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drewevanaho

Facts About Developmental Disabilities | CDC - 0 views

www.cdc.gov/...facts.html

Adaptation CP SOUP

shared by drewevanaho on 29 Jan 22 - No Cached
  • Skills such as taking a first step, smiling for the first time, and waving “bye-bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, behave, and move (for example, crawling and walking).
    • nikkilh
      nikkilh on 29 Jan 22
       
      Milestones for people with DD
  • Developmental disabilities begin anytime during the developmental period and usually last throughout a person’s lifetime. Most developmental disabilities begin before a baby is born, but some can happen after birth because of injury, infection, or other factors.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Causes and risk factors for DD
  • Developmental disabilities occur among all racial, ethnic, and socioeconomic groups. Recent estimates in the United States show that about one in six, or about 17%, of children aged 3 through 17 years have one or more developmental disabilities, such as: ADHD, autism spectrum disorder, cerebral palsy, hearing loss, intellectual disability, learning disability, vision impairment, and other developmental delays.2
    • drewevanaho
      drewevanaho on 20 Mar 22
       
      Affected of DD
Josi Rahne

How to Teach History Facts the Fun Way - 1 views

www.ehow.com/ach-history-facts-fun-way.html

history

shared by Josi Rahne on 22 Jan 12 - No Cached
  • Josi Rahne on 22 Jan 12
     
    How to Teach History Facts the Fun Way. Tips and Activities to teach History Facts in a way that will interest students and keep them engaged.
Breanna Kalal

Scientific Scribbles » Organic Farming: Facts or Fantasy? - 0 views

blogs.unimelb.edu.au/...ganic-farming-facts-or-fantasy

Organic foods fact fantasy farming

shared by Breanna Kalal on 28 Jan 12 - No Cached
  • Breanna Kalal on 28 Jan 12
     
    After reading Omnivores Dilemma and hearing about the mis-truth's we are told about organic, free range, cage free food. I found this article that supports that the shopper should be wear. Is organic food good? Yes, but is the truth about it's claims the truth, it seems the truth may be stretched in the marketing.
Siri Anderson

Pilgrim Fact Cards: Thanksgiving Activity (Grades 3-8) - TeacherVision.com - 0 views

www.teachervision.fen.com/...785.html

Pilgrims Mayflower US_history

shared by Siri Anderson on 15 Oct 10 - Cached
  • Siri Anderson on 15 Oct 10
     
    I wonder what kind of games we could create with these fact cards.
Barb Hagen

History: Population Distribution Over Time - 1 views

www.census.gov/...on_distribution_over_time.html

NCSS Time Continuity and Change

shared by Barb Hagen on 23 Oct 09 - Cached
  • Barb Hagen on 23 Oct 09
     
    Census maps of population: Population over Time and Distribution of slaves in 1860. Through the Decades section: This section includes lesson plans, maps, classroom resources, and games. Fast Facts give paint a picture of the United States both statistically and culturally.
  • Siri Anderson on 25 Oct 09
     
    Great reference tool Barb! I like the "Through the Decades" Fast Facts section, this would be a great extension activity for kids that are history buffs and like to collect this kind of detail.
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?
nikkilh

What is Cerebral Palsy? | CDC - 0 views

www.cdc.gov/facts.html

AlphabetSoup

shared by nikkilh on 25 Jan 22 - No Cached
  • Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture.
  • most common motor disability in childhood
  • Cerebral
  • ...18 more annotations...
  • aving to do with the brain.
  • CP is caused by abnormal brain development or damage to the developing brain that affects a person’s ability to control his or her muscles.
  • means weakness or problems with using the muscles.
  • Palsy
  • symptoms of CP vary from person to person.
  • need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care.
  • pastic CP affects about 80% of people
  • mild CP,
  • might walk a little awkwardly, but might not need any special help.
  • symptoms can change over a person’s lifetime.
  • intellectual disability; seizures; problems with vision, hearing, or speech; changes in the spine (such as scoliosis); or joint problems (such as contractures).
  • Stiff muscles (spasticity)
  • Uncontrollable movements (dyskinesia)
  • Poor balance and coordination (ataxia)
  • severe
  • Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Definition of Cerebral palsy (CP)
  • The symptoms of CP vary from person to person. A person with severe CP might need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care. A person with mild CP, on the other hand, might walk a little awkwardly, but might not need any special help.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Symptoms of CP
  • Types of Cerebral Palsy
    • nikkilh
      nikkilh on 29 Jan 22
       
      Types of CP
Maren Hackbarth

The Great Corn Adventure - 0 views

urbanext.illinois.edu/corn

Corn social_studies

shared by Maren Hackbarth on 18 Feb 12 - Cached
  • Maren Hackbarth on 18 Feb 12
     
    For any of you that want to include facts about corn growing, distribution, products & exports. This interactive site is for 4-6th graders. (It presents the positive side of corn growing in the US)
Jen Bartsch

PBS Teachers - Resources For The Classroom - 0 views

www.pbs.org/...preview

History Language Arts America Pioneers Homestead Act Westward Expansion

shared by Jen Bartsch on 05 Sep 09 - Cached
  • Jen Bartsch on 05 Sep 09
     
    PBS Teachers provides PreK-12 educational resources and activities for educators tied to PBS programming and correlated to local and national standards and professional development opportunities delivered online. As stated in the lesson plan overview: "Through the activities presented in this lesson, students will become familiar with the tenets of the Homestead Act, the shifting borders of the American frontier, and the life faced by homesteaders. After a class discussion and examination of a variety of Web sites, students will complete an written assessment in which they will determine whether or not the land available through the Homestead Act was, in fact, "free." This lesson can be used as an introduction to a unit on American settlement in the latter half of the nineteenth century, or as a pre-viewing activity to the PBS series FRONTIER HOUSE. A basic knowledge of 19th-century United States history is required."
Barb Hagen

Mississippi River Basin (MRB) | NRCS NWMC - 1 views

wmc.ar.nrcs.usda.gov/...mrbinfo.html

NCSS Individual Groups and Institutions

shared by Barb Hagen on 24 Oct 09 - Cached
Siri Anderson liked it
  • Barb Hagen on 24 Oct 09
     
    National Resources Conservation Service Facts and a map showing the Mississippi River Basin. The Mississippi River Basin consists of all or part of 31 states plus 2 Candian provinces.
Siri Anderson

Katharine Hayhoe - "Our future is still in our hands" | The On Being Project - The On Being Project - 0 views

onbeing.org/...r-future-is-still-in-our-hands

GlobalWarming climate change conservative Christian science STEM podcast

shared by Siri Anderson on 08 Nov 21 - No Cached
  • Siri Anderson on 08 Nov 21
     
    This may be a useful resource to those of you who work in environments where there are still those afraid that admitting to the dire direction climate change is pulling our global community is a partisan rather than a scientific issue. Functioning democracy requires that we accept the reality of facts and the powers of reason to discern our ways forward. I enjoyed the talk anyway. ; )
Kelly Nuthak

Facts About Intellectual Disability in Children | CDC - 1 views

www.cdc.gov/...t-intellectual-disability.html

ID autism Adaptations

shared by Kelly Nuthak on 02 Feb 22 - No Cached
    • joshua_mooney
      joshua_mooney on 02 Feb 22
       
      More concrete definition of ID, in theory reportable source.
  • signs
    • Kelly Nuthak
      Kelly Nuthak on 05 Feb 22
       
      Signs of ID and what to look for at an early stage
  • What is intellectual disability?
Siri Anderson

POLLUTION - FactMonster.com - 0 views

www.factmonster.com/...pollution.html

green_corps pollution

shared by Siri Anderson on 17 Dec 11 - No Cached
  • Siri Anderson on 17 Dec 11
     
    Thanks Kayla H for this developmentally appropriate resource for facts.
Siri Anderson

Warming Arctic Permafrost Fuels Climate Change Worries - NYTimes.com - 0 views

www.nytimes.com/...ls-climate-change-worries.html

green_corps environment GlobalWarming NYT

shared by Siri Anderson on 18 Dec 11 - No Cached
  • Siri Anderson on 18 Dec 11
     
    Interact with this article on scientific inquiry into the thawing of the permafrost. Highlight one important fact. Ask one question or make a note about the entire article in a comment.
Renee Deegan

Dangers Of Milk And Dairy Products - The Facts - 0 views

www.rense.com/milk.htm

shared by Renee Deegan on 24 Jan 12 - Cached
  • Renee Deegan on 24 Jan 12
     
    This website has some interesting information on Milk and our consumption of it. I for one cut milk out of my life years ago. I do still eat small amounts of cheese and Greek yogurt. I can tolerate those items better than a straight up glass of milk. They say the bacteria in Greek yogurt is better to digest.
Jessica Wendorf

Kid's Zone - 0 views

www.agclassroom.org/farm.htm

shared by Jessica Wendorf on 16 Jan 12 - Cached
  • Jessica Wendorf on 16 Jan 12
     
    Farm and Fun: Agriculture in the classroom. Facts, quizzes, games, information, and science projects for kids.
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Cognition - 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.
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