Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.
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Summary Objective 16 | Learning for Justice - 1 views
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This is a great resource for incorporating critical pedagogy theory into your classroom. Would you include lessons like this into your coursework in addition to your current curriculum? Why or why not?
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I strongly believe that lessons like these can and will provide great thinking and questioning of the status quo. Getting students to stand up for what they are learning is huge and lessons like what are listed here can really help students think deep about what they know and are learning.
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They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views
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Standard 3- use a student's thinking and experience as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples or student thinking. Students are asked to use their prior knowledge of what they know about immigration which will help the teacher gauge their level of understanding about the topic.
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Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
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Standard 4E - understand a student's learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values. This is done by having students talk about their personal backgrounds and helps their peers understand from their experiences. Students tend to listen better to their peers and enjoy learning about their classmates.
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Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
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Exploring Community History and Cultural Influence | Learning for Justice - 2 views
www.learningforjustice.org/...history-and-cultural-influence
lesson learning for justice community history
shared by rebeccaschreurs on 08 Oct 21
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To reach girls in classroom, align practices to specific learning needs - kappanonline.org - 1 views
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Characteristics of lessons Clear lessons; Lessons relevant to students’ lives; and Collaborative lessons. Particular activities Class discussions; Hands-on; Multimodal; Creativity and the creative arts; and Out-of-class experiences.
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Among the eight components that we identified as contributing to effective and engaging lessons, the components reflected in the above narrative are relevance to this girl’s life and group collaboration.
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One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need.
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Teachers designed lessons that captured student attention, which led to more meaningful classroom learning. This suggests that girls, like boys, elicit the pedagogy they need, though perhaps without (overtly) displaying resistance to the degree that boys do, and that both male and female teachers of girls are especially attuned to what girls need in terms of pedagogy and activities that maximize girls’ engagement.
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Fetal alcohol spectrum disorder and learning | Inclusive Education - 0 views
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Get to know your student. Identify their interests and strengths. Use these to inform planning. Take an evidence-based approach to identify where they need support. Partner with the student, their whānau, and experts.
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Teachers who are knowledgeable and open to making adjustments to curriculum programs and learning spaces while maintaining high expectations, can produce great gains with children and young people living with FASD.
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Visual impairment in the classroom - 0 views
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Visual impairment in the classroom
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Visual cues are central to most early childhood education systems.
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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.
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Tips for teachers working with students who are visually impaired
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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
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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.
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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.
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Defining Visual Impairment for Parents and Special Education Teachers - 0 views
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As the term indicates, a visual impairment involves an issue with sight which interferes with a student’s academic pursuits. The Individuals with Disabilities Education Act (IDEA) officially defines the category as “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”
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Early intervention can help a child strengthen his or her vision. This means that as a parent, you should waste no time if you suspect that your child possesses a visual impairment.
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While the causes vary, there are several common signs which may indicate that a child has a visual impairment. These include:Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused)Unusual habits (such as covering one eye or frequently rubbing eyes)Sitting abnormally close to a television or holding a book close to the face
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Challenges in conceptualizing objects occur because the student lacks the vision to process objects the way that his or her classmates do. Sensory learning works well as a solution, according to NICHCY. This strategy helps students with visual impairments conceptualize by allowing them to use their other senses to understand an object.
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Critical pedagogy: schools must equip students to challenge the status quo | Teacher Ne... - 0 views
www.theguardian.com/...ogy-schools-students-challenge
critical classroom implement doing schools cultural literacy opinion
shared by Bill Olson on 24 Sep 21
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The pedagogy popularised by E.D.Hirsch, and recently promoted by the likes of Civitas, reduces teaching into nothing more than a bleak transmission model of learning.
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But Hirsch's "cultural literacy" is a hegemonic vision produced for and by the white middle class to help maintain the social and economic status quo.
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Young people who enter the educational system and don't conform to this vision are immediately disadvantaged by virtue of their race, income or chromosomes.
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Moreover, teaching a prescribed "core knowledge" instills a culture of conformity and an insipid, passive absorption of carefully selected knowledge among young people.
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The narcissistic notion that we can help underprivileged students by providing them with teachers who are privileged young graduates from elite institutions is a mistake.
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Teachers can't ignore the contexts, culture, histories and meanings that students bring to their school.
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Working class students and other minority groups need an education that prepares them with the knowledge of identifying the problems and conflicts in their life and the skills to act on that knowledge so they can improve their current situations.
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School leaders have a duty to promote learning that encourage students to question rather than forcing teachers to lead drill-oriented, stimulus-and-response methodologies.
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Students need the freedom and encouragement to determine and discover who they are and to understand that the system shouldn't define them – but rather give them the skills, knowledge and beliefs to understand that they can set the agenda.
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The philosophy was first described by Paulo Freire and has since been developed by the likes of Henry Giroux, Peter McLaren and Roger Simon. Critical pedagogy isn't a prescriptive set of practices – it's a continuous moral project that enables young people to develop a social awareness of freedom. This pedagogy connects classroom learning with the experiences, histories and resources that every student brings to their school. It allows students to understand that with knowledge comes power; the power that can enable young people to do something differently in their moment in time and take positive and constructive action.
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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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5 Examples of Universal Design for Learning in the Classroom | Reading Rockets - 0 views
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Top 10 questions teachers are asked at job interviews | Career advice | The Guardian - 0 views
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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."
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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?
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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.
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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.
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"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."
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Behavior Disorders: Definitions, Characteristics & Related Information | Council for Ch... - 0 views
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(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems.”
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" (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems.""
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What I Learned As An Ex-Gifted Kid | Caroline Cannistra | TEDxAshburnSalon - YouTube - 0 views
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Gifted children often lead double lives. Intellectually, they may seem like small, eccentric adults, and they may prefer the company of adults, but in many ways they are still children. For this reason, many gifted education experts have doubts about letting gifted students start college several years early. In this talk, you will hear about my experience entering a college environment at age 13. You’ll hear about my successes and failures, the way I interact with the professional and academic world, and what I am learning now as an ex-gifted adult. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at
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Multilingual Learning Toolkit * Dual Language * Multilingualism - 0 views
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What is Applied Behavior Analysis (ABA)? - 0 views
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Applied Behavior Analysis or, as it’s commonly called, ABA is a therapeutic approach to dealing with behavioral disorders that is based on the science of learning and behavior. ABA typically includes a focus on developing minds and is most often used on children or young adults, however, it can be used for people of all ages! Applied Behavior Analysis helps us understand learning patterns, environmental effects on one’s development, and how to approach common learning disorders.
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Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views
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Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.
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Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.
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Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.
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Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements.
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Reducing assignments so a student only completes the easiest problems;Altering assignments to make them easier;Requiring a student to learn fewer materials that are required by the State's academic content standards; Providing help to a student via hints or clues to the correct answers on assignments and tests.
Universal Design for Learning Brings Accessibility to Early Childhood Education | UMD C... - 0 views
education.umd.edu/...ty-early-childhood-education-0
Adaptations Siri Lesson differentiation learning UDL
shared by jkolodji on 13 Feb 22
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20 Differentiated Instruction Strategies and Examples [+ Downloadable List] | Prodigy E... - 3 views
www.prodigygame.com/...n-strategies-examples-download
Adaptations Siri differentiation examples links lessons
shared by jkolodji on 07 Sep 21
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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]
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Minnesota Historical Society | Minnesota Communities | Occupations | Hibbing | Mining - 1 views
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Examine Primary sources to learn about mining in MN history. Also see http://www.mnhs.org/school/classroom/communities/teachers/index.html to find teacher resources like worksheets & answer keys.