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Siri Anderson

Freedom Flix - 1 views

www.scholastic.com/...freedomflix.htm

video Scholastic social_studies

shared by Siri Anderson on 28 Sep 20 - No Cached
  • Siri Anderson on 28 Sep 20
     
    Could be useful background information esp. for EL secondary students.
rebeccaschreurs

If You're Angry and You Know It | Learning for Justice - 2 views

www.learningforjustice.org/...if-youre-angry-and-you-know-it

lesson intro UDL communicate read

shared by rebeccaschreurs on 28 Sep 21 - No Cached
  • ncourage your students to exercise their helpful reactions in their everyday lives, using the song as a reminder.
    • rebeccaschreurs
      rebeccaschreurs on 28 Sep 21
       
      Allow for several means of communicate through visual arts, theatre, writing, etc.
  • Have students act out the lyrics with dramatic body language and gestures, using scenarios from both lists.
  • nvite students to create additional helpful reactions to include in the song.
    • rebeccaschreurs
      rebeccaschreurs on 28 Sep 21
       
      Like drawing, painting, coloring a picture that represents reactions- create a poem that aligns to the song make a short video/skit to the song
  • ...13 more annotations...
  • Music
  • If You’re Happy and You Know I
  • uch as “talk it over,” “count to ten,” “stop and think” and “just relax.”
  • If you’re angry and you know it”
  • If you’re angry and you know it, that’s OK, you can control it”
  • e how to respond to their anger
  • Emphasize the importance of “owning” anger and finding constructive ways to control it.
  • brainstorm
  • Distinguish between behaviors they have seen help and hurt in the heat of the moment.
  • Record
  • Explain
  • introduce the adapted version of the song.
  • Discuss
jessiwattenhofer

Mylemarks | Therapy resources for kids and teens - HOME - 0 views

www.googleadservices.com/...aclk

EBD therapy resources tips worksheets handouts videos games social-emotional

shared by jessiwattenhofer on 07 Sep 21 - No Cached
  • jessiwattenhofer on 07 Sep 21
     
    EBD strategies: first day
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life

Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  • ...5 more annotations...
  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
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.
rebeccaschreurs

Introduction: Support Students With Primary Sources | Minnesota Historical Society - 1 views

www.mnhs.org/intro

CRP Minnesota Historical Society primary sources

shared by rebeccaschreurs on 21 Sep 21 - No Cached
  • Support Students With Primary Sources
  • Support Students With Primary Sources
  • hese materials to investigate cultural competence with teaching colleagues or students.
  • ...1 more annotation...
  • Identity Circles f
  • rebeccaschreurs on 21 Sep 21
     
    Minnesota Historical Society CRP
crispinfletcher

Trauma-Informed Schools | NEA - 7 views

www.nea.org/...trauma-informed-schools

trauma-informed-pedagogy trauma help strategies PTSD poor ACE

shared by crispinfletcher on 21 Sep 21 - No Cached
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      1 in 5 means any given class there are going to be more then a handful of students with 2 or more ACEs
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      What are some key skills and methods to build your teacher toolboxs to help reach all your students?
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      video on slide 7 we recommend
  • ...10 more annotations...
  • Downloads
  • One in five U.S. children had two or more ACEs
  • most educators encounter trauma-affected students throughout their careers
  • adverse childhood experiences (ACEs)
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • chlohawk on 25 Sep 21
     
    Hi there, Joe! I'm so glad that you posed this question in response to this great resource. As somebody with several ACEs myself, I think that using a good mix of empathy and sympathy is a great place to start. Put yourself in their shoes and think of what you would have liked for your teacher to have done to help you, whether or not you share that experience with the student. Also, your colleagues are on your team, so pick their brains for what works for them. Lastly, educate yourself and learn about what you can do for your student, and from your student! Sometimes it can be as simple as asking your student what you can do to help and hopefully they could find a way to communicate their needs.
nikkilh

Redirecting Grief to Growth | A Trusted Space | PBS LearningMedia - 0 views

tpt.pbslearningmedia.org/...a-trusted-space

shared by nikkilh on 10 Apr 22 - No Cached
  • Redirecting Grief to Growth | A Trusted Space
  • This resource also includes recordings from "Talking About Self-Care," a professional learning event for teachers that took place on January 24, 2021.
Katelyn Karsnia

Deaf or Hard of Hearing | DO-IT - 1 views

www.washington.edu/...deaf-or-hard-hearing

HOH ED3780 Siri ABCSoup Helen Keller

shared by Katelyn Karsnia on 28 Jan 22 - No Cached
    • Katelyn Karsnia
      Katelyn Karsnia on 28 Jan 22
       
      Helen Keller
  • ommunicate through a sign language interpreter.
  • American Sign Language (ASL) is widely used and has its own grammar and word order.
  • ...7 more annotations...
  • Handouts that can be read before or after class or other presentation are useful.
  • Examples of accommodations
  • interpreters sound amplification systems note takers real-time captioning email for faculty-student meetings and class discussions visual warning systems for lab emergencies changing computer auditory signals to flash changes captioned video presentations
  • When speaking, make sure the student can see your face and avoid unnecessary pacing and moving. When speaking, avoid obscuring your lips or face with hands, books, or other materials. Repeat discussion questions and statements made by other students. Write discussion questions/answers on a whiteboard or overhead projector. Speak clearly and at a normal rate. Use visual aids with few words and large images and fonts. Provide written outlines, assignments, instructions, and demonstration summaries and distribute them before the class or other presentation when possible.
  • direct your speaking style and adjust the "pace" of instruction to make information more accessible to a student with a hearing impairment.
  • Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range.
  • They may have difficulty following lectures in large halls, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips. Small group discussions may also be difficult to follow or participate in, particularly if the discussion is fast-paced and unmoderated, since there is often lag time between a speaker's comments and interpretation.
jkolodji

Applied Behavior Analysis (ABA) | Autism Speaks - 0 views

www.autismspeaks.org/applied-behavior-analysis

Adaptations Siri Alphabet ABA behavior ASD

shared by jkolodji on 14 Jan 22 - No Cached
  • Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
  • ABA therapy applies our understanding of how behavior works
  • increase behaviors that are
  • ...9 more annotations...
  • helpful and decrease behaviors that are harmful or affect learning.
  • Positive reinforcement
  • therapist identifies a goal behavior
  • The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).
  • help each person work on skills that will help them become more independent and successful in the short term as well as in the future.
  • praise, a toy or book, watching a video, access to playground or other location, and more.
  • Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Applied Behavior Analysis (ABA) is a theory based on the science of learning and behavior
  • How does ABA therapy work?
    • nikkilh
      nikkilh on 29 Jan 22
       
      How ABA therapy works
  • Who provides ABA services?
    • nikkilh
      nikkilh on 29 Jan 22
       
      Who provides ABA services
  • jkolodji on 04 Feb 22
     
    "What is Applied Behavior Analysis?  Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior."
Siri Anderson

A Library of Anti-Racist Resources for Educators | Teacher2Teacher - 2 views

www.teacher2teacher.education/...rces-for-anti-racist-educators

anti-racism resources content_area_reading videos TopTen

shared by Siri Anderson on 23 Sep 21 - No Cached
    • arielmormul
      arielmormul on 23 Sep 21
       
      What are some healthy resources that us educators can use to create a classroom that is rooted in being anti-racist?
  • l
  • iving, growing library of anti-racism resources submitted by educators like you
  • ...15 more annotations...
  • collection of resources you’re finding helpful and wanted to share
  • collection of anti-racist resources for educators,
  • ALL students need and deserve characters who look like them and experience life’s challenges in a way that reflects their own
  • equally important that students explore cultures and experiences different from their own
  • use empowerment tools
  • Teaching Tolerance’ is a plethora of free and easy-to-access resources for anti-bias education. It offers lessons and strategies to ground my instructional practices in equity and social justice
  • c
  • onversation starters, reflection questions, even writing prompts that have empathy embedded into them, can help people of all ages break through the paralysis of not knowing what to say and/or the fear of saying something insensitive or offensive
  • address the intersectionality of antiracism and educational technology, along with its importance for educators regardless of where they fall in their career.
  • Be the equity leader in the building
  • onversation of racism will show up in your hallways. Deal with it. Do the work.
  • c
  • stand in the gap for students
  • alking about race is a college/career readiness skill
  • T
Kelly Nuthak

Universal Design for Learning (UDL) - Digital Learning Innovations - 0 views

dli.kennesaw.edu/...udl.php

UDL resources innovations

shared by Kelly Nuthak on 11 Feb 22 - No Cached
    • Kelly Nuthak
      Kelly Nuthak on 11 Feb 22
       
      Multiple videos talking about UDL
  • ffers guidelines for making informed decisions about what practices are optimal and ensures comprehensive instructional design practices that can address a full range of learning abilities and disabilities present in any group of students.
  • Provide multiple means of Representation:
  • ...4 more annotations...
  • Provide multiple means of action and expression:
  • Provide multiple means of engagement:
  • Universal Design for Learning (UDL)
  • is a framework for instruction that prioritizes the design and development of curriculum that is effective and inclusive for all learners by considering differences in mental, physical, and cognitive abilities during the planning process.
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