Skip to main content

Home/ Social Studies, Human Resources and Adptations/ Group items tagged progressive

Rss Feed Group items tagged

nikkilh

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

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
  •  
    TED Talk Dr. Shauna Shaprio
drewevanaho

Timely Progress Review - yourtickettowork.ssa.gov - 1 views

  • A Timely Progress Review (TPR) is Social Security's way to track the progress of a Ticket Holder under the Ticket to Work Program.
    • nikkilh
       
      what a timely progress review is
  • TPR Guidelines
  • Employment Network Responsibilities
  • ...1 more annotation...
  • What is a Timely Progress Review?
    • drewevanaho
       
      What a TPR is.
nikkilh

Progress Test in English - GL Education - 0 views

  • The Progress Test in English (PTE) assessment enables you to accurately measure how your school and your students are performing – student by student, class by class and year by year. 
    • nikkilh
       
      Definition of Progress Test in English (PTE)
  • The tests can be used initially at the start of the year to set a baseline and from then on at the end of the year to measure and track progress
  • Detailed reports for teachers analyse key dimensions of learning and provide a question-by-question breakdown to help identify those students who may need extra support, and in which areas.
Siri Anderson

Effects of Food Regulation in the Progressive Era | DocsTeach: Activities - 1 views

  •  
    Thanks for tip on this one Tammy!
Siri Anderson

The True History of Voting Rights | Learning for Justice - 0 views

  •  
    This lesson that Jackie shared is such a great example of the CCC. Notice how it guides students to activate and revise prior knowledge in the form of a story, integrated more accurate understandings as the lesson progresses. At the end there are even more opportunities for confirming/applying/transferring the content in a personally meaningful way.
Siri Anderson

'Increase Teachers of Color Act of 2021' clears education committee on party-line vote ... - 0 views

  • requiring districts to modify their World’s Best Workforce strategic plans to include access for all learners to an ethnic studies curriculum using culturally responsive methodologies;
  •  
    MN legislation to support improving the diversification of the teaching workforce! Share with your friends! Ask your institution what opportunities there are to support your progress if you are BIPOC
Kelly Nuthak

Top 10 questions teachers are asked at job interviews | Career advice | The Guardian - 0 views

  • Top 10 questions
  • If I walked into your classroom during an outstanding lesson, what would I see and hear?
  • animated discussions, students clearly making progress as evidenced in oral and written contributions. High quality visual displays of students' work showing progress. High levels of engagement. Behaviour that supports learning."
  • ...12 more annotations...
  • Can you tell me about a successful behaviour management strategy you have used in the past that helped engage a pupil or group of pupils?
  • expect to hear things like: to improve skills and independent learning; to encourage team work; to gain a qualification; for enjoyment (very important, rarely mentioned); to enhance other subjects; to develop literacy, numeracy and ICT skills; to improve career prospects; self discipline; memory development; to encourage life-long learning in that subject.
  • Why do we teach x in schools?
  • If you overheard some colleagues talking about you, what would they say?
  • Why do you want to work in special education?
  • Why do you want to work in this school?
  • We want to see clear indications that candidates have done background work about our school and can talk about why the way we work appeals to them. We'd always want candidates to have visited the school so they should be able to flesh this out with specific examples of what they thought based on their visit.
  • A question that is specific to the candidate's letter of application
  • What are the key qualities and skills that students look for in teachers?
  • "Liking young people. Fairness. Consistency. Sense of humour. Passion for their subject. Good at explaining new concepts/ideas. Able to make the topic or subject relevant. Able to make everyone feel comfortable and confident about contributing."
  • Evaluate your lesson
  • If we decided not to appoint you, what would we be missing out on?
drewevanaho

Muscular dystrophy - Symptoms and causes - Mayo Clinic - 0 views

  • Muscular dystrophy is a group of diseases that cause progressive weakness and loss of muscle mass. In muscular dystrophy, abnormal genes (mutations) interfere with the production of proteins needed to form healthy muscle.
    • nikkilh
       
      Muscular dystrophy definition
  • Symptoms
    • nikkilh
       
      symptoms of MD
  • Causes
    • nikkilh
       
      causes of MD
  • ...1 more annotation...
  • Frequent falls Difficulty rising from a lying or sitting position Trouble running and jumping Waddling gait Walking on the toes Large calf muscles Muscle pain and stiffness Learning disabilities Delayed growth
    • drewevanaho
       
      Signs/Symptoms of MD
  •  
    "Muscular dystrophy is a group of diseases that cause progressive weakness and loss of muscle mass. In muscular dystrophy, abnormal genes (mutations) interfere with the production of proteins needed to form healthy muscle. There are many kinds of muscular dystrophy. "
jkolodji

Differentiation in the classroom - 7 methods of differentiation | Promethean Blog - 0 views

  • 7 methods of classroom differentiation
    • nikkilh
       
      7 Methods of classroom differentiation
  • The 7 differentiation methods: Flexible-pace learning Collaborative learning Progressive tasks Digital resources Verbal support Variable outcomes Ongoing assessment
  • 1. Flexible-pace learning
  • ...6 more annotations...
  • 2. Collaborative learning
  • 3. Progressive tasks
  • 4. Digital resources
  • 5. Verbal support
  • 6. Variable outcome
  • 7. Ongoing assessment
Katelyn Karsnia

Treatment - Brain Injury Association of America - 0 views

  • diagram above depicts brain injury treatment in an orderly progression from trauma care to community integration.
    • Katelyn Karsnia
       
      Diagram shows brain injury treatment and progression from trauma care to community integration
Siri Anderson

A Curriculum of United States Labor History for Teachers. - 0 views

  •  
    Industrial Revolution and the Progressive Era
  •  
    An entire curriculum on US labor history online!
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

  • 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.
  •  
    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.
Siri Anderson

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

  •  
    I'm going to start a discussion line on this in Diigo.
Siri Anderson

Mississippi River Water Quality and the Clean Water Act: Progress, Challenges, and Oppo... - 0 views

  • The Mississippi’s drainage area includes all or parts of 31 U.S. states; approximately 70 million people live in the basin
clwisniewski

Visual impairment in the classroom - 0 views

  • Visual impairment in the classroom
    • sadielaurenn
       
      Another great classroom resource!
  • Visual cues are central to most early childhood education systems.
    • sadielaurenn
       
      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
       
      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
       
      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
       
      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
       
      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
       
      This could be included in a student's IEP, so they have access to a device that can assist them with reading and writing.
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.
  • ...16 more annotations...
  • 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
  •  
    Clinical view of MS
nikkilh

5 Principles of Outstanding Classroom Management | Edutopia - 0 views

    • nikkilh
       
      Classroom management
  • 5 Principles of Outstanding Classroom Management
  • 1. Take Care of Yourself to Take Care of Your Students
  • ...11 more annotations...
  • Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment.
  • 2. Focus on Building Relationships
  • Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management.
  • 3. Set Rules, Boundaries, and Expectations (and Do It Early)
  • Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public
  • 4. Take a Strength-Based Approach
  • A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient
  • don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully.
  • Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you.
  • 5. Involve Parents and Guardians
  • The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress.
Katelyn Karsnia

Timely Progress Review (TPR) - Ticket to Work - Social Security - 1 views

    • Katelyn Karsnia
       
      TPR is for individuals with a disability and get a plan to follow to be able to find work and keep the job by following an Individual Work Plan (IWP). this plan is reviewed about every 3 months and if the reviewer feels that the individual is not following the plan then the benefits can be revoked.
Katelyn Karsnia

Individuals with Disabilities Education Act​ - Brain Injury Association of Am... - 1 views

  • (1) the present level of academic functioning, (2) annual goals and accompanying instructional objectives, (3) educational services to be provided, (4) the degree to which the pupil will be able to participate in general education programs, (5) plans for initiating services and the length of service delivery, and (6) an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being met.
    • Katelyn Karsnia
       
      Requirements of an IEP
  • The 1997 Amendments (Pub. L. 105-17) made these changes: Students with disabilities who exhibit less serious infractions of school conduct may be disciplined in ways similar to children without disabilities (including a change in placement) provided that the misbehavior was not a manifestation of the student’s disability. IEPs are now required to state how the student with disabilities will be involved with and progress in the general education curriculum. Transition planning now begins at age 14. Regular educators became part of the IEP team. Benchmarks and measurable annual goals are emphasized. Assistive technology needs of the student are considered by the IEP team. Orientation and mobility services for children with visual impairments are added to the definition of related services. States are required to offer mediation services to help resolve disputes. A variety of assessment tools and strategies are to be used in an effort to gather relevant functional and developmental information. Students with disabilities are included in statewide and districtwide assessment programs or given alternative assessments that meet their unique needs.
    • Katelyn Karsnia
       
      Changes made in 1997 for PL 105-17 for students on IEP
1 - 20 of 24 Next ›
Showing 20 items per page