Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
This PowerPoint developed by Gates and Bickel outline the importance of peer tutoring and quick tips on things to keep in mind while managing a tutoring program.
CIRTL Class Meeting 6: Cooperative LearningPeter Newbury
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
Peter Newbury
Center for Teaching Development
UC San Diego
5 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Teacher Leadership Analysis in Action EmilySousa10
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
“ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68
This PowerPoint developed by Gates and Bickel outline the importance of peer tutoring and quick tips on things to keep in mind while managing a tutoring program.
CIRTL Class Meeting 6: Cooperative LearningPeter Newbury
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
Peter Newbury
Center for Teaching Development
UC San Diego
5 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Teacher Leadership Analysis in Action EmilySousa10
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
“ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68
Handouts from the presentation by Dr. Linda Rush on the topic of Challening the advanced learner given as part of the ADIBF Academy Certificate Future Proof Teacher 2015.
As a teacher, headteacher, university academic, educational consultant and researcher Dr Linda Rush worked with a wide range of learners in a wide variety of contexts. Her research in the areas of teacher education and public / private partnerships has led to presentation at international conferences and publication in books and journals. More recently in her role as Director of Teacher Training for GEMS Education, a vital part for her is to explore the concept of a ‘global’ and ‘state of the art’ UAE based Teacher Training Institute. The overarching intention of the Institute will be to change the way teacher education meets the future; to foster interdisciplinary, integrated thinking and innovative leadership; to engage fully in the global community; and to facilitate lifelong learning. To this end, GEMS Education is looking to working with national and international outstanding universities to develop challenging programmes of global teacher education.
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
Oliver Twist; or, the Parish Boy's Progress is Charles Dickens's second novel, and was first published as a serial from 1837 to 1839. The story centres on orphan Oliver Twist, born in a workhouse and sold into apprenticeship with an undertaker.
The conditions of Akbar's birth in Umarkot, Sindh, India on October 15, 1542, gave no indication that he would be a great leader. Though Akbar was a direct descendent of Ghengis Khan, and his grandfather Babur was the first emperor of the Mughal dynasty, his father, Humayun, had been driven from the throne by Sher Shah Suri. He was impoverished and in exile when Akbar was born.
Humayun managed to regain power in 1555, but ruled only a few months before he died, leaving Akbar to succeed him at just 14 years old. The kingdom Akbar inherited was little more than a collection of frail fiefs. Under the regency of Bairam Khan, however, Akbar achieved relative stability in the region. Most notably, Khan won control of northern India from the Afghans and successfully led the army against the Hindu king Hemu at the Second Battle of Panipat. In spite of this loyal service, when Akbar came of age in March of 1560, he dismissed Bairam Khan and took full control of the government.
ICT integration is defined as the use of ICT to introduce, reinforce, supplement and extend skills (Pisapia, 1994). ICT integration has been attracting a great deal of interest among researchers in professional development communities and human-computer interaction circles.
Broadcast Animation Reel. TMBA is a New York City Animation Studio that creates Broadcast Animation, 3D Animation and Motion Graphics for the top cable and network television productions. ... Broadcast Animation is a term used to describe animated 3D scenes created for use in television or cable programming.
.
a formal discussion on a particular matter in a public meeting or legislative assembly, in which opposing arguments are put forward and which usually ends with a vote.
Introduce your topic and the point you plan to make about your experience and learning. Develop your point through body paragraph(s), and conclude your paper by exploring the meaning you derive from your reflection. You may find the questions listed above can help you to develop an outline before you write your paper.
part from the ending (which was unpredictable but dull ) I enjoyed reading it!
It was kinda funny.well thank God it was short so despite that ending,which seemed a bit far fetched to me,it was worth that time which I'd probably have wasted scrolling through news feed
Specific Start. An effective application letter should tell the reader that you want a particular job and explain your interest in that position. You should also explain why you're seeking to work at a specific company. Use this as an opportunity to display your knowledge about the company you're applying to.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
20 collaborative learning tips and strategies for teachers
1. 1
20 COLLABORATIVE LEARNING TIPS AND STRATEGIES FOR TEACHERS
1. Establish clear group goals
Effective collaborative learning involves the establishment of group goals, as well as individual
accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an
assignment, it is best to define goals and objectives to save time.
2. Keep groups midsized
Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that
are too large create ‘freeloading’ where not all members participate. A moderate size group of 4-5 is ideal.
3. Establish flexible group norms
Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and
negotiation are important in group learning. In the 1960’s studies by Jacobs and Campbell suggested that
norms are pervasive, even deviant norms were handed down and not questioned.
If you notice a deviant norm, you can do two things: rotate group members or assist in using outside
information to develop a new norm. You may want to establish rules for group interactions for younger
students. Older students might create their own norms. But remember, given their durable nature, it is best
to have flexible norms. Norms should change with situations so that groups do not become rigid and
intolerant or develop sub-groups.
4. Build trust and promote open communication
Successful interpersonal communication must exist in teams. Building trust is essential.Deal with emotional
issues that arise immediately and any interpersonal problems before moving on. Assignments should
encourage team members to explain concepts thoroughly to each other.Studies found that students who
provide and receive intricate explanations gain most from collaborative learning. Open communication is
key.
5. For larger tasks, create group roles
Decomposing a difficult task into parts to saves time. You can then assign different roles. A great example
in my own classroom was in science lab, fifth grade student assumed different roles of group leader, recorder,
reporter, and fact checker. The students might have turns to choose their own role and alternate roles by
sections of the assignment or classes.
6. Create a pre-test and post-test
A good way to ensure the group learns together would be to engage in a pre and post-test. In fact, many
researchers use this method to see if groups are learning. An assessment gives the team a goal to work towards
and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes
can be made if differences are seen in the assessments over time. Plus, you can use Bloom’s taxonomy to
further hone in on specific skills.
Individuals should also complete surveys evaluating how well the group functioned. “Debriefing” is an
important component of the learning process and allows individuals to reflect on the process of group
learning.
2. 2
7. Consider the learning process itself as part of assessment
Many studies such as those by Robert Slavin at Johns Hopkins have considered how cooperative learning
helps children develop social and interpersonal skills. Experts have argued that the social and psychological
effect on self-esteem and personal development are just as important as the learning itself.
In terms of assessment, it may be beneficial to grade students on the quality of discussion, student
engagement, and adherence to group norms. Praise younger groups for following (for digital collaborative
learning, for example) standards. This type of learning is a process and needs explicit instruction in
beginning stages. Assessing the process itself provides motivation for students to learn how to behave in
groups. It shows students that you value meaningful group interactions and adhering to norms.
8. Consider using different strategies, like the Jigsaw technique.
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The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is
often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their
assigned area. Students with the same topic from different groups might meet together to discuss ideas
between groups.
This type of collaboration allows students to become “experts” in their assigned topic. Students then return
to their primary group to educate others. There are other strategies discussed here by the University of Iowa,
such as using clusters, buzz groups, round robin, leaning cells, or fish bowl discussions.
9. Allow groups to reduce anxiety
When tackling difficult concepts, group learning may provide a source of support. Groups often use humor
and create a more relaxed learning atmosphere that allow for positive learning experiences. Allow groups
to use some stress-reducing strategies as long as they stay on task.
10. Establish group interactions
The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model
of how a successful group functions. Shared leadership is best. Students should work together on the task
and maintenance functions of a group. Roles are important in group development. Task functions include:
Initiating Discussions
Clarifying points
Summarizing
Challenging assumptions/devil’s advocate
Providing or researching information
Reaching a consensus
Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such
as sensing group feelings, harmonizing, compromising and encouraging, time-keeping, relieving
tension, bringing people into the discussion, and more.
3. 3
11. Use real-world problems
Experts suggest that project-based learning using open-ended questions can be very engaging. Rather than
spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world
problems can be used to facilitate project-based learning and often have the right scope for collaborative
learning.
12. Focus on enhancing problem-solving and critical thinking skills
Design assignments that allow room for varied interpretations. Different types of problems might focus on
categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure
for problem-solving. Mark Alexander explains one generally accepted problem-solving procedure:
1. Identify the objective
2. Set criteria or goals
3. Gather data
4. Generate options or courses of action
5. Evaluate the options using data and objectives
6. Reach a decision
7. Implement the decision
13. Keep in mind the diversity of groups
Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best.
Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement
of low performers. Rotate groups so students have a chance to learn from others.
14. Consider demographics
Equally, balanced gender groups were found to be most effective.
Some research suggests that boys were more likely to receive and give elaborate explanations and their
stances were more easily accepted by the group. In majority male groups girls were ignored. In majority
girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to
specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It
may be an issue you may want to discuss with older students.
15. Use scaffolding or diminished responsibility as students begin to understand concepts.
At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such
as by gauging group interactions or at first, providing a list of questions to consider. Allow groups to grow
in responsibility as times goes on. In your classroom, this may mean allowing teams to develop their own
topics or products as time goes on. After all, increased responsibility over learning is a goal in collaborative
learning.
16. Include different types of learning scenarios
Studies suggests that collaborative learning that focuses on rich contexts and challenging questions
produces higher-order reasoning. Assignments can include laboratory work, study teams, debates, writing
projects, problem-solving, and collaborative writing.
4. 4
17. Technology makes collaborative learning easier
Collaboration had the same results via technology as in person, increased learning opportunities.
Try incorporating free savvy tools for online collaboration such as Stixy, an online shared whiteboard space,
Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges
related to planning rather than challenging viewpoints occurred more frequently through online interactions.
This may be because the research used students that did not know one another. If this is your scenario, you
may want to start by having students get to know each other’s backgrounds and ideas beforehand on a blog
or chat-board.
18. Avoid ‘bad group work’
As with any learning strategy, it’s important to have a balanced approach. Cynics usually have a valid point.
A recent New York time article, cites some criticism of collaboration for not allowing enough time for
individual, creative thinking. You may allow some individual time to write notes before the groups
begin. This may be a great way to assess an individual grade.
19. Be wary of “group think”
While collaborative learning is a great tool, it is always important to consider a balanced approach. At times,
group harmony can override the necessity for more critical perspectives. Some new research suggests that
groups favored the more confident members. Changing up groups can help counter this problem.
20. Value diversity
Collaborative learning relies on some buy-in. Students need to respect and appreciate each other’s
viewpoints for it to work. For instance, class discussions can emphasize the need for different
perspectives. Create a classroom environment that encourages independent thinking. Teach students the
value of multiplicity in thought. You may want to give historical or social examples where people working
together were able to reach complex solutions.
By definition, learning is social in nature. Using different mediums, whether it be books, discussions,
technology or projects we study and develop new ideas. We impart ideas and share perspectives with
others. Collaboration is a learned process. If managed correctly, it is a powerful tool that can allow educators
to tap into new ideas and information.
Source: https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/