Group items tagged

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.

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

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.

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.

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.

play a sport—or at least run around before and after school.

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.

3 – Provide performance consulting services, where individuals and teams need help in addressing their own learning and performance problems

4 – Rethink the use of learning tools and system

5 – Help to develop an open, enabling culture for working and learning

It is clear that formal training is not going disappear overnight, but it is also becoming apparent that we are at the beginning of a fundamental shift in the way that both learning and working is happening in organisations. This should not be seen as a threat to the L&D profession, but as an opportunity to evolve the profession to take on the new challenges it offers. The first step on the path will be to become immersed in the new social media tools that are underpinning this change. Social Learning is not something you just talk or read about; it’s something you do!

Students who are driven by external rewards (grades, trophies), will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose

When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.

good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive

Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning

Unfortunately, carrots turn out to be no more effective than sticks at helping children to become caring, responsible people or lifelong, self-directed learners

give state regulators a new option to either act as accreditors or create their own accreditation systems.

“States could accredit online courses, or hybrid models with elements on- and off-campus.”

regional accreditors are doing a fairly good job. They are under enormous pressure to keep “bad actors” at bay while also encouraging experimentation. And he said accreditors usually get it right.

Andrew Kelly, however, likes Lee’s idea. Kelly, who is director of the American Enterprise Institute’s Center on Higher Education Reform, said it would create a credible alternative to the existing accreditation system, which the bill would leave intact.

eliminating bureaucracy in higher education regulation is a top priority

“Accreditation could also be available to specialized programs, individual courses, apprenticeships, professional credentialing and even competency-based tests,”

broad, bipartisan agreement that federal aid policies have not kept pace with new approaches to higher education.

expansion of competency-based education. And he said the federal rules governing financial aid make it hard for colleges to go big with those programs.

accreditors is that they favor the status quo, in part because they are membership organizations of academics that essentially practice self-regulation.

changes to the existing accreditation system that might make it easier for competency-based and other emerging forms of online education to spread.

offering competency-based degrees through a process called direct assessment, which is completely de-coupled from the credit-hour standard.

Simply handing a teacher an iPad in advance won’t serve to address these challenges when the school year starts

Teachers need instruction on how to incorporate the devices into the learning process, which is quite different than trying out a few apps

School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning. Instead of focusing on the convenience of ebooks, they should instead be emphasizing the incredibly immersive and active learning environment the iPad engenders and the unprecedented opportunities to develop personalized, student-centered learning. They should highlight some of the beneficial consumption, curation, and creativity activities the iPad facilitates — as well as the student empowerment it inspires.

“Scaling the Digital Divide,” published last month, looks at the arrival of broadband service in North Carolina between 2000 and 2005 and its effect on middle school test scores during that period. Students posted significantly lower math test scores after the first broadband service provider showed up in their neighborhood, and significantly lower reading scores as well when the number of broadband providers passed four.

The expansion of broadband service was associated with a pronounced drop in test scores for black students in both reading and math, but no effect on the math scores and little on the reading scores of other students.

THE one area where the students from lower-income families in the immersion program closed the gap with higher-income students was the same one identified in the Romanian study: computer skills.

How disappointing to read in the Texas study that “there was no evidence linking technology immersion with student self-directed learning or their general satisfaction with schoolwork.”

"21st century skills" to be successful today

Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today’s world.

portion of the room free of obvious visual and auditory distractions

desk dividers

as a "privilege"

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.

involve the student during the lesson presentation.

variety of activities during each lesson

multisensory presentation

lessons brief o

Provide an outline, key concepts or vocabulary prior to lesson presentation.

instructional aid who is to write key words or ideas on the board

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.

computer assisted instruction

self-correcting materials

cooperative learning

specific role or piece of information that must be shared with the group.

game-like activities

Use the student's name in your lesson presentation. Write personal notes to the student about key elements of the lesson.

Let ADHD students share recently learned concepts with struggling peer

use colored chalk to emphasize key words or information.

Students should be counseled not only on the risks to their physical safety, but also on the ways that the texts they are composing today, and believe they have eliminated, often have lives beyond their computers, and may reappear in the future at a most inopportune time.

learn methods of critically analyzing the ways in which others are using multiple semiotic systems to convince them to participate, to buy, to believe, and to resist a wide range of appeals

It also implies the process of uncovering one’s own cultural, social, political and personal (e.g. age, gender) backgrounds and understanding how these backgrounds can and often do influence one’s own ways of communicating and interacting with others in virtual and face-to-face encounters.

nstances of anti-social behavior in online communication such as using hurtful language and discriminating among certain members of virtual communities have been reported.

allows their members to construct and act out identities that may not necessarily be their real selves and thus lose a sense of responsibility toward others

Professional development for teachers and teacher educators must be ongoing, stressing purposeful integration for the curriculum and content, rather than merely technical operation. It also needs to provide institutional and instructional support systems to enable teachers to learn and experiment with new technologies. Offering release time, coordinating student laptop initiative programs or providing wireless laptop carts for classroom use, locating computer labs in accessible places to each teacher, scheduling lab sessions acceptable for each teacher, and providing alternative scheduling for professional development sessions so that all teachers can attend, are a few examples of such systems. Finally, teachers and students must be provided with technical support as they work with technology. Such assistance must be reliable, on-demand, and timely for each teacher and student in each classroom.

educators must address plagiarism, ownership, and authorship in their classrooms.

strategies to assess the quality of information and writing on the Web

help students develop netiquette

Such netiquette is thus not only about courtesy; more importantly, it is about tolerance and acceptance of people with diverse languages, cultures, and worldviews.

Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.