Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
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Coping With Cancer as a Young Adult | CancerCare - 9 views
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shared by Amy Roediger on 02 Aug 12
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Reading Strategies for 'Informational Text' - NYTimes.com - 172 views
learning.blogs.nytimes.com/...ategies-for-informational-text
common core standards CCSS reading teaching education resources
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Annette Yono liked it
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Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
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Graphic Organizers:
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Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
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The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
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“Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
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Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
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Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS." -
A good list of reading strategies for informational text from the New York Times.
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Screen Reading Worse for Grasping Big Picture, Researchers Find - Digital Education - E... - 27 views
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Among young adults who regularly use smartphones and tablets, just reading a story or performing a task on a screen instead of on paper led to greater focus on concrete details, but less ability to infer meaning or quickly get the gist of a problem,
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The findings align with other emerging research on how students process information differently in print and digital forms. A 2014 series of experiments found that while taking more notes overall was better than taking fewer, students who typed notes on their laptops rather than writing them on paper tended to take down information verbatim rather than summarizing concepts, and the more students wrote verbatim, the less they remembered a week later.
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For example, she said, teachers should consider the format of information when designing different types of activities, to help students focus on details or overall themes.
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Study suggests an answer to young people's persistent sleep problems - 45 views
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"A collaborative research project involving James Cook University and the University of Queensland indicates high rates of sleep problems continuing through teenage years and into early adulthood - but also suggests a natural remedy."
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shared by Charity Fisher on 28 May 11
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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
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find ReadTheWords.com to be one of the most useful services on the Internet today. Many LD (learning disabled) students struggle with auditory processing.
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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.
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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.
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ReadTheWords.com been created to cater to these students.
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ReadtheWords.com is an AMAZING SERIVCE for young students.
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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.
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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.
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service with my university students who are learning English
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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,
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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
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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.
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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.
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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. -
This website could be benefitical to students who are Hearing Impaired or Learning Disabled in Reading.
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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.
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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.
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readthewords.com for Special Ed, ESOL, Low Level Readers, Writing and More! -
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.
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Strategies for online reading comprehension - 92 views
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We traditionally think of reading in terms of sounding out words, understanding the meaning of those words, and putting those words into some contextual understanding.
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If the kind of text our students are encountering in these online travels is embedded with so many links and media, and if those texts are connected to other associated pages (with even more links and media), hosted by who-knows-whom, the act of reading online quickly becomes an act of hunting for treasure, with red herrings all over the place that can easily divert one’s attention.
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As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.
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How is traditional, in-class reading different from online reading?
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to begin addressing the hyper-reading of young people might start with the process of elimination, by helping readers remove the clutter on the web pages they encounter.
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Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom.
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Synthesize online reading into meaningful chunks of information.
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Use a reader’s ability to effectively scan a page, as opposed to reading every word.
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Avoid distractions as much as necessary.
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Understand the value of a hyperlink before you click the link.
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Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation
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FAQ - Diigo help - 44 views
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effectively utilize the vast array of information that resides on the internet and who are capable of processing the information collaboratively
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superior to traditional classroom teaching alone
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skills
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Is there a way to disallow students from joining other groups. My students are young and I would rather have them just interacting with me and each other. -
Toni, you should set them up in the teacher console without a full profile.
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finding,
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organizing
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synthesizing
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presenting information
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facilitate online conversations within the context of the materials themselves.
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Teacher can setup separate accounts - one is for their professional / personal usage, and one to be used for instruction with their students. That way, there is less concern of mingling these.
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The more I work with this tool the more I love it. This tells you how to set up student accounts even if your students don't have email. -
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Do we read differently on paper than on a screen? - 9 views
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In total, there are more than 180 researchers from 33 different countries participating in the COST-initiated research network E-READ, reading in an age of digital transformation. This network examines the effects and consequences of digital developments in terms of reading.
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It is not a case of "one size fits all," but patterns are beginning to emerge from empirical research into the subject. The length of the text seems to be the most critical factor. If the text is long, needs to be read carefully and perhaps involves making notes, then studies show that many people, including young people such as students, still often prefer a printed book, even if it is available as both an e-book and in electronic formats with options for making notes, enabling the user to search for and highlight the text digitally. This is not the case when it comes to shorter texts.
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When reading long, linear, continuous texts over multiple pages that require a certain amount of concentration, referred to as "Deep Reading," the reader often experiences better concentration and a greater overview when reading from a printed medium compared to a screen. When we are reading from a screen, only one section can be seen at a time and the available reading surface area is limited. If you read a printed medium such as a book, several text areas are available simultaneously and it feels easier to form an overview and make notes in the margins.
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However, an interesting finding in some of the empirical studies is that we tend to overestimate our own reading comprehension when we read on screen compared to on paper.
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it has been found that we tend to read faster on screen and consequently understand less compared to when reading from paper. This is a very new research topic and there are studies that have not found any differences in this area.
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such findings do highlight something very important, namely that we may have a different mental attitude to what we read on a screen. This has very significant implications, including in the context of education.
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For example, reading literature has proven to have a stimulating effect on the imagination and encourage the development of empathy. Reading has an effect on our ability to concentrate and for abstract thinking. We want to discover if such processes are influenced by the reading medium.
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There is a need for more empirical research on reading comprehension in terms of screen reading and also on the subjective reading experience.
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shared by Maughn Gregory on 24 Aug 11
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Helping Children Become More Mindful | Tufts Now - 77 views
now.tufts.edu/...g-children-become-more-mindful
education children mindfulness WillardChris breathing
shared by Maughn Gregory on 24 Aug 11
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kids are distracted and a little on edge these days, says the Tufts psychologist Christopher Willard
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Child’s Mind: Mindfulness Practices to Help Our Children Be More Focused, Calm and Relaxed (Parallax Press)
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The central idea of mindfulness, he says, is to bring a very focused awareness of the present moment into our everyday lives through things such as breathing exercises and actively listening to and observing the world around us.
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Studies have shown that children can learn to regulate their emotions and concentrate better with the aid of mindfulness practices. Even children with attention deficit disorders have learned to concentrate better using these kinds of exercises.
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Children as young as four, he says, can be taught to breathe in and out in a conscious way, with a little visual help. To do this, he suggests having the child lie on her back with a stuffed animal or pillow on her belly, which helps her become aware of her breathing as she watches the object go up and down.
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Another mindfulness exercise is to ask a child to listen carefully for about a minute and then name five sounds he heard while being quiet.
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Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views
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Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
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What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
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Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
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so long as the buyer has a purchase permit or a concealed-carry license.
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I felt uneasy
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He liked the rifle. I needed the cash. We shook hands, and off we went.
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There is rarely a moment when I’m not within reach of a firearm.
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We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
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Rarely do we mention what we carry
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I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
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Guns were often a bridge between father and son.
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or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
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had a gun put to my head
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I can remember that
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steel
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I can remember
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In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
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surrounded myself with the people I did as a form of protection.
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I dropped to the ground as gunfire rang from a car at a bonfire party.
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I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
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his service weapon pushed into the base of my skull.
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I stood there trembling while they apologized.
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Jackson County
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I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
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hared passion for wilderness and time spent in the field with gun in hand.
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Those types of things are rare now, even in places like Appalachia.
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A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
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centuries of experience gathered around the campfire each night
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the .308 blew apart the morning.
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There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
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Life is sustained by death
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the killing is not easy, nor should it be.
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would feed me for a year
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I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
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He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
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As I headed toward the mountains, all I could think about was Philando Castile,
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situation was re
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All I could think about was how things might have been different if the
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versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
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It was impossible not to recognize how gun culture reeks of privilege.
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Ruger 10/22s and Marlin Model 60s, the .22LRs
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This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
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There were always guns, but nothing like the assault weapons that line the shelves today.
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firearms whose sole purpose would be to take human life if I were left with no other choice.
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I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
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they joke about the minute hand of the doomsday clock inching closer to midnight.
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as they wait for the end of the world.
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they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
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step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
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None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
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They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
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I understand what’s at stake
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I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
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changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
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an unrelenting fear of what could be lost
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a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
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He cut a look in my direction as if I’d absolutely lost my mind.
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I’d be fine with an assault-weapons ban
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question is irrelevant, that the reason doesn’t supersede the right.
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Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
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As sad as it is to say, the silence is easier
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there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
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ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
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The muzzle was pointed in our direction. Ashley was terrified.
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The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
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I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
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Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
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I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
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I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
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I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
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we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
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How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
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Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views
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n contrast to others who are not as prone to divulge their feelings about their creative process
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"Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
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The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
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It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
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Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
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Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
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raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
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It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
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n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
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I need . . . to become involved, to come into a state where I do something without knowing why I do i
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This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
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Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
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I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
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When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
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Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
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ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
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as, as these examples show, dreams can also solve certain problems of the creative process.
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In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
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n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
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Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
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Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
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I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
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Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
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Furthermore, for some composers the musical influence can emerge from the development of computer technology.
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In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
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If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
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After all, the creative process is an elusive cultural activity with no recipes for making it happen.
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n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
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In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
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Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
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After all, the quality of mystery is a common theme in nearly every composer's accoun
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Failing this, musical creativity remains a predictable academic exercise
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Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
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Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
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Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
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n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
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While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
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By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
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which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
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. On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
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Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
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Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
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Developmental Bibliotherapy in Young Adult Fiction: Why Teens need books now more than ... - 4 views
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How YA can be used by teens to help them navigate through the increasing complexity of their lives and to expand the range of their experiences.
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COPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views
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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.
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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.
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In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
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“That is not without risk, and COPPA has a whole lot of gray area that gives school attorneys pause.”
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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.
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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.
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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.”
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How are schools supposed to determine if a website or app is strictly educational?
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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.
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Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.
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How do schools notify parents and get their consent under COPPA?
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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.
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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.
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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.
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responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.
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Many districts do in fact have that kind of review-and-approval process.
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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
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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/
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Storyboard That For Classroom | Teacher Free Trial - 8 views
www.storyboardthat.com/...n-more-about-classroom-portals
smartboards presentation digital storytelling storyboard storytelling writing resources
shared by Mike MacBeth on 07 May 14
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Storyboard That is a robust web tool that allows students to create and edit Storyboards. This site is simple to use and allows users to drag and drop stick figures and screen elements, as well as add their own content, to the storyboard time line. Enough tools and features to be really useful and not too many to confuse young users, this is a nice way for students to create storyboards for class projects, videos, or anything else you can think of including comic strips. There is a nice educator portal which has some lesson plans and example student work. Not free, but free trial and reasonably priced for teachers -
"Bring the world's best storyboard creator into your classroom! From first grade to graduation, Storyboard That engages students with digital storytelling in the classroom."
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STEM + Art: A Brilliant Combination - Education Week - 44 views
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asked permission to hire an arts-integration teacher
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and that year and subsequent years, the scores on the state assessments improved.
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a compendium of 62 research studies that support the powerful positive academic and social effects of learning in and through the arts
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The research confirms what we know to be true. The arts impact all learning.
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Neuroscience has also provided an emerging branch of research related to studying the arts. For instance, "Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition" reinforced the positive impact arts learning has on a young person's ability to retain information.
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Neither the arts nor the sciences have a monopoly on teaching creativity, collaboration, or problem-solving skills.
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The design process proved to be as important as the finished product.
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Schools must provide opportunities for students to learn across disciplines. No longer can we teach in silos.
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""Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats" -
""Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats"
2017 Teens' Top Ten Nominees announced | News and Press Center - 0 views
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RTI Talks | RTI for Gifted Students - 9 views
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learning contracts with the student focused on work that takes the students interests in to account may be helpful.
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"Up from Underachievement" by Diane Heacox
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Gifted learners are rarely "globally gifted
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From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
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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.
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Be very explicit with what the differentiation is and how it is addressing the needs
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A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
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When a child has met all the expected benchmarks
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independent reading
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reading log
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small group for discussions using similar questions.
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long-term solutions might include forming a seminar group using a
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program like "Junior Great Books."
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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
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enrich potential
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to plan appropriate instruction, based on data that show the learners' needs.
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additional enrichment and challenge in their area(s) strength.
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Tiers 2 or 3
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As the intensity of the needs increase, the intensity of the services also increases.
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our ability to nurture potential in students prior to formal identification
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appropriately scaffolded activities through Tier 2 support.
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, with high-end differentiation and expectations, we are able to support the development of potential in all students.
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This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
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likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
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Tier 1 include:
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Tier 2 include:
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Tier 3 include:
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universal screening
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Aspergers
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gifted children with learning disabilities?
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If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
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Educational opportunities are not a “zero sum” game where some students gain and others lose.
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the needs of all learners.
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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.
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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.
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recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
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all students deserve to attend a school where their learning needs are met
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seek out ways to build the knowledge and skills of teachers to address the range of needs
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This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
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first
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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”.
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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.
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RTI was,
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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.
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The primary issue is the need for measures of potential as well as performance.
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an IQ measure
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portfolio
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that sometimes occur outside of school
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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.
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a "diamond" shaped RTI model
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confusing
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use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
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English Language Learners?
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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.
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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.
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off grade level trajectories
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this may includ
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assess the slope and speed of learning and plot the target from there.
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content acceleration and content enrichment.
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independent or small group project of their choice.
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renzullilearning.com.
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additional learning opportunities that both challenge the learner and address high interest learning topics.
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Tech Savvy Kids - 86 views
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To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
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PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
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The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."