Date: January 18, 2011, Tuesday Time: 7:00 – 9:00 pm Description: Dyslexia and Other Learning Differences Deciphered
Event Type: Public Lecture Presenter: Elsie Johnson Location: Bozeman, MT
Sponsor: Learning Options LLC Email: elsie@thelearningoptions.com Contact: Elsie Johnson Telephone: 406-282-7416
Website: www.thelearningoptions.com
Additional Information: A free seminar entitled: Dyslexia and Other Learning Differences Deciphered will be held at the Bozeman Public Library, 626 East Main Street in the small conference room on Tuesday, the 11th of January 2011 from 7:00 – 9:00 pm. This seminar will introduce the finding of recent research on learning, and effective methods available to correct learning disabilities involving reading, writing, math, and attention focus skills. This seminar is intended for parents of learning disabled children, adults who currently or in the past struggle with learning differences, or anyone who wants to better understand the root cause of learning disabilities.
Pre-registration required. Call or email to reserve seating and materials.
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Dyslexia and other Learning Differences Deciphered Seminar - Bozeman - Jan. 18, 2011 - 0 views
Answers About Dyslexia and other Learning Differences - to Ensure Success in School and... - 0 views
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What:This free seminar shines new light on how the natural ability to think in pictures can be a disability in word thinking settings. 10 – 15% of the population struggle with learning, are often misunderstood, leading to frustration and low self-esteem. Strategies exist for those working hard and not getting the results they expect. * Thinking style—Learning differences * The two facets of Dyslexia: The disability…and THE GIFT * Why creativity holds a critical key to visual-spatial learning * Overview of Davis® Dyslexia Correction Program * Teacher Renewal and Continuing Education Units Available* Strategies to use your way of thinking to your advantage Presenter: Elsie Johnson, DDAI Certified Facilitator, Educational TherapistWhen:Thursday, February 23, 7:00 - 9:00 pmSaturday, February 25, 10:30 am - 12:00 pm Thursday, April 19, 7:00 pm - 9:00 pmSaturday, April 21, 10:30 am - 12:00 pm Thursday, May 17, 7:00 pm - 9:00 pmSaturday. May 19, 10:30 am - 12:00 pmWhere:Pilgrim Church, 2118 South 3rd Avenue Bozeman, MT 59715 Contact: Elsie Johnson Phone: 406-282-7416Email: elsie@thelearningoptions.comWebsite: www.thelearningoptions.com Seating is limited - Pre-registration is required.
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What:This free seminar shines new light on how the natural ability to think in pictures can be a disability in word thinking settings. 10 – 15% of the population struggle with learning, are often misunderstood, leading to frustration and low self-esteem. Strategies exist for those working hard and not getting the results they expect. * Thinking style—Learning differences * The two facets of Dyslexia: The disability…and THE GIFT * Why creativity holds a critical key to visual-spatial learning * Overview of Davis® Dyslexia Correction Program * Teacher Renewal and Continuing Education Units Available* Strategies to use your way of thinking to your advantage Presenter: Elsie Johnson, DDAI Certified Facilitator, Educational TherapistWhen:Thursday, February 23, 7:00 - 9:00 pmSaturday, February 25, 10:30 am - 12:00 pm Thursday, April 19, 7:00 pm - 9:00 pmSaturday, April 21, 10:30 am - 12:00 pm Thursday, May 17, 7:00 pm - 9:00 pmSaturday. May 19, 10:30 am - 12:00 pmWhere:Pilgrim Church, 2118 South 3rd Avenue Bozeman, MT 59715 Contact: Elsie Johnson Phone: 406-282-7416Email: elsie@thelearningoptions.comWebsite: www.thelearningoptions.com Seating is limited - Pre-registration is required.
Wired Wednesdays!!! - Billings, MT - Many Dates - 0 views
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Creating A Google Website
October 24th, 2012
5:30pm-8:00pm
MSUB College of Education Building, Room 122 In this series of classes Ronda McManus will explore how to create and maintain a workable website using Google Tools. Websites can be created for a personal digital portfolio, a classroom, or a business. Participants will learn how to use many Google tools such as calendar, documents, presentation, and forms and how to incorporate them into a workable website. Ronda will cover each Google tool and give participants an opportunity to develop content that will be utilized to develop a website at the end of the series. Click here to register for Google Docs
Google Docs
November 7, 2012
5:30pm-8:00pm
MSUB College of Education Building, Room 122 Google Docs is a suite of products that lets you create different kinds of online documents, work on them in real time with other people, and store your documents and your other files -- all online, and all for free. Learn how to create various documents, presentations, drawings, spreadsheets, and forms. In addition, learn how to use Google Docs professionally in teaching and in collaboration with colleagues, from making Digital Kits to using forms to survey parent and student interests. Click here to register for Assistive Technology
Assistive Technology
December 5, 2012 5:30pm-8:00pm
MSUB College of Education Building, Room 122 Participants will have an opportunity to learn and use a variety of
Differentiation: Moving Away from One Size Fits All - Webinar - March 15, 2012 - 0 views
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Click here to register for this webinar What:
Giving students a personalized learning experience can be crucial to improving education, and the use of technology can make it easier and less time-consuming for teachers to accomplish this. Students learn best in different ways and technology can give them an opportunity to access information in the way that best suits them-through text, video, or hands-on learning, for example. Automated data collection can also help teachers gather information about how students learn and then they can adjust their teaching based on that data to address students' strengths and weaknesses. When:
Thursday, March 15, 2012
12:00pm - 1:00pm Mountain
Kathy Snow - March 10, 2011 - Your Turn - 0 views
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Imagine you're a child or an adult with a developmental disability: You just want to live your life, like everyone else. But at some point in your young life—probably at the time of diagnosis—everything changed and people have treated you differently ever since. Most people pay attention to what you cannot do. Few make the effort to see what you can do. And some of what you can do looks different as compared to others, so it's still "wrong" or doesn't count. Throughout your life, you've been surrounded by people trying to "help" you: trying to get you to do things you cannot do—"normal" things—that must be important to them. Your feelings about these things, and your other wants, needs, hopes, and dreams, don't seem to matter much to anyone else. And for as long as you can remember, people have "placed" you in special settings, surrounded by others who also cannot do "normal" things. You're not allowed to have experiences like other people; your parents, teachers, service providers, etc. think you're not ready, not able, not competent. You're also not expected to do what others do, like learning the three Rs, being responsible for yourself, living on your own, having a real job, and more. They also work hard to protect you. So you learn not to expect too much out of life; you learn not to do too much; you learn not to try, because it doesn't make any difference; you learn to be helpless. You've never really had friends—not really, not like other people do—no one to call when you're lonely or when you want to share a secret. You'd like to fall in love and kiss and more, but that will probably never happen. You'd like to have the freedom to do what you want, when you want, how you want, and the freedom to say NO—but that seldom happens. There are so many things you want to do, so many places you want to go, so many people you'd like to know, and so much you want to feel—and you've wanted these things for days, and weeks, and months, and years. You've waited and waited and waited; it's so hard to keep waiting. You really feel angry and you also feel sad. You don't feel very important; you don't feel needed; and you haven't accomplished much in your life—but then no one expects these from you, so maybe you shouldn't expect these things for yourself. All the different people in your life exert a great deal of control over you, and they probably all have good intentions, but...
Medical Home Update - WEBINARS - Multiple Dates - 0 views
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Webinar: From Research to Real Life-Increasing Visibility and Use of Family-to-Family Centers December 3, 2012-1pm (Mountain)
Call-in: 866/214-9397, Pin: 5058724774
Webinar Link: https://www.livemeeting.com/cc/familyvoices/join?id=24R5TP&role=attend
The Family Voices National Center for Family and Professional Partnerships is hosting this webinar presented by Suzanne M. Bronheim, PhD of Georgetown University Center for Child and Human Development. Suzanne will share findings from a 2010 research partnership with three Family-to-Family Health Information Centers (F2F HICs) to better understand how Hispanic/Latino families' and African American families' utilization of F2F HICs might be increased. This research project is based on a social marketing theory that suggests that people try new things if that "innovation" fits with their values and experience, seems to have an advantage over other approaches, is easy to use, can be tried and dropped if they don't like it and if others they know and trust are also aware of it and have used it. The project has used this framework to study how Hispanic/Latino and African American families prefer to receive information and how they view the F2F HICs as a resource. In addition, this project has studied similar issues for the social networks of families to learn how they view and access F2F HICs. Suzanne will be joined by staff of the F2F HICs that partnered in this project to share lessons learned and suggestions of how other F2F HICs can use this framework.
Weaving a Tale on the Web: Collaboration Through Digital Storytelling - Billings - Mar.... - 0 views
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Click here to download the flier for this event
Click here to register for this event
What:
Imagine an engaging learning experience which blends writing, technology and emotion to empower students. Students working together to weave a tale, all on the Web! Digital storytelling can encompass many different avenues in education. This process can be used to introduce a concept, conduct research, or synthesize large amounts of information. Allowing students this type of learning experience can provide them with a compelling and competitive voice and expand the boundaries of their ability to communicate. Web 2.0 tools to foster digital storytelling and classroom collaboration will be showcased along with how students can collaborate and create digital stories to transform learning. When:
Wednesday, March 27, 2013
5:30 pm - 8:00 pm Mountain Where:
Montana State University - Billings
College of Education Building, Room 122
1500 University Dr.
Billings, MT 59101 Cost:
$25.00 nonrefundable. Workshops are limited to 20 participants. Contact:
John Keener at 657-1743 or john.keener@msubillings.edu
Debra Miller at 657-2072 or mailto:%20dmiller@m
Region II CSPD June Institute - Great Falls - June 11-13, 2012 - 0 views
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Click here to download the flyer for this event (.pdf) What/When:
Supporting all Kids to Become Cool Kids: A Schoolwide Approach * June 11, 2012
Participants will be introduced to system wide approaches and practices to promote appropriate student behavior, teach social competence and establish consistent reactions to instances of unacceptable student behavior. When all staff consistently use an effective school wide approach, overall student behavior improves, time available for teaching and learning increases and the climate of the school community becomes more supportive and safe for both students and educators. All Kids Can be Cool Kids: Individual Plan and Approaches for Individual Students * June 12, 2012
Exemplary schools have well-designed, consistently implemented, and consistently improving systems for encouraging appropriate student behavior. However, even in these schools, there will be a small number of students needing more structure and support to be behaviorally successful. This workshop will address how to develop, implement, monitor, and adjust effective individual plans for these few "tough" kids for whom the school wide practices are not sufficient. Every Kid Can be a Cool Kid: Every Adult Can Make a Difference * June 13, 2012
In this workshop, participants will learn a variety of communication and interaction strategies designed to not only build relationships with students but increase the likelihood of student compliance with adult directions, the growth of overall social competence and the enhancement of the school environment as a place for adults to work and students to learn. Where:
Hampton Inn
2301 14th Street Southwest
Great Fal
Answers About Dyslexia and Other Learning Differences - Kalispell- May 11 & May 12, 2012 - 0 views
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Click here to download the flyer for this event (.pdf) What:
Imagine that someone who is only familiar with PCs suddenly comes across an Apple Mac computer for the first time. The interface would look different, programs that person had on disk would not load - because they were designed for a PC. So the computer goes back to the shop with the complaint that it is broken. That, essentially, is what we do with our dyslexic learners. Parents and teens who have attended this seminar have seen results in their teens' self esteem and confidence. Teachers appreciate the information and resources they can use on their own. Leave with the understanding that dyslexic thinkers are among the brightest in our society; what's more, with the right approach, the dyslexic thinking style contains all the ingredients for academic success. Preregistration is required and can be made by calling Learning Options at 406-282-7416 or emailing elsie@thelearningoptions.com. When:
Friday, May 11, 2012
7:00-9:00pm Saturday, May 12, 2012
10:30am-12:00pm Where:
The Summit
205 Sunnyview Lane
Kalispell, MT 59901
A different sort of genius - 0 views
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We now know that some people, like Jerry Pinkney, can be geniuses just in a different type of intelligence, and probably have a condition that makes it difficult to concentrate for periods of time on certain types of learning, such as reading. Despite these learning differences, he actually graduated with honors, but had to put in much more effort due to his learning challenges.
Comprehensive Programming for Students with High Functioning Autism - Great Falls - Feb... - 0 views
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Download the flyer and registration for this event What:
In this one day training, learners will focus on the multi-level comprehensive autism planning system or (CAPS) to program for students with HFA/AS. The topics will include sensory differences, cognitive differences, motor differences, and emotional vulnerability with reinforcement strategies for a comprehensive look at programming, service delivery, and progress monitoring. The attendees will leave with a new mind-set of how inclusive settings can be modified/adapted for a positive learning experience.
When:
Saturday, February 28, 2014
8:00 am - 4:00 pm Mountain
Where:
Hampton Inn
2301 14th St SW
Great Falls, MT 59404
Cost:
No cost
Comprehensive Programming for Students with High Functioning Autism - Havre - Feb. 27, ... - 0 views
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Download the flyer and registration for this event
What:
In this one day training, learners will focus on the multi-level comprehensive autism planning system or (CAPS) to program for students with HFA/AS. The topics will include sensory differences, cognitive differences, motor differences, and emotional vulnerability with reinforcement strategies for a comprehensive look at programming, service delivery, and progress monitoring. The attendees will leave with a new mind-set of how inclusive settings can be modified/adapted for a positive learning experience.
When:
Friday, February 27, 2014
8:00 am - 4:00 pm Mountain
Where:
Fifth Ave Christian Church
2015 5th Ave.
Havre, MT 59501
Cost:
No cost
Coaching Self-Advocacy to Children With Disabilities - 0 views
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Although there are a variety of school-based services available for children with learning, emotional, and social disabilities, one critical need often goes unfulfilled: providing guidance and strategies that instill self-advocacy. Most students have only a superficial notion of the reasons they receive these special accommodations, and many children are completely uninformed. Resource teachers and specialists do not generally have the authority to label and enlighten students about their disabilities, the foundation for building self-advocacy. If children are to learn how to become better consumers of educational resources, especially as they grow older, someone must take the lead. Parents of children with disabilities can fill this role by doing the following: Introduce children’s diagnoses to them in elementary school so that they can make sense out of their struggles Use a matter-of-fact tone of voice when explaining to children that they learn/behave/relate differently from other students and, therefore, need extra help to ensure that they can succeed just like their classmates Don’t leave out the disability label—such as writing disability, ADHD, or Aspergers Syndrome—since labels are a reality of their educational life Emphasize that the teachers and special staff at school who help them will be aware of this label and prepared to help in certain ways to make school a fairer place for them to learn and grow It’s important to review with children the ways in which their school must provide special help and services. Emphasize that these accommodations are rules the school must follow. “You have the responsibility to do your best job, and teachers must follow the learning/behavior/friendship helping rules that make things fair for you,” is one way to put it. Explain how extra time on assessments, decreased homework, or social skills groups are examples of the helping rules that schools must follow. Discuss how there is a written promise called the individualized education plan (IEP), which includes all the helping rules and makes all of this clear. Find child-friendly resources—such as books, websites, and videos—that explain in detail their specific disability and the ways other children have learned to cope and achieve despite these limitations. Use these materials as a springboard for deeper discussion about past times when their disability created significant stress or barriers to success. Reassure them that this was before their problem was known and that there is so much that can be done to build a plan for success now that it has been identified. Point out that one of their most important responsibilities is to be able to discuss their disability with teachers and ask for extra help and accommodation when struggles are too great. Make sure that these discussions take place before middle school, when developmental factors make it harder to get such discussions started. Ensure that they know what practical steps are in their IEP at each grade so that they can respectfully remind teaching staff if necessary. Having a disability is like having to wear glasses; students with glasses have accepted this fact as necessary to seeing clearly.
5 Surprising Perspectives About Online Schools | MindShift - 0 views
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Most people think of online learning as a quiet, solitary experience. But over the past few months, after interviewing students, parents, and educators, a different sort of picture has emerged. We’ve learned about who teaches and learns online, and why, what works and what doesn’t, and perhaps most importantly, whether online learning affords the same quality of education as that of traditional schools.
40 Amazing iPad Apps for the Learning Disabled « Nilesh Singit's Blog: Disabi... - 0 views
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The iPad is a device that many lust after as a shiny new toy, but many people with disabilities can benefit from what it has to offer as a functional tool. Students with learning disabilities can enhance and develop their communication skills, learn how to adapt to situations, and develop social skills. Check out this collection of iPad apps that can make a difference in the life of a learning disabled child.
Debunking 7 Common Myths About Autism | Care2 Causes - 0 views
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} #addressBook_email li{line-height: 1.7em;overflow: hidden;} #addressBook_name li{line-height: 1.7em;overflow: hidden;padding-left:20px;} #addressBook_name li.friend{background: transparent url(http://dingo.care2.com/ecards/v1/friends_frog.gif) no-repeat scroll 3px 3px;} #addressBook li.over { background-color: #daf6d1; cursor:pointer; } #addressBook li.selected { background-color: #e9e5c7;/*#fdf9db;*/ } #addressBook_add_button, .button_generic { font: normal 11px Verdana, Arial, Helvetica, sans-serif; display: block; color: #000; text-decoration: none !important; padding: 6px 0 9px 13px; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_left.png) no-repeat scroll 0 0; } #addressBook_add_button span, .button_generic span { color: #000; padding: 6px 13px 9px 0; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_right.png) no-repeat scroll top right; } * html #addressBook_add_button, * html .button_generic { display: inline-block; } .importer_buttons li { padding: 0 !important; } #plaxo_div { margin-top: 12px; border-top: 1px solid #ccc; padding-top: 12px; font: normal 12px Arial, Helvetica, sans-serif; } #plaxo_div .powered_by { clear: both; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_powered.gif) no-repeat scroll top left; width: 132px; padding-top: 26px; height: 0; overflow: hidden; margin-left: 37px; margin-bottom: 15px; } #plaxo_div .import_button { display: block; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_import.png) no-repeat scroll top left; width: 173px; padding-top: 30px; height: 0; overflow: hidden; margin: 15px auto; } #addybook_box { position: absolute; width: 570px; height: 366px; z-index: 999999; } #addressBook_alphabet .active { cursor: pointer; color: #0f6ffe; } Address Book Loading... /* tell a friend styles */ .tellafriend_container { color: #666; background-color: #ececec; line-height: 16px; padding: 10px 0 10px 25px; } .tellafriend_container .taf_error{ color: red; } .tellafriend_container .naturalState{ border: 1px solid black; 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} div.tellafriend_container ul.errorlist { list-style: outside; } div.tellafriend_container ul.errorlist li { color: #ff0000; margin: 5px; padding: 5px; } div.modal_box{ background-color: #FFFFFF; } div#tell-a-friend-form div.tafheader{ padding: 10px; background: #ececec; } /* send and cancel buttons */ a.tafpopupsubmit, a.tafpopupsubmit:visited { text-decoration:none; display:block; width: 94px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupsend.gif); background-repeat:no-repeat; float: left; margin-right: 15px; } a.tafpopupsubmit:hover { text-decoration:none; background-position: -94px 0px; } a.tafpopupcancel, a.tafpopupcancel:visited { text-decoration:none; display:block; width: 95px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupcancel.gif); background-repeat:no-repeat; float: left; } a.tafpopupcancel:hover { text-decoration:none; background-position: -95px 0px; } #addressBook_newGroup, #addressBook_newGroup table { font-size: 10px; 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Autism spectrum disorders are surrounded by a haze of misconceptions, many of which are harmful for autistic children and adults. It’s time to straighten a few things out, and to spread the word on this complex series of cognitive and intellectual disabilities with a little good old-fashioned debunking. 1. Autistic people have no empathy. This is a common belief about autism; people think that because autistics are sometimes blunt or have difficulty navigating social norms, they aren’t empathetic. In fact, just the opposite seems to be true. Rather than not feeling enough, many autistics feel very intensely, and are easily overwhelmed by the emotions of those around them. 2. Autistic people can’t communicate. Autism spectrum disorders take a variety of forms, and some people with autism are nonverbal, but that doesn’t mean they can’t communicate. Some use communication boards and other methods to communicate with the people around them, but it requires patience to establish and maintain communication with them. Historically, people with more severe forms of autism were often isolated in institutions, but more modern treatment of autism encourages the use of therapy and other techniques to interact with patients and find a communication mode they feel comfortable with. 3. Autistic people are violent. This particularly damaging assumption about autism was widely bandied around in the aftermath of the horrific Sandy Hook shooting. In fact, autistic people are no more likely to commit acts of violence than anyone else, and when they are violent, self-harm is a much more significant concern. Autism and other disabilities also put people at an increased risk of violence, which means autistics have far more to fear about the world around them. Some autistic people do act out or have what are known as “meltdowns,” usually as expressions of frustration with themselves or situations, but this doesn’t equate to violence against other people; an autistic might throw objects in frustration, for example, without any desire or intent to hit people with them. 4. Autistic people are savants. Everyone who’s seen Rainman thinks autistic people are savants, capable of extreme feats of memorization and other amazing skills. While it’s true that some savants are autistic, not everyone with an autism spectrum disorder has these capabilities; some in fact have significant learning disabilities that require accommodations in the classroom. 5. Autism is the result of “refrigerator mothers.” This awful myth about autism has been largely debunked, but it’s still worth a mention. Some people used to believe that autism was caused by bad parenting, with a specific focus on cold or isolated mothers. The result was a lot of misinformation about autism, and terrible pressure on mothers who were already learning about how to navigate the world with autistic children. In fact, autism has no clear cause. 6. Autistics can’t make friends. Along with the belief that autistic people lack empathy comes the assumption that they live isolated lives and have difficulty making friends. Just like everyone else, though, autistics are perfectly capable of establishing and maintaining not just friendships but other kinds of relationships with the people around them. Isolating autistic people in a misguided attempt to protect them can be very harmful, just as it would be for anyone else. 7. Stimming (repetitive behavior like flapping or rocking), is undesirable and should be stopped. Stimming is familiar to many people who are at least vaguely familiar with autism — sadly, it’s often used in mockeries of autistic people, by individuals who think that making flapping gestures or imitative noises is funny. For autistic people, stimming is one way to deal with chaotic environments or stress, and rather than being something that should be suppressed, it can actually be a healthy method of personal expression and sometimes communication as well. Autistics who are forced to modify or hide their stimming behaviors can develop even more stress, which can interfere with focus, completing tasks of daily living, and other activities. It’s important to be aware that the autism spectrum is vast, and that autism spectrum disorders can manifest in a huge variety of ways. Every autistic is different, and every one deserves respect and dignity. That includes not perpetuating harmful stereotypes, and correcting people who falsely repeat them.
Engaging Students With Learning Differences Early On | PBS NewsHour | March 21, 2012 | PBS - 0 views
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Students with learning differences are twice as likely as their peers to drop out of high school, according to the National Center for Learning Disabilities. Betty Ann Bowser visited an elementary school that practices early intervention -- engaging students with technology and art to improve their chances of earning a diploma.
Unleashing Technology to Personalize Learning: K-12 Seeks Custom Fit - Webinar - April ... - 0 views
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Click here to register for this free webinar What: A growing number of educators around the country are turning to technology and different teaching and learning approaches to give students personalized learning experiences that mirror the customized experiences they take for granted outside of school. To meet students’ individual needs, they are putting in place 1-to-1 computing programs and using online courses and curricula, digital assessments, data tools, and Web-based games for education. Our guests will talk about how to use these tools and approaches to customize education based on students’ strengths and weaknesses. When: Wednesday, April 28, 2011 12:00-1:00pm Mountain (Also available "on demand" anytime 24 hours after the event) Guests: Christina A. Clayton, director virtual learning, Georgia Virtual School. Christopher Rush, co-founder and chief product officer, School of One, New York City. This webinar will be moderated by Michelle R. Davis, senior writer, Education Week Digital Directions.
Moving from Awareness to Action in Bullying Prevention: Training Resources for the Fiel... - 0 views
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Click here to register for this webinar
What:
This presentation from the Federal Partners in Bullying Prevention Webinar Series will explore how local communities can activate partnerships to create positive change in bullying prevention. HRSA's new Bullying Prevention Training Module and Community Action Toolkit will be showcased, along with an overview of the vision behind this train-the-trainer resource for community members of all different backgrounds: elected officials, faith leaders, youth leaders, and professionals in education, health and safety, law enforcement, child care and out-of-school care, mental health and social services, local recreation offices, as well as leaders of the local business community. We all have a role to play in bullying prevention. Participants will learn: Community strategies that can be used to prevent and respond to bullying, including tips to mobilize
all stakeholders How to use three new federal resources to educate community leaders about bullying prevention
best practices, misdirections and action planning How to organize a community event to address bullying and develop local solutions
When:
Wednesday December 5, 2012
1pm - 2pm Mountain Contact:
General information, publications and shortage designation
ask@hrsa.gov
888-ASK-HRSA (888-275-4772, TTY: 877-489-4772), 8:30 am to 5 pm ET, weekdays (except Federal holidays)
AND Monday, January 14, 2013 12:00 pm - 1:30 pm
From set up to ideas for classroom use, free, easy-to-use web-based student response apps and programs accessible from iPads, Android tablets, computers and other devices for teaching and assessment will be demonstrated. Learn how to utilize programs (from apps allowing you to run video, sound and drawing tools in a quiz on iPads, to programs that can be run from any and all devices at the same time from the Web) to keep students from falling behind, give them a voice in the classroom discussion, generate reports and monitor progress, even during the classroom lesson. PRESENTER: DAN HERLIHY Is Your Head in the Clouds?? This can be a Good Thing! 90 MINUTES
Thursday, November 8, 2012&nb