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Siri Anderson

JPL Climate Time Machine - 0 views

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    Go back and forth on climate change with visualizations. Fancy!
Siri Anderson

Katharine Hayhoe - "Our future is still in our hands" | The On Being Project - The On B... - 0 views

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    This may be a useful resource to those of you who work in environments where there are still those afraid that admitting to the dire direction climate change is pulling our global community is a partisan rather than a scientific issue. Functioning democracy requires that we accept the reality of facts and the powers of reason to discern our ways forward. I enjoyed the talk anyway. ; )
Siri Anderson

Warming Arctic Permafrost Fuels Climate Change Worries - NYTimes.com - 0 views

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    Interact with this article on scientific inquiry into the thawing of the permafrost. Highlight one important fact. Ask one question or make a note about the entire article in a comment.
Siri Anderson

MinnPost - Don Shelby: Climate B.S. of the Year Awards: And the winners are... - 0 views

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    How many cases can you think of where a "science" issue has become this politically charged across the last hundred or so years? Share some examples.
Siri Anderson

The EPA Climate Change Kids Site - 1 views

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    EPA designed kid-friendly material on global warming
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    Lots of great information on climate change with fun games and links to other environmental sites with kid-friendly activities.
Siri Anderson

Climate Change Denial, the Tea Party, MN Koch Oil Refinery, and Newly Elected Republicans - 0 views

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    I'm going to start a discussion line on this in Diigo.
Jill Ollmann

Tiki the Penguin's home page - for kids and for the planet - 0 views

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    Website designed for kids to use with information on topics such as energy, pollution, eating the future, and food. It also has videos, quizzes, and fun stuff too.
emerickjudy

Culturally Responsive Teaching - 1 views

  • concerns that, without the proper guidance, education leaders and individual educators can adopt simplistic views of what it means to teach in culturally responsive ways
  • key scholars and teacher educators Gloria Ladson-Billings, Geneva Gay, and Django Paris
    • emerickjudy
       
      How do educators know if students are benefitting from the CRP or CRT approaches utilized in the classroom?
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  • culturally relevant pedagogy to describe a form of teaching that calls for engaging learners whose experiences and cultures are traditionally excluded from mainstream settings
  • First, teaching must yield academic success. Second, teaching must help students develop positive ethnic and cultural identities while simultaneously helping them achieve academically. Third, teaching must support students’ ability “to recognize, understand, and critique current and social inequalities.”
  • Geneva Gay
  • culturally responsive teaching to define an approach that emphasizes “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”
  • positive changes on multiple levels, including instructional techniques, instructional materials, student-teacher relationships, classroom climate, and self-awareness to improve learning for students.
  • Like Ladson-Billings, Gay also places a strong emphasis on providing opportunities for students to think critically about inequities in their own or their peers’ experience.
  • Django Paris
  • culturally sustaining pedagogy, an approach that takes into account the many ways learners' identity and culture evolve
Bill Olson

Teamwork Skills: Being an Effective Group Member | Centre for Teaching Excellence | Uni... - 0 views

  • To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators: can explain their own ideas express their feelings in an open but non-threatening way listen carefully to others ask questions to clarify others’ ideas and emotions can sense how others feel based on their nonverbal communication will initiate conversations about group climate or process if they sense tensions brewing reflect on the activities and interactions of their group and encourage other group members to do so as well
  • To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills: Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression. Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned. Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators. Respect: Group members communicate their opinions in a way that respects others, focusing on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the process section for more details.
Bill Olson

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

  • 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.
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  • 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.
drewevanaho

Multiple sclerosis - Symptoms and causes - Mayo Clinic - 0 views

  • Multiple sclerosis (
  • disabling disease of the brain and spinal cord (central nervous system).
  • can cause permanent damage or deterioration of the nerves.
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  • ose the ability to walk independently or at all, while others may experience long periods of remission without any new symptoms.
  • no cure for multiple sclerosis
  • Numbness or weakness in one or more limbs that typically occurs on one side of your body at a time, or your legs and trunk Electric-shock sensations that occur with certain neck movements, especially bending the neck forward (Lhermitte sign) Tremor, lack of coordination or unsteady gait
  • Partial or complete loss of vision, usually in one eye at a time, often with pain during eye movement Prolonged double vision Blurry vision
  • lurred speech Fatigue Dizziness Tingling or pain in parts of your body Problems with sexual, bowel and bladder function
  • xperience periods of new symptoms or relapses that develop over days or weeks and usually improve partially or completely.
  • elapses are followed by quiet periods of disease remission that can last months or even years.
  • 50% of those with relapsing-remitting MS eventually develop a steady progression of symptoms, with or without periods of remission, within 10 to 20 years from disease onset
  • autoimmune disease in which the body's immune system attacks its own tissues.
  • Certain infections
  • Climate
  • Vitamin D
  • Certain autoimmune diseases
  • Smoking
  • Muscle stiffness or spasms Paralysis, typically in the legs Problems with bladder, bowel or sexual function Mental changes, such as forgetfulness or mood swings Depression Epilepsy
  • Numbness or weakness in one or more limbs that typically occurs on one side of your body at a time, or your legs and trunk Electric-shock sensations that occur with certain neck movements, especially bending the neck forward (Lhermitte sign) Tremor, lack of coordination or unsteady gait
    • drewevanaho
       
      Symptoms of MS
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    Clinical view of MS
nikkilh

Southeast Comprehensive Center Information Request.pdf - 0 views

SEL

shared by nikkilh on 12 Apr 22 - No Cached
  • Best Practices, Strategies, and Recommendations for Improving School Climate and Culture
  • ED’s guidance is developed to assist stakeholders with effectively selecting and implementing supports that work to improve outcomes for children.
  • In addition to the four levels of evidence for choosing interventions, the ED guidance document emphasizes that “ways to strengthen the effectiveness of ESEA investments include identifying local needs, selecting evidence-based interventions that SEAs, LEAs, and schools have the capacity to implement, planning for and then supporting the intervention, and examining and reflecting upon how the intervention is working,” as illustrated in the figure from the guidance document (U.S. Department of Education, 2016, p. 3).
Katelyn Karsnia

What is PBIS? | PBIS Rewards - 1 views

  • eaching positive and appropriate behavior, instead of punishing misbehavior, is the goal of Positive Behavior Interventions and Supports, or PBIS.
  • methods used to identify and support desired behaviors in the school setting.
  • PBIS seeks to reduce or eliminate poor behavior schoolwide through the encouragement of positive behaviors.
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  • positive school climate includes
  • Tier 2 – Some Students
  • Tier 1 – Universal or Primary Prevention:
  • Schoolwide For all students, staff members, and settings Designed to reduce problem behaviors Increases instructional time
  • A feeling of safety Respect Engagement in learning Involvement in school life Shared vision Involvement of teachers, students, and families
  • ier 2 addresses at-risk behavior.
  • focus on specific groups of students and the underlying issues that may be causing the behavior.
  • Tier 2 interventions parse out the hidden causes behind negative behavior and provide support in changing those behaviors.
  • Tier 2 – Secondary Prevention: Group supports for some students Specialized interventions for students demonstrating at-risk behavior Prevents worsening of problem behaviors
  • These interventions target students who exhibit high-risk behavior.
  • ndividual plan created to address specific academic or behavioral concerns.
  • Tier 3 – Tertiary Prevention:
  • ndividual support for a few students Specialized interventions for students with high-risk behavior Designed to reduce severity of ongoing problem behaviors
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