ways that we can find out about people, places and events that took place a long time ago
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Seed Savers Exchange - 2 views
www.seedsavers.org
social_studies gardening seeds sustainability organic garden heirloom plants food
shared by Kirstin Melaas on 15 Jan 12
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pdf document - 0 views
wintercounts.si.edu/...lakotaTG_full.pdf
MN Standard I A 1 MN Standard I C 1 History Language Arts Visual Arts Lakota Sioux Calendar Culture
shared by Jen Bartsch on 05 Sep 09
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Places in the Heart (1984) - IMDb - 0 views
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Edna Spalding finds herself alone and broke on a small farm in the midst of the Great Depression when her husband the Sheriff is killed in an accident. A wandering black man, Moses, helps her to plant cotton to try and keep her farm and her kids together. She also takes on a blind border, Mr. Will, who lost his sight in the first World War. She must endure storms and harsh labor to try and make her mortgage payment on time.
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Freedom Schools Curriculum - 1 views
www.educationanddemocracy.org/...C_CC1_Units1to6.htm
Critical_Pedagogy Leslie_Dunlap US_history Myles_Horton 1965 race hegemony what works
shared by sabrinaetienne on 26 Sep 21
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Help Dyslexic Students Prepare for the New School Year - 1 views
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Seminis ~ Products ~ Home Gardeners ~ Products - 0 views
us.seminis.com/...hg_products.asp
social_studies gardening seeds sustainability organic garden heirloom plants food keep monsanto veggie patch green_corps economics
shared by Kirstin Melaas on 28 Feb 12
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Search Classroom Resources | PBS LearningMedia - 3 views
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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.
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Discuss the responses with the students
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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.
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Explain that we can also learn a lot by looking at photographs and drawings from the past.
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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.
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would you like to ask
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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.
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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.
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Kristi never met her father’s parents
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Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
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Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
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create their own drawings
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Five Keys to Successful Parent-Teacher Communication | Scholastic - 0 views
www.scholastic.com/...l-parent-teacher-communication
preschool school beginning start first-year education Parent communication
shared by emilyfratzke on 01 Sep 21
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With Boys in Mind / Teaching to the Minds of Boys - ASCD - 1 views
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By introducing more boy-friendly teaching strategies in the classroom, the school was able to close the gender gap in just one year.
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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.
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he task-oriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and attentive.
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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
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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.
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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.
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One of the innovations that teachers can use in targeted ways in coeducational classes is single-gender grouping.
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Quite often, boys do their best work when teachers establish authentic purpose and meaningful, real-life connections.
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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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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,
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A reading guide helps the reader understand the main ideas
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Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
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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.
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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.
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There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
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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
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TrillEDU: Culturally Responsive Pedagogy... | Jeffrey Dessources | TEDxNewJerseyCityUni... - 1 views
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I love TED talks myself as something to use. I also plan to use a family connection app to reach out to parents, or at least texting parents. Keeping track and learning to use whatever new tech is being used by students is something I am planning on doing. I have no real idea on what is coming next for tech but I am planning on using it as best as I can.
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Hi, Debi! I also love TED Talks like Joe and because of that I'm a little sad I may not be able to include them in my classroom if I teach in the primary grades like I hope to do. Where I'm at now, I hope that technology will be a help and not in a hindrance in my classroom. I think that using YouTube projected on the Smart Board would be a great way to show read alouds of books I don't have in the classroom, for kids yoga, Go Noodle, chromebooks for ABCYA, playing music for cleanup or relaxing music during writer's workshop, using an Amazon Echo in the classroom for music and timers as well as a break time for kids to ask it questions, etc. I've heard from my mentor school that they use Class Dojo to stay updated with parents and I hope to learn more about that. I know that Google Classroom is great and is what my mentor school used for distance learning.
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Timely Progress Review (TPR) - Ticket to Work - Social Security - 1 views
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Twice-Exceptional Students | National Association for Gifted Children - 2 views
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The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria.
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Twice-exceptional children often find difficulty in the school environment, where organization, participation, and long-term planning play a role
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What the Teacher Might See What the Parent Might See
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used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria
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(SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD)
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difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever.
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ifficulty in the school environment, where organization, participation, and long-term planning play a role.
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highly creative, verbal, imaginative, curious, with strong problem-solving ability, and a wide range of interests or a single, all-consuming expertise
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Students with Down Syndrome in the Classroom - Classful - 2 views
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A strong preference for visual learning A natural inclination to technology Strong capacity for social understanding and empathy Stead vocabulary acquisition Strong short-term memory Age-appropriate self-help and daily living skills
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Poor auditory memory Hearing and visual weakness Sequencing difficulties Fine motor skills impairment thanks to low muscle tone Brief attention span and distractibility
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Teaching strategies for students with Down syndromeThe following strategies can help you teach reading to learners with Down syndrome: Capitalizing on the child’s visual-spatial learning style with the help of multimedia teaching resources Keeping instructions well-structured and predictable Incremental teaching, with each lesson building upon what was learned in the previous lesson Breaking reading tasks into manageable pieces with multiple breaks in between Aiding instructions with game-based plays
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Does it come with plenty of visual aids and visually-based instructions? Does it have an option for the keyboard instead of handwriting input? Does it include activities and/or modalities to teach specific reading concepts?
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Medical Assistance (MA) / Minnesota Department of Human Services - 1 views
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Eligibility To get coverage, you must: Be a Minnesota resident Be a U.S. citizen or a qualifying noncitizen Provide a Social Security number for each person requesting MA, unless an exception is met Meet the income limit and asset limit, if any Meet any other program rules. What is the income limit? The income limit and calculations depend on your age and who lives with you. If you are pregnant, blind or have a disability, you also may have a different income limit. Some people who do not meet the income limit still may qualify using a spenddown (PDF). A spenddown is like an insurance deductible. This means you are responsible for some medical bills before MA pays. What is the asset limit? Assets are items people own like cars, checking and savings accounts, your home and financial investments. Generally, there is no asset limit for MA for parents, children under 21 and adults without children in the home. Parents and caretaker relatives eligible for MA with a spenddown have an asset limit (PDF). Seniors and people age 21 and older who are blind or have a disability have an asset limit (PDF). Assets that do not count toward the limit include the home where you live, household goods, personal items like clothing and jewelry, and certain assets owned by an American Indian. What if I have other insurance? You still may qualify for MA. You must tell us if you have other health insurance or could get coverage through an employer or military service. Sometimes we can pay the cost of the other insurance so you can keep that coverage.
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Benefits What is covered and how much does it cost? MA pays for a variety of services like doctor visits, prescriptions and hospital stays. Some services and prescriptions may require prior approval. For some members, there is no cost. Others may have to pay a portion of the cost of a service. This may include copays, deductibles or spenddowns. A summary of covered services and costs is online. A printable summary of covered services and costs (PDF) is also available. You will get more details on covered services after your application is approved. When does coverage start? MA may pay for medical bills going back three months from the month we get your application.
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Medical Assistance (MA) is Minnesota’s Medicaid program for people with low income.
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12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views
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ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
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Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
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llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
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Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
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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
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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.
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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.
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ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
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Gifted and Talented vs Advanced Placement: Know the Difference to Prevent GT Burnout - ... - 0 views
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When a child has been identified as gifted and talented, this means that they have a greater potential for learning in at least one subject. GT kids can be exceedingly creative or intensely analytical. They can be socially mature or delayed, they can be introverts or extroverts, goofballs or unusually serious. In other words, you can’t stuff them into a single easy to categorize box.
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They need more time to think and explore, not more time doing homework and yet some schools work on the false impression that GT simply means ‘academic superstar’ and pile on the AP classes and maintaining this schedule is expected in order to keep your ‘gifted’ qualification.