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Katelyn Karsnia

What is PTE ? Pearson Test of English - PTE Academic Exam Preparation - 1 views

www.pteexampreparation.com

ABCSoup ED3780 Siri Adaptations PTE

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • PTE is a computer-based exam that access your English capabilities and the entire exam format comprises of four sections. A) SpeakingB) WritingC) ReadingD) Listening The entire exam takes two and a half hours to complete. Let’s take a look at different sections of PTE.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Definition of PTE
  • – Read Aloud– Repeat Sentence– Describe Image– Re-Tell Lecture– Answer Short Questions
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Speaking Section of PTE
  • focus on Describe Images and Retell Lecture
  • ...5 more annotations...
  • first being Summarize Written Text and the second being writing Essay
  • Summarize Written Text– PTE Essay Topics
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      two components of the writing section of PTE
  • focus on the Re-Order Paragraphs and Fill In The Blanks
  • – Multiple Choice (Choose Single Answer)– Multiple Choice (Choose Multiple Answer)– Re-order Paragraph– Reading: Fill In The Blanks
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Components of reading section
  • – Summarize Spoken Text– Multiple Choice (Choose Multiple Answers)– Fill In The Blanks– Highlight Correct Summary– Multiple Choice (Choose Single Answer)– Select Missing Word– Highlight Incorrect Words– Write From Dictation
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Components of the listening section
Maren Hackbarth

Use Label Logic To Find Healthier Food Choices | Paul Pierce | Paul Pierce's Truth on H... - 1 views

truthonhealth.org/...to-find-healthier-food-choices

food_labels nutrition

shared by Maren Hackbarth on 22 Feb 12 - No Cached
  • Maren Hackbarth on 22 Feb 12
     
    Many of you suggested lesson plans revolving around food labels. Check out this easy to read blog that explains how to read food labels.
emily lane

TheMint.org - Ideas for Teachers - Scarcity, Choice and Decisions - 0 views

www.themint.org/...city-choice-and-decisions.html

NCSS production distribution and consumption

shared by emily lane on 04 Sep 09 - Cached
  • emily lane on 04 Sep 09
     
    This site is a great resource for learning econonmic principles. It includes helpful information for consumers, fun for kids and lesson ideas for teachers.
Bruce Rengo

Polldaddy - 0 views

polldaddy.com/...list-polls.php

shared by Bruce Rengo on 02 Sep 09 - Cached
  • Bruce Rengo on 02 Sep 09
     
    Move your cursor under the question and some choices will appear. Click on preview, and then cast your vote.
Jen Bartsch

Global Trek - 1 views

content.scholastic.com/...lessonplan.jsp

NCSS People Places and Environments Research Skills Countries Continents and Regions Geography Map Skills Technology

shared by Jen Bartsch on 06 Oct 09 - Cached
  • Jen Bartsch on 06 Oct 09
     
    Scholastic's Global Trek is a way for students to travel around the world without ever having to leave their classroom. When students arrive in the country of their choice they are supplied with a suggested travel itinerary. This itinerary offers them links to background information and a chance to read about the country's people.
chlohawk

Highly Sensitive Children: 3 Tips for Their Teachers | Psychology Today - 1 views

www.psychologytoday.com/...children-3-tips-their-teachers

sensitive tips psych

shared by chlohawk on 03 Sep 21 - No Cached
  • chlohawk on 03 Sep 21
     
    Giving choices, checking-in, and advocating for your highly sensitive students are a few ways that you can support them.
Susan Cook

Non-GMO Project - 0 views

www.nongmoproject.org

social_studies green_corps education economics food health choices

shared by Susan Cook on 15 Mar 12 - Cached
  • Susan Cook on 15 Mar 12
     
    Non - Genetically Modified Organisms and many that are! They are in foods you might not expect.
joci wicht

About Earth's Kids - 0 views

www.earthskids.com/change-save_earth.htm

shared by joci wicht on 24 Jan 12 - No Cached
  • joci wicht on 24 Jan 12
     
    A lot of resources from parent, teacher, kid, etc.. perspectives, and has many categories, not a literal focus on environment. - At Earth's Kids we believe that children are our future. Their creativity, values, and choices will shape our society and create waves of impact that may some day be felt all over the planet - perhaps for centuries to come. It's up to us help them make that impact a positive one.
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.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • 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.
  • 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 (
  • 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.
Holly Thumann

Facing History and Ourselves - 0 views

www.facing.org

NCSS Individual Development and Identity

shared by Holly Thumann on 19 Nov 09 - Cached
  • emily lane on 19 Nov 09
     
    Facing History and Ourselves delivers classroom strategies, resources and lessons that inspire young people to take responsibility for their world.
  • Holly Thumann on 23 Nov 09
     
    Linking history to moral choices today
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.
funkychika3

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

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

antiracist_pedagogy

shared by funkychika3 on 18 Sep 21 - No Cached
    • andersonallysa
      andersonallysa on 18 Sep 21
       
      As teachers how can we honor all of our student regardless of race, disability, sexual orientation, or gender to make them feel empowered in the classroom?
  • the strongholds of racism that are embedded into school systems as tradition or practices that have been the bedrock of schooling for as long as any of us can remember.
  • A truly antiracist learning environment empowers all learners to make decisions about their learning and leading in a welcoming and safe environment.
  • ...1 more annotation...
  • Recognize the power structure that exists—both past and present. Acknowledge the purposeful intent and actions of abolishing the limitations of the power structure at hand. Reflect the code of honor by empowering each member of the learning community daily in the structures, supports, and choices available. Make an effort to invite members of the learning community into positions of authority, power, and decision making—even if that means taking yourself out of power to do so. Create opportunities for members of the learning community to make powerful decisions that govern their best possible outcomes.
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
Siri Anderson

Lesson 1 - Actions and consequences | Equality and Human Rights Commission - 0 views

www.equalityhumanrights.com/...son-1-actions-and-consequences

3140 Human Relations LessonPlans K-12

shared by Siri Anderson on 09 Nov 21 - No Cached
  • Understand that our actions can have positive and negative consequences. Be able to make choices that aim to create positive consequences.
  • Siri Anderson on 09 Nov 21
     
    Thansk to Lovely for this useful set of resources.
rachaela

Paulo Freire: the pioneer of critical pedagogy | MNP Blog : Maths - No Problem! - 0 views

mathsnoproblem.com/...e-pioneer-of-critical-pedagogy

ED5780 CriticalPedagogy

shared by rachaela on 27 Sep 21 - No Cached
  • Paulo Freire (1921–1997) was a champion of what’s known today as critical pedagogy: the belief that teaching should challenge learners to examine power structures and patterns of inequality within the status quo.
  • Remember that teachers and children are both learners:
  • Develop their critical literacy
  • ...9 more annotations...
  • Use first names in your school
  • opening your own eyes to the injustices around us
  • When you start to notice how one dominant group in society may be imposing a culture or worldview on everyone else, you can begin to resist it.
  • Encourage active enquiry and curiosity-lead participation:
  • Admit that the teacher doesn’t know everything
  • Give choice
  • Make project work research-oriented
  • Think carefully about texts, clips, and other resources you use
  • Introduce the vocabulary of critical literacy
Katelyn Karsnia

Teaching Students with Disabilities | Center for Teaching | Vanderbilt University - 0 views

cft.vanderbilt.edu/...disabilities

SWD ABCSoup Siri ED3780

shared by Katelyn Karsnia on 27 Jan 22 - No Cached
    • Katelyn Karsnia
      Katelyn Karsnia on 27 Jan 22
       
      prioritize the students NOT the disability
    • Katelyn Karsnia
      Katelyn Karsnia on 27 Jan 22
       
      Student disclosure of a disability is ALWAYS their choice/voluntary.
    • Katelyn Karsnia
      Katelyn Karsnia on 27 Jan 22
       
      Spell things out for students with disabilities so they know what the teacher expects from them. Arranging desks or classroom can help a student with disability to be able to learn even if they have not disclosed that they have a disability.
    • Katelyn Karsnia
      Katelyn Karsnia on 27 Jan 22
       
      Spell things out for students with disabilities so they know what the teacher expects from them. Arranging desks or classroom can help a student with disability to be able to learn even if they have not disclosed that they have a disability.
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