Group items tagged

To prepare a one-size-fits-all (or most) session does everyone a disservice.

the three tools and tactics featured in this post will provide an effective means to gauge the needs of your audience and chart your course to effectively support them.

Before fine-tuning content for a particular session, I start out with a Google Form and a list of suggested topics (e.g. Google for Research, Nearpod, Kahoot, Student Projects with iPad, Workflow with eBackpack) that I perceive to be campus or department needs.

Whatever support you ask from a parent needs to be something that is within her sphere of influence.

Always convey a growth mindset. All behaviors can change given the right conditions. If you want to see changes and have concerns about a student, be prepared to offer specific, actionable solutions

If this is the first time you're sitting down with parents, it's a great opportunity to hear their perspective on their child's school experience so far, on what their child likes to do outside of school, on the questions and concerns they have about their child, and so on.

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.

1. Kids don’t start formal school until age seven.

2. The first day of school is all fun and games.

3. Finland schools don’t have subjects.

The DSM-5 criteria are similar to the 2011 guidelines with two exceptions. Fewer problem behaviors are required for those 17 years or older, and there must be evidence that symptoms began before age 12 years instead of before age 7.

The guidelines also emphasize ruling out other causes of ADHD-like symptoms and identifying comorbid conditions.

The stimulant medications methylphenidate and amphetamines in their various forms generally are the initial treatments.

As you revise your teaching philosophy, you might ask yourself the following questions, which are outlined below using the mnemonic CRISIS: Capability: What are the capabilities of your learning platform, yourself, and students? Reliability: Are your plans and software reliable?  Inability: What are you not able to do in this situation? Suitability: Are your plans suitable for the current situation?  Ingenuity: How can you be ingenious and still hold true to your philosophy? Sustainability: Is what you’re doing sustainable in the long term?

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

Reopening is a community-wide project. Whether a school can reopen safely, for example, doesn’t just depend on capacity, personal protective equipment, or individual actions. It depends on how widespread the coronavirus is in the community outside the school’s walls.

But if a community is flooded with infections, the chances are much higher that those infections will creep in no matter how many protective steps are embraced.

If you want to reopen schools this fall, then you need to get the spread of Covid-19 down, as close to zero as possible, this summer. And that means opting not to reopen — possibly at all and definitely not at full capacity — restaurants, bars, nightclubs, or other places that will lead to significantly more coronavirus spread but have less value to society than schools.

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.