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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.
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.
clwisniewski

Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views

www.teachingvisuallyimpaired.com/mmodations--modifications.html

shared by clwisniewski on 17 Nov 21 - No Cached
  • Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      A group thing to remember, not only with this impairment, but when making all accommodations.
  • Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Again, great to remember with all accommodations!
  • Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      An INCREDIBLE list of accommodations that are available when/if working with a student that has a visual impairment
  • ...2 more annotations...
  • Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      Important to remember! We can make accommodations for students, but not to change the expectations unless approved by the school
  • Reducing assignments so a student only completes the easiest problems;Altering assignments to make them easier;Requiring a student to learn fewer materials that are required by the State's academic content standards; Providing help to a student via hints or clues to the correct answers on assignments and tests.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      If we have a visually impaired student that needs modifications, these are ways to help, which can be indicated on their IEP
Natasha Luebben

Developing Empathy through Retold Fairy Tales | PBS LearningMedia - 0 views

lptv.pbslearningmedia.org/...thy-through-retold-fairy-tales

social studies resource

shared by Natasha Luebben on 10 Oct 21 - No Cached
  • Ask students to define empathy
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      3G: use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking
  • After watching the video, discuss the following questions: What was the most memorable moment in the video? Why did that moment have an impact on you?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      4E: 4E understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values
  • Explore the notion of perspective taking and how it leads to empathy. Ask students, Why is it important both at an individual and a more global level to understand and respect each other’s experiences? (People’s experiences inform their viewpoints.) Have students brainstorm other ways a person can use to become more aware of how another person is feeling, thinking, or behaving and why such insights are important.
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      4E understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values
  • ...3 more annotations...
  • As the groups deepen their understanding of their characters, they should write down or express their ideas through drawings. Circulate among groups and ask guiding questions to help students answer the questions. For example, “What did you read or hear that makes you write/draw that?”
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • Groups should take a few minutes to share and reflect on their work, either with other groups or as a class. Here are some questions to consider:
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • After discussing some of the core skills that are needed to be empathetic, present students with their assignment as well as a rubric. Ask them to choose a folk or fairy tale or myth and rewrite it from the perspective of a different character. (They can choose a hero or heroine, but it may be easier to choose the villain.) How would a more empathetic understanding of the character change the narrative? How would it affect the meaning of the story?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
angieharris

Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

www.learningforjustice.org/...-gender-stereotypes-in-stories

ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision

shared by angieharris on 08 Oct 21 - No Cached
  • Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
  • As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
  • Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
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
madisonryb

Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views

prairiepublic.pbslearningmedia.org/...ing-a-native-american-folktale

Lesson_Plan_Revision Human_Relations

shared by madisonryb on 13 Oct 21 - No Cached
    • madisonryb
      madisonryb on 13 Oct 21
       
      Standard 3G: Students will be encouraged to share their ideas in a discussion about what the storyteller meant by "coyote spirit." Students are asked for evidence from the story that supports their ideas. This will allow them to perform a few of the skills in 3G, student thinking, discussion encouragement, listening, and responding to the questions asked.
  • 1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.
    • madisonryb
      madisonryb on 13 Oct 21
       
      4E Standard: Students are asked to use prior learning to list what they know about coyotes. This will allow them to make connections to their own personal experiences and prior learning of the subject on coyotes. This may relate to culture and community too as it relates to Native American folktale and the interpretation of the term coyote. The students different descriptions of the word "coyote" are then altered to make connections to how it could resemble people.
  • Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.
    • madisonryb
      madisonryb on 13 Oct 21
       
      7I Standard: The students are asked to listen to each of the phrases from the video. They are asked to support their evidence of the meanings that they are given. This allows the students to fully expand their learning and express what they have learned using the expression of listening and speaking.
Siri Anderson

Search Classroom Resources | PBS LearningMedia - 3 views

tpt.pbslearningmedia.org/search

PBS Human Relations History primary_sources

shared by Siri Anderson on 30 Sep 21 - No Cached
  • ways that we can find out about people, places and events that took place a long time ago
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is an example of 4E.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This shows understanding of Standard 4E: "Understand how a students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, and other samples of student thinking." Asking students to brainstorm about the topic they are about to study activates their prior knowledge so they can potentially make a connection between the new material and what they already know.
  • Discuss the responses with the students
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      3G --use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking;" By eliciting student voices in a discussion the teacher can understand how they relate to the concepts that are being taught today.
  • ...8 more annotations...
  • Explain that we can also learn a lot by looking at photographs and drawings from the past.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is a little supportive of 4E, by presenting varied nationalities and cultures within the lesson, and encouraging the students to think that they have agency (you can learn alot) to look into their "photographs or drawings from the past" the teacher is demonstrating respect for the diverse backgrounds in the room.
  • would you like to ask
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is also supporting 3G -- "eliciting student thinking"
  • Ask the groups to compare their photos. Ask them to find at least two things that are similar in the two photos and at least two things that are different.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I, "support and expand learner expression in speaking, writing, and other media" because the teacher is scaffolding experiences for the students to talk to and learn from one another.
  • describe the type of information that they were able to discover from looking at the photographs. (What people looked like, what people wore, etc.) Ask students to share some of the questions that they thought about when observing and comparing the photographs.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      Another example of eliciting student thinking, 3G. Also supports speaking 7I.
  • Kristi never met her father’s parents
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is moderately supportive of 4E. By sharing the story of a person whose family did not have contact the teacher is making more space in the room for learners who also may not have met their grandparents, or parents. ; (
  • Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports 4E, the teacher is establishing that families have different cultural practices which makes more space in the room for children who may have felt that cultural practices in their own family are "weird." This provides space for "difference" as cool.
  • Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I. The students are encouraged to express themselves in a media other than writing and speaking.
  • create their own drawings
    • Siri Anderson
      Siri Anderson on 01 Oct 21
       
      This is another example of 7I because the students are expressing themselves in another medium.
  • Siri Anderson on 30 Sep 21
     
    These standards are not at all aligned with this lesson!
Bill Olson

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

uwaterloo.ca/...s-being-effective-group-member

culture healthy teamwork group skills

shared by Bill Olson on 04 Sep 21 - No Cached
  • 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.
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
steffanie_arneson-bristow

Knights of Labor - History.com Articles, Video, Pictures and Facts - 0 views

www.history.com/...knights-of-labor

labor organization strike labor history industrial revolution knights of labor

shared by steffanie_arneson-bristow on 25 Jan 11 - No Cached
  • steffanie_arneson-bristow on 25 Jan 11
     
    Established in 1869 in Philadelphia the KOL was a secret society of tailors. Following Terence Powderly's rise to leadership in 1877 the organization went public, pursuing such goals as an 8-hour workday, abolishment of child labor, graduated income tax and fair wage. One of several organizations created to "look out for the workers." For students: what was the purpose of labor organizations? How did they differ from labor unions? How was the KOL organized? What power did the labor organizations have? How did they obtain power?
clwisniewski

Visual impairment in the classroom - 0 views

www.readandspell.com/...al-impairment-in-the-classroom

Visual Impairment in the Classroom

shared by clwisniewski on 17 Nov 21 - No Cached
  • Visual impairment in the classroom
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Another great classroom resource!
  • Visual cues are central to most early childhood education systems.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      This is incredibly true, almost every lesson we will teach have some aspect of a visual. How will we accomplish our lessons without visuals?
  • In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Prior to research, when I heard "vision impairment" I would typically think of someone who is blind. Throughout researching this disability I have realized that it is so much more. Something as simple as needing glasses for being near sided or far sided is consider a vision impairment.
  • ...4 more annotations...
  • Tips for teachers working with students who are visually impaired
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Below are some very basics tips to help accommodate your visually impaired students.
  • Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      An interesting statistic!
  • Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      It's good to continue assessing visually impaired students in case they need further assistance.
  • For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      This could be included in a student's IEP, so they have access to a device that can assist them with reading and writing.
ashleydoucette91

What Makes a Family? | Learning for Justice - 1 views

www.learningforjustice.org/...what-makes-a-family

3140 lessons

shared by ashleydoucette91 on 10 Oct 21 - No Cached
  • small group, ask students to brainstorm
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
  • Have them describe different family make-ups
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 3G. Students will be most likely to talk about what they have at home first. By eliciting students share with one another, they bring new experiences to the discussion.
  • Ask students what a biography is
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 4E. - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" Students knowledge of what a biography is will be influenced by their previous knowledge.
  • ...7 more annotations...
  • brainstorm a list of questions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 4E. The list of questions students brainstorm will be based on what they may already know or not know about Michael Oher and his life.
  • share their opinions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 3G eliciting students to share their thinking.
  • students work with a small team to give an oral presentation
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      An example of 7I. - "support and expand learner expression in speaking, writing, and other media" Having small student teams give an oral presentation about what they learned shows how they have expanded their learning. Prompting them to think about new things they learned and built upon previous knowledge. Speaking for a presentation is an appropriate medium for this.
  • Draw the outline of a tree on chart paper
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. Allowing the students to create a visual representation to support and expand all students' knowledge.
  • every student in the class create illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. This allows students to express their knowledge in a different(visual) medium.
  • share their illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Example of 7I.
  • write an acrostic poem using the word FAMILY.
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 7I. It allows students to express themselves in a way that isn't always thought of. This could be shared in either written or oral form.
nikkilh

What is ENVoY and How does it Impact Teacher Efficacy? | MESPA Advocate Blog - 0 views

mespamn.wordpress.com/...oes-it-impact-teacher-efficacy

ENVoY

shared by nikkilh on 14 Mar 22 - No Cached
  • What is ENVoY and How does it Impact Teacher Efficacy?
    • nikkilh
      nikkilh on 14 Mar 22
       
      ENVoY and how it impacts teachers
  • The most significant byproduct of deep levels of ENVoY implementation relates to teacher efficacy, which gives teachers the ability to perform at higher levels while having a positive mindset about their work as a professional.
  • creating a safe and nurturing classroom environment is critical to meeting the emotional, social and academic learning needs of students and that classroom management training is a key component to supporting both pre-service and in-service teachers
  • ...2 more annotations...
  • Classrooms are increasingly culturally and linguistically diverse and have a wide range of learning abilities in every class, and because most teachers are Caucasian and derive from middle-class backgrounds (Tileston & Darling, 2008), these educators may be unintentionally unaware of the needs that diverse learners require, which include the following: significant relationships, assistance with prioritizing and planning, problem solving, locus of control, ability to trust, and responding to criticism.
  • Understanding the differences between self-efficacy and teacher efficacy allows the educator to interact with their students in a manner that produces less power and control in the classroom when operating through the lens of teacher efficacy
Haley Linder

How are We Defined as Americans?: Lesson Plan | And Then They Came for Us | PBS Learnin... - 1 views

tpt.pbslearningmedia.org/...korematsu-institute

Human Relations Americans

shared by Haley Linder on 08 Oct 21 - No Cached
  • the students will explore what it means to them to be an American
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 3G- Students will explore with their classmates what it means to be an American. Students are encouraged to use discuss and write what they think. Students will talk about what it means to them about being an American. Students will use their family history on this piece of discussion
  • "I am an American because_____and____."
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 4E- Students will be using their individual experiences, family, and culture to explain why they are an American. Students are given the chance to express why they are American. This reveals their background and their origin.
  • might wish to watch the film, And Then They Came for Us,
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 7I- Using other forms of media. Students will watch the film to have a complete understanding about the content of the lesson on why we are Americans
  • ...3 more annotations...
  • group discussions of their identity as Americans
  • individual and a group definition of an "American"
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 7I- Students will be divided into groups of four and discuss the definition of an American. They will come up with ideas to express their identity as an American
  • Do you have to be a citizen to be considered an American?
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Students can express their nationalities and their country of origin. They may be born in America but their parents and ancestors might be from a different country.
drewevanaho

Programs and services / Minnesota Department of Human Services - 1 views

mn.gov/...programs-services

Adaptation ADD SOUP

shared by drewevanaho on 29 Jan 22 - No Cached
  • Minnesota's child protection system responds to situations where children are alleged to be maltreated and helps support families to safely care for their children.
    • nikkilh
      nikkilh on 29 Jan 22
       
      BCF MN
  • In Minnesota, approximately 25,000 children are reported for abuse and neglect to the child protection system each year, which counties and tribes assess
    • nikkilh
      nikkilh on 29 Jan 22
       
      Stats
  • Small steps • Meet and greet your neighbors to generate a friendly environment. • Get to know other parents in your neighborhood. • Help families under stress by offering to babysit or run errands. • Provide food to families in need. • Volunteer at schools, libraries, community centers or other locations that offer children's activities. • Talk with children one-on-one to develop a sense of connection. • Report any concerns about a child being harmed to local county social services agency or the police. Big steps
    • nikkilh
      nikkilh on 29 Jan 22
       
      Steps to help prevent neglect and abuse
  • ...1 more annotation...
  • How do I report abuse or neglect?
    • drewevanaho
      drewevanaho on 20 Mar 22
       
      How to report
Alys Mosher

Galileo Educational Network Association - 0 views

www.galileo.org/...essential_questions.html

essentialquestions essential_questions education curriculum Essential Questions history inquiry

shared by Alys Mosher on 28 Sep 10 - Cached
  • key components
  • arise from people's attempts
  • to learn more about the world(s) we live in
  • ...6 more annotations...
  • invite perspective to be brought to bear in order to develop deep understanding
  • Attempts to answer essential questions allow people to explore the connection between their personal, individual, unique experience of the world and its exterior, objective, held-in-common dimensions
  • allow us to explore what knowledge is, how it came to be, and how it has changed through human history
  • poised at the boundary of the known and the unknown
  • reaches beyond itself
  • engages the imagination in significant ways
  • Alys Mosher on 28 Sep 10
     
    Key Components of essential questions
  • Alys Mosher on 28 Sep 10
     
    Helps you understand the foundation of an essential question and how to form one.
sadielaurenn

How to Practice Culturally Relevant Pedagogy | Teach For America - 5 views

www.teachforamerica.org/...e-culturally-relevant-pedagogy

culturally relevant pedagogy inclusive pedagogies

shared by sadielaurenn on 21 Sep 21 - No Cached
  • Culturally Relevant Pedagogy (CRP) is a philosophical outlook towards one’s approach to teaching that informs the what, the how, and the why. CRP focuses on the academic and personal success of students as individuals and as a collective. It ensures students engage in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage the world and others critically.  
  • Culturally Relevant Pedagogy equips us as teachers to provide our students with the type of education they not only deserve but are entitled to.  An education that recognizes and celebrates their identities, lived experiences and culture. An education that nurtures their inherent brilliance and infinite potential.  An education that doesn’t set them up to “fit into,” accept or replicate an inequitable system, but one that equips them with the tools to transform it. An education that cultivates strong trunks, beautiful branches, colorful leaves, and deep roots.
    • sadielaurenn
      sadielaurenn on 21 Sep 21
       
      Great piece to remember as a teacher.
chlohawk

With Boys in Mind / Teaching to the Minds of Boys - ASCD - 1 views

www.ascd.org/...teaching-to-the-minds-of-boys

boys boy-friendly tips classroom

shared by chlohawk on 03 Sep 21 - No Cached
  • who's perpetually in motion,
  • ho stares into space,
  • w
  • ...12 more annotations...
  • turns in rushed and sloppy work and receives failing grades.
  • By introducing more boy-friendly teaching strategies in the classroom, the school was able to close the gender gap in just one year.
  • he now understands how relevant this focus on action and heroism is to males, and she sees that letting boys write on these topics has improved their papers.
  • he task-oriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and attentive.
  • Realizing the need for nonverbal planning tools, especially in males, to help bridge the gap between what students are thinking and what they're able to put down on paper, Mrs. Johnston now asks Timothy and his classmates to create storyboards, a series of pictures with or without words that graphically depict a story line. T
  • n her 2nd grade classroom, most of the boys read and write about such topics as NASCAR racing, atomic bombs, and football or about such situations as a parrot biting a dad through the lip. Many of the girls write about best friends, books, mermaids, and unicorns.
  • eachers tended to view the natural assets that boys bring to learning—impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression—as problems. By altering strategies to accommodate these more typically male assets, Douglass helped its students succeed, as the following vignettes illustrate.
  • One of the primary reasons that some boys getDs and Fs in school is their inattention to homework.
  • parents sign homework assignments.
  • One of the innovations that teachers can use in targeted ways in coeducational classes is single-gender grouping.
    • chlohawk
      chlohawk on 03 Sep 21
       
      How and when can I implement one of these strategies in the first week of school with my boy learners?
  • Quite often, boys do their best work when teachers establish authentic purpose and meaningful, real-life connections.
  • chlohawk on 03 Sep 21
     
    Creating a boy-friendly classroom, increasing experiential and kinesthetic learning opportunities, supporting literacy through visual-spatial representations and more strategies can support our boy learners.
nikkilh

The Power of Mindfulness: What You Practice Grows Stronger | Shauna Shapiro | TEDxWashi... - 0 views

www.youtube.com/watch

SEL

shared by nikkilh on 12 Apr 22 - No Cached
  • 5:58Translator: Peter van de VenReviewer: Mile ŽivkovićUp nextLiveUpcomingCancelPlay NowYou're signed outVideos you watch may be added to the TV's watch history and influence TV recommendations. To avoid this, cancel and sign in to YouTube on your computer.CancelConfirmTEDx Talks
  • nikkilh on 12 Apr 22
     
    TED Talk Dr. Shauna Shaprio
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