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Holly Barlaam

Digestive System Kinesthetic Activity - 168 views

www.accessexcellence.com/...cave_digest.php

digestiion digestive system body systems anatomy physiology biology

shared by Holly Barlaam on 10 Apr 11 - No Cached
  • Holly Barlaam on 10 Apr 11
     
    a kinesthetic activity to model how the digestive system works
D. S. Koelling

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Ed... - 0 views

chronicle.com/...127105

education myths information age books

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
  • ...7 more annotations...
  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
Gloria Maristany

ADD / ADHD and School: Helping Children with ADHD Succeed at School - 2 views

helpguide.org/...hd_add_teaching_strategies.htm

strategies adhd teaching

shared by Gloria Maristany on 15 Jul 11 - Cached
  • Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
  • Seat the child with ADD/ADHD away from doors and windows.
  • Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
  • ...20 more annotations...
  • Write important information down where the child can easily read and reference it. Remind the student where the information can be found. Divide big assignments into smaller ones, and allow children frequent breaks.
  • The self-esteem of children with ADD/ADHD is often quite fragile
  • Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
  • written behavior plan is near the student
  • consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
  • Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
  • cross off each item as it is completed.
  • run an errand or do a task for you
  • play a sport—or at least run around before and after school.
  • Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
  • do one step and then come back to find out what they should do next
  • extremely brief when giving directions
  • write directions down in a bold marker or in colored chalk on a blackboard.
  • Read to children. Read with children. Make reading cozy, quality time with you. Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.” Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
  • If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
  • With organization
  • Establish a homework folder for finished homework. Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets. If possible, keep an extra set of textbooks and other materials at home. Help the child learn to make and use checklists, crossing items off as they are accomplished. Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
  • Allow the child breaks as often as every ten to twenty minutes. Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
  • Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
  • If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADD/ADHD in the classroom.
  • Gloria Maristany on 15 Jul 11
     
    Simple stategies for classroom
  • Gloria Maristany on 15 Jul 11
     
    Homework tips to share with parents
Chris Pirkl

Introductions - The Writing Center - 68 views

writingcenter.unc.edu/...introductions

writing introductions

shared by Chris Pirkl on 12 Dec 14 - No Cached
Mary Higgins liked it
  • Your introduction is an important road map for the rest of your paper.
  • your introduction should contain a thesis that will assert your main argument. It should also, ideally, give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.
  • our direct answer to the assigned question will be your thesis, and your thesis will be included in your introduction, so it is a good idea to use the question as a jumping off point.
  • ...10 more annotations...
  • Start by thinking about the question (or questions) you are trying to answer
  • Open with an attention grabber.
  • an intriguing example
  • a provocative quotation
  • a puzzling scenario
  • a vivid and perhaps unexpected anecdote
  • a thought-provoking question
  • Avoid statements like “In this paper, I will argue that Frederick Douglass valued education.”
  • less effective
    • Chris Pirkl
      Chris Pirkl on 12 Dec 14
       
      Highlights by C. Pirkl Dec 2014
  • Chris Pirkl on 12 Dec 14
     
    I've highlighted some of the advice I think is most important in this handout. 
Enid Baines

Copyright & Fair Use @Web English Teacher - 131 views

www.webenglishteacher.com/copyright.html

copyright fair use

shared by Enid Baines on 28 Jul 12 - No Cached
  • Copyright and Fair Use: Information and Lesson Plans
  • Copyright Infringment or Not? The Debate over Downloading Music
  • Copyright Criminals
  • ...1 more annotation...
  • A complete unit to help students explore all aspects of the controversy surrounding sampling and fair use. Includes online video. Scroll to the bottom for an educator guide, discussion questions, and printable handouts.
anonymous

Dogs Are What They Eat - PawNation - 15 views

www.pawnation.com/...dogs-are-what-they-eat

dogs food nutrients

shared by anonymous on 22 Oct 14 - No Cached
  • There are six nutrient groups that are important for all dogs: proteins, carbohydrates, fats, vitamins, minerals, and water.
    • anonymous
      anonymous on 22 Oct 14
       
      Use the vitamin video from YouTube. www.youtube.com/ksdfjsdflj
  • Essential amino acids are those that are required in the diet because your dog's body is incapable of synthesizing them in sufficient quantities.
  • ...1 more annotation...
  • Fatty acids, a specific type of fat, play an important role in regulating the body's inflammatory response and are particularly important for your dog's health – particularly for the skin and a coat.
  • anonymous on 22 Oct 14
     
    What a dog needs in their diet to be healthy.
marshastockphd

How urbanization affects the epidemiology of emerging infectious diseases | Neiderud | ... - 17 views

www.infectionecologyandepidemiology.net/...27060

shared by marshastockphd on 23 Oct 15 - No Cached
  • BrowseCurrent VolumeArchivesFor AuthorsAuthor GuidelinesAuthor BenefitsPublication FeesSubmit a ManuscriptAbout the JournalEditorial ContactEditorial TeamEditorial & Publishing PoliciesFAQsReviewer GuidelinesMetrics & IndexingAnnouncements
Holly Barlaam

All Systems Go - 70 views

www.sciencenetlinks.com/...systems.html

anatomy physiology body systems organs

shared by Holly Barlaam on 23 Aug 11 - Cached
  • Holly Barlaam on 23 Aug 11
     
    Interactive game from sciencenetlinks. Put Arnold's organ systems together before time runs out (covers digestive, cardiovascular/respiratory, nervous systems). Not super detailed, but could still be fun as a quick activity even for upper grades.
jedimind

Life, Death, and Best Elliptical under 500 - Best Elliptical - 1 views

bestelliptical.net/-and-best-elliptical-under-500

gym fitness best elliptical 2019

shared by jedimind on 11 Mar 19 - No Cached
  • Using an elliptical machine provide a total body workout.
k moses

The Saudi explanation for Jamal Khashoggi's death is a fable. Still Trump plays along. ... - 2 views

www.washingtonpost.com/...8-8c22-fa2ef74bd6d6_story.html

shared by k moses on 20 Oct 18 - No Cached
  • As Mr. Trump surely knows, the new Saudi cover story is contradicted not just by evidence collected by Turkish authorities and by journalists but also by the reporting of the U.S. intelligence community. All point to Mohammed bin Salman as the instigator of a premeditated, cold-blooded and brutal murder, followed by the dismemberment of Mr. Khashoggi’s body. As The Post’s Shane Harris reported, CIA officials have listened to an audio recording in the possession of Turkish officials they say backs up their account that Mr. Khashoggi was murdered minutes after entering the consulate by a team of 15 men. The Post has identified five of those men as probable members of the crown prince’s personal security detail.
    • k moses
      k moses on 20 Oct 18
       
      Again ... Its sort of excellent that Trump has dropped all subtlety on dealing with the relationship of the USA and The House of Saud, ... I sure hope it revives the questions that were raised about 15 of the 19 plane hijackers were Saudis and their origins and funding were not subjected to scrutiny,
anonymous

Free Technology for Teachers - 125 views

www.freetech4teachers.com

technology Education teachers tieclass

shared by anonymous on 16 Jan 10 - Cached
  • skip to main | skip to sidebar Pages Free Downloads Job Board Google Tools Tutorials Video Creation Resources Develop a PLN Work With Me Advertise Monday, June 21, 2010 Measure the Impact of Asteroids & Atomic Bombs Carlos Labs, a data architecture and data integration firm in Australia, has developed two Google Maps-based widgets that demonstrate the range of atomic weapons and the size of areas that could be affected by asteroid impacts.Ground Zero
  • size of an area that
  • TimeMaps is best described as a mash-up of encyclopedia
  • ...3 more annotations...
  • Investopedia
    • anonymous
      anonymous on 27 Jun 17
       
      This is a cool article!!! I like to use exclamation points to show my enthusiasm!!!!!
  • the new version of Google Earth is now a core component of G Suite for Education. This means that your students will be able to use Google Earth with the same account that they use for Google Drive, Classroom, Keep, and other core G Suite components.
    • anonymous
      anonymous on 27 Jun 17
       
      This is a great point!!
  • trisha_poole on 01 Jan 11
     
    Free resources and lesson plans for teaching with technology
  • Deborah McGIffin on 10 Mar 14
     
    Good blog about free technology teachers can access for education
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
meghankelly492

Legislation and Common Law Impacting Assessment Practices in Music Education - Oxford H... - 1 views

www.oxfordhandbooks.com/...oxfordhb-9780190248130-e-39

world Music

shared by meghankelly492 on 02 Mar 20 - No Cached
  • Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.
  • ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,
  • chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.
  • ...13 more annotations...
  • in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world
  • egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.
  • how active they have been willing in inserting their decisions in school-based assessment policy.
  • Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.
  • Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.
  • distinguish issues are purely academic from those that are purely disciplinary.
  • s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner
  • The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:
  • The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.
  • that of courts taking a more active role and deferring less often to school leaders.
  • Because of these high stakes (real or imagined),
  • little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’
  • however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.
Trevor Cunningham

Tony Vincent's Learning in Hand - Blog - Wireless Mirroring from iPad to PC N... - 16 views

learninginhand.com/...now-a-reality-with-airser.html

ipad Libray

shared by Trevor Cunningham on 06 May 12 - No Cached
  • Top Blog Podcasting iPod touch iPad iPod Netbooks PDAs Search Contact About Archives Accessories (1) android (3) annoucements (1) announcements (2) app (2) apps (2) appstore (12) blogging (8) caption (1) digital video (4) ebooks (3) economics (1) edapp (1) events (24) games (1) grants (1) handhelds (6) hhl07 (2) ios (9) ipad (37) iphone (59) iphone ipodtouch (1) ipod (48) ipod touch (1) ipodtouch (82) itunes (5) laptops (1) learning (1) learning in hand: ipods (25) math (1) mobile internet (6) mobile phone (12) mobile web (4) mobilelearning (1) netbooks (5) ourcity (3) palm (53) pbl (2) pocket pc (37) podcast (17) podcasting (48) ppcket pc (2) presentations (6) professional development (3) research (6) rss (2) sketchy (4) soft reset (8) tablets (1) tonyvincent (4) twitter (1) ustream (1) video (9) web2.0 (2) webapps (1) windows mobile (9) May 2012 (1) April 2012 (2) March 2012 (3)
  • AirServer offer a 7 day trial period, though you will have to allow the developer to post on your Facebook wall. Standard and student licensing costs are very reasonable and can be installed on up to 5 machines. 
  • Trevor Cunningham on 06 May 12
     
    Wireless Mirroring from iPad to PC Now a Reality with AirServer
Sharin Tebo

Creative Educator - Connecting Curricula for Deeper Understanding - 34 views

creativeeducator.tech4learning.com/...icula-for-Deeper-Understanding

Engagement legacy integration interdisciplinary STEAM STEM SDW SDWWL philosophy research

shared by Sharin Tebo on 20 Nov 14 - No Cached
  • Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned  in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that  should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time  to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects  and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
  • The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
  • They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
  • ...2 more annotations...
  • Of course, digging deeper doesn’t fit well in the time frame that most schools use. It takes time to link content across several disciplines, and it may be difficult to squeeze a learning activity into a 40-minute period. To change the method of learning will mean changing more than the curricula. The school structure, including the schedule and methodology will also need to change.
  • To prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. Many have tried to do this, and it isn’t easy.
  • Sharin Tebo on 20 Nov 14
     
    STEM and STEAM--challenge to aim for more integration cross-disciplines.
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
Holly Barlaam

Science-Class Anatomy Resources - 76 views

www.science-class.net/...Anatomy.htm

anatomy physiology body systems labs biology

shared by Holly Barlaam on 24 Jul 11 - Cached
  • Holly Barlaam on 24 Jul 11
     
    A large list of anatomy resources. Includes labs categorized by system, online quizzes, review games, vocabulary development, graphic organizers, presentations, and more.
  • Donna Canuel on 25 Jul 11
     
    Checked through a bunch of these-they seem suited to middle school human bio. Anybody have a similar source for high school level?
Maggie Tsai

TechBlo.com - Sanity to Insanity - Diigo: powerful tool, so much underrated - 5 views

techblo.com/...l-annotation-and-research.html

diigo review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • A powerful Social Annotation and Research Tool - DIIGO! Well indeed Diggo is the coolest tool I have ever come across on the web2.0 scenario. It is a social annotation tool, social book mark tool and a online notes. Fits good to the best researchers online, it is a team tool, that leverages the time spent online. You do not waste a single minute and not waste the time spent in finding data and loosing it. Find it, mark it, send it, store it, import it!! surprising, this is all accomplished by a single tool and it is so much under rated.
  • With Diggo you can be rest assured you have the data saved and sent in seconds! Once your fellow researcher (or a friend) gets online on the same page, knowing or by chance, he can see that you have left a message for him. All you need is, both of you will have to install the Firefox/Internet Explorer/Flock/Opera browser toolbars. These toolbars will make sure both of you do not note the same or miss an important data.
  • Not only researchers, or known friends, but also strangers with same interest can make use of (rather exploit) this tool and do wonders. Say for example a bird watching community is on the prowl for a rare bird, or the very famous Flamingos, they all land up in a page that has abundance of information about the Flamingos, they can mark certain text in the page and leave a comment. Say a professor is leaving a comment about the Flamingos, and their migratory pattern, the others can see this note, respond to it! Later people with the same tool (Diigo toolbar) come to the page can see the conversation that has happened on the web, and note that this page is quite popular.
  • ...2 more annotations...
  • That is why "Ramanathan of TechnoPark" claims this tool is under rated, I kinda more than agree with his view
  • once this tool is leveraged the right way, this tool would rock the world. The world (read Internet) would be a better and wonderful place to live in.Imagine you stumble upon a web page and think no one has ever come into this page before! or Come into the page and see how many people have come in and left comments on the same page, and information. It is up to the Netizen to decide how good this tool can be put to use, and not destroy the beauty of this Web2.0 tool! >
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