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nikkilh

5 Principles of Outstanding Classroom Management | Edutopia - 0 views

www.edutopia.org/...tstanding-classroom-management

ClassroomManagement

shared by nikkilh on 14 Mar 22 - No Cached
    • nikkilh
      nikkilh on 14 Mar 22
       
      Classroom management
  • 5 Principles of Outstanding Classroom Management
  • 1. Take Care of Yourself to Take Care of Your Students
  • ...11 more annotations...
  • Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment.
  • 2. Focus on Building Relationships
  • Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management.
  • 3. Set Rules, Boundaries, and Expectations (and Do It Early)
  • Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public
  • 4. Take a Strength-Based Approach
  • A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient
  • don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully.
  • Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you.
  • 5. Involve Parents and Guardians
  • The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress.
nikkilh

Don't try to be mindful | Daron Larson | TEDxColumbus - YouTube - 0 views

www.youtube.com/watch

SEL

shared by nikkilh on 12 Apr 22 - No Cached
  • Don’t try to be mindful | Daron Larson | TEDxColumbus
  • nikkilh on 12 Apr 22
     
    TED talk
jkolodji

What is Non-Verbal Learning Disorder | NVLD Symptoms | Child Mind Institute - 2 views

childmind.org/...s-non-verbal-learning-disorder

Adaptations Siri Alphabet BSU NLD

shared by jkolodji on 29 Jan 22 - No Cached
  • What Is Non-Verbal Learning Disorder? Difficulty picking up concepts and patterns affects kids visually, socially and academically
    • nikkilh
      nikkilh on 29 Jan 22
       
      Nonverbal learning disability definition
  • Like autistic kids, kids with NLD often have trouble picking up social cues.
    • nikkilh
      nikkilh on 29 Jan 22
       
      what kinds of troubles kids with NLD have
  • Recognizing NLD patterns
    • nikkilh
      nikkilh on 29 Jan 22
       
      how to recognize NLD patterns
  • ...1 more annotation...
  • LD affects other, “non-verbal” kinds of learning like the ability to notice patterns and learn concepts. These include visual patterns, social patterns, and concepts in language and math.
  • jkolodji on 04 Feb 22
     
    Good article about non-verbal learning disorders
nikkilh

How To Use Resources On This Site * Multilingual Learning Toolkit - 0 views

www.multilinguallearningtoolkit.org/how-to-use-this-site

Multilingual-learners

shared by nikkilh on 18 Feb 22 - No Cached
  • PreK-TK Scavenger Hunt K-1 Scavenger Hunt 2-3 Scavenger Hunt
    • nikkilh
      nikkilh on 18 Feb 22
       
      Scavenger hunt links
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.
chlohawk

To reach girls in classroom, align practices to specific learning needs - kappanonline.org - 1 views

kappanonline.org/bs-reaching-girls-in-classroom

girls tips inclusion equality

shared by chlohawk on 03 Sep 21 - No Cached
  • Characteristics of lessons Clear lessons; Lessons relevant to students’ lives; and Collaborative lessons. Particular activities Class discussions; Hands-on; Multimodal; Creativity and the creative arts; and Out-of-class experiences.
  • Among the eight components that we identified as contributing to effective and engaging lessons, the components reflected in the above narrative are relevance to this girl’s life and group collaboration.
  • One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need.
  • ...2 more annotations...
  • Teachers designed lessons that captured student attention, which led to more meaningful classroom learning. This suggests that girls, like boys, elicit the pedagogy they need, though perhaps without (overtly) displaying resistance to the degree that boys do, and that both male and female teachers of girls are especially attuned to what girls need in terms of pedagogy and activities that maximize girls’ engagement.
    • chlohawk
      chlohawk on 03 Sep 21
       
      How can I work to meet the needs of boys AND girls in my classroom? What are the practices that will enhance the learning of them both without taking away from the other in any way?
  • chlohawk on 03 Sep 21
     
    Relating lessons to real life, having clear lessons that are collaborative, including class discussions, creating hands on activities, including creative arts and out of classroom experiences can better enhance the education of girl learners.
Siri Anderson

TeacherPrints | Demo - 0 views

www.teacherprints.org/demo_intro

technology-assisted-learning instructional_strategies teacher-effectiveness

shared by Siri Anderson on 27 Sep 21 - No Cached
  • Siri Anderson on 27 Sep 21
     
    This looks like a really interesting tool. I'd love it if someone tried it in their class and then shared the results with us in class.
Kelly Nuthak

Lost at School Reading Notes FULL - EDFS 002 - UVM - StuDocu - 1 views

www.studocu.com/...1954568

understanding behavior Adaptations

shared by Kelly Nuthak on 31 Mar 22 - No Cached
  • Lost at School Reading Notes FULL - EDFS 002 - UVM - StuDocu
  • Lost at School Reading Notes
  • Lost at School Reading Notes
  • Kelly Nuthak on 31 Mar 22
     
    Greene short description
drewevanaho

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

www.healthline.com/...speech-therapy

Adaptation SOUP SP SLP

shared by drewevanaho on 26 Jan 22 - No Cached
  • Speech therapy is the assessment and treatment of communication problems and speech disorders.
  • performed by speech-language pathologists (SLPs),
  • used to improve communication.
  • ...12 more annotations...
  • articulation therapy, language intervention activities, and others depending on the type of speech or language disorder.
  • develop in childhood
  • n adults caused by an injury or illness, such as stroke or brain injury.
  • For your child
  • problem solving, memory, and organization, and other activities geared at improving cognitive communicationconversational tactics to improve social communicationbreathing exercises for resonanceexercises to strengthen oral muscles
  • nteract through talking and playing, and using books, pictures other objects as part of language intervention to help stimulate language developmentmodel correct sounds and syllables for a child during age-appropriate play to teach the child how to make certain soundsprovide strategies and homework for the child and parent or caregiver on how to do speech therapy at home
  • peech therapy exercises for adults can help you with speech, language, and cognitive communication.
  • During speech therapy for children, the SLP may:
    • Kelly Nuthak
      Kelly Nuthak on 30 Jan 22
       
      speech disorders that can be treated with speech therapy.
  • How long do you need speech therapy?
  • How successful is speech therapy?
  • Speech therapy is the assessment and treatment of communication problems and speech disorders. It is performed by speech-language pathologists (SLPs), which are often referred to as speech therapists.
    • drewevanaho
      drewevanaho on 27 Apr 22
       
      ST and SLP definition
Katelyn Karsnia

Visual Impairment: What Is Impaired Vision? - 1 views

www.allaboutvision.com/...visual-impairment

ABCSoup Siri ED3780 Adaptions VI

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • common vision-threatening eye diseases are:
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Common eye disease that can cause visual impairment
  • visual field of
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      What visual impairment is classified as and what blindness is
  • common method
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Common visual measurements
  • ...12 more annotations...
  • Visual impairment, or vision impairment,
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Definition of Visual impairment
  • DiabetesStrokeThyroid diseaseMyasthenia gravisLyme diseaseAIDSTumors located in or around the eye
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Illness that can cause vision problems
  • The eye itselfOptic nerveOrbit (area around each eye)The vision pathways inside the head
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Injuries that can cause visual problems
  • Head injuries
  • Together with doctors and other medical professionals, humanitarian groups and organizations such as the National Federation of the Blind, the American Council for the Blind and Hadley can offer a helping hand to those affected by vision loss.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Resources to help people with impaired vision
  • means full correction is not even possible with the help of glasses, contact lenses, medication or vision surgery.
  • means that someone’s eyesight is reduced (impaired) to the extent that it can’t be corrected to a normal level.
  • Moderate visual impairmentVisual acuity: 20/70 to 20/160Severe visual impairmentVisual acuity: 20/200 to 20/400 and/orVisual field: 20 degrees or lessProfound visual impairmentVisual acuity: 20/500 to 20/1000 and/orVisual field: 10 degrees or less
  • less than 20
  • his degree of visual field loss is classified as legally blind.
  • Total blindness is the absence of all light.
  • Macular degenerationDiabetic retinopathyGlaucomaCataractsSerious eye infections
Katelyn Karsnia

Autism and related disorders - ScienceDirect - 1 views

www.sciencedirect.com/...B9780444520029000231

ABCSoup ED3780 PDD Autism Siri adaptions

shared by Katelyn Karsnia on 19 Mar 22 - No Cached
  • group of neurodevelopmental disorders that include autistic disorder, Asperger's disorder, pervasive developmental disorder – not otherwise specified (PDD-NOS), childhood disintegrative disorder (CDD), and Rett's disorder.
  • pervasive developmental disorders
drewevanaho

About Us | SAMHSA - 1 views

www.samhsa.gov/about-us

Adaptation SOUP SAMHSA

shared by drewevanaho on 29 Jan 22 - No Cached
  • The Substance Abuse and Mental Health Services Administration (SAMHSA) is the agency within the U.S. Department of Health and Human Services that leads public health efforts to advance the behavioral health of the nation. SAMHSA's mission is to reduce the impact of substance abuse and mental illness on America's communities.
    • nikkilh
      nikkilh on 29 Jan 22
       
      SAMHSA definition and mission
  • Congress established the Substance Abuse and Mental Health Services Administration (SAMHSA) in 1992 to make substance use and mental disorder information, services, and research more accessible
    • nikkilh
      nikkilh on 29 Jan 22
       
      Who SAMHSA is and how they help
  • SAMHSA has advisory councils or committees to advance its goals. Through these councils and committees, SAMHSA draws advice from public members and professionals in the field of substance abuse and mental health.
    • nikkilh
      nikkilh on 29 Jan 22
       
      SAMHSA advisory councils
  • ...1 more annotation...
  • SAMHSA has advisory councils or committees to advance its goals. Through these councils and committees, SAMHSA draws advice from public members and professionals in the field of substance abuse and mental health.
    • Kelly Nuthak
      Kelly Nuthak on 30 Jan 22
       
      thanks!
sherrillk4452

12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/-students-mainstream-classroom

ML Learners

shared by sherrillk4452 on 18 Feb 22 - No Cached
  • Challenging concepts should be
  • diagrammed or supported with pictures
  • Sometimes showing our students what to do is all they need in order to do it,”
  • ...29 more annotations...
  • mprove comprehension
  • help all of your students grasp concepts better.
  • ELL students,
  • If you really want the kids to learn, they’ve got to be engaged.”
  • where students can practice language with their peers in a more personal, lower-risk setting
  • more small groups,
  • o the strong relationship she had with the regular classroom teachers
  • ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
  • silent period,
  • Don’t force them to talk if they don’t want to,”
  • ill speak very little, if at all
  • pair him with other students who speak his native language
  • Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
  • Allow them to write in their first language if they’re able.
  • llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
  • consider the whole list of terms you’re going to teach for a unit,
  • Sentence frames
  • I disagree with what _________ said because…
  • Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
  • as to become a regular part of class
  • Pre-teach
  • The kids feel so empowered if they’ve had a chance to look at the material ahead of time.”
  • 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
  • student that you respect her enough to bother.
  • learn
  • bout students’ religious and cultural practices. If
  • 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.
  • 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.
  • ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
nikkilh

Frontiers | Differentiated Instruction in Secondary Education: A Systematic Review of R... - 0 views

www.frontiersin.org/...full

Differentiation

shared by nikkilh on 31 Jan 22 - No Cached
  • Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence
    • nikkilh
      nikkilh on 31 Jan 22
       
      Differentiated instruction in secondary education
  • Differentiation is a philosophy of teaching rooted in deep respect for students, acknowledgment of their differences, and the drive to help all students thrive. Such ideas imply that teachers proactively modify curricula, teaching methods, resources, learning activities, or requirements for student products to better meet students' learning needs
  • Although the concept of differentiated instruction is quite well-known, teachers find it difficult to grasp how differentiated instruction should be implemented in their classrooms
  • ...1 more annotation...
  • Table 1. Theoretical model of within-class differentiation.
Kelly Nuthak

Autism, PDD-NOS & Asperger's fact sheets | Effects of Autism on education and school - 0 views

www.autism-help.org/m-education-school-effects.htm

ASD autism school

shared by Kelly Nuthak on 05 Feb 22 - No Cached
  • Some basic strategies for the classroom
    • Kelly Nuthak
      Kelly Nuthak on 05 Feb 22
       
      Basic Strategies for ASD students
  • Autism Spectrum Disorders
  • • Verbal and nonverbal communication • Social interaction • Imaginative or creative play • Sensory processing.
jkolodji

20 Differentiated Instruction Strategies and Examples [+ Downloadable List] | Prodigy E... - 3 views

www.prodigygame.com/...n-strategies-examples-download

Adaptations Siri differentiation examples links lessons

shared by jkolodji on 07 Sep 21 - No Cached
  • 20 Differentiated Instruction Strategies and Examples [+ Downloadable List]
    • nikkilh
      nikkilh on 31 Jan 22
       
      20 differentiated instruction strategies and examples
  • 2. Use Task Cards
  • 3. Interview Students
  • ...17 more annotations...
  • 4. Target Different Senses Within Lessons
  • 5. Share Your Own Strengths and Weaknesses
  • 6. Use the Think-Pair-Share Strategy
  • 7. Make Time for Journaling
  • 8. Implement Reflection and Goal-Setting Exercises
  • 9. Run Literature Circles
  • 18. Relate Math to Personal Interests and Everyday Examples
  • 10. Offer Different Types of Free Study Time
  • 12. Give Different Sets of Reading Comprehension Activities
  • 13. Assign Open-Ended Projects
  • 14. Encourage Students to Propose Ideas for Their Projects
  • 15. Analyze Your Differentiated Instruction Strategy on a Regular Basis
  • 16. “Teach Up”
  • 17. Use Math EdTech that Adjusts Itself to Each Student
  • 11. Group Students with Similar Learning Styles
  • 19. Play a Math-Focused Version of Tic-Tac-Toe
  • 20. Create Learning Stations, without Mandatory Rotations
Siri Anderson

Division of Labor - Contemporary Divisions Of Labor - Gender, Cohabitation, Theory, Fam... - 0 views

family.jrank.org/...temporary-Divisions-Labor.html

shared by Siri Anderson on 23 Jan 11 - No Cached
  • Nevertheless, the average married woman in the United States did about three times as much cooking, cleaning, laundry, and other routine housework in the 1990s as the average married man. Household work continues to be divided according to gender, with women performing the vast majority of the repetitive indoor housework tasks and men performing occasional outdoor tasks (Coltrane 2000).
  • Getting married increases women's domestic labor, whereas it decreases men's.
  • Educational differences between spouses are rarely associated with divisions of labor, and men with more education often report doing more housework, rather than less, as resource theories predict. Similarly, total family earnings have little effect on how much housework men do, though middle-class men talk more about the importance of sharing than working-class men. Some studies show that spouses with more equal incomes— usually in the working class—share more household labor, but women still do more than men when they have similar jobs
  • Siri Anderson on 23 Jan 11
     
    stats on gender and household responsibilities in the US today
Bill Olson

Inclusive Teaching Strategies | Poorvu Center for Teaching and Learning - 0 views

poorvucenter.yale.edu/InclusiveTeachingStrategies

diversity inclusion awareness

shared by Bill Olson on 04 Sep 21 - No Cached
  • Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ own contexts while exploring those contexts. Students are more motivated to take control of their learning in classroom climates that recognize them, draw relevant connections to their lives, and respond to their unique concerns (Ambrose et. al, 2010).
  • Examine Implicit Biases - Instructors can consider their own attitudes towards students and strive to minimize negative impacts. This process can involve actively monitoring interactions with different types of students, implementing policies like name-blind grading and inter-rater grading to minimize the impact of bias, and maintaining high expectations for all students.
  • Maintain Awareness of Classroom Diversity - Instructors can develop and maintain their awareness and understanding of various racial and socioeconomic factors in their classes, as a way to test their implicit bias, ensure equal access for all their students, and even enrich classroom discussion.
  • ...1 more annotation...
  • Add a Diversity Statement to Syllabus - Instructors can address diversity issues head-on during the first class session by inviting students to discuss the syllabus in earnest; explaining the teaching philosophy with regards to other inclusive teaching methods; and outlining classroom ground rules for respectful classroom discussions and an inclusive community.
Jenny Mathiesen

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

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life

Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  • ...5 more annotations...
  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
drewevanaho

Pervasive Developmental Disorders Information Page | National Institute of Neurological... - 1 views

www.ninds.nih.gov/...tal-Disorders-Information-Page

Adaptation SOUP PDD

shared by drewevanaho on 26 Apr 22 - No Cached
  • There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need. Some children with PDD benefit from specialized classrooms in which the class size is small and instruction is given on a one-to-one basis. Others function well in standard special education classes or regular classes with additional support.
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      "Treatment" for PDD
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