ways that we can find out about people, places and events that took place a long time ago
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Search Classroom Resources | PBS LearningMedia - 3 views
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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.
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Discuss the responses with the students
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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.
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Explain that we can also learn a lot by looking at photographs and drawings from the past.
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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.
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would you like to ask
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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.
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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.
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Kristi never met her father’s parents
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Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
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Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
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create their own drawings
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What Does an Inclusive Classroom Look Like? - 0 views
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Decisions are made on the basis of student needs and not on labels and places. The general education classroom at the student’s enrolled grade level is the reference point for student-specific planning. Expectations are high. Instruction is based on the curriculum standards adopted by the school or state. There is not a separate curriculum. Individualized supports are available when needed.
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I like to think that effective inclusion is about names, the uniqueness of every child, and not numbers or scores. It’s about student needs, and not the labels often attached to individual students. And, effective inclusion is about the services provided rather than the places where those services are offered.
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Although standards and observation checklists are helpful guides to identify inclusive classrooms, sometimes it’s easier to remember what I call the “3 R’s” of effective inclusion–respect, relationships and responsibility.
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How to Improve Distance Learning for Students With IEPs | Edutopia - 0 views
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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.
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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.”
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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
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A reading guide helps the reader understand the main ideas
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Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
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Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
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peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
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There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
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School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply: Total Score <16 = Minimal Risk Total Score 16-21 = Moderate Risk Total Score >21 = Significant Risk
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shared by madisonryb on 13 Oct 21
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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
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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.
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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.
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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.
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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.
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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.
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'Increase Teachers of Color Act of 2021' clears education committee on party-line vote ... - 0 views
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requiring districts to modify their World’s Best Workforce strategic plans to include access for all learners to an ethnic studies curriculum using culturally responsive methodologies;
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Curriculum Development for Gifted Students | Study.com - 0 views
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Increasing Depth, Complexity, and RigorAnother way to develop curriculum for gifted learners is to incorporate greater depth, complexity, and rigor. You can achieve this through a variety of strategies. One simple method is to provide students with questions requiring a higher level of critical thinking. Discussion groups, such as Socratic seminars and fishbowl discussions, in which students explore such questions are particularly effective--you can ask your students to paraphrase their peers' responses and then add on or pose other questions.
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How and why did religion evolve? - BBC Future - 4 views
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shared by Bill Olson on 24 Sep 21
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Critical pedagogy: schools must equip students to challenge the status quo | Teacher Ne... - 0 views
www.theguardian.com/...ogy-schools-students-challenge
critical classroom implement doing schools cultural literacy opinion
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The pedagogy popularised by E.D.Hirsch, and recently promoted by the likes of Civitas, reduces teaching into nothing more than a bleak transmission model of learning.
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But Hirsch's "cultural literacy" is a hegemonic vision produced for and by the white middle class to help maintain the social and economic status quo.
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Young people who enter the educational system and don't conform to this vision are immediately disadvantaged by virtue of their race, income or chromosomes.
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Moreover, teaching a prescribed "core knowledge" instills a culture of conformity and an insipid, passive absorption of carefully selected knowledge among young people.
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The narcissistic notion that we can help underprivileged students by providing them with teachers who are privileged young graduates from elite institutions is a mistake.
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Teachers can't ignore the contexts, culture, histories and meanings that students bring to their school.
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Working class students and other minority groups need an education that prepares them with the knowledge of identifying the problems and conflicts in their life and the skills to act on that knowledge so they can improve their current situations.
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School leaders have a duty to promote learning that encourage students to question rather than forcing teachers to lead drill-oriented, stimulus-and-response methodologies.
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Students need the freedom and encouragement to determine and discover who they are and to understand that the system shouldn't define them – but rather give them the skills, knowledge and beliefs to understand that they can set the agenda.
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The philosophy was first described by Paulo Freire and has since been developed by the likes of Henry Giroux, Peter McLaren and Roger Simon. Critical pedagogy isn't a prescriptive set of practices – it's a continuous moral project that enables young people to develop a social awareness of freedom. This pedagogy connects classroom learning with the experiences, histories and resources that every student brings to their school. It allows students to understand that with knowledge comes power; the power that can enable young people to do something differently in their moment in time and take positive and constructive action.
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shared by crispinfletcher on 21 Sep 21
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Trauma-Informed Schools | NEA - 7 views
www.nea.org/...trauma-informed-schools
trauma-informed-pedagogy trauma help strategies PTSD poor ACE
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Hi there, Joe! I'm so glad that you posed this question in response to this great resource. As somebody with several ACEs myself, I think that using a good mix of empathy and sympathy is a great place to start. Put yourself in their shoes and think of what you would have liked for your teacher to have done to help you, whether or not you share that experience with the student. Also, your colleagues are on your team, so pick their brains for what works for them. Lastly, educate yourself and learn about what you can do for your student, and from your student! Sometimes it can be as simple as asking your student what you can do to help and hopefully they could find a way to communicate their needs.
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Timely Progress Review - yourtickettowork.ssa.gov - 1 views
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A Timely Progress Review (TPR) is Social Security's way to track the progress of a Ticket Holder under the Ticket to Work Program.
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What is a Timely Progress Review?
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Classroom Interventions for Students with Traumatic Brain Injuries | BrainLine - 1 views
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Select a meaningful goal or skill the student will need to learn and present it at the level of the student; Provide a simple rationale to help the student understand the relevance of the skill; Give clearly stated task directions (limit the number of steps) and ask the student to repeat or paraphrase the directions to ensure understanding; Break tasks into small steps and demonstrate each step; Provide opportunities for student response and practice at an appropriate pace; Provide immediate feedback and error correction when necessary—feedback should be positive and systematic; and Use verbal praise and encouragement frequently.
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Use a direct statement telling the student to start (rather than stop) a behavior; Look directly at the student as you give the request, move close, and use a soft, calm voice.; speak clearly, slowly and concisely—do not shout. Limit requests to only two or three at a time and give requests that the student is capable of following; Allow enough time for the student to follow through; and Recognize their effort with verbal praise and encouragement.
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shared by Siri Anderson on 23 Feb 23
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What about the other kids in the room? - Unconditional - 4 views
unconditionallearning.org/...out-the-other-kids-in-the-room
trauma-informed-pedagogy Jessamay_Pesek EdPsych 3110-5110 Adaptations 3780-5780
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rebeccadavidson liked it
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The “other students” in the room have agency over how they show up in difficult moments. Just like we support students to practice and use their agency responsibly in their learning, friendships, and community, we can do the same when it comes to moments of crisis
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What’s the dividing line between stress and trauma? While there’s no clear answer, one key element is sense-making
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Our students need us to help them understand what it means when a classmate is struggling. They need us to create space and hear how they felt, and validate their emotions. They need help understanding why a situation got so big and scary all of a sudden. They need to hear us say that their classmate is getting the support they need (and mean it), and to hear us say that their classmate is still a cherished member of our community
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Frontiers | Could Acting Training Improve Social Cognition and Emotional Control? - 0 views
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Goldstein et al. (2013) found that a year of acting practice decreased the use of emotional suppression in children aged 7–10, while adolescents majoring in acting at high school (compared to other art majors e.g., music) used less suppression. Additionally, 4–5-years olds randomly assigned to an 8-week drama condition (compared to block building or reading) showed increased emotional control (i.e., inhibition of affective responses to observed or discussed distress; Goldstein and Lerner, 2018).
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The ability to represent others' mental states, referred to as ToM or cognitive empathy, plays a critical role in understanding and navigating social situations
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Behavior Intervention Plans (BIP) for Your Students - 1 views
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BIP may include
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data is used to create the BIP document. It should include: Target behaviorsSpecific goals that are measurableIntervention description of how it will be doneWhen the intervention starts and how often it will be doneMethod of evaluationPersons responsible for each part of the intervention and evaluationData from evaluation
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takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior.
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Medical Assistance (MA) / Minnesota Department of Human Services - 1 views
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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.
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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.
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Medical Assistance (MA) is Minnesota’s Medicaid program for people with low income.
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12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views
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ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
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Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
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llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
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Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
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aking the time to learn the basics of where a child comes from — exactly, not ‘somewhere in the Middle East/South America/Asia/Africa’ — tells the
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If you anticipate a theme coming up in your class that’s going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it’s appropriate for in-class discussion.
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By modeling the risk-taking that’s required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it.
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ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
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Special Education - 0 views
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comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students.
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Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
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Person-centered practices empower students with disabilities and their families to make decisions about their own lives.
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Parents are a critical partner in every phase of identifying a student for special education and in establishing the IEP.
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outlines the unique needs of the student and the specialized goals and objectives that will help the student make educational progress.
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Students in special education have a disability and are in need of specialized instruction. A comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students. For every student who needs special education services, the team develops a special document called an Individualized Education Program (IEP).
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Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
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The Individual Education Program (IEP)
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Public Law 94-142 - LAWS.com - 0 views
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Public law 94-142 is the Individuals with disabilities education Act. This piece of legislations is a United States federal law that is responsible for governing how states and various public agencies provide early intervention, special education and other related services to children with disabilities.