This document discusses sequential and spatial ordering systems and their importance in learning. It notes that sequential ordering is emphasized heavily in school through tasks like following step-by-step instructions, telling stories in logical order, and performing math processes sequentially. Spatial ordering is more important in early grades when kids are learning letter and number shapes but becomes less essential as academics get more advanced. The document provides strategies to help students who struggle with these skills, such as using analog watches, receiving written directions, and engaging in music and organized workspaces.
The document discusses the learning theories of pediatrician Mel Levine and his concept of the neurodevelopmental profile. It describes how each person's brain is uniquely "wired" and outlines eight neurodevelopmental systems - including attention, memory, language, and social thinking - that make up an individual's profile. It also discusses how profiles are created and how they can be used to construct accommodations and interventions to help students learn in ways that match their strengths.
Howard Gardner proposed the theory of multiple intelligences, which suggests that there are nine different types of intelligence rather than just a single general intelligence. The nine intelligences are visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existential. Gardner's theory suggests that each person possesses combinations of these intelligences in different strengths and that accounting for individuals' varied intellectual profiles could improve education.
Managing And Challenging The Gifted Childtarashank
The document discusses managing and challenging gifted children. It provides characteristics of giftedness that may be recognized early, such as advanced attention span and passion for learning. Families play an essential role in developing gifts and talents. School readiness depends on brain development milestones like hemispheric dominance and self-control. Differentiating instruction and respecting individual differences are important for gifted education.
Lesson plan framework presentation july 2010MsOlyG
The document discusses Howard Gardner's theory of multiple intelligences, which identifies nine types of intelligence: visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existentialist. It states that identifying students' strengths in these areas can help teachers accommodate different learning styles. Traditionally, teaching has focused on verbal/linguistic and mathematical/logical intelligences. The document provides brief descriptions of each type of intelligence.
The theory of multiple intelligences challenges the traditional view of intelligence as a single ability measured by IQ tests. Instead, Howard Gardner defines intelligence as the ability to solve problems or create products valued in a culture. Gardner identifies eight criteria for an ability to be considered an intelligence. Based on these criteria, he suggests that individuals possess at least seven relatively independent mental abilities or intelligences, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. Project Spectrum is one approach that emphasizes identifying children's strengths in these multiple intelligences to guide individualized education programs.
The "Where in the World is Cinderella?" unit has students analyze different versions of the Cinderella story from around the world to learn about cultural influences. Students collaborate on writing their own versions from different character perspectives. The unit incorporates technology, critical thinking, creativity and engagement. Suggested improvements include reducing the length and repetition of writings, adding a risk-taking element, and exploring the social studies and cultural aspects in more depth.
Summary by Deans for Impact of existing research related to how young children (from birth to age eight) develop skills across three domains: agency, literacy, and numeracy.
The document discusses various learning theories and their implications for teaching, including:
1) Behaviourism focuses on conditioning and external influences on learning while constructivism sees learning as an internal cognitive process of knowledge construction.
2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
4) Brain-based learning suggests creating a multi-sensory, flexible environment allowing self-expression and personal meaning-making.
The document discusses the learning theories of pediatrician Mel Levine and his concept of the neurodevelopmental profile. It describes how each person's brain is uniquely "wired" and outlines eight neurodevelopmental systems - including attention, memory, language, and social thinking - that make up an individual's profile. It also discusses how profiles are created and how they can be used to construct accommodations and interventions to help students learn in ways that match their strengths.
Howard Gardner proposed the theory of multiple intelligences, which suggests that there are nine different types of intelligence rather than just a single general intelligence. The nine intelligences are visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existential. Gardner's theory suggests that each person possesses combinations of these intelligences in different strengths and that accounting for individuals' varied intellectual profiles could improve education.
Managing And Challenging The Gifted Childtarashank
The document discusses managing and challenging gifted children. It provides characteristics of giftedness that may be recognized early, such as advanced attention span and passion for learning. Families play an essential role in developing gifts and talents. School readiness depends on brain development milestones like hemispheric dominance and self-control. Differentiating instruction and respecting individual differences are important for gifted education.
Lesson plan framework presentation july 2010MsOlyG
The document discusses Howard Gardner's theory of multiple intelligences, which identifies nine types of intelligence: visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existentialist. It states that identifying students' strengths in these areas can help teachers accommodate different learning styles. Traditionally, teaching has focused on verbal/linguistic and mathematical/logical intelligences. The document provides brief descriptions of each type of intelligence.
The theory of multiple intelligences challenges the traditional view of intelligence as a single ability measured by IQ tests. Instead, Howard Gardner defines intelligence as the ability to solve problems or create products valued in a culture. Gardner identifies eight criteria for an ability to be considered an intelligence. Based on these criteria, he suggests that individuals possess at least seven relatively independent mental abilities or intelligences, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. Project Spectrum is one approach that emphasizes identifying children's strengths in these multiple intelligences to guide individualized education programs.
The "Where in the World is Cinderella?" unit has students analyze different versions of the Cinderella story from around the world to learn about cultural influences. Students collaborate on writing their own versions from different character perspectives. The unit incorporates technology, critical thinking, creativity and engagement. Suggested improvements include reducing the length and repetition of writings, adding a risk-taking element, and exploring the social studies and cultural aspects in more depth.
Summary by Deans for Impact of existing research related to how young children (from birth to age eight) develop skills across three domains: agency, literacy, and numeracy.
The document discusses various learning theories and their implications for teaching, including:
1) Behaviourism focuses on conditioning and external influences on learning while constructivism sees learning as an internal cognitive process of knowledge construction.
2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
4) Brain-based learning suggests creating a multi-sensory, flexible environment allowing self-expression and personal meaning-making.
Sizzling Strategies for Reading NonfictionStevi Quate
1) The document discusses strategies for engaging students in comprehending non-fiction text.
2) It provides examples of instructional strategies teachers can use, such as annotating, asking questions, and summarizing.
3) The document emphasizes the importance of connecting strategies to building students' background knowledge and linking new information to what they already know.
This document introduces the theory of multiple intelligences and discusses eight different types of intelligences: kinesthetic, interpersonal, verbal-linguistic, naturalistic, intrapersonal, musical, visual-spatial, and logical-mathematical. For each intelligence, it provides examples of characteristics and learning strategies that can help tap into a child's strengths based on their dominant intelligences. The goal is to help teachers and parents understand how to best support children's learning and overcome obstacles.
1. Early learning mechanisms in humans include statistical learning, learning by imitation, explanatory learning, and learning by analogy.
2. Statistical learning allows humans to implicitly learn patterns and make predictions from frequent exposure to instances, even early in development.
3. Learning by imitation is present in human infants as young as 9 months and allows them to learn behaviors by observing others, though this ability is weaker for learning from 2D video versus live 3D demonstrations.
This document discusses teaching pedagogies that can promote intrinsic motivation for reading and writing by facilitating a change in layers of consciousness. It outlines Level 1 and Level 2 teaching strategies appropriate for young children and teens respectively. Level 1 strategies include observation, dreaming, play, art therapy and developing phonemic awareness. Level 2 strategies involve conceptual conflicts, questioning, curiosity generation, modeling and the SQ4R reading technique. The goal is to balance intrinsic and extrinsic motivation by relating the latter to the former.
Why Smart Kids Need Smart Study SkillsDebbie Rosen
The document discusses how even smart kids need strong study skills to succeed in challenging classes. It explains that having a high IQ does not guarantee good organizational or time management abilities. While content knowledge is important, students must also learn processes for organizing, planning, and managing their workload. The StudyPro aims to teach students these essential study skills so they can learn independently and reach their full potential. It provides a personalized approach and proven curriculum to help students develop strong habits for academic success.
The document provides information about the Intermediate Class of 2012-2013 at Covert School. It summarizes the staff, classroom structure, curriculum including English, math, science, social studies, health, technology, behavior management, and communication. It describes a typical school day including morning meeting, exercise, reading/writing, math, recess/lunch, science/social studies, and dismissal. Communication between home and school is emphasized.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
Relevant Science Learning Paths for Preschool - Rochel GelmanSTEM Summit
The document discusses research conducted by collaborators from various universities on science learning in preschoolers. It summarizes key findings from cognitive science that young children have abilities relevant to learning science concepts. The research involved teaching preschoolers about observations using their senses, plant and animal life cycles, and parent-offspring relationships through hands-on activities and assessments before and after the instruction. The findings showed preschoolers can learn important science concepts when instruction builds on their natural inquisitiveness and existing knowledge.
Concept Of Dermatoglyphics Multiple Intelligence TestKalpesh Tiwari
The document provides an introduction to dermatoglyphics, which is the study of fingerprints and palm prints. It discusses how dermatoglyphics has been used in various fields like anthropology, genetics, and medicine to decode innate human abilities. The formation of fingerprints begins in the embryonic stage and is linked to brain development. Some countries use dermatoglyphics technology to assess talents in areas like sports, education, and human resources. ThumbRule's dermatoglyphics testing reveals individuals' innate characteristics, learning styles, talents, and potential to help guide career and education choices. It can benefit students, schools, businesses, and individuals.
This document discusses pedagogy of mathematics at the primary level. It emphasizes developing numeracy skills in a stress-free environment through learner-friendly methods. At the primary level, teaching mathematics requires expertise in both subject knowledge and skills. Lessons should focus on engaging children through manipulation of concrete objects. A sequence of providing experiences, developing language skills, pictorial representation, use of symbols, and integrating other subjects is recommended. At the upper primary level, mathematics requires balancing abstract concepts and real-life contexts. Teachers must use participatory methods like problem-posing and -solving to make mathematics enjoyable.
Modeling and Simulation - An Interdisciplinary, Project-Based First Year CourseMark Somerville
This is a description of an interdisciplinary first year course at Olin College. The course uses a series of projects to introduce students to major concepts in modeling and simulation.
This document provides a lesson plan for an English class for 8th grade students. The lesson focuses on using future tense structures with "be going to" over two class periods. Students will learn and practice vocabulary related to time, school subjects, and places in the school. Activities include listening and repeating, completing puzzles, conversations, and information questions using "be going to" affirmatively and negatively. The teacher will use resources like textbooks, worksheets, flashcards, and presentations to reinforce the grammar structures and evaluate students.
The document discusses the importance of communication and collaboration in mathematics learning. It notes that learning is a social process, and that students learn best when they can communicate their mathematical thinking and evaluate the strategies of others. Discussing mathematical ideas helps students organize and reflect on their own understanding, and allows them to develop mathematical vocabulary and construct their own meaning. The document advocates establishing classroom norms that promote routine dialogue and debate about mathematical thinking. It suggests that teachers can model thinking out loud and encourage students to use correct terminology through tools like word walls. Overall, it emphasizes that students need opportunities to speak, read and write about mathematical ideas.
The newsletter welcomes parents and caregivers to a new school year at Sunshine Elementary. It emphasizes the importance of school-teacher-parent communication and encourages parents to support their children's education at home. The document also provides information about instructional strategies, joining the PTA, and the classroom schedule, which includes centers for different skills and activities related to students' individual education plans. The principal looks forward to working with students, parents, and volunteers to achieve academic success.
This document discusses the differences between left brain and right brain thinking. The left brain is described as more logical, analytical, and skilled at mathematics, while the right brain is described as more creative, intuitive, and skilled at arts. It provides examples of how different teaching techniques can engage either the left brain or right brain in students. Left brain techniques include lectures, note-taking, and individual assignments, while right brain techniques include visual aids, group work, creative projects, and music. The document advocates for balancing both types of thinking and teaching styles to fully develop students.
Leveraging Cognitive Skills In Students - Cedar Hill Prep School Somerset NJHannah Eisenberg
Cedar Hill Prep, a private school in Somerset, NJ, leverages a unique method of promoting its students cognitive skills. This presentations shows why this is important and how we do it.
Mrs. Jernigan applies various learning frameworks in her 1st grade classroom, including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. She uses Bloom's Taxonomy to raise the level of difficulty of questions over the year, from basic recall to more complex thinking. For Marzano's Dimensions, she focuses on building positive attitudes, integrating knowledge, extending learning, applying knowledge, and developing productive habits. Key Habits of Mind emphasized are persistence, listening, accuracy, and cooperative learning. The presentation concludes with an introduction to an online discussion platform called "TED Conversations."
This document discusses student diversity and intelligence. It covers several key points:
1) Student diversity refers to the many factors that make students different, such as race, gender, socioeconomic status, ability, age, and religious beliefs. Each student brings unique experiences and strengths to the classroom.
2) There are various theories and models of intelligence discussed, including Sternberg's triarchic theory of intelligence, Gardner's theory of multiple intelligences, and emotional intelligence. Intelligence tests like the Binet test and Wechsler scales are also summarized.
3) The document discusses controversies around intelligence testing, such as the role of nature vs nurture, ethnic comparisons, and whether tests are culturally biased.
This document discusses the need for schools to adapt to changing times and prepare students for the 21st century. It outlines six trends in a digital age: from analogue to digital, tethered to mobile, closed to open, isolated to connected, generic to personal, and consuming to creating. It argues that the classroom experience is becoming increasingly irrelevant if schools do not redefine themselves. It also discusses shifts in how students learn, focusing on multiliteracy, active content creation, and global collaboration. Overall, the document advocates for schools to shift from an emphasis on teaching to co-learning in order to remain relevant in the modern world.
This document outlines Tim Stable's philosophy of maximizing student potential through relevance, relationships, and rigor.
It advocates making these three principles visible in lesson planning and the foundation for all activities. Relevance connects lessons to students' lives, relationships reduce dependency and build independence, and rigor is shown not as a chore but as a craft to build self-esteem.
The goals are to help students progress from awareness to enabling their own learning and empowering others, traversing different levels of independence and competency.
School leadership requires moving from positional authority to moral authority. To do so, leaders must envision what competent students, teachers, and leadership look like to make common sense practices common. Leaders should set a vision, analyze time usage to identify instructional priorities, and lead by example through dedicating time to adult learning and choosing priorities that enable positive change.
Sizzling Strategies for Reading NonfictionStevi Quate
1) The document discusses strategies for engaging students in comprehending non-fiction text.
2) It provides examples of instructional strategies teachers can use, such as annotating, asking questions, and summarizing.
3) The document emphasizes the importance of connecting strategies to building students' background knowledge and linking new information to what they already know.
This document introduces the theory of multiple intelligences and discusses eight different types of intelligences: kinesthetic, interpersonal, verbal-linguistic, naturalistic, intrapersonal, musical, visual-spatial, and logical-mathematical. For each intelligence, it provides examples of characteristics and learning strategies that can help tap into a child's strengths based on their dominant intelligences. The goal is to help teachers and parents understand how to best support children's learning and overcome obstacles.
1. Early learning mechanisms in humans include statistical learning, learning by imitation, explanatory learning, and learning by analogy.
2. Statistical learning allows humans to implicitly learn patterns and make predictions from frequent exposure to instances, even early in development.
3. Learning by imitation is present in human infants as young as 9 months and allows them to learn behaviors by observing others, though this ability is weaker for learning from 2D video versus live 3D demonstrations.
This document discusses teaching pedagogies that can promote intrinsic motivation for reading and writing by facilitating a change in layers of consciousness. It outlines Level 1 and Level 2 teaching strategies appropriate for young children and teens respectively. Level 1 strategies include observation, dreaming, play, art therapy and developing phonemic awareness. Level 2 strategies involve conceptual conflicts, questioning, curiosity generation, modeling and the SQ4R reading technique. The goal is to balance intrinsic and extrinsic motivation by relating the latter to the former.
Why Smart Kids Need Smart Study SkillsDebbie Rosen
The document discusses how even smart kids need strong study skills to succeed in challenging classes. It explains that having a high IQ does not guarantee good organizational or time management abilities. While content knowledge is important, students must also learn processes for organizing, planning, and managing their workload. The StudyPro aims to teach students these essential study skills so they can learn independently and reach their full potential. It provides a personalized approach and proven curriculum to help students develop strong habits for academic success.
The document provides information about the Intermediate Class of 2012-2013 at Covert School. It summarizes the staff, classroom structure, curriculum including English, math, science, social studies, health, technology, behavior management, and communication. It describes a typical school day including morning meeting, exercise, reading/writing, math, recess/lunch, science/social studies, and dismissal. Communication between home and school is emphasized.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
Relevant Science Learning Paths for Preschool - Rochel GelmanSTEM Summit
The document discusses research conducted by collaborators from various universities on science learning in preschoolers. It summarizes key findings from cognitive science that young children have abilities relevant to learning science concepts. The research involved teaching preschoolers about observations using their senses, plant and animal life cycles, and parent-offspring relationships through hands-on activities and assessments before and after the instruction. The findings showed preschoolers can learn important science concepts when instruction builds on their natural inquisitiveness and existing knowledge.
Concept Of Dermatoglyphics Multiple Intelligence TestKalpesh Tiwari
The document provides an introduction to dermatoglyphics, which is the study of fingerprints and palm prints. It discusses how dermatoglyphics has been used in various fields like anthropology, genetics, and medicine to decode innate human abilities. The formation of fingerprints begins in the embryonic stage and is linked to brain development. Some countries use dermatoglyphics technology to assess talents in areas like sports, education, and human resources. ThumbRule's dermatoglyphics testing reveals individuals' innate characteristics, learning styles, talents, and potential to help guide career and education choices. It can benefit students, schools, businesses, and individuals.
This document discusses pedagogy of mathematics at the primary level. It emphasizes developing numeracy skills in a stress-free environment through learner-friendly methods. At the primary level, teaching mathematics requires expertise in both subject knowledge and skills. Lessons should focus on engaging children through manipulation of concrete objects. A sequence of providing experiences, developing language skills, pictorial representation, use of symbols, and integrating other subjects is recommended. At the upper primary level, mathematics requires balancing abstract concepts and real-life contexts. Teachers must use participatory methods like problem-posing and -solving to make mathematics enjoyable.
Modeling and Simulation - An Interdisciplinary, Project-Based First Year CourseMark Somerville
This is a description of an interdisciplinary first year course at Olin College. The course uses a series of projects to introduce students to major concepts in modeling and simulation.
This document provides a lesson plan for an English class for 8th grade students. The lesson focuses on using future tense structures with "be going to" over two class periods. Students will learn and practice vocabulary related to time, school subjects, and places in the school. Activities include listening and repeating, completing puzzles, conversations, and information questions using "be going to" affirmatively and negatively. The teacher will use resources like textbooks, worksheets, flashcards, and presentations to reinforce the grammar structures and evaluate students.
The document discusses the importance of communication and collaboration in mathematics learning. It notes that learning is a social process, and that students learn best when they can communicate their mathematical thinking and evaluate the strategies of others. Discussing mathematical ideas helps students organize and reflect on their own understanding, and allows them to develop mathematical vocabulary and construct their own meaning. The document advocates establishing classroom norms that promote routine dialogue and debate about mathematical thinking. It suggests that teachers can model thinking out loud and encourage students to use correct terminology through tools like word walls. Overall, it emphasizes that students need opportunities to speak, read and write about mathematical ideas.
The newsletter welcomes parents and caregivers to a new school year at Sunshine Elementary. It emphasizes the importance of school-teacher-parent communication and encourages parents to support their children's education at home. The document also provides information about instructional strategies, joining the PTA, and the classroom schedule, which includes centers for different skills and activities related to students' individual education plans. The principal looks forward to working with students, parents, and volunteers to achieve academic success.
This document discusses the differences between left brain and right brain thinking. The left brain is described as more logical, analytical, and skilled at mathematics, while the right brain is described as more creative, intuitive, and skilled at arts. It provides examples of how different teaching techniques can engage either the left brain or right brain in students. Left brain techniques include lectures, note-taking, and individual assignments, while right brain techniques include visual aids, group work, creative projects, and music. The document advocates for balancing both types of thinking and teaching styles to fully develop students.
Leveraging Cognitive Skills In Students - Cedar Hill Prep School Somerset NJHannah Eisenberg
Cedar Hill Prep, a private school in Somerset, NJ, leverages a unique method of promoting its students cognitive skills. This presentations shows why this is important and how we do it.
Mrs. Jernigan applies various learning frameworks in her 1st grade classroom, including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. She uses Bloom's Taxonomy to raise the level of difficulty of questions over the year, from basic recall to more complex thinking. For Marzano's Dimensions, she focuses on building positive attitudes, integrating knowledge, extending learning, applying knowledge, and developing productive habits. Key Habits of Mind emphasized are persistence, listening, accuracy, and cooperative learning. The presentation concludes with an introduction to an online discussion platform called "TED Conversations."
This document discusses student diversity and intelligence. It covers several key points:
1) Student diversity refers to the many factors that make students different, such as race, gender, socioeconomic status, ability, age, and religious beliefs. Each student brings unique experiences and strengths to the classroom.
2) There are various theories and models of intelligence discussed, including Sternberg's triarchic theory of intelligence, Gardner's theory of multiple intelligences, and emotional intelligence. Intelligence tests like the Binet test and Wechsler scales are also summarized.
3) The document discusses controversies around intelligence testing, such as the role of nature vs nurture, ethnic comparisons, and whether tests are culturally biased.
This document discusses the need for schools to adapt to changing times and prepare students for the 21st century. It outlines six trends in a digital age: from analogue to digital, tethered to mobile, closed to open, isolated to connected, generic to personal, and consuming to creating. It argues that the classroom experience is becoming increasingly irrelevant if schools do not redefine themselves. It also discusses shifts in how students learn, focusing on multiliteracy, active content creation, and global collaboration. Overall, the document advocates for schools to shift from an emphasis on teaching to co-learning in order to remain relevant in the modern world.
This document outlines Tim Stable's philosophy of maximizing student potential through relevance, relationships, and rigor.
It advocates making these three principles visible in lesson planning and the foundation for all activities. Relevance connects lessons to students' lives, relationships reduce dependency and build independence, and rigor is shown not as a chore but as a craft to build self-esteem.
The goals are to help students progress from awareness to enabling their own learning and empowering others, traversing different levels of independence and competency.
School leadership requires moving from positional authority to moral authority. To do so, leaders must envision what competent students, teachers, and leadership look like to make common sense practices common. Leaders should set a vision, analyze time usage to identify instructional priorities, and lead by example through dedicating time to adult learning and choosing priorities that enable positive change.
This document discusses the philosophy of the Riverside School and some of its core ideas:
1. It questions whether schools should prepare children for life or be an integral part of life.
2. It discusses ideas like what is a child, what is childhood, and how children can shape their future.
3. It promotes the idea that learning occurs when the approach shifts from "Teacher told me" to "I am doing it" and discusses implementing a common sense model.
The document introduces the Riverside approach to education, which places the student at the center. It discusses 3 key components: 1) establishing a foundation framework focused on relevance, rigor, and relationships; 2) implementing processes centered around choice, reflection, and partnerships; and 3) fostering behaviors of collegiality, sharing, and growth to create a culture of common sense practices. The goal is to shift learning from a teacher-centered model to one where the student's journey and empowerment are emphasized.
The document provides an introduction to the Riverside Approach, a school model focused on putting students at the center. It discusses 3 key components: 1) Why - the foundation framework centered around the student, 2) How - the processes and behaviors that make common sense common practice, and 3) What - the content and assessment that guide each educational stage from awareness to empowerment. The Riverside Approach aims to answer fundamental questions about education through relevance, rigor, and relationships.
This document outlines suggestions for improving planners to make them more effective tools for planning, reflection, and ensuring accountability. It recommends including non-negotiable routines and processes, learning outcomes, documentation of student work, and space for daily, weekly, and monthly reflections. Sample prototypes are provided for key stages 1 through 3, with recommendations for including things like unit overviews, session plans, milestone tracking, rubrics, and ensuring the planner facilitates connecting activities to broader goals.
Phonics instruction teaches readers to decode words by sounding out letters and letter combinations. It builds a foundation for reading by helping children understand the relationship between written symbols and sounds. Phonics and phonemic awareness, which is understanding that words are made up of individual sounds, allow children to decode words and lead to improved reading fluency and comprehension over time. Research shows that the ability to recognize words accounts for most of a child's reading comprehension in early grades, so phonics is critical for reading success.
The document provides an overview of Howard Gardner's theory of multiple intelligences. It discusses the key aspects of the theory, including the eight dimensions of intelligence, implications for curriculum design and instruction, principles for assessment, and tools for assessment. The theory challenges traditional views of intelligence and suggests students possess diverse abilities that should be nurtured in the classroom.
The document discusses differentiated instruction, which is responsive teaching that accounts for differences between students. It involves varying content, processes, products, and learning environments based on students' readiness, interests, and learning profiles. The key aspects of differentiation are:
1) Using pre-assessments to determine students' starting points and tailoring instruction accordingly.
2) Employing formative assessments during instruction to make adjustments that improve understanding.
3) Administering summative assessments after instruction to evaluate mastery of material.
4) Differentiating content, processes, products, and environment based on readiness, interests, and learning profiles to increase the likelihood that each student learns as much as possible.
The document discusses creative classrooms and what teachers do in those environments. It describes three dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and cultivation of student and teacher creativity. Teachers in creative classrooms take creative approaches to their subject matter, find innovative ways to engage students, and encourage risk-taking and original student responses. The document also examines strategies frequently used in creative classrooms, such as situating new learning in a relevant context and fostering student autonomy.
Classroom management refers to organizing the classroom environment so that learning can take place easily. This includes establishing procedures, routines, and maximizing instructional time. Well-managed classrooms have students deeply engaged in academic work and clear expectations. Key aspects of classroom management are planning curriculum and spaces, setting procedures for activities, and using time efficiently through strategies like peer tutoring. Teachers should define rules, monitor the classroom, and foster positive teacher-student relationships to best support student learning.
Adult learning models focus on how adults acquire and retain knowledge. They emphasize that adults are self-directed learners who draw upon their life experiences to help them learn new concepts. Adult learning models also recognize that adults are problem-centered and learn best when new knowledge can help them address problems in their work or personal life.
The document describes interest centers that provide opportunities for students to explore and exercise Howard Gardner's eight multiple intelligences. The centers focus on verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, naturalist, interpersonal, and intrapersonal intelligences. Teachers rotate through the centers monthly and observe students to identify strengths. The goal is to help students develop their various intelligences and for teachers to support students' learning in different ways.
The document outlines the purpose, process, and benefits of assembly performances for students. The key purposes are to develop students' presentation skills, confidence speaking in front of others, and teamwork abilities. The process involves bi-monthly performances by each grade where students conduct auditions, plan staging, practice skills, and provide peer feedback. This allows students' strengths to be showcased while building awareness of themselves and enabling empowerment through rigor and peer scrutiny of their work.
Adolescence from ages 10-15 is a transitional period marked by significant physical, emotional, social, and cognitive changes. During this time the brain undergoes a major growth spurt and period of pruning that influences learning and risk-taking behaviors. Without proper guidance and understanding of their development, adolescents may engage in risky behaviors like binge drinking or substance use that can have long-term cognitive effects. Providing love, humor, appropriate limits, and connections to others can help adolescents build a strong identity.
This document summarizes the author's journey in starting their dream team over the past 4 years. It introduces 20 members of the team, describing each person's qualities and contributions. It promises the new members Kanan, Heetal and Nayjyoti that with full effort, the team can achieve victory on their Riverside mission, despite challenges.
The ostrich is the largest living bird. It is native to Africa and can run up to 65 km/h. Ostriches live in groups of 5-50 birds and mainly eat seeds, plants, and insects. When threatened, they will either fight by pecking or kicking or flee at high speeds.
Cyber bullying involves using electronic communication technologies like email and cell phones to deliberately and repeatedly harm others. It can take various forms such as sending harmful emails, texts, IMs, or creating defamatory blogs, websites or polls. Cyber bullying is a criminal act and violates human rights laws. Educating people and avoiding angry messages are ways to prevent cyber bullying. Victims should tell trusted adults, authorities and save evidence of the bullying. Cyber bullies can be traced and punished according to local laws.
A computer is a device that calculates and processes data. It consists of both hardware and software. The hardware are the physical parts like the keyboard, monitor, CPU etc. The software are programs like Word, Excel etc. The CPU is the brain of the computer and processes instructions. Memory temporarily stores data and instructions for processing. Different types of computers include PCs, servers, supercomputers and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. I fel a cleavage in m y m ind
t
As if m y m ind had split;
I tried to m atch it, s eam by s eam,
But coul not m ake them fit
d
The thought behind I strove to j
oin
Unto the thought before,
But s equence ravelled out of reach
Like bal upon a fl
ls oor
2
3. Your child encounters the d em and s for sequential and
spatial ordering throughout her d ay in school. Sequential
ord ering com es into pl when :
ay
a stud ent recounts the steps in a science experim ent
thinks through the stages of a planned art proj ect
plays scales on the piano
tracks the plot of a story
pictures an octagon in his m ind
3
4. Even when wel equipped with strengths in attention,
l
earning would be
m em ory, and language, a stud ent’s l
chaotic were it not for the organizing j
obs by these
two ord ering system s.
They have their head quarters on opposite sides of
our brain ( sequential usually on the l sid e and
eft
spatial on the right ), and they are expected to grow
in their capacities and efficiencies as kid s progress
through school.
4
5. Sequential and spatial ord ering hel our child ren
p
l evels that range from the most
earn on d istinct l
rudimentary sorting out of sim ple instructions to the
most intricate ways of l earning and perform ing.
The 5 levels of ord ering are as follows :
Perceiving – figuring out the im portant
characteristics and relationships insid e a sequence
pattern ( ord er of beats in a m usical pattern )
5
6.
Remembering – retaining the serial ord er or spatial
relationship that you have perceived for later use
( rem em bering the shape of a country on a m ap)
Creating – putting out prod ucts that are arranged
in a useful and / aesthetically pleasing sequence
or
or spatial pattern ( creating a m elod y, m aking a
ceram ic bowl )
Organizing – being good at tim e m anagem ent
( sequential ) and m aterials ( spatial )
6
7. 5. Thinking on a higher plane – using sophisticated
reasoning, probl solving, and concept form ation
em
through spatial and sequential ord ering ( thinking
through a m ath problem in a logical m anner or
picturing a hom e d esigned from a bl print )
ue
7
8. Spatial Versus Sequential Ordering:
W woul you r herbe good at
hich d at ?
Assum ing that you want to succeed in school,
sequential ordering would be preferred over spatial
ord ering.
School is a tangle of sequential chains that threatens
to shackle our stud ents. So, d espite a d ysfunction in
the spatial system – a child m ight still score straight
A’s in the report card .
8
9. Keeping a watchful eye on sequential and
spatial ordering as child ren age
Parents and teachers can see that d uring the earl
iest
grad es, kid s are introduced to the world of time and
sequence at a pretty sophisticated level.
D iscerning the order of letters in the alphabet,
figuring out which numbers are greater than which
others, and telling time represent sequencing
m ilestones for five to seven year ol s, who are also
d
expected to m op up time-soaked vocabulary, word s
such as “before”, “after”, “until”, and “ when”.
9
10. Their ability to comprehend and use these term s
d epend s in part upon their inner sense of tim e and
sequence.
By the m id d le of elem entary school stud ents m ust
,
com ply d aily with m ul step instructions:
ti
“ Now go find yourwor kbooks, t open t t exer
hen o he cise
on farm animals , t one we wer doing yest day, t
he e er hen
answert t d and fourh quest befor you r what
he hir t ions e ead
I have putup on t boar
he d.”
10
11. By the m id d le of el entary school sequencing is a
em ,
dominant force in mathematics.
Multistep processes and m ultiplication facts, am ong
other things, are strenuous exercises in sequential
ordering.
Meanwhile kid s are expected to tell stories, relate
incid ents, and construct written paragraphs using
logical sequences to guid e the flow of their thoughts.
11
12. The d em and for accurate and fast sequential
ordering d oes not d im inish in second ary school
.
As the workload increases, m id d le schoolers need
to d em onstrate time management skills.
They are supposed to meet deadlines and
complete long –range tasks in a logical
sequence of steps.
They need to be aware of time’s passage when
they take tests and quizzes in cl ass, so they won’t
run out of tim e or rush through item s they would
have tackled m ore accurately at an easier pace. 12
13. Spatial Ordering is m ost im portant d uring the
earliest grad es as child ren are assim ilating the shapes
of num bers and l etter sym bols and engaging in such
tasks as pasting, tracing, cutting out, and so on, but
tends to fade som ewhat as a higher level acad em ic
necessity.
13
14. Practical Considerations / strategies:
To help stud ents overcom e their sequential
d ysfunctions - child ren and teenagers should wear
analog, not digital watches; they need to observe
the sweeping second hand and program
them selves for the passage of tim e in continuous
intervals.
Every class in school should stress time
management, having kid s d evise sched ul es,
com plete projects in stages and d em onstrate work
in progress. 14
15. Teachers and parents need to alert to kid s who
becom e disoriented, inattentive or possibl even
y
disruptive when faced with m ulti step instructions.
They m ay be battling inadequate sequential
memory.
Teachers should repeat directions and encourage
these stud ents to check with classm ates
regard ing what is expected .
These child ren m ay also gain from receiving written
or graphic directions. Al these child ren need to
so,
be aware that their m ind s are not hospitable to newly
arriving sequences.
15
16. Songs and rhym es about the alphabet,
the months of the year, and other practical
sequences are particularly effective.
Music, in general can be a forceful
prom oter of sequential ord ering.
A well-organized workspace at hom e is especial ly
curative. Parents should be accom m od ating in
helping a m aterially confused chil get organised .
d
16
18. Motor activity fosters physical cond itioning and
perm its the acquisition of a wide repertoire of
self help skills, ranging from clipping fingernails
without blood letting, to repairing a bicycle chain, to
sewing a hem .
At its best it can also encourage coll
aboration,
planning, sel onitoring, and high m oral stand ard s
f-m
( i.e. good sportsm anship).
18
19. Efficient m otor output also hel accom plish som e
ps
important academic skills.
Most obviously, som e of the m ost com plex
m uscular m anipulations are demanded for writing.
There are countless stud ents with
good id eas whose fingers j can’t
ust
keep pace with their thinking, as a
result of which they come to despise
and avoid writing.
19
20. Well coord inated m uscular output also works its
wond ers in som e less obvious ways. When
operating well, m otor actions reinforce
memory and learning.
D irect hand s-on experience,
m anipulating m aterials in a
science experim ent, or engaging in athletic pursuits
can actually improve various neurod evelopm ental
functions, such as active working m em ory and
problem solving.
20
21. Forms of Motor Function
Five d istinct form s of m otor
function d om inate work and play
and together com prise the m aj or
com ponents of the m otor
system . They incl e:
ud
Gross motor function
Fine motor function
Graphomotor function
Musical motor function
Oromotor function
21
22. Graphomotor
Gross Motor Fine Motor
( Writing )
THE MOTOR
SYSTEM
Oromotor
Musical Motor
( Speaking)
22
23. Gross motor function involves the activity of
large muscles, m aking possible all
actions need ed to serve a tennis ball,
engage in strenuous workout,
ped al a tricycle or toss a bal of hay.
e
Sm all m uscles, principally those in our hand s and
fingers, d ed icate them sel to our fine motor
ves
function. The nearl synonym ous term – eye
y
hand co ordination – rem ind s us that the
purposeful m ovem ents of our fingers need visual
supervision.
23
24. Fine m otor and graphom otor functions are quite
d ifferent.
Graphomotor function is the highly specialized m otor
output used in writing. M any stud ents boast superb
fine m otor abilities and unacceptable
graphomotor function.
Music motor incl es the ability to play the harp,
ud
square d ance, appreciate and m im ick rock rhythm s
which in turn all d raw upon an ind ivid ual’s m usical
m otor coord ination – yielding varying degrees of
triumph or despair. 24
25. Oromotor function is another m anifestation
of controlled muscular activity.
O ur cheeks are stuffed with som e of our busiest muscle
groups, which carry out the incom patible rol of pul izing
es ver
food and gener ing speech.
at
Such activity plays a critical rol across the gam ut of oral
e
com m unication from complaining to yodeling. O rom otor
fluency facil
itates participation in class d iscussions.
Interestingl m any of the sam e kid s who have trouble with
y,
orom otor function experience difficulty with graphomotor
function.
25
26. Gross motor
Intense com m unication passes back and forth between a
coach or physical ed ucation teacher and his players. Kid s
d iffer in their ability to process language that describes or
regulates motor function.
Som e very good l inguists in all areas of school have trouble
interpreting the word s of coaches! They sim ply cannot
d ecipher language that im parts m otor instruction.
Attention is a starting player in m ost gross m otor
perform ance. The planning and previewing of an
athletic m ove d em and s tight control of
attention.
26
27. Fine Motor Function
Because so m uch of fine m otor output is kept on course
through visual inputs, you are apt to notice a strong
correlation between your child ’s effectiveness in spatial
ord ering and his/ fine m otor d exterity.
her
An art class m ay becom e an acad em ic oasis, a m agnificent
blessing for stud ents with l
anguage – based learning
d ifficulties.
A num ber of kid s who thrive and d istinguish
them sel at easel or with a lum p of clay live
ves
with humbling delays in reading, spelling or mathematics.
27
28. Graphomotor Function
It is com m on to be im pressively d exterous at fine m otor
function while harboring, disabling and disturbing
graphom otor d ysfunction.
Graphom otor d ysfunctions are the most common reasons
a child is referred to the therapist.
Parents and teachers are baffl by a bright kid who can’t or
ed
won’t write. There can be m any reasons for this kind of output
failure, but graphomotor dys function is often the
m ost com m on cause.
28
29. Your child hates to write because of feeble connections
between his memory and his fingers . M otor m em ory
guid es writing as it d oes the m oves in sports. A very heavy
flow from m em ory takes place when your chil sets out to
d
put things d own on paper.
Interestingly, stud ents who have troubl recal
e ling the m otor
sequences as wel as those who have trouble visualizing the
l
letters seem to arrive at one very consistent conclusion: they
discover and prefer printing to cursive writing.
C ursive writing, invol the m astery of an unend ing flow of
ves
lengthy visual sequences. So, if and when a child insists
he can print better and faster than he can d o cursive, invite
him to use printing for the rest of his writing l
ife.
29
30. M ost often, they com e to detest writing, and talk so
much better than they write.
These stud ents have motor implementation problems.
As a parent or teacher of such a child you m ay have
noted his awkward pencil grips. He m ay exert far too
m uch pressure, write with a fistlike grasp, or m aintain
his pen perpend icular to the writing surface. Every
muscle might seem to have put in for stabilization
duty, and none remain to move the pencil through
letters.
Too often the effort required is so great that the quality
of ideas and spelling accuracy are eclipsed .
30
31. D ifferent breakd owns in graphom otor function can
dishearten your otherwise highly competent child,
rend ering him und erprod uctive when it com es to hom ework
com pl etion, test taking, and all written output in general.
For m any the answer to this problem rests on a keyboard.
M aking use of a com puter’s word processing
program , they m ay evol into respectable
ve
writers d espite their graphom otor d ysfunction.
31
32. O ne cautionary note: m any of the sam e stud ents who
have d ifficul with graphom otor function experience
ties
trouble with keyboarding.
This is because keyboard ing, l ord inary writing,
ike
involves rapid motor sequencing.
Yet, a com puter keyboard offers a child a definite
advantage: the resul are l
ts ikely to be m uch m ore
aes thetically pleas ing.
32
33. Minds over time: Keeping a watchful eye on motor
function as children age
In the earliest grad es, arts and crafts pursuits take on
special significance as manual mastery is valued and
respected by both teachers and classm ates.
Graphom otor function is a potential d elicate issue. Rapid
and precise l etter form ation can start to be a problem in
kind ergarten and persist stubbornl for years. Often
y
children who can’t write won’t write.
They can lose even m ore ground at this age
due to a serious shortage of practice.
33
34. Computers offers stud ents convenient opportunity to
savor m otor effectiveness. Those with hand writing
problem s can prod uce attractive looking text.
As noted earlier, kid s facing writing probl s can use
em
word processing program s, but they also need
consistent practice forming letters. M any require help
d eveloping a m ore workabl way of hold ing a pen or
e
pencil.
Finally – it is all about find ing m atches for stud ents
to m ake the m ost of their school years and
ing
have m ore opportunities to succeed.
34