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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Charity Fisher

Teachers Testimonials : TTS Online : Free Text to Speech : Read The Words - 83 views

www.readthewords.com/TestTeachers.aspx

exceptional students Language Impaired Learning Disabled in Autistic PDD tools reading aid diversity

shared by Charity Fisher on 28 May 11 - Cached
  • find ReadTheWords.com to be one of the most useful services on the Internet today. Many LD (learning disabled) students struggle with auditory processing.
  • these students are very capable, they tend to favor auditory processing, versus the more common visual processing. It is important that these students learn how their mind works and modify their learning techniques accordingly.
  • 5 students incorporate this service for study of their weekly vocabulary words. We started by making an audio file of the words and definition, and turned it into an mp3 format. The students spent 10 minutes each day on the computer. Each student has averaged a minimum of a full letter grade higher. Two students have received perfect scores for the past 2 weeks.
  • ...12 more annotations...
  • ReadTheWords.com been created to cater to these students.
  • ReadtheWords.com is an AMAZING SERIVCE for young students.
  • ReadTheWords.com allows me to create listening material for some learners that struggle a little bit. It allows my students to read along with the Virtual Avatar Reader. This saves a lot of time so I can focus on certain children without slowing down the rest of the class.
  • We create links to audio files that read our upcoming events, and we use it to help visually impaired patrons read anything - articles, letters they have received, emails that can be copy/pasted from their email account...the possibilities are endless! On a personal level, I have been using ReadTheWords toolbar plug in.
  • service with my university students who are learning English
  • brings the text to life, and stimulates my second language learners in a dynamic way. I would recommend this program to all foreign language teachers,
  • I have been assisting students to create audio files of study review materials. This greatly helps them decode and analyze the material for comprehension. I have seen a great improvement on test scores
  • Students listen to a piece of their own writing, so they can hear if what they wrote sounds correct. It helps students with comprehension, spelling, grammar and structuring sentences.
  • This service is godsend for many students, especially auditory learners. I cannot even begin to imagine how many people this will help in the future. We just received approval to offer this service to our entire school. (Email webmaster@readthewords.com to get a special deal like we did.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      I believe that the audio could act as a reinforcer of the written word as students read. This could be helpful not only with students who are Language Impaired, but also for students who struggle with reading comprehension.
    • Charity Fisher
      Charity Fisher on 08 Oct 12
       
      This website could be benefitical to students who are Hearing Impaired or Learning Disabled in Reading.
    • Charity Fisher
      Charity Fisher on 08 Oct 12
       
      Thsi tool can reinforce the written word and comprehension.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      Something not mentioned by these teachers is the possible benefit to Autistic and Aspergers students. I can this being used as a reward or incentive because the work could be done independently. Since these students generally feel more at ease working independently, it would a motivator to them.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      This could be a great tool for Language Impaired students, but also Learning Disabled in reading as well. The audio would act as a reinforcer of the written material. Even though this is learning or reading comprehension tool, students may see it as a reward thereby motivating them to read more. This could a aid to any teacher attempting to motivate reluctant or struggling readers.
  • Jackie Smith on 28 May 11
     
    readthewords.com for Special Ed, ESOL, Low Level Readers, Writing and More!
  • Charity Fisher on 31 Aug 12
     
    Read The Words could be a beneficial tool to students who are Language Impaired and/or Learning Disabled in Reading. The audio can reinforce the written word and increase comprehension. Also, it could be a valuable tool for autistic students who prefer to work independently. They can use this to aid comprehension and also it could be a reward. This tool could also add interest to text for any student.
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.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
Peter Beens

Education Week Teacher: Teaching Secrets: Communicating With Parents - 1 views

www.edweek.org/...tillery.html

teachers tips communication parents

shared by Peter Beens on 23 Jun 11 - No Cached
  • Peter Beens on 23 Jun 11
     
    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
Josh Flores

TODAYMoms - Should parents be blamed when kids fail at school? - 106 views

moms.today.com/...lamed-when-kids-fail-at-school

news resources should parents

shared by Josh Flores on 23 May 11 - No Cached
    • Josh Flores
      Josh Flores on 23 May 11
       
      Who the heck would click "NO"???
    • Josh Flores
      Josh Flores on 24 May 11
       
      Parents should be held accountable, teachers should be held accountable AND students should be held accountable.
    • Josh Flores
      Josh Flores on 24 May 11
       
      from Lynn Jones (to me?) "How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child."
    • Josh Flores
      Josh Flores on 24 May 11
       
      My Reply to Lynn Jones: 1. Parents should be held accountable along with teachers and the students themselves. 2. Six kids????? You are a saint! I plan on having two at the most and pray to the gods they're not girls! 3. Is there a specific reason you sent me your family history?
    • Josh Flores
      Josh Flores on 24 May 11
       
      From Lynn: "I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher."
    • Josh Flores
      Josh Flores on 24 May 11
       
      I don't think the article is about differentiation but sure, I'm confident it's in the back of any high quality educator's mind. Regardless, we can always do more than standby our kids. 
  • Lynn Jones on 24 May 11
     
    How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child.
  • Lynn Jones on 24 May 11
     
    I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher.
Mark Gleeson

Technology - Providing Incredible Opportunities for Students whether we want it to or not - 4 views

mgleeson.edublogs.org/...ing-opportunities-for-students

technology student led learning engagement opportunities

shared by Mark Gleeson on 08 Nov 12 - No Cached
  • Mark Gleeson on 08 Nov 12
     
    If you believed the media shock jocks, every kid on the internet is either an idiot or in great peril. But I want to tell a different story starring my daughter, her best friend and a small group of friends ( including my opportunistic son!). This is a completely different story that highlights the amazing opportunities that today's available technology offers our students. It's also a story about how, if given the freedom, children will take what we 'make' them do at school and take it to a whole new level that the limited minds of us teachers don't even plan for. It explains why student led learning can be a success if we don't restrict our students from going beyond our stated objectives. It shows how true engagement doesn't need a teacher or a classroom for children to achieve great things and how technology can allow young students follow their dreams with the restrictions we had in the past.
Louisa Guest

Harvard Education Letter - 27 views

www.hepg.org/534

education behaviour

shared by Louisa Guest on 08 Sep 12 - No Cached
    • Louisa Guest
      Louisa Guest on 08 Sep 12
       
      get print friendly version for staff
  • Learning to see all behavior as a form of communication, for example, is a key principle that helps when teachers are frustrated or confused by how students are acting. Even though students’ behavior can look bizarre or disruptive, their actions are purposeful and are their attempts to solve a problem.
  • About 10 percent of the school population—or 9–13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, or a psychiatric disorder. There is also growing evidence that the number of children suffering the effects of trauma and those with autism-related social deficits is also on the rise.
  • ...4 more annotations...
  • If teachers are supported to set up classrooms to promote success, these students (and other challenging students who have similar behaviors but may not have individualized education plans, or IEPs) can improve their performance in school and in life.
  • Making positive attention more predictable in the classroom can help break the cycle of negative attention-seeking behaviors. Putting one-on-one time on the student’s personal visual schedule (even if it’s only a couple minutes to read a student’s favorite page in a book) or setting a timer for 10 minutes and telling the student that’s when you will be back are just two strategies that can help.
  • Teachers who work with challenging students need support from administrators and others in the school. It is very stressful to have a student in class who is constantly disruptive. In order to make the necessary investment, the teacher needs substantive support from administrators to avoid frustration and burnout and to garner the energy to provide effective interventions. When administrators delegate some of the teacher’s responsibilities to other people in the building, the teacher can devote more time to finding solutions. Regularly meeting with consultants (e.g., special educators, mental health professionals, and behavior analysts) can be essential for designing how the student progresses, but it also takes up the teacher’s prep time. If possible, the administrator can arrange coverage so that the teacher can meet with consultants at times other than lunch and prep. Support staff can instruct small groups of children while the teacher works with the student with behavior challenges. And since there are usually so many people involved with a struggling student, delineating a clear coordination plan is also critical. It can be helpful, as a team, to make a list of responsibilities and indicate who is responsible for what.
  • The more intensely the student is taught the underdeveloped skills, and the more the environment is changed to encourage appropriate behavior, the more quickly the student’s behavior is likely to change.
Jason Schmidt

School Would Be Great If It Weren't for the Damn Kids - 95 views

www.alfiekohn.org/...damnkids.htm

school alfie kohn students edreform education interest current commentary

shared by Jason Schmidt on 17 Nov 10 - No Cached
  • It simply doesn’t make sense to try to “purge ‘ineffective’ teachers and principals.”  His listener, almost giddy with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers the punch line:  That’s right, it’s time to stop blaming teachers and start . . . blaming students!
  • His focus is not on students’ achievements (the intellectual accomplishments of individual kids) but only on “student achievement” (the aggregate results of standardized tests)
  • As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture
  • ...9 more annotations...
  • Upon hearing someone castigate students for being insufficiently motivated, a noneconomist might be inclined to ask two questions.  The first is:  “Motivated to do what, exactly”?  Anything they’re told, no matter how unengaging, inappropriate, or, well, demotivating? 
  • Whenever I see students made to cram facts into their short-term memories for a test, practice a series of decontextualized skills on yet another worksheet, listen passively to a lecture, or inch their way through the insipid prose of a corporate-produced textbook, I find myself thinking of a comment made by Frederick Herzberg, a critic of traditional workplace management:  “Idleness, indifference, and irresponsibility,” he said, “are healthy responses to absurd work.”
  • The more you reward people for doing something, or for doing it well, the less interest they typically come to have in whatever they had to do to get the reward. 
  • People who blame students for not being “motivated” tend to think educational success mean little more than higher scores on bad tests and they’re apt to see education itself as a means to making sure our corporations will beat their corporations.  The sort of schooling that results is the type almost guaranteed to . . . kill students’ motivation.
  • one thing that’s happened is a concatenation of rewards and punishments, including grades, which teach students that learning is just a means to an end.
  • Another thing that’s happened is teaching that’s meant primarily to raise test scores.
  • inner-city kids get the worst of the sort of schooling that’s not about exploring and discovering and questioning but only about working hard (often at rote tasks) and being nice (read: obedient).
  • “Motivation is weak because more students…don't like school, don't work hard and don't do well.”  But why don’t they like school (which is the key to understanding why, assuming his premise is correct, they don’t succeed)?  What has happened to their desire to figure out how things work, the hunger to make sense of things, with which all children start out? 
  • if you want to see (intrinsically) motivated kids, you need to visit classrooms or schools that take a nontraditional approach to education, places where students are more likely to be absorbed and frequently delighted, where what they’re doing is not merely “rigorous” (a word often applied to very difficult busywork) but meaningful.
  • Jason Schmidt on 17 Nov 10
     
    Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.
Mrs. Lail2

How Self-Expression Damaged My Students - Robert Pondiscio - The Atlantic - 47 views

www.theatlantic.com/...262656

education English Writing

shared by Mrs. Lail2 on 25 Sep 12 - No Cached
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • ...7 more annotations...
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
globalwrobel

Digital Natives: Do They Really THINK Differently? - 41 views

www.marcprensky.com/...l%20Immigrants%20-%20Part2.pdf

digital_natives education technology prensky digital learner

shared by globalwrobel on 26 Jul 17 - No Cached
  • globalwrobel on 26 Jul 17
     
    by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.
  • globalwrobel on 26 Jul 17
     
    by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.
  • Beth Holland on 28 Jul 17
     
    Hi. I wrote a paper about digital natives as part of an anthropology assignment for a doctoral course. Researchers from around the world have empirically proven that Prensky's theories are false. Additionally, while neuroscience has shown that brains do change as a result of neuroplasticity, to argue that it is generational is also a false claim. Though cognitive theory shows that learners bring their prior experiences to the interpretation of new educational opportunities - impacting attention and interpretation - all generations have had this occur. There is merit to the point that we should take learner's prior experience into consideration when designing instruction; however, Prensky's digital native claims may have done more to create tension between students and teachers than to provide instructional support. If you would like any of the scholarly studies, I have a published reference list at http://brholland.com/reference-list. Beth
Katie Akers

COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views

www.edweek.org/...index.html

shared by Katie Akers on 24 Apr 20 - No Cached
  • In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
  • This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
  • In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
  • ...15 more annotations...
  • “That is not without risk, and COPPA has a whole lot of gray area that gives school attorneys pause.”
  • Less clear, though, is whether COPPA covers information such as IP (internet protocol) address, device identification number, the type of browser being used, or other so-called metadata that can often be used to identify users.
  • some school lawyers have taken the FTC’s previous guidance to mean that their districts must get consent from every single parent, for every single product that collects information online from young children.
  • First, according to the FTC, schools can grant consent on behalf of parents only when the operator of the website, online service, or app in question is providing a service that is “solely for the benefit of students and the school system” and is specific to “the educational context.”
  • How are schools supposed to determine if a website or app is strictly educational?
  • will any information collected from children under 13 be used or shared for commercial purposes unrelated to education? Are schools allowed to review the information collected on students? Can schools request that student info be deleted? If the answers to that second group of questions are, respectively, yes, no, or no, schools are not allowed to grant consent on behalf of parents, according to the FTC.
  • Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.
  • How do schools notify parents and get their consent under COPPA?
  • Often through an Acceptable Use Policy or similar document that is sent home to parents at the beginning of the school year, said Fitzgerald of Common Sense Media.
  • Even better, Fitzgerald said, is when schools provide a detailed list of exactly what websites/online services/apps students will be using, and what the information practices of each are.
  • some privacy experts say that a one-time, blanket sign-off at the beginning of the school year may not be considered valid notification and consent under COPPA, especially if it doesn’t list the specific online services that children will be using.
  • responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.
  • Many districts do in fact have that kind of review-and-approval process.
  • One is “click-wrap agreements.” Often, these are the kinds of agreements that almost all of us are guilty of just clicking through without actually reading
  • Herold, Benjamin. (2017, July 28). The Children’s Online Privacy Protection Act. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/issues/childrens-online-privacy-protection-act-coppa/
Howard Rheingold

Discovering How to Learn Smarter | MindShift - 100 views

mindshift.kqed.org/...scovering-how-to-learn-smarter

learning neuroplasticity

shared by Howard Rheingold on 03 Feb 12 - No Cached
  • Howard Rheingold on 03 Feb 12
     
    Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.
Tanya Windham

Dissent Magazine - Winter 2011 Issue - Got Dough? Public Scho... - 59 views

dissentmagazine.org/article

shared by Tanya Windham on 16 Jan 11 - No Cached
  • To justify their campaign, ed reformers repeat, mantra-like, that U.S. students are trailing far behind their peers in other nations, that U.S. public schools are failing. The claims are specious. Two of the three major international tests—the Progress in International Reading Literacy Study and the Trends in International Math and Science Study—break down student scores according to the poverty rate in each school. The tests are given every five years. The most recent results (2006) showed the following: students in U.S. schools where the poverty rate was less than 10 percent ranked first in reading, first in science, and third in math. When the poverty rate was 10 percent to 25 percent, U.S. students still ranked first in reading and science. But as the poverty rate rose still higher, students ranked lower and lower. Twenty percent of all U.S. schools have poverty rates over 75 percent. The average ranking of American students reflects this. The problem is not public schools; it is poverty. And as dozens of studies have shown, the gap in cognitive, physical, and social development between children in poverty and middle-class children is set by age three.
  • Drilling students on sample questions for weeks before a state test will not improve their education. The truly excellent charter schools depend on foundation money and their prerogative to send low-performing students back to traditional public schools. They cannot be replicated to serve millions of low-income children. Yet the reform movement, led by Gates, Broad, and Walton, has convinced most Americans who have an opinion about education (including most liberals) that their agenda deserves support.
  • THE COST of K–12 public schooling in the United States comes to well over $500 billion per year. So, how much influence could anyone in the private sector exert by controlling just a few billion dollars of that immense sum? Decisive influence, it turns out. A few billion dollars in private foundation money, strategically invested every year
  • ...1 more annotation...
  • Hundreds of private philanthropies together spend almost $4 billion annually to support or transform K–12 education, most of it directed to schools that serve low-income children (only religious organizations receive more money). But three funders—the Bill and Melinda Gates Foundation, the Eli and Edythe Broad (rhymes
  • marcmancinelli on 16 Jan 11
     
    A great analysis of the problems with financial giants supporting educational reform.
  • kathy shieldsk on 16 Jan 11
     
    This is one juicy article which may change your view of the big picture of ed reform or help you get others to see it more clearly. Pass it on.
Don Doehla

Digital Citizenship - 80 views

www.digitalcitizenship.net/Home_Page.html

curriculum educational technology digitalcitizenship technology digital citizenship internet_safety citizenship resources digital

shared by Don Doehla on 04 May 10 - Cached
  • Sandy Munnell on 04 May 10
     
    "Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage. "
  • Don Doehla on 16 Jul 13
     
    Digital Citizenship is a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Digital citizenship is the norms of appropriate, responsible technology use.  Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage. 
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
Maughn Gregory

For Children of Same-Sex Couples, a Student Aid Maze - NYTimes.com - 28 views

www.nytimes.com/...ouples-a-student-aid-maze.html

education gay gaymarriage discrimination children SiegelBernardTara

shared by Maughn Gregory on 15 Oct 11 - No Cached
  • Because these students cannot fully portray their family’s finances, the amount of aid they receive may not fairly reflect their needs.
  • officials from the Department of Education, which issues it, said that applicants with two married mothers or fathers must fill out the Fafsa as if the couple were divorced.
  • For Children of Same-Sex Couples, a Student Aid Maze
  • Maughn Gregory on 15 Oct 11
     
    " Because these students cannot fully portray their family's finances, the amount of aid they receive may not fairly reflect their needs."
Gloria Maristany

More Classroom Tips for Teachers of ADD ADHD Students | ADD ADHD Information Library - 0 views

newideas.net/p0000570.htm

ADHD

shared by Gloria Maristany on 15 Jul 11 - Cached
  • Home › Parenting ADHD Children 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.
  • seated near the teacher, as close as possible without being punitive.
  • away from both the hallway and windows to minimize auditory and visual distractions
  • ...19 more annotations...
  • 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.
  • Provide an outline, key concepts or vocabulary prior to lesson presentation.
  • variety of activities during each lesson
  • multisensory presentation
  • lessons brief o
  • involve the student during the 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.
  • Gloria Maristany on 15 Jul 11
     
    Very specific tips for classroom
Marc Patton

Quia - 47 views

www.quia.com

Teaching_Ideas Teaching_Tools Mathematics Online_Learning_Environments

shared by Marc Patton on 13 Jun 11 - Cached
  • Anne-Mette Krejberg on 13 Jun 11
     
    Quia web - create your own ... costs 49$ 
  • Marc Patton on 07 Sep 12
     
    IXL Practice makes perfect, and IXL makes math practice fun! IXL allows teachers and parents to monitor the progress of their students and motivate them through interactive games and practice questions. Widely recognized as the Web's most comprehensive math site, IXL offers a dynamic and enjoyable environment for children to practice math. Students who use IXL are succeeding like never before. Quia Web Quia Web provides educators with learning tools to create, customize, and share their curriculum online. Quia Web pioneered and brought the "create-your-own" concept to educators around the world-giving them the freedom to go beyond publisher-provided materials and create their own interactive, online experiences for their students. Quia Books Quia Books are Web-based versions of workbooks and textbooks, and are produced in partnership with the world's leading publishers. Built on our award-winning technology platform, Quia books engage students and make the learning process more satisfying through interactive exercises replete with vibrant color, sound, and images. Educators reap the timesaving benefits of computer-based grading and tracking and can fully customize Quia books based on individual course materials.
Christian Howd

Kidtools.missouri.edu - Welcome to the KTSS Resource Site! - 42 views

kidtools.org/index.php

tools behavior organization

shared by Christian Howd on 14 Jul 10 - Cached
  • Christian Howd on 14 Jul 10
     
    The KidTools software is made for children to support their success in school, home, and community. The software provides two programs to help students. KidTools helps students with behaviors by targeting behaviors, to change, making behavior plans, following agreements, and self-monitoring. KidSkills helps students get organized, learn new information and pass tests, plan to get homework done, and work on projects with other students.
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