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Scott Nancarrow

Bullying in Schools Plagues Neurodivergent Students: ADDitude Survey - 0 views

www.additudemag.com/neurodivergent-students-report

bullying

shared by Scott Nancarrow on 02 Nov 22 - No Cached
  • Advertisement ADHD Parenting Friendships & Activities Friends at School Bullying Is the Norm. So Is an Inadequate Response. Bullying plagues a majority of neurodivergent students at school, on social media, and/or on the bus. When asked about the school’s response to incidents of bullying, 72% of ADDitude readers surveyed said they were dissatisfied and only 12% said the bullies faced any punishment. By ADDitude Editors Verified Updated on October 28, 2022 Email Save Save
  • Bullying Prevention Strategies
  • For Educators and School Staff
  • ...7 more annotations...
  • e
  • vigilant.
  • B
  • Respond quickly and consistently to bullying. Always try to stop bullying on the spot, as it can stop bullying behavior over time. Do not ignore the situation and assume that the issue will resolve on its own. Avoid forcing the bully and victim to “work it out” on the spot. Get medical attention or police help if warranted.
  • Incorporate bullying prevention activities in lessons. Get creative. Students can learn how to respond to bullying, how to report it (including cyberbullying) to teachers and staff, and the role they play in fostering a culture of safety, inclusion, and respect at school.
  • Conduct school-wide bullying assessments and evaluation prevention efforts. Refine plans as necessary.
  • Bullying generally happens in areas where supervision is limited – playgrounds, crowded hallways, lunchrooms, school buses, etc. Monitor these hot spots.
Jill Bergeron

Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views

www.ascd.org/...rally-Responsive-Teaching.aspx

culturally responsive cultural competency responsive classroom responsive

shared by Jill Bergeron on 11 May 16 - Cached
  • To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
  • Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
  • What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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  • motivationally effective teaching is culturally responsive teaching.
  • Because the importance of grades and grade point averages increases as a student advances in school, it is legitimate to question whether extrinsic motivation systems are effective for significant numbers of students across cultures. We can only conclude that, as long as the educational system continues to relate motivation to learn with external rewards and punishments, culturally different students will, in large part, be excluded from engagement and success in school.
  • It is part of human nature to be curious, to be active, to initiate thought and behavior, to make meaning from experience, and to be effective at what we value. These primary sources of motivation reside in all of us, across all cultures. When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.
  • We can begin to replace the carrot and stick metaphor with the words “understand” and “elicit”; to change the concept of motivation from reward and punishment to communication and respect. We can influence the motivation of students by coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active. Sharing our resources with theirs, working together, we can create greater energy for learning.
  • A growing number of educational models, including constructivism and multiple intelligences theory, are based on intrinsic motivation. They see student perspective as central to teaching.
  • Unfortunately, educators must often apply these theories within educational systems dominated by extrinsic reinforcement, where grades and class rank are emphasized. And, when extrinsic rewards continue to be the primary motivators, intrinsic motivation is dampened. Those students whose socialization accommodates the extrinsic approach surge ahead, while those students—often the culturally different—whose socialization does not, fall behind. A holistic, culturally responsive pedagogy based on intrinsic motivation is needed to correct this imbalance.
  • The framework names four motivational conditions that the teacher and students continuously create or enhance. They are: Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values. Engendering competence—creating an understanding that students are effective in learning something they value. These conditions are essential to developing intrinsic motivation. They are sensitive to cultural differences. They work in concert as they influence students and teachers, and they happen in a moment as well as over a period of time.
  • Figure 1. Four Conditions Necessary for Culturally Responsive Teaching
  • 1. Establish Inclusion Norms: Emphasize the human purpose of what is being learned and its relationship to the students' experience. Share the ownership of knowing with all students. Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change. Treat all students equitably. Invite them to point out behaviors or practices that discriminate. Procedures: Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing. Structures: Ground rules, learning communities; and cooperative base groups. 2. Develop Positive Attitude Norms: Relate teaching and learning activities to students' experience or previous knowledge. Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths. Procedures: Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning. Structure: Culturally responsive teacher/student/parent conferences.
  • 3. Enhance Meaning Norms: Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner. Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue. Procedures: Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods. Structures: Projects and the problem-posing model. 4. Engender Competence Norms: Connect the assessment process to the students' world, frames of reference, and values. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time. Encourage self-assessment. Procedures: Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment. Structures: Narrative evaluations; credit/no credit systems; and contracts for grades. Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. San Francisco: Jossey-Bass.
  • Jill Bergeron on 11 May 16
     
    This article offers up four conditions teachers can create in order to foster a culturally responsive classroom.
Jill Bergeron

Golden Rules for Engaging Students in Learning Activities | Edutopia - 0 views

www.edutopia.org/...ng-students-nicolas-pino-james

engagement collaboration differentiation teaching strategies student engagement pbl

shared by Jill Bergeron on 30 Sep 16 - No Cached
  • In aiming for full engagement, it is essential that students perceive activities as being meaningful. Research has shown that if students do not consider a learning activity worthy of their time and effort, they might not engage in a satisfactory way, or may even disengage entirely in response (Fredricks, Blumenfeld, & Paris, 2004).
  • highlighting the value of an assigned activity in personally relevant ways.
  • Researchers have found that effectively performing an activity can positively impact subsequent engagement (Schunk & Mullen, 2012). To strengthen students' sense of competence in learning activities, the assigned activities could: Be only slightly beyond students' current levels of proficiency Make students demonstrate understanding throughout the activity Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity) Include feedback that helps students to make progress
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  • When teachers relinquish control (without losing power) to the students, rather than promoting compliance with directives and commands, student engagement levels are likely to increase as a result (Reeve, Jang, Carrell, Jeon, & Barch, 2004). Autonomy support can be implemented by: Welcoming students' opinions and ideas into the flow of the activity Using informational, non-controlling language with students Giving students the time they need to understand and absorb an activity by themselves
  • When students work effectively with others, their engagement may be amplified as a result (Wentzel, 2009), mostly due to experiencing a sense of connection to others during the activities (Deci & Ryan, 2000).
  • Teacher modeling is one effective method (i.e. the teacher shows how collaboration is done), while avoiding homogeneous groups and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group performance also support collaborative learning.
  • High-quality teacher-student relationships are another critical factor in determining student engagement, especially in the case of difficult students and those from lower socioeconomic backgrounds (Fredricks, 2014). When students form close and caring relationships with their teachers, they are fulfilling their developmental need for a connection with others and a sense of belonging in society (Scales, 1991). Teacher-student relationships can be facilitated by: Caring about students' social and emotional needs Displaying positive attitudes and enthusiasm Increasing one-on-one time with students Treating students fairly Avoiding deception or promise-breaking
  • When students pursue an activity because they want to learn and understand (i.e. mastery orientations), rather than merely obtain a good grade, look smart, please their parents, or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough (Anderman & Patrick, 2012).
  • Jill Bergeron on 30 Sep 16
     
    This article offers six ways to think about student engagement and several ideas for how to increase it.
Jill Bergeron

Why Teachers Matter More in a Flipped Classroom - jonbergmann.com - 0 views

jonbergmann.com/rsmattermoreinflippedclassroom

flipped classroom flip teaching

shared by Jill Bergeron on 09 Jan 14 - No Cached
  • I was once asked by a group of educational state representatives if the flipped classroom would allow them to hire less teachers.  
  • They had the misguided notion that teaching is the pouring out of information from one person (the teacher) into another (the student).
  • teaching is a social interaction between teacher and students and students and students.  Our students need us more than they need a video made by someone they don’t know teaching them something they may or may not want to learn about.
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  • Flipped Learning
  • nstead, teachers take on the role of a facilitator of learning.  They are able to work with students in small groups and have more one-on-one interactions.
  • We resort to lecture and didactic instruction sometimes out of necessity (I believe that there is still a time and place for the teacher to be the expert), but mostly out of insecurity. It just *feels* good to instruct and weave a compelling story for students. It *feels* like you’re doing work. It also *looks* like you’re doing work, which keeps the parents and admins happy.
Jill Bergeron

Resilience in a time of war: Tips for parents and teachers of middle school children - 0 views

www.apa.org/...middle-school-resilience

tragedy societal tragedy war violence sel

shared by Jill Bergeron on 09 Oct 23 - No Cached
  • Jill Bergeron on 09 Oct 23
     
    "Resilience in a time of war: Tips for parents and teachers of middle school children"
Jill Bergeron

5 Social Media Must Knows for Every Teacher | Getting Smart - 0 views

gettingsmart.com/...media-must-knows-every-teacher

social media PLN

shared by Jill Bergeron on 01 Dec 14 - No Cached
  • Jill Bergeron on 01 Dec 14
     
    Some good suggestions here for how teachers might use social media with their students and parent body.
Jill Bergeron

4 Free Web Tools for Student Portfolios | Edutopia - 0 views

www.edutopia.org/...student-portfolios-dave-guymon

portfolios digital portfolio

shared by Jill Bergeron on 27 May 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 27 May 14
       
      Weebly does the same things as Google Sites, but it looks way better.
    • Jill Bergeron
      Jill Bergeron on 27 May 14
       
      Weebly does the same thing as Google Sites and it looks tons better.
  • think of Evernote as the Swiss Army knife of organization
  • Evernote allows students to write, take photos, record audio, upload content and more with the ability to tag items, create notebooks for organization and share content socially.
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  • Evernote doesn't give teachers any way to moderate its use by students.
  • Evernote isn't publicly viewable, either.
  • what Three Ring offers that Evernote doesn't is teacher-created class accounts. In other words, teachers initiate the use of Three Ring in the classroom by creating classrooms within the teacher account and adding students to each class
  • Three Ring
  • students can create and upload content from their own devices and tag, search and share their portfolios
  • Three Ring even allows parents to view their students' accounts once linked by the teacher
  • This is the effect of good portfolios. They craft a narrative of learning, growth and achievement over time.
  • If your school is fueled by Google Apps for Education, then using Google Sites (3) to create student portfolios, or "Googlios," makes perfect sense.
Jill Bergeron

Do schools share too much with parents? - CNN.com - 0 views

www.cnn.com/...digital.helicopter.parent

parents sms parent-teacher

shared by Jill Bergeron on 11 Oct 16 - No Cached
  • Jill Bergeron on 11 Oct 16
     
    Do SMS systems like Whipple Hill help or hurt students as they try to become responsible individuals?
Jill Bergeron

NAIS - NAIS Research: Budget Considerations for the 2021-2022 School Year - 0 views

www.nais.org/...-for-the-2021-2022-school-year

budget tuition

shared by Jill Bergeron on 20 Dec 20 - No Cached
  • Data from the NAIS Snapshot surveys of varying groups of independent school leaders reveal that 61% of schools have increased their expense budgets for the 2020-2021 fiscal year, while 58% are projecting a loss for the same time period.
  • Determining what motivates your parents can help your school focus its offerings and rein in expenses, helping you focus on what matters most to families.
  • Sixty-seven percent of schools have already implemented revenue-increasing strategies, and 76% plan to do the same in 2021-2022. Schools most commonly plan to rely on summer programs, with 67% already offering them and 79% likely to for the next summer.
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  • 74% of schools increased their technology budgets.[6] Thirty-six percent expect IT expenses to increase further in 2021-2022.[7] Other schools appear to be angling to attract and retain staff despite the cost: 43% increased salaries (compared to 21% who cut them), and 74% hired additional staff (though data from a different sample of NAIS members found that 30% had implemented a hiring freeze, while 19% instituted layoffs).[8] Additionally, 38% of schools have increased their general financial aid budgets, with 31% increasing it by more than 5%. Fifty-four percent have established a separate emergency grant fund for students needing additional assistance.
  • Despite the need for additional teacher training in online and hybrid learning, professional development budgets have frequently been cut to make up for additional spending elsewhere, with 41% of the schools decreasing the amount allocated (and 26% decreasing it by more than 16%).[10] Thirty-nine percent of schools are likely to continue to reduce professional development in 2021-2022, and 22% may freeze it altogether.
  • adding new degree programs was a common and successful tactic for boosting enrollment during the Great Recession and one that was also popular with faculty.
  • A parallel tactic for independent schools in markets that have seen increased demand for their programs, whether in-person or online, would be to add a part-time or afterschool component for parents worried about learning loss for their public school students.
  • 49% of schools experienced a decrease in enrollment for the 2020-2021 school year, with 33% seeing a decrease of greater than 5%. At the same time, 47% of schools reduced their fundraising goals from the previous year.[2] Tuition revenue will only help fill the gap at some schools: 49% increased their tuition, while 41% kept it the same and just 5% of schools reduced it.[3] However, 70% do expect to raise tuition in 2021-2022.[4]
  • Fifty-five percent of independent schools lost teachers this year due to COVID-19 concerns, and 8% lost 5% or more of their teaching staff, according to NAIS Snapshot surveys.[21] All of this has led to a nationwide shortage in both dedicated substitutes and, more broadly, people who can just watch over a classroom when the teacher isn’t physically present.
  • The goal of financial sustainability seems to have been superseded by the reality of teaching during a global pandemic
  • To address the substitute shortage in South Dakota, for example, one public school district partnered with a local university’s college of education. Teaching candidates are able to get the field experience hours required for their degree by substitute teaching in various classrooms.
  • After all, the job market for recent graduates has shrunk dramatically during the pandemic, with unemployment during the third quarter of 2020 particularly high among young people—almost 18% of 18- to 19-year-olds were unemployed as were about 15% of 20- to 24-year-olds.
  • One-time revenue shortfall (with expected rapid recovery): This scenario is optimistic during the pandemic, but schools that were unable to hold a large revenue-earning event in 2020, such as an auction, community fair, or summer camp, but expect to be able to do so in 2021 can rely on endowment funds for the time being. One-time or short-term expenses: Schools may need endowment funds to repair the campus after natural disasters or offer emergency financial aid grants for families facing hardship. Short-term expense for long-term savings: Schools that haven’t already done so, or haven’t done so to as full an extent as they would like, can use endowment funds to upgrade technology or PPE infrastructures in order to attract and retain students in the long-term.
  • When making financial decisions, school leaders need to be honest about the challenges affecting their final choice.
Scott Nancarrow

How Teachers Can Support PBL at Home | Edutopia - 0 views

www.edutopia.org/...-teachers-can-support-pbl-home

shared by Scott Nancarrow on 20 May 20 - No Cached
  • First, assure parents that they are not expected to be teachers.
  • let parents and caregivers know what you’ll be doing to support students’ work on projects, make sure they know how to communicate with you, and let them off the hook for as much as you can
Scott Nancarrow

Good Homework Practices for Students with ADHD or LD - 0 views

www.additudemag.com/rk-practices-for-adhd-students

adhd homework

shared by Scott Nancarrow on 08 Feb 23 - No Cached
  • Scott Nancarrow on 08 Feb 23
     
    This one definitely made the hair stand up on the back of my neck. ADDitude definitely has a bad habit of presenting all teachers as the enemy of students with ADHD and all parents as innocent, often passive victims of heartless educators, and this article is a prime example of that. That said, while I disagree with several of these "good homework practices" to be clear, I think it's worth looking over what some are advising out there in some circles.
Jill Bergeron

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

www.edsurge.com/...earch-informed-school-schedule

neuroscience schedule scheduling SEL

shared by Jill Bergeron on 28 Feb 19 - No Cached
  • 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.
  • Jill Bergeron on 28 Feb 19
     
    "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."
Jill Bergeron

CommonLit | Free Fiction & Nonfiction Literacy Resources, Curriculum, & Assessment Mate... - 0 views

www.commonlit.org

literature themes English Library nonfiction

shared by Jill Bergeron on 12 Aug 16 - No Cached
  • Jill Bergeron on 12 Aug 16
     
    Great resource for CCSS-ELA. This site is geared for grades 5-12. The library is full of informational and literature text that can be found by lexile range, grade level, theme, genres, device or standards. You have the ability to get paired text, related media (videos), a teacher guide, and a parent guide. Assessment and discussion questions are included that asked students to prove their answers using passages from the text.
Jill Bergeron

Striking a Balance: Digital Tools and Distraction in School | Edutopia - 0 views

www.edutopia.org/...tion-in-school-mary-beth-hertz

distraction balance edutopia multitasking parent CATIE focus

shared by Jill Bergeron on 17 Jan 14 - No Cached
  • In Age of Distraction: Why It's Crucial for Students to Learn to Focus (1), Katrina Schwartz refers to studies showing that the ability to focus on a task has been linked to future success. She quotes psychologist and author Daniel Goleman as saying, "This ability [to focus] is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health."
  • In a similar article, With Tech Tools, How Should Teachers Tackle Multitasking in Class? (2), author Holly Korbey explores research around student study habits and talks to veteran teachers about their experiences with students using technology in the classroom.
  • Instead, we should be deliberately teaching students how to manage their attention with their devices.
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  • The reality is that devices are not going away, and we need to teach our students how to effectively manage them so that they can be successful in whatever they do.
Jill Bergeron

Research Finds Effects Of Homework On Elementary Students - 1 views

www.lifehack.org/...and-the-results-are-surprising

homework

shared by Jill Bergeron on 06 May 16 - No Cached
smontevirgen liked it
  • While homework has a significant benefit at the high school level, the benefit drops off for middle school students and “there’s no benefit at the elementary school level,”
  • Homework can generate a negative impact on children’s attitudes toward school.
  • After a long day at school, something that includes the word “work” is not exactly what kids want to do before going to bed. This ends up too often in a sorrowful battle that can be extended to the later years when homework does have benefits.
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  • Those who support homework will say that daily homework helps kids become more responsible, but this is only true at a later age.
  • Homework leaves less time for kids to be kids.
  • All students, and especially the youngest ones, should use their evenings and holiday time to do more physical activities, playing outdoors and participating in sports with friends.
  • Another problem with elementary school homework is that it often takes time away from their sleeping hours. Children need, on average, ten hours of sleep a day. For kids to be 100% the next day at school, they need to have a proper rest.
  • encourage fun reading.
  • Although personalizing this activity for each kid will require more effort than homogeneous homework, the benefits of fun reading will be noticeable.
  • Teach responsibility with daily chores.
  • Teach them that they are always learners.
  • Take them to visit a museum.
  • Overall, administrators, parents, and teachers may leverage after-school experiences where creativity, sociability, and learning converge to enhance elementary schools students’ educations.
  • Jill Bergeron on 06 May 16
     
    This article details how homework can be detrimental to elementary school children. However, it also offers alternatives to homework.
  • smontevirgen on 08 May 16
     
    Love this article! Homework should be the last thing a child does when they get home after working in school all day. How about learning to cook with mom and dad? This may be a hard sell for some parents who see learning as a concrete task and not a reflective one. Some alternatives: Reading a good book for pleasure, reading with your kids, going to the park.... Kids need school life balance as well.
Jill Bergeron

Private Schools Are Indefensible - The Atlantic - 0 views

www.theatlantic.com/...618078

entitlement diversity DEI equity inclusion independent school

shared by Jill Bergeron on 15 Mar 21 - No Cached
  • if these children want to attend an elite college, their best bet by far is to spend their adolescence in a school where the experience of being Black is, for many, a painful one.
  • Among the posts from more recent students, what’s striking is that several kinds of experiences were related over and over: the expectation that Black kids would be excellent athletes (and possibly weaker students); insulting assumptions about Black students’ family backgrounds; teachers repeatedly confusing the names of Black students; other students constantly reaching out and touching Black girls’ hair; and non-Black students using the N‑word. Read collectively, these posts are a damning statement about the schools.
  • Private-school parents have become so terrified of being called out as racists that they will say nothing on the record about their feelings regarding their schools’ sudden embrace of new practices. They have chosen, instead, anonymous letters and press leaks.
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  • ‘Okay, we’re now welcoming you to the majority, where you should be’—with the white people, so to speak.” But “inherently within that, you are sacrificing who you are as a person—and it’s not like that would ever happen on the opposite end.” There had been costs to going to Spence. One of those, she now realizes, was “sacrificing my Blackness.”
  • The parents had demands of their own, including an immediate halt to curriculum changes.
  • Many schools for the richest American kids have gates and security guards; the message is you are precious to us. Many schools for the poorest kids have metal detectors and police officers; the message is you are a threat to us.
  • Shouldn’t the schools that serve poor children be the very best schools we have?
  • Jill Bergeron on 15 Mar 21
     
    "Private Schools Have Become Truly Obscene Elite schools breed entitlement, entrench inequality-and then pretend to be engines of social change."
Gayle Cole

50 Plus Ideas for Using Document Cameras in the Classroom - 0 views

www.edtechnetwork.com/document_cameras.html

document camera

shared by Gayle Cole on 16 Nov 12 - Cached
  • easiest and quickest ways to integrate technology
  • very few special skills needed
  • Visual learners will benefit from the use of a classroom document camera by seeing small items, text, demonstrations in a much bigger way. Hands-on learners can also benefit from the use of a document camera by allowing them to be the ones placing objects or items under the document camera and explaining what they are showing.
  • ...14 more annotations...
  • Zoom in on small items to see the details
  • Math manipulatives
  • Place a timer under the document camera
  • Picture sche
  • Save an image of what you did in class on the document camera to place on classroom websites. Parents can "see" what their children are learning throughout the day.
  • Saved images can also be incorporated into PowerPoint Presentations and Windows Movie Maker to use in activities such as end of year programs, classroom review and back to school nights.
  • Displaying student wo
  • Model note takin
  • graphic organizers
  • Daily Oral Languag
  • how to use a calculator
  • graphs
  • Dissections
  • Let the student be the "teacher"
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