Skip to main content

Home/ Social Studies, Human Resources and Adptations/ Group items tagged breaks

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Nichole Bartella

CNN.com - Breaking News, U.S., World, Weather, Entertainment & Video News - 0 views

www.cnn.com

CNN news

shared by Nichole Bartella on 05 Sep 09 - Cached
  • Nichole Bartella on 05 Sep 09
     
    CNN.com delivers the latest breaking news and information on the latest top stories, weather, business, entertainment, politics, and more. For in-depth coverage, CNN.com provides special reports, video, audio, photo galleries, and interactive guides.
Ann Thier

Resource record: Immigrants to Minnesota by region and selected country of birth - 0 views

www.demography.state.mn.us/resource.html

social studies immigration in minnesota

shared by Ann Thier on 24 Jan 11 - No Cached
  • Ann Thier on 24 Jan 11
     
    A excel spreadsheet break down of where the immigrants in Minnesota are from.
chlohawk

10 Team-Building Activities Your Whole School Staff Will Love - We Are Teachers - 0 views

www.weareteachers.com/team-building-activities

team-building teams staff

shared by chlohawk on 03 Sep 21 - No Cached
  • chlohawk on 03 Sep 21
     
    Name games, get to know you activities, and trust and teamwork activities are great ways to break the ice and to build rapport with fellow teachers in your building.
julielyncarlson

Students with Down Syndrome in the Classroom - Classful - 2 views

classful.com/down-syndrome-in-the-classroom

Down Syndrome classroom strategies

shared by julielyncarlson on 28 Nov 21 - No Cached
  • A strong preference for visual learning A natural inclination to technology Strong capacity for social understanding and empathy Stead vocabulary acquisition Strong short-term memory Age-appropriate self-help and daily living skills
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Focus on positive attributes to help children achieve!
  • learning challenges
  • Poor auditory memory Hearing and visual weakness Sequencing difficulties Fine motor skills impairment thanks to low muscle tone Brief attention span and distractibility
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      challenges to watch for when working with a Down's student.
  • ...9 more annotations...
  • they often need additional resources outside of the mainstream classroom.
  • Create inclusivity for students with Down Syndrome
  • Build self-esteem
  • Increase attention span
  • Talk clearly
  • Early intervention in preschool for kids with Down syndrome
  • Teaching strategies for students with Down syndromeThe following strategies can help you teach reading to learners with Down syndrome: Capitalizing on the child’s visual-spatial learning style with the help of multimedia teaching resources Keeping instructions well-structured and predictable Incremental teaching, with each lesson building upon what was learned in the previous lesson Breaking reading tasks into manageable pieces with multiple breaks in between Aiding instructions with game-based plays
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Great strategies for students!
  • Does it come with plenty of visual aids and visually-based instructions? Does it have an option for the keyboard instead of handwriting input? Does it include activities and/or modalities to teach specific reading concepts?
  • not all areas of the child’s development are affected by Down syndrome
Siri Anderson

Swedish workers by the hundreds bust a move on lunch breaks - USATODAY.com - 1 views

www.usatoday.com/...1

swedish lunch

shared by Siri Anderson on 03 Apr 12 - No Cached
  • Siri Anderson on 03 Apr 12
     
    Hmmm... could we start a new trend here?
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

quod.lib.umich.edu/...text-idx

Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy

shared by Siri Anderson on 14 Feb 10 - Cached
  • Instructional technology seeks to disprove the idea that "great teachers are born, not made."
  • "Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
  • What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
  • ...15 more annotations...
  • Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
  • The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
  • The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
  • In simple terms, objectivism holds that learners are the passive receivers of knowledge.
  • Cognitivism requires that learners devise methods for learning content.
  • Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
  • Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
  • he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
  • Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
  • The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
  • Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
  • Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
  • By the year 2099 there will no longer be any clear distinction between humans and computers.
  • Siri Anderson on 14 Feb 10
     
    This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
Siri Anderson

Arounder - Travel and Lifestyle in 360-degree Quicktime VR - Virtual Reality Full Scree... - 0 views

www.arounder.com

travel panoramas photography virtual social_studies geography

shared by Siri Anderson on 02 Apr 10 - Cached
  • Siri Anderson on 02 Apr 10
     
    Beautiful views on the word.
  • Siri Anderson on 02 Apr 10
     
    For those of us that didn't get to "get away" over Spring Break a visual vacation...
akudis

10 Ways to Help Students With Anxiety in Your Classroom - 2 views

www.weareteachers.com/help-students-with-anxiety

Anxiety Help Breathing conversations tips breaks moving

shared by akudis on 02 Sep 21 - No Cached
  • akudis on 02 Sep 21
     
    Ways to help the students with anxiety in the school setting.
chlohawk

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

www.edutopia.org/...istance-learning-students-ieps

DL IEP parent-involvement

shared by chlohawk on 03 Sep 21 - No Cached
  • 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:
  • chlohawk on 03 Sep 21
     
    Having parents involved, synchronous, and asynchronous strategies can help IEP students during distance learning
emerickjudy

https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views

reading disability learning dyslexia handbook

shared by emerickjudy on 03 Sep 21 - No Cached
  • So how can you help?
  • Listening to children’s feelings.
  • Rewarding effort, not just “the product.”
  • ...32 more annotations...
  • Helping students set realistic goals for themselves.
  • 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,
  • Accommodations Involving Materials
  • The teacher can help by underlining or highlighting the significant parts of the directions.
  • tear pages from workbooks and materials to present small assignments to students
  • a blank sheet of paper can be used to cover sections of the page n
  • a blank sheet of paper can be used to cover sections of the page
  • asking them to repeat the directions in their own words.
  • Teachers then must supplement the material with practice activities.
  • a glossary of content
  • A reading guide helps the reader understand the main ideas
    • emerickjudy
      emerickjudy on 03 Sep 21
       
      Graphic organizers
  • Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
  • text to speech programs,
  • audio books,
  • Accommodations
  • Accommodations Involving Interactive Instruction
  • Highlight essential information
  • break down the directions into subsets
  • Accommodations
  • Accommodations Involving Student Performance
  • response mode can be changed to underlining, selecting from multiple choices, sorting, or marking.
  • respond on individual chalkboards/whiteboards
  • graphic organizers.
  • graphic organizers
  • lace students close to the teacher.
  • use of assignment books or calendars
  • 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.
    • emerickjudy
      emerickjudy on 03 Sep 21
       
      TRY THIS!
  • 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.
  • Students can be allowed to complete projects instead of oral reports or vice versa.
  • Screenings should be used with all children in a school, beginning in kindergarten,
  • There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
  • 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
    • emerickjudy
      emerickjudy on 03 Sep 21
       
      Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score 21 = Significant Risk *See Colorado Learning Disabilities Questionnaire for more descriptive results
  • emerickjudy on 03 Sep 21
     
    Teacher handbook for dyslexia
winkler_deb

TrillEDU: Culturally Responsive Pedagogy... | Jeffrey Dessources | TEDxNewJerseyCityUni... - 1 views

www.youtube.com/watch

Culturally Responsive Pedagogy_Winkler_Kudis_Fratzke

shared by winkler_deb on 20 Sep 21 - No Cached
    • winkler_deb
      winkler_deb on 21 Sep 21
       
      What types of technology or trends will you use in your classroom?
    • crispinfletcher
      crispinfletcher on 24 Sep 21
       
      I love TED talks myself as something to use. I also plan to use a family connection app to reach out to parents, or at least texting parents. Keeping track and learning to use whatever new tech is being used by students is something I am planning on doing. I have no real idea on what is coming next for tech but I am planning on using it as best as I can.
  • TrillEDU: Culturally Responsive Pedagogy... | Jeffrey Dessources | TEDxNewJerseyCityUniversity
  • chlohawk on 25 Sep 21
     
    Hi, Debi! I also love TED Talks like Joe and because of that I'm a little sad I may not be able to include them in my classroom if I teach in the primary grades like I hope to do. Where I'm at now, I hope that technology will be a help and not in a hindrance in my classroom. I think that using YouTube projected on the Smart Board would be a great way to show read alouds of books I don't have in the classroom, for kids yoga, Go Noodle, chromebooks for ABCYA, playing music for cleanup or relaxing music during writer's workshop, using an Amazon Echo in the classroom for music and timers as well as a break time for kids to ask it questions, etc. I've heard from my mentor school that they use Class Dojo to stay updated with parents and I hope to learn more about that. I know that Google Classroom is great and is what my mentor school used for distance learning.
Kelly Nuthak

Classroom Interventions for Students with Traumatic Brain Injuries | BrainLine - 1 views

www.brainline.org/...dents-traumatic-brain-injuries

TBI education Classroom

shared by Kelly Nuthak on 19 Apr 22 - No Cached
    • Kelly Nuthak
      Kelly Nuthak on 19 Apr 22
       
      Get done to make sure you understand how in-depth the tbi is
  • Structuring the Environment
  • Typical Classroom Accommodations
  • ...10 more annotations...
  • Available Resources and Services
  • Specialized Teaching Strategies
  • 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.
  • 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.
  • Case Study: Josh
    • Kelly Nuthak
      Kelly Nuthak on 19 Apr 22
       
      Case Study on an TBI person
  • Classroom Interventions for Students with Traumatic Brain Injuries
  • Setting the Stage
  • Common Sequelae of TBI
  • Assessment
jkolodji

Applied Behavior Analysis (ABA) | Autism Speaks - 0 views

www.autismspeaks.org/applied-behavior-analysis

Adaptations Siri Alphabet ABA behavior ASD

shared by jkolodji on 14 Jan 22 - No Cached
  • Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
  • ABA therapy applies our understanding of how behavior works
  • increase behaviors that are
  • ...9 more annotations...
  • helpful and decrease behaviors that are harmful or affect learning.
  • Positive reinforcement
  • therapist identifies a goal behavior
  • praise, a toy or book, watching a video, access to playground or other location, and more.
  • help each person work on skills that will help them become more independent and successful in the short term as well as in the future.
  • The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).
  • Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Applied Behavior Analysis (ABA) is a theory based on the science of learning and behavior
  • How does ABA therapy work?
    • nikkilh
      nikkilh on 29 Jan 22
       
      How ABA therapy works
  • Who provides ABA services?
    • nikkilh
      nikkilh on 29 Jan 22
       
      Who provides ABA services
  • jkolodji on 04 Feb 22
     
    "What is Applied Behavior Analysis?  Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior."
Siri Anderson

A Library of Anti-Racist Resources for Educators | Teacher2Teacher - 2 views

www.teacher2teacher.education/...rces-for-anti-racist-educators

anti-racism resources content_area_reading videos TopTen

shared by Siri Anderson on 23 Sep 21 - No Cached
    • arielmormul
      arielmormul on 23 Sep 21
       
      What are some healthy resources that us educators can use to create a classroom that is rooted in being anti-racist?
  • l
  • iving, growing library of anti-racism resources submitted by educators like you
  • ...15 more annotations...
  • collection of resources you’re finding helpful and wanted to share
  • collection of anti-racist resources for educators,
  • ALL students need and deserve characters who look like them and experience life’s challenges in a way that reflects their own
  • equally important that students explore cultures and experiences different from their own
  • use empowerment tools
  • Teaching Tolerance’ is a plethora of free and easy-to-access resources for anti-bias education. It offers lessons and strategies to ground my instructional practices in equity and social justice
  • c
  • onversation starters, reflection questions, even writing prompts that have empathy embedded into them, can help people of all ages break through the paralysis of not knowing what to say and/or the fear of saying something insensitive or offensive
  • address the intersectionality of antiracism and educational technology, along with its importance for educators regardless of where they fall in their career.
  • Be the equity leader in the building
  • onversation of racism will show up in your hallways. Deal with it. Do the work.
  • c
  • stand in the gap for students
  • alking about race is a college/career readiness skill
  • T
1 - 17 of 17
Showing 20▼ items per page