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More Classroom Tips for Teachers of ADD ADHD Students
in Parenting ADHD Children
ADHD Checklist for Classroom Teachers
Physical Arrangement of Room:
Use rows for seating arrangements. Avoid tables with groups of students, for this maximizes interpersonal distractions for the ADHD child. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work.
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More Classroom Tips for Teachers of ADD ADHD Students | ADD ADHD Information Library - 0 views
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appropriate peer models next to ADHD child. Stand near the student when giving directions or presenting the lesson. Use the student's worksheet as an example.
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Encourage the students to develop mental images of the concepts or information being presented. Ask them about their images to be sure they are visualizing the key material to be learned. Allow the students to make frequent responses throughout the lesson by using choral responding, frequently calling on many individuals, having the class respond with hand signals. Employ role-playing activities to act out key concepts, historical events, etc.
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Use the student's name in your lesson presentation. Write personal notes to the student about key elements of the lesson.
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Maths-Whizz - The leading online Maths Tutor for 5 to 13-year-olds - 54 views
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A good general maths games and activity site. Students' accounts are free. http://ictmagic.wikispaces.com/Maths
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My six-year-old just tried this and couldn't STAND the assessment section. He got really bored really fast. Won't come back to that one.
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A Web-Based Left & Right Brain 4MAT Approach to Teaching Middle and High School History - 57 views
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Evolution Flash Activity - 97 views
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Interactive activity about environmental selective evolution. The birds eat the non-camouflaged bugs and the camouflaged bugs' numbers increase. http://ictmagic.wikispaces.com/Science
Teaching Unplugged - Activities | TeachingEnglish | British Council | BBC - 28 views
www.teachingenglish.org.uk/...teaching-unplugged-activities
teaching activities BritishCouncil dogme unplugged article
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How Black Students Tend to Learn Science - The Atlantic - 47 views
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So why are students relegated to lectures when it’s proven that active learning can significantly enhance the educational experience?
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Simple. They don't have instructional beliefs that they all agree upon. These teachers work as independent contractors, and take any criticism of their practice personally. But they forget that it is not about them. It's about the students.
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I think that you have forgot to include a lack of professional development (training) to demonstrate successful educational strategies. Telling someone (a teacher) they must change is just like a lecture. Showing them how they can change their practice to make a difference is needed as well.
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views
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Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
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Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
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The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
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L3D Philosophy - 36 views
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Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
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Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
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require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
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current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
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information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
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important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
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We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
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Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
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Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
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ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
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Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
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challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
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making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
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What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
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How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
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problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
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teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
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'Interactive Learning Spaces' at the center of Ball State U.'s faculty development prog... - 29 views
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The rooms are part of a larger faculty development program intended to promote active learning techniques and cut down on lecturing
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university is researching whether teaching at-risk students -- those withdrawing from or earning a D or F in a basic math course -- in the classrooms could improve academic outcomes and, eventually, graduation rates.
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Pavlechko described the two spaces as “intake classrooms” -- faculty members who work in the development program are required to teach in them for two semesters. By the end of this academic year, the classrooms will have hosted 68 faculty members representing 29 of the university’s 48 departments and more than 3,500 students.
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How do we set ourselves apart? In our case, by the development of these interactive learning space classrooms, we are demonstrating to everyone that we are committed to the concept of faculty development.”
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researchers found at-risk students who took the course in classrooms that promoted active learning (which included some rooms other than the renovated ones) were 2.8 times more likely to succeed -- that is, to earn a grade higher than a D -- than students in traditional classrooms.
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The company has surveyed hundreds of students and faculty members at the universities it has worked with, and says it has found a statistically significant correlation between classroom configuration and student engagement. The survey doesn't include any academic results.
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“We actually found a fairly moderate to strong correlation between what they think of these areas and if they think they have the ability to get a higher grade -- or their motivation to attend class and also their engagement in class,”
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“Perception-wise, students are telling us ‘I can do better when I’m in these spaces,’ ” Jones said. “Maybe that’s enough of a win?”
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Teaching with the Library of Congress Blog - 48 views
Active Learning Strategies | Science as Inquiry | scienceasinquiry - 99 views
www.science-as-inquiry.org/ctive-learning-strategies.html
active learning strategies science inquiry
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Response: Several Ways to Get the New Year Off to a Good Start -- Part One - Classroom ... - 60 views
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Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
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Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
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choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
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Tell students what new opportunities and freedoms they now have instead of just listing rules and the consequences for breaking them.
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Visual Fractions - 114 views
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Tutorial over Fractions. Includes identifying, renaming, comparing, adding, subtracting, multiplying, and dividing. Great way to reinforce what is taught in the classroom.
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A site full of activities and games to learn about and to practise fractions. Great for lesson warm ups. http://ictmagic.wikispaces.com/Maths
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shared by Michele Brown on 19 Nov 15
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The First Thanksgiving Student Activities for Grades PreK-12 | Scholastic.com - 21 views
www.scholastic.com/scholastic_thanksgiving
thanksgiving Pilgrims Mayflower holidays science nature animals interactive
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FILLING THE TOOL BOX - 158 views
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As one of the primary goals of education is to develop autonomous but interdependent thinkers, students deserve frequent opportunities to shape and direct classroom inquiry. To fuel this inquiry, it is also essential that we validate the importance of curiosity in the process of learning. While curiosity may have killed the cat, there is no reason for us to kill curiosity
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Critical to all of these activities, however, is some kind of guided practice in how to think through such questions.
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" Most of the strategies described below have been developed and tested by teachers in Princeton, Madison and elsewhere. They are offered as practical, effective activities that help shift the focus of classrooms from teacher orchestrated mastery and memory of information to student processing of information to create understanding and improve problem-solving."
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Some great ways to stop killing curiosity and stimulate questioning in science and technology. An oldie but a goodie.