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Scott Nancarrow

5 Tips: Differentiating Sensory from Behavior - 1 views

  • roblem behaviors are part of typical development.
  • A child’s behavior is a form of communication.
  • “Children do well if they can”
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  • Relationships are vital for a child’s self-regulation and learning.
  • Recognizing a child’s strengths supports efficacy in interventions and increases a child’s participation in the therapeutic process.
Scott Nancarrow

ADHD and Lying: The Fight, Flight, Freeze or Fib Response - 0 views

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    Updating the "Fight or Flight" model of the autonomic, sympathetic nervous system response to include other modes... not unique to ADHD
smontevirgen

Organizing Your School As A List Of Courses Doesn't Work For Learners - 0 views

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    This was an incredible look at the structure of education and a look at redesign/restructure the entire idea of education. A selected excerpt: How would school be structured differently if we really wanted to cultivate youth leadership? Despite serving students with a distribution of skills, grade levels are the dominant architecture of K-8 schools and for the last 20 years, there has been a particular fixation with grade level proficiencies which has reinforced whole group learning in grade cohorts.
Scott Nancarrow

ADHD Homework Strategies: Study Smarter, Not Harder! - 0 views

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    (Nothing revolutionary, in terms of recommendations, but a good overview of reasonable homework practices that ANY student and his/her family can implement if needed.)
Jill Bergeron

Using Neuroscience to Launch a Research-Informed School Schedule | EdSurge News - 1 views

  • Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it.
  • students saw the value of about 90-minutes of quality homework that was assigned for one of three reasons: retrieval practice, to connect or extend prior learning or to be prepared for the next class period.
  • Launching something imperfect when you already have something that is comfortable can be challenging, but it gave us an opportunity to model what we were already messaging to our students about “failing forward.”
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  • community including students, teachers and families. For our teachers, it was an especially emotional transition.
  • Any change in a school’s daily schedule impacts the entire school
  • One of the most enjoyable parts of our journey was when we piloted the new schedule for a week in February 2018, seven months before our permanent launch date. While this pilot highlighted some of the schedule’s flaws, it also assured those who were not yet on board that this was a good move.
  • Teachers have reported that longer class periods are elevating the use of multiple modality instruction and allow now students time to go deeper into discussions and projects, or even begin homework during class time.
  • ence of learning to rethink their daily schedule is truly the next frontier.
  • I never heard anyone of them say “we love our daily schedule.” For many school leaders, leveraging research in the sc
  • It has been emotional, and it is a process that makes school systems, administrators, teachers, students and parents think deeply about their priorities and what student-centered truly means. But it is worth it because we now know more about how the brain learns, works, thrives and changes, and we can use that understanding to create a daily schedule that allows each student to be more challenged, creative, healthy and engaged.
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    "Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it."
Scott Nancarrow

Group Work That Works | Edutopia - 0 views

  • The most effective creative process alternates between time in groups, collaboration, interaction, and conversation... [and] times of solitude, where something different happens cognitively in your brain,
  • Unequal participation is perhaps the most common complaint about group work.
  • a handful of practices that educators use to promote equal participation. These involve setting out clear expectations for group work, increasing accountability among participants, and nurturing a productive group work dynamic.
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  • Norms
  • sign a group contract
  • creating a classroom contract
  • roles must be both meaningful and interdependent.
  • ummarizer, questioner, and clarifier
  • randomizing teams
  • public sharing
  • Rich tasks: Making sure that a project is challenging and compelling is critical. A rich task is a problem that has multiple pathways to the solution and that one person would have difficulty solving on their own.
  • be mindful that introverted students often simply need time to recharge.
  • if you want to grade group work, he recommends making all academic assessments within group work individual assessments.
Scott Nancarrow

Alexa Helps With Homework, But Problem-Solving Skills Are Key : NPR - 0 views

  • Still, he agrees that this debate is about much more than knowing what 5 minus 3 is. It's also about developing the patience to solve problems. "That ability to stay focused," he says, "particularly when something is not interesting, is one of the most important developmental skills that children acquire." In other words, it's not just about having the answers. It's about the work you put in to get them.
Jill Bergeron

Where Kids Find Hate Online | Common Sense Media - 0 views

  • Just by playing a game on the internet, looking up a definition, or maybe checking out some music, they'll encounter some of the most vile and offensive words and images that can be expressed in the comments section of a YouTube video, a meme in their feed, or a group chat
  • The intensity of these ideas, the frequency with which kids see them, and the acceptance by so many that it's just part of internet life mean that it's critical to talk to kids about this difficult topic.
  • Are tech companies really that dedicated to free speech, or do they just want more users?
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  • But when kids see the horrific race-, religion-, and gender-based attacks committed in the real world by members of online extremist groups, they must wonder why adults can't stop these hate crimes.
  • Ultimately, hate speech is an area where sharing your own family's values -- around compassion and tolerance, appropriate communication, and empathy toward other -- sets a stable path forward for your kids to follow even in unsettled times.
  • How would you feel if you were a member of the group targeted by cruel language?
  • Does it matter if you're exposed to it a lot or a little? Are people with different social statuses -- for example, a popular kid vs. a loner type -- affected differently?
  • What's the difference between hate speech and cyberbullying? If someone is trying to hurt someone, or knows that they're hurting someone, and does it repeatedly, that's cyberbullying. When someone expresses vicious views about a group or toward an attribute of a group, that's hate speech.
Jill Bergeron

Home | Jacob Burns Film Center - 0 views

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    Clearinghouse for film and media literacy. There are exercises and examples for teachers and students to learn from.
Jill Bergeron

Curriculum21 - Curriculum Mapping Software Resources - 0 views

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    Mapping software
Jill Bergeron

MEA Lessons - Home - 0 views

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    Model Eliciting Activities- Examples
Jill Bergeron

Onward: Stories and Resources to Cultivate Emotional Resilience - 0 views

shared by Jill Bergeron on 01 May 18 - No Cached
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    Resources to help support teachers in their work while preventing burnout.
Jill Bergeron

Anchors of Emotional Intelligence Institute in California - Yale Center for Emotional I... - 0 views

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    PD on emotional intelligence and SEL
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