 1 views

www.newamerica.org/...culturally-responsive-teaching

CRP Culturally relevant pedagogy teaching

shared by emerickjudy on 22 Sep 21 - No Cached
  • concerns that, without the proper guidance, education leaders and individual educators can adopt simplistic views of what it means to teach in culturally responsive ways
  • key scholars and teacher educators Gloria Ladson-Billings, Geneva Gay, and Django Paris
    • emerickjudy
      emerickjudy on 22 Sep 21
       
      How do educators know if students are benefitting from the CRP or CRT approaches utilized in the classroom?
  • ...8 more annotations...
  • culturally relevant pedagogy to describe a form of teaching that calls for engaging learners whose experiences and cultures are traditionally excluded from mainstream settings
  • First, teaching must yield academic success. Second, teaching must help students develop positive ethnic and cultural identities while simultaneously helping them achieve academically. Third, teaching must support students’ ability “to recognize, understand, and critique current and social inequalities.”
  • Geneva Gay
  • culturally responsive teaching to define an approach that emphasizes “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”
  • positive changes on multiple levels, including instructional techniques, instructional materials, student-teacher relationships, classroom climate, and self-awareness to improve learning for students.
  • Like Ladson-Billings, Gay also places a strong emphasis on providing opportunities for students to think critically about inequities in their own or their peers’ experience.
  • Django Paris
  • culturally sustaining pedagogy, an approach that takes into account the many ways learners' identity and culture evolve
juliajohnson00

Storytelling in the Social Studies Classroom | Read Write Think - 1 views

www.readwritethink.org/...lling-social-studies-classroom

Lesson Plan Improvments Human Relations Social Studies

shared by juliajohnson00 on 27 Sep 21 - No Cached
  • tell their own stories and explore the stories of other Americans
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 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. Standard 7I - support and expand learner expression in speaking, writing, and other media
  • A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 7I: support and expand learner expression in speaking, writing, and other media.
  • Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 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.
Natasha Luebben

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 2 views

lptv.pbslearningmedia.org/...ca-immigrants-past-and-present

social studies resource

shared by Natasha Luebben on 06 Oct 21 - No Cached
    • Natasha Luebben
      Natasha Luebben on 06 Oct 21
       
      Students are asked to use their prior knowledge about what they know about immigration and this will allow the teacher to gage their level of understanding about the topic.
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • Natasha Luebben
      Natasha Luebben on 06 Oct 21
       
      Students are learning from their peers.
  • ...1 more annotation...
  • Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
    • Natasha Luebben
      Natasha Luebben on 06 Oct 21
       
      Students are placed in groups and use their learning to research.
ashleydoucette91

What Makes a Family? | Learning for Justice - 1 views

www.learningforjustice.org/...what-makes-a-family

3140 lessons

shared by ashleydoucette91 on 10 Oct 21 - No Cached
  • small group, ask students to brainstorm
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 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." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
  • Have them describe different family make-ups
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 3G. Students will be most likely to talk about what they have at home first. By eliciting students share with one another, they bring new experiences to the discussion.
  • Ask students what a biography is
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 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" Students knowledge of what a biography is will be influenced by their previous knowledge.
  • ...7 more annotations...
  • brainstorm a list of questions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 4E. The list of questions students brainstorm will be based on what they may already know or not know about Michael Oher and his life.
  • share their opinions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 3G eliciting students to share their thinking.
  • students work with a small team to give an oral presentation
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      An example of 7I. - "support and expand learner expression in speaking, writing, and other media" Having small student teams give an oral presentation about what they learned shows how they have expanded their learning. Prompting them to think about new things they learned and built upon previous knowledge. Speaking for a presentation is an appropriate medium for this.
  • Draw the outline of a tree on chart paper
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. Allowing the students to create a visual representation to support and expand all students' knowledge.
  • every student in the class create illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. This allows students to express their knowledge in a different(visual) medium.
  • share their illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Example of 7I.
  • write an acrostic poem using the word FAMILY.
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 7I. It allows students to express themselves in a way that isn't always thought of. This could be shared in either written or oral form.
clwisniewski

Visual impairment in the classroom - 0 views

www.readandspell.com/...al-impairment-in-the-classroom

Visual Impairment in the Classroom

shared by clwisniewski on 17 Nov 21 - No Cached
  • Visual impairment in the classroom
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Another great classroom resource!
  • Visual cues are central to most early childhood education systems.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      This is incredibly true, almost every lesson we will teach have some aspect of a visual. How will we accomplish our lessons without visuals?
  • In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Prior to research, when I heard "vision impairment" I would typically think of someone who is blind. Throughout researching this disability I have realized that it is so much more. Something as simple as needing glasses for being near sided or far sided is consider a vision impairment.
  • ...4 more annotations...
  • Tips for teachers working with students who are visually impaired
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Below are some very basics tips to help accommodate your visually impaired students.
  • Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      An interesting statistic!
  • Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      It's good to continue assessing visually impaired students in case they need further assistance.
  • For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      This could be included in a student's IEP, so they have access to a device that can assist them with reading and writing.
sadielaurenn

Culturally Responsive Teaching: 5 Strategies for Educators - 6 views

www.northeastern.edu/...responsive-teaching-strategies

shared by sadielaurenn on 21 Sep 21 - No Cached
  • Using traditional teaching methods, educators may default to teaching literature by widely accepted classic authors: William Shakespeare, J.D. Salinger, and Charles Dickens, for example, adhering to widely accepted interpretations of the text. Culturally responsive teaching, on the other hand, acknowledges that there’s nothing wrong with traditional texts, Childers-McKee says, but strives to include literature from other cultures, parts of the world, and by diverse authors. It also focuses on finding a “hook and anchor” to help draw students into the content using their past experiences.
  • When integrated into classroom instruction, culturally responsive strategies can have important benefits such as: Strengthening students’ sense of identity  Promoting equity and inclusivity in the classroom Engaging students in the course material Supporting critical thinking
  • 1. Activate students’ prior knowledge.
  • ...4 more annotations...
  • 2. Make learning contextual.
  • 3. Encourage students to leverage their cultural capital.
  • 4. Reconsider your classroom setup.
  • 5. Build relationships.
  • sadielaurenn on 21 Sep 21
     
    steps to culturally relevant teaching importance culturally relevant pedagogy inclusive pedagogies
drewevanaho

Individuals with Disabilities Education Act (ACT) - 1 views

www.apa.org/...idea

Adaptation SOUP IDEA

shared by drewevanaho on 25 Apr 22 - No Cached
  • The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living. Prior to IDEA, over 4 million children with disabilities were denied appropriate access to public education. Many children were denied entry into public school altogether, while others were placed in segregated classrooms, or in regular classrooms without adequate support for their special needs (Katsiyannis, Yell, Bradley, 2001; Martin, Martin, Terman, 1996; U.S. Department of Education, 2010).
    • drewevanaho
      drewevanaho on 25 Apr 22
       
      IDEA definition
drewevanaho

Medical Assistance (MA) / Minnesota Department of Human Services - 1 views

mn.gov/...medical-assistance.jsp

Adaptation SOUP MA

shared by drewevanaho on 29 Jan 22 - No Cached
  • Eligibility To get coverage, you must:  Be a Minnesota resident Be a U.S. citizen or a qualifying noncitizen Provide a Social Security number for each person requesting MA, unless an exception is met Meet the income limit and asset limit, if any Meet any other program rules. What is the income limit? The income limit and calculations depend on your age and who lives with you. If you are pregnant, blind or have a disability, you also may have a different income limit. Some people who do not meet the income limit still may qualify using a spenddown (PDF). A spenddown is like an insurance deductible. This means you are responsible for some medical bills before MA pays. What is the asset limit? Assets are items people own like cars, checking and savings accounts, your home and financial investments. Generally, there is no asset limit for MA for parents, children under 21 and adults without children in the home. Parents and caretaker relatives eligible for MA with a spenddown have an asset limit (PDF). Seniors and people age 21 and older who are blind or have a disability have an asset limit (PDF). Assets that do not count toward the limit include the home where you live, household goods, personal items like clothing and jewelry, and certain assets owned by an American Indian. What if I have other insurance? You still may qualify for MA. You must tell us if you have other health insurance or could get coverage through an employer or military service. Sometimes we can pay the cost of the other insurance so you can keep that coverage.
    • nikkilh
      nikkilh on 29 Jan 22
       
      How to be eligible for MA
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Coverage and Benefits of MA
  • Benefits What is covered and how much does it cost? MA pays for a variety of services like doctor visits, prescriptions and hospital stays. Some services and prescriptions may require prior approval.  For some members, there is no cost. Others may have to pay a portion of the cost of a service. This may include copays, deductibles or spenddowns.  A summary of covered services and costs is online.  A printable summary of covered services and costs (PDF) is also available.  You will get more details on covered services after your application is approved.  When does coverage start? MA may pay for medical bills going back three months from the month we get your application.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Benefits of MA
  • Medical Assistance (MA) is Minnesota’s Medicaid program for people with low income. 
    • nikkilh
      nikkilh on 29 Jan 22
       
      Medical Assistance information
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Definition of MA
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