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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
Alys Mosher

Get Lost at The Lost Colony l Education Pages of North Carolina - 0 views

thelostcolony.org/...GetLost.htm

colony lost history roanoke Document

shared by Alys Mosher on 12 Oct 10 - No Cached
  • Alys Mosher on 12 Oct 10
     
    This has a few historical documents on the main page. There are lesson plans times lines historical information, maps and more.
nikkilh

Dr. Ross Greene - 1 views

drrossgreene.com/lost-at-school.htm

LostAtSchool

shared by nikkilh on 14 Mar 22 - No Cached
    • nikkilh
      nikkilh on 14 Mar 22
       
      Lost at School By: Dr. Ross Greene
  • Lost at School
  • In so many schools, kids with social, emotional, and behavioral challenges are still poorly understood and treated in a way that is completely at odds with what is now known about how they came to be challenging in the first place.
  • ...3 more annotations...
  • A review of ten years of research found that these policies have not only failed to make schools safe or more effective in handling student behavior, but have actually increased behavior problems and dropout rates. Yet public elementary and secondary schools in the United States continue to dole out a whopping 110,000 expulsions and 3 million suspensions each year, along with countless tens of millions of detentions.
  • These kids would like nothing better than to be able to handle the social, emotional, and behavioral challenges being placed on them at school and in life, but they can’t seem to pull it off.
  • Three massive shifts are required: (1) a dramatic improvement in understanding the factors that set the stage for challenging behavior in kids; (2) creating mechanisms for helping these kids that are predominantly proactive instead of reactive; and (3) creating processes so people can work on problems collaboratively.
kristinaolson30

Places in the Heart (1984) - IMDb - 0 views

www.imdb.com/tt0087921

video

shared by kristinaolson30 on 29 Jan 11 - Cached
  • kristinaolson30 on 29 Jan 11
     
    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.
clwisniewski

Visual Impairment (for Teens) - Nemours KidsHealth - 0 views

kidshealth.org/...visual-impairment.html

Visual Impairment Vision

shared by clwisniewski on 17 Nov 21 - No Cached
  • Just as you don't think about your eye color every day, people with visual impairment don't always think about their condition every day either.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      I never thought about it this way. This likely goes for other disabilities as well. Our own personal obstacles, if you will, in life become part of a routine that we don't think about every day.
  • If a visually impaired person asks for assistance, don't hesitate to help.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      You shouldn't ever hesitate to help someone who asks for assistance, disability or not. Helping others is great, but like in the disability sensitivity video we shared it may be more harmful than helpful in some scenarios.
  • People rarely lose their eyesight during their teen years. When they do, it's usually caused by an injury like getting hit in the eye or head with a baseball or having an automobile or motorcycle accident.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      This seems unclear to me. There are many causes for visual impairment, whether they stem from an accident or are genetic. Although, they do not have to be either of these, visual impairments can happen to anyone. This portion goes on to specify conditions that may cause loss of vision after birth, which to me would mean in infancy. Loss of vision doesn't have to happen at any said time in your life.
  • ...1 more annotation...
  • Some people are completely blind, but many others have what's called legal blindness. They haven't lost their sight completely but have lost enough vision that they'd have to stand 20 feet from an object to see it as well as someone with perfect vision could from 200 feet away.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      Distinguishes between complete blindness and legal blindness.
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.
Betsy Brokaw

Noise, Hearing Loss, Hearing Aids: Hear-it - 0 views

www.hear-it.org/page.dsp

Hearing Loss

shared by Betsy Brokaw on 02 Feb 11 - No Cached
  • Betsy Brokaw on 02 Feb 11
     
    Hearing loss in mines is on the rise, but workers have different protection for different levels
  • Betsy Brokaw on 02 Feb 11
     
    I thought it was interesting to know what how much hearing is lost because of working in the mines. Still looking for better statistics.
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