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Scott Nancarrow

Homework Frustration? After-School Help for Kids with ADHD - 0 views

www.additudemag.com/...school-help-for-kids-with-adhd

adhd homework strategies

shared by Scott Nancarrow on 08 Nov 23 - No Cached
  • Scott Nancarrow on 08 Nov 23
     
    Decent overview of common homework support strategies for parents. Good timing in advance of conferences!
Scott Nancarrow

Questions to Ask Kids About School: Opening Up with ADHD - 0 views

www.additudemag.com/-to-ask-kids-about-school-adhd

adhd questions school

shared by Scott Nancarrow on 15 Mar 23 - No Cached
  • Scott Nancarrow on 15 Mar 23
     
    Great items to share with parents during conferences, if that feels appropriate!
Scott Nancarrow

Behavior Report Card for Better School Performance with ADHD - 0 views

www.additudemag.com/havior-report-card-school-adhd

adhd school report strategies

shared by Scott Nancarrow on 03 Jan 24 - No Cached
  • Daily report cards are among the most powerful evidence-based tools that educators have to encourage better behavior in students. A strong report card system has a few key elements that make or break its effectiveness.
Jill Bergeron

Questions + Answers | LD OnLine - 1 views

www.ldonline.org/questions

LD learning differences learning disabilities differentiation

shared by Jill Bergeron on 14 Dec 16 - No Cached
  • Jill Bergeron on 14 Dec 16
     
    This question and answers section of LD Online (Learning Disabilities) offers numerous topics for greater in depth exploration of ADHD and other common learning disabilities.
Scott Nancarrow

Teaching Methods for ADHD & LD Kids: Strategies & Idealogies - 0 views

www.additudemag.com/ching-methods-for-adhd-ld-kids

shared by Scott Nancarrow on 27 Nov 22 - No Cached
  • Scott Nancarrow on 27 Nov 22
     
    (Re: tip #7 - I've always steered clear of using versions of that phrase "work smarter, not harder" around kids, as many interpret that saying as a tacit accusation that they are not smart. That being said, the language in the rest of this article is spot on!)
Scott Nancarrow

Executive Functioning: A Teacher's Guide to Helping Students with ADHD - 0 views

www.additudemag.com/functioning-adhd-teacher-guide

executive function

shared by Scott Nancarrow on 17 Aug 22 - No Cached
  • Educators should strive to create supportive atmospheres and equip their students with tools to independently express their areas of EF need. Educators can use what we call the “Four Tiers of Support” to set up this system in the classroom and beyond. They include: Teaching common EF language Identifying strengths and areas of need Setting up a classroom to support all students Teaching self-advocacy skills
Jill Bergeron

What Kids Who Learn Differently Want Teachers to Know | The Mighty - 0 views

themighty.com/...ferently-want-teachers-to-know

adhd learning differences ADD adaptations differentiation

shared by Jill Bergeron on 12 Aug 16 - No Cached
  • Jill Bergeron on 12 Aug 16
     
    "Dear Teachers, Here's What Kids Who Learn Differently Want You to Know"
Jill Bergeron

Boys Will Be Boys - Reading By Example - 0 views

readingbyexample.com/...boys-will-be-boys

boys gender behavior discipline adhd differentiation

shared by Jill Bergeron on 14 Mar 16 - No Cached
  • If a school were to alter their approach for teaching boys, a priority would have to be placed on hands-on experiences, constructing knowledge at their pace, and not placing such a premium on assignment deadlines or the printed and written word.
  • Another idea is to allow students to dictate their writing using voice recognition software. This circumvents the oft-cited complaint of boys that they hate the physical act of putting words on paper. This deficit is supported by research that shows boys develop more slowly than girls in fine motor skills, a critical skill for writing.
  • we need to rebuild schools and make them more accommodating for how boys learn.
  • ...2 more annotations...
  • The best part of this approach? That both genders would benefit from changes that would be made if educators more closely considered the needs and interests of males in the learning process.
  • Offering appropriate challenges, lots of choice, reasonable accommodations, and opportunities to be active are strategies that allow for all learners to be more successful and less frustrated with school.
  • Jill Bergeron on 14 Mar 16
     
    This article looks at how school might lead to more behavior problems with boys because it doesn't meet their needs as learners.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

work-life balance self-regulation empathy shadow a student exemplary work student examples adhd critical thinking online pd references

shared by Jill Bergeron on 26 Feb 16 - No Cached
  • In this Education Week article, Connecticut educator Christopher Doyle worries that many educators are not taking very good care of themselves – not balancing the intense challenges of work with family, friends, love, sleep, vacations, exercise, good nutrition, emotional health, and civic engagement. “Like American society at large,” says Doyle, “ many of us are overworked, stretched thin financially, and torn between roles as spouses, parents, and employees… Not unlike other professionals devoted to nurture, such as doctors, teachers are measured – and measure themselves – against an idealized image of excellence that involves incessant work.”
  • Teachers occupy the middle to lower tiers of the American middle class – whose wages have been stagnant for some time.
  • Stressed, workaholic educators are not in the best position to help students achieve some kind of balance in their overscheduled lives.
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  • Prioritize balance in the school schedule. This means building in time for teachers to prepare, think, meet with their colleagues, eat lunch, and pay an occasional visit to the bathroom. It’s also important not to burden teachers with unnecessary meetings.
  • We should show our students, through the examples of our own lives, that they can lead healthy, multifaceted existences and not be slaves to their careers.”
  • The more screen time teens have (up to 6.5 hours a day), the worse they perform academically.
  • It sends a powerful message to students that someone in authority is taking the time to observe and notice with a view to making improvements in the school for their benefit.
  • Give students a minute at the beginning of class to check phones. -   Then have them silence their devices, put them face down on desks, and pay attention. -   Every 15 minutes, allow students to check their phones for a minute. -   Gradually increase the interval to 20, then 25, then 30 minutes. -   If students violate the protocol, they forfeit the next phone break. -   Naturally there are times when phones can be used legitimately as part of a learning experience.
  • it’s unproductive to confiscate students’ phones; this can cause great anxiety and needless conflict.
  • the time-honored practice of displaying samples of exemplary student work may be a turn-off for many students.
  • when students are exposed to truly exceptional work, they use it as a reference point and realize they are not capable of such exceptional quality. It can lead to decreased motivation and eventually quitting if you believe the exceptional work is actually typical.”
  • noticing another student multitasking electronically harms the learning of the viewer.
  • Many teachers need PD on framing good critical thinking questions, modeling high-level thinking themselves, and revising their lesson tasks and assessments so they spur critical thinking.
  • “Critical thinking should not be limited to one group or one age level of students.”
  • Teachers need to integrate a variety of thinking questions throughout the curriculum (analyze scenarios, interpret graphics, evaluate quotes) and make sure students are seeing test questions for the first time.
  • If students can produce a quick verbal answer when a question is fired at them in class, it’s probably a lower-level question. Better to let students ponder good questions and discuss them with a classmate before being asked to respond.
  • it appears that study techniques that have recently emerged from cognitive science are helpful to a broad range of students with special needs. Here’s a fuller list of those approaches: -   Breaking up study time into chunks; -   Studying material from more than one subject in the same session; -   Varying study environments; -   Retrieving material from memory by testing oneself and restudying what wasn’t recalled (this is especially helpful when the material is beginning to fade, resulting in a productive struggle to recall it).
  • When is online professional learning a better choice for teachers than in-person experiences?
  • To study a topic that’s not offered within the district in a particular year.
  •             •  A particular expert is not available in the school or district.
  •   • Singleton teachers can reach out to similarly isolated teachers in other locations.
  • • Online resources can fill immediate needs, facilitating higher-quality in-person work.
  • • Online PD can be significantly less expensive and more feasible than in-person PD.
  • “Learning of any kind is best done collaboratively with supportive colleagues and facilitators who can push thinking, provide accountability structures, and ensure a quality learning experience. Relying on online professional development becomes dangerous when the learning is too independent and isolated.”
  • when teachers go online for resources, they often gravitate to those that are immediately useful rather than looking at material that challenges them and helps them grow professionally. “School-based collaboration is still necessary,” conclude the authors, “maybe even more necessary, in an environment where teachers are participating in independent online learning activities.”
  • “Use online learning to meet your personal needs, but find ways to take that learning back to your school.”
  • five maxims in reference calls:             • Agree with the candidate on a comprehensive and relevant list of references to call. This should include former bosses, peers, and subordinates in previous jobs. Narrow the list by thinking about the specific characteristics of the job you’re trying to fill.
  • “[I]t’s easier to solicit the whole truth when you can hear hesitation or emotion in a person’s voice or see it on their face.” And emphasize that all comments will be completely confidential.
  • Help the reference avoid common biases. If you start by asking an overly general question (“What can you tell me about Carol?”), Carol’s employer will usually trot out her best characteristics – and will then feel the need to be consistent with those positive comments when answering subsequent questions.
  • Ask about the candidate’s social and emotional competence.
  • Check values and cultural fit. Will this candidate fit in and succeed in your organization and work collaboratively with you and your colleagues?
  • Probe for downstream qualities. Will the candidate keep learning, adapting, and growing?
  • “Ask for examples of situations in which the person has shown the hallmarks of potential: curiosity, insight, engagement, and determination,” says Fernández-Aráoz.
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