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Statewide test scores haven’t changed much.

“Maybe the full potential of the laptop isn’t being realized,”" he said.

How to offer every child the same opportunity at a quality education

While most characterize these sites as an inexpensive way for teachers to supplement textbook materials, some teachers may get pushback from administrators for their entrepreneurial efforts.

Seattle Public Schools' recently revised its ethics policy, with the new policy prohibiting teachers from selling anything they developed on district time, said district spokeswoman Teresa Wippel.

Teacherspayteachers.com

As of today, Lucas has given his new co-chairman Kathleen Kennedy several ideas and is really going into semi-retirement. Now, in a relatively short time, compared to the decades of speculation, fans will learn the secrets of Episodes VII, VIII & IX. Star Wars has risen again!

The truth of education is that most of traditional schooling methods are based on auditory-sequential instruction. This is unfortunate for visual-spatial students, who can begin to feel "dumb" in a regular classroom. In actuality, visual-spatial children are often highly gifted, but their classroom work may not adequately reflect their intelligence. Or, commonly, V-S kids will have incredibly high grades in subjects that appeal to their visual learning style, but might struggle to keep even passing grades in subjects such as phonics and math computation, where visual skills are seldom accessed. They also suffer exceedingly under the drill and review method of teaching. While continued practice and repetition is highly beneficial for auditory-sequential learners, visual-spatial students find it to be completely unnecessary. Once a V-S learner has mastered a concept, the learning is permanent, and does not need to be reviewed. Any type of review that highlights a visual-spatial learner's mistakes can be especially damaging to their self-esteem.

Although much of the traditional school environment is designed with the auditory-sequential learner in mind, there are things that teachers or parents can do to make learning more accessible for visual-spatial learners. The most obvious of these is the copious use of visual aids in learning. Any auditory instruction needs to be accompanied by something that the student can see with their eyes, or manipulate with their hands. Visual-spatial learners also usually grasp reading more easily if they are taught using the sight, or whole-word method, rather than with phonics. Pre-tests are another good idea for V-S learners, so that you do not waste time teaching them what they already have mastered. When possible, instead of writing out their work, allow them to represent their learning in visual and creative ways. Creativity is key for a visual-spatial learner.

The computer is an indispensible tool for a visual-spatial learner.

Imagine K12 is a for-profit enterprise looking to invest time, experience, energy and resources in entrepreneurs who have a passion for education and the technical know-how to create their vision. (If you have the passion and technical know-how but need some ideas, click here) 

After the goals have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the measurable part of the goals.

The purpose of the Individuals with Disabilities Education Act is "to ensure that all children with disabilities have available to them a free appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living." Section 1400(d) The phrase "further education" and the emphasis on effective transition services is new in IDEA 2004. Section 1400(c)(14) describes the need to provide "effective transition services to promote successful post-school employment and/or education. (See "Findings and Purposes" in Wrightslaw: Special Education Law, 2nd Edition, pages 45-48)

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

Learn more about top high school science competitions, such as the Intel International Science and Engineering Fair (ISEF), the Siemens Competition, and others.

1. IDEAS: The meaning and development of the message, or what the paper is trying to say. Activity: Pick A Postcard.

. ORGAN

. VOIC

1. Sense of Priority

PBL promotes innovation in education

2. Selflessness