Teachers can easily use junk mail catalogs to create
a picture file and then design lessons based on the pictures. This article
briefly explains the benefits of using pictures, offers some suggestions for
using pictures from junk mail catalogs, and describes three lesson plans
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Using Pictures for Lessons | Junk Mail Catalogs: A Treasure-Trove for Language Teachers - 0 views
www.njcu.edu/...schwartz.html
pictures images ideas lessons activities writing speaking grammar resources reference using language learning education learning language
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Pictures are a great incentive for language production and can be used in many ways in the classroom. "Specifically, pictures contribute to: interest and motivation; a sense of the context of the language; a specific reference point or stimulus" (Wright 19)
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The lesson plans discussed below are for speaking, grammar, and writing activities
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Focus on Speaking/Writing: This is for students at beginning and intermediate levels. The objective is to practice asking and answering questions. Each student needs one picture. (Pictures of people from various ethnic, economic, age, and gender groups are particular]y useful. Fashion catalogs are good sources of such pictures.) The procedure is as follows: First, as a class, have the students generate a list of interview questions. Write them on the board. Then distribute the pictures to the students. Tell them they will become the person in their picture. The students must create a biography for that person. Give the students time to think. Next, divide the students into pairs. Tell them to take turns interviewing each other, using the questions generated earlier. Students should give answers based on the identities they created for the person in their picture. As a follow-up, students can write a one-paragraph biography of their person. Focus on Grammar: This works well with intermediate-level students. The objective is to practice using comparatives and superlatives. The materials needed are sets of pictures--one set per student--which show similar objects; e.g.,a set that shows different kinds of shoes, a set that shows different kinds of hats, or watches, or cars, etc. The directions for the activity are: Give one set of pictures to each student. Tell students they should use comparatives and superlatives (which have been taught prior to doing this activity) to describe the objects in their pictures. They should write as many sentences as possible. When students have finished writing, they should form small groups and read their sentences to each other. 'They should check for errors, both spoken and written, and discuss whether they agree or disagree with the statements made about the objects in the pictures. This activity also lends itself to a discussion of culture--for example, if the pictures present items of clothing, teachers can
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Writing the Dissertation - 0 views
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"By the time you start to write the first draft of your dissertation, you will probably already have accumulated a wealth of notes, scribbles and ideas. Planning is essential, but do not be hesitate to draw up new plans whether it is a brief abstract of your dissertation as a whole, or a detailed breakdown of a particular chapter. This section looks at effective planning, which should be a continuous process that intensifies during the writing of your dissertation and not something that fades into the background."
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What is a Teaching Portfolio? | The Gwenna Moss Centre for Teaching Effectiveness - 0 views
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The teaching portfolio as an effective way for teachers to reflect upon, describe, and document their teaching philosophy, goals, and achievements.
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hese files are teaching portfolios that document and describe your philosophy, activities, achievements and plans in teaching
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A Portfolio is:A personal record drawn up and compiled by the teacher, often according to institutional, departmental, or college guidelines.A structured means of reflection on one's work, a process of self-evaluation and goal setting.An approach to teaching enhancement whereby a teacher can gauge successes, opportunities for improvement, and means for their fulfillment.A means of presenting information for job search or career enhancement, such as promotion, tenure, job application. In short, creating a portfolio involves reflection, collection, selection, and connection.
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Six Steps are Involved: Clarify your teaching responsibilities.Reflect on your teaching goals, philosophy and style. Consider using the Teaching Perspectives Inventory (available in the Teaching Porfolio Resources section).Organize the material to support your purpose and the evaluators' guidelines or needs.Write the statement of philosophy.Select and append your best evidence, connecting it to your statement of philosophy. You want to provide enough evidence to convict you of the charge of excellent teaching. Show your draft to a colleague or instructional developer.
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Proposed changes to autism and Asperger syndrome diagnostic criteria - | autism | Asper... - 0 views
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NAS welcomes the overall proposed approach to streamline diagnostic criteria and make them simpler, to develop dimensional measures of severity and recognise the range of full health problems someone is experiencing, as well as any other factors that impact on their diagnosis.
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the proposed severity levels are not fit for purpose and potentially very unhelpful as they are currently drafted
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need to be much more detail to make the severity levels appropriate and widely applicable.
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levels are not consistent with the diagnostic criteria.
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Key areas, including sensory aspects, are not mentioned within the severity levels.
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The minimum criteria for level 1 severity “Needs support” are considerably higher than the minimum criteria for a diagnosis
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DSM is an American publication. Most diagnoses in the UK are based on the International Classification of Diseases (ICD), published by the World Health organisation, or other criteria, such as those developed by Professor Christopher Gillberg.
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Creating a direct link between a clinical decision over diagnosis and a recommendation for support could affect clinical impartiality. In the UK we are aware of situations where clinical professionals have felt under pressure from their employers to under-assess needs in order to ration limited resources.
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Dr Lorna Wing and Dr Judith Gould have submitted a paper to the American Psychiatric Association, jointly written with Professor Christopher Gillberg. This article has been published in the journal Research in Developmental Disabilities. It calls for a stronger focus on social imagination, diagnosis in infancy and adulthood, and on the possible under-diagnosis of girls and women with autism
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They recommend that sub-group names for particular autism spectrum disorders are kept in the new diagnostic criteria, including a description of Asperger syndrome, to make it very clear that this continues to be a part of the autism spectrum.
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APA propose creating a new diagnosis of social communication disorder. This would be given where someone exhibits the social communication and interaction aspects of an autism spectrum disorder diagnosis, but does not show restricted, repetitive patterns of behaviour, interests or activities.
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linking of a clinical diagnosis to recommendations of support may create expectations for people on the autism spectrum that services will be provided when this will not always be the case (at least in the UK), due to high eligibility thresholds or because decisions about such support may be taken by professionals who have no relation to the diagnostic process.
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The current ICD (ICD-10) is virtually the same as DSM. The next version of the International Classification of Diseases (ICD-11) is due to be published in 2015. They will consider the changes made to DSM-5, but their descriptions are often slightly different. For example, the diagnostic names in ICD-10 are different to those in DSM-4.
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Diagnoses should always be based on a clinical decision about whether someone has an impairment which has a disabling effect on their daily life. Diagnoses will be given where symptoms cause an impairment to everyday functioning.
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Overall, we believe that the changes to the diagnostic criteria are helpful. They are clearer and simpler than the previous DSM-4 criteria.
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The diagnostic manuals are updated every so often to reflect the latest research. The last change to the DSM was in 2000, and before that in 1994.
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How long have autism and Asperger syndrome been in the DSM? Autism was first included as a separate category in DSM-3 in 1980 when it was called 'infantile autism'. This was later changed to 'autistic disorder' in 1987. 'Asperger’s disorder' (syndrome) was added into the next version, DSM-4, in 1994.
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Guante: A Beginner's Guide to Spoken-Word and Slam Poetry - 0 views
www.guante.info/...oken-word-videos-i-like_3.html
spoken word poetry literature writing genre language learning reference
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A SOLID INTRODUCTION: Patricia Smith: Skinhead Robbie Q. Telfer: Clowns Tish Jones: Tracks Khary "6 is 9" Jackson: Carolina Andrea Gibson: Letter to a Playground Bully Guante: The Family Business Michael Lee: Pass On Shane Koyczan: To This Day 2009 Denver BNV Team Group Piece Hieu Minh Nguyen: Buffet Etiquette Karen Finneyfrock: Newer Colossus Marc Bamuthi Joseph: Word Becomes Flesh
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ADVANCED STUDIES: Bao Phi: Prince Among Men Tish Jones: March For Me Shane Hawley: Wile E. Coyote Javon Johnson: 'Cuz He's Black Sierra DeMulder: Paper Dolls Michael Mlekodaj: Jesusland Kevin Yang: Sam I Am Niko Martell: Guns Alvin Lau: Full Moon B.Dolan: Still Electric Sam Sax: After My Boyfriend's Drag Show Ed Bok Lee: Thrown Neil Hilborn: Carver Anis Mojgani: Shake the Dust Carrie Rudzinski: In America Josh Healey: Queer Intifada Muhibb Dyer w/ Kwabena Nixon: They Can’t Break Us Homeless Ryan K.: For Joseph Lauren Zuniga: To the Oklahoma Lawmakers Buddy Wakefield: Convenience Stores Eric Mata: Anatomy of a Hit Franny Choi: Notes on the Exsistence of Ghosts Danez Smith: Black Jesus Writes a Letter to White Jesus Phil Kaye: Repetition Laura Brown-Lavoie: Drone Operator Omoizele "Oz" Okoawo: The Beast: 1944 Proletariat Bronze: Seagulls and White Lines Giles Li: First Draft of Yao Ming's Retirement Speech Jamila Woods: Pigeon Man Versiz: Out There Kait Rokowski: Swelter Blair: My Time at Chrysler Tatiana Ormaza and Juliana Hu Pegues: Under the Table Miles Walser: A Letter to My Vagina Donte Collins: For My Nieces Over North
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REPEAT POETS Khary "6 is 9" Jackson: Leave Khary "6 is 9" Jackson: Beneath the Veil Khary "6 is 9" Jackson: Her Name Michael Mlekodaj: Star-Spangled Michael Mlekodaj: Prayer for the Destruction of Justin Bieber Sierra DeMulder: Unrequited Love Poem Sierra DeMulder: Ms. Dahmer Alvin Lau: For the Breakdancers Ed Bok Lee: Ode to Bruce Lee Ed Bok Lee: The Secret to Life in America Neil Hilborn: Punk Rock John Sam Sax: California Law Bao Phi: The Nguyens Danez Smith: Twerking as a Radical Form of Healing Hieu Minh Nguyen: Stubborn Inheritance Miles Walser: The White Me A whole playlist of Proletariat Bronze A whole playlist of Guante's poems (me)
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OTHER RESOURCES: Button Poetry is a treasure-trove of spoken-word videos. IndieFeed: a huge collection of performance poetry audio Poetry Observed: spoken-word video project AQObserver: video of the Artists' Quarter slam in St. Paul
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"I love spoken-word poetry. But I also realize that if you just type "spoken-word" into a YouTube search, you'll be bombarded with a TON of videos, most of which (at least to me) aren't very good. Spoken-word is an especially democratic art form, after all, but it can be hard to sift through the millions and millions of videos online to get to the best stuff. This page is about collecting some poems I think you should watch. A few notes:"
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What's So Special About Special Education in Finland? - Taught by Finland - 0 views
www.taughtbyfinland.com/...special-education-in-finland
scandinavian education scandinavian special ed finland finnish special ed finnish education inclusive education special education
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Up to half of those students who complete their compulsory Finnish education at the age of 16 will have been in special education at some point in their school careers. Just chew on that for a moment. Given this reality, Pasi Sahlberg -- the author of Finnish Lessons -- concludes that special education “is nothing special anymore for students.” (Sahlberg, 2011) When students witness many of their classmates receiving extra support, special education loses its stigma. It’s not just the children who think differently about it. Teachers are more comfortable with the idea of students receiving extra help when they need it.
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aided by a special education teacher for two hours of lessons each week. Although this teacher constantly has his eyes on students with documented special needs, he’s regularly working with other students in my class. The special education teacher works flexibly. Sometimes he’s circulating around the classroom, offering help to those who need it. At other times, he’s working with a student one-on-one at a desk in the hallway.
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my colleague is not a paraprofessional. When I worked at a public school in Massachusetts, paraprofessionals were the ones who most commonly worked with students with special needs in the general classroom.. Oftentimes, these were adults without formal teacher-training. Furthermore, they were paid about half as much as classroom teachers. These two factors seemed to make it difficult for teachers and paraprofessionals to see eye-to-eye and collaborate. Although they were both expected to care for the students in the class, one adult had more professional authority than the other.
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It’s a different story with my colleague. He actually has more formal training than me. Finland is famous for its highly selective 5-year teacher-training programs. A master’s degree is required of special education teachers, too.
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it’s expected that classroom teachers collaborate with special education teachers. Primarily, we discuss ways to better support those students with documented learning needs. These meetings help me to make sure that I’m not letting any of my students fall through the cracks.
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we’ve been co-writing individualized learning plans (ILPs) for several of my students
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In the United States, I worked with many students who had individualized learning plans (IEPs), which are similar to ILPs.
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Although an American classroom teacher has a role in crafting an IEP, the plan is largely determined by professionals outside of the general classroom (e.g., occupational therapists, speech pathologists, etc.). At my Finnish school, I have more ownership of individualized learning plans since I’m writing them with my special education teacher. This does not mean that other professionals are excluded from the process of crafting this plan. It just means that the classroom teacher (along with the special education teacher) has the responsibility of writing the first draft
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common at my school for teachers to offer remedial teaching sessions for students who are struggling
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I'm assisted though a student-welfare team, in-class support, after-school meetings, and remedial teaching sessions offered to my students. I'm experiencing special education that addresses the needs of students and teachers.
Evans & Sewell draft/2013 forthcoming - the neoliberal are: ideology, policy and social... - 1 views