This document discusses sensory sensitivities that are common in gifted individuals. It describes overexcitabilities, including sensual, intellectual, imaginational, psychomotor, and emotional overexcitabilities. Sensory overresponsivity is explained as heightened responses to sensory stimuli. Characteristics of high sensory sensitivity include a strong awareness of sensations, needing breaks from stimulation, and finding inner calm important. The document provides recommendations for creating learning environments that reduce sensory overload, such as using natural materials, providing variety in lighting, seating, and work areas, and allowing for breaks in nature.
Understand Attention & Implement it in your Business, Daily Life , By Practicing
Topic
"ATTENTION"
+ Factors of ATTENTION
1- Objective Factors
2- Subjective Factors
+ Span of ATTENTION
+ Distraction of ATTENTION
+ Fluctuation of ATTENTION
This is a PowerPoint with differentiation strategies for gifted learners. These strategies can be used in the gifted or regular classroom. By providing students with choice, the teacher make learning more stimulating and fun!
Understand Attention & Implement it in your Business, Daily Life , By Practicing
Topic
"ATTENTION"
+ Factors of ATTENTION
1- Objective Factors
2- Subjective Factors
+ Span of ATTENTION
+ Distraction of ATTENTION
+ Fluctuation of ATTENTION
This is a PowerPoint with differentiation strategies for gifted learners. These strategies can be used in the gifted or regular classroom. By providing students with choice, the teacher make learning more stimulating and fun!
What Gifted Students Need by Jeff Danielianmassgifted
Education is about understanding, not merely the knowledge related to a specific discipline or parental /educational strategy, but an understanding of the immense variation of our children's and students’ social, emotional, and educational backgrounds, which demand individualized acceptance and consideration. The development of higher order thinking skills and problem solving techniques, creativity training, and autonomous learning should serve as the foundation for the emergent and realized potential of the children we raise and the students we teach. Learn more about the strategies, practices, tools and resources available to parents and educators, while recognizing that a focus on interest and learning style can provide a wealth of experience.
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
This is the slidedeck that accompanies a presentation by Ian Byrd (byrdseed.com) and Lisa Van Gemert. You can download the accompanying lesson plan at http://bit.ly/intensities-lesson-plan.
The presentation is prepared according to the syllabus of INC for the Basic BSc nursing. presentation is a brief information for the students so for better knowledge please refer the books.
What Gifted Students Need by Jeff Danielianmassgifted
Education is about understanding, not merely the knowledge related to a specific discipline or parental /educational strategy, but an understanding of the immense variation of our children's and students’ social, emotional, and educational backgrounds, which demand individualized acceptance and consideration. The development of higher order thinking skills and problem solving techniques, creativity training, and autonomous learning should serve as the foundation for the emergent and realized potential of the children we raise and the students we teach. Learn more about the strategies, practices, tools and resources available to parents and educators, while recognizing that a focus on interest and learning style can provide a wealth of experience.
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
This is the slidedeck that accompanies a presentation by Ian Byrd (byrdseed.com) and Lisa Van Gemert. You can download the accompanying lesson plan at http://bit.ly/intensities-lesson-plan.
The presentation is prepared according to the syllabus of INC for the Basic BSc nursing. presentation is a brief information for the students so for better knowledge please refer the books.
Learn about stress and its impact on health and how using strategies including cognitive restructuring, progressive muscle relaxation and mindfulness can help you more effectively manage daily stress and promote overall wellness.
What makes online interactions beneficial? How does quality productivity in a digital environment support the building of your personal brand? Find out in today's lecture!
What makes up a person's digital identity? Why should students control the information available about them online? What are the most popular social media outlets?
In the year 2030, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society. Join us as we explore activities that can be implemented in classrooms immediately and help students launch their talents!
In the year 2035, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination, and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting provides a systematic framework that enables individuals to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related to personal brand, digital footprint, citizenship, and online presence.
FutureCasting at Duke TIP Summer InstituteAngela Housand
Futurecasting is a program that provides a systematic framework for adolescents and young adults that will enable them to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related personal identity formation, digital footprint awareness, and online presence. Become the hero of your own story with FutureCasting!
By 2040, NASA intends to send humans to Mars. Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
The Internet provides access to information and enables connection in ways that no generation before has ever experienced. While gifted students in our classrooms may have the intellectual maturity for Internet participation, they may lack the social and emotional maturity. How then do we help them develop the skills of digital citizenship while maintaining safe boundaries and limiting their access to the Internet? This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we help students use technology to be productive, participate in an online community, and develop a digital presence!
The Internet has become the great equalizer of the 21st Century. Today, gifted students have access to information and networks of influence previously reserved for adults. With this access, comes great opportunity and great responsibility. Gifted students can pursue interests, showcase their abilities, and even advance their career before ever leaving middle school, but are they ready to launch their talent onto a global stage?
Attaining success requires resiliency in order to overcome challenges along the way. Yet many advanced learners expect to “get the right answer” on their first attempt and once faced with truly challenging situations, give up before trying. This session provides parents with strategies to support high potential youth as they engage in the struggles that lead to meaningful SUCCESS.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society.
Serendipity, that unexpected but fortunate discovery or learning experience that happened accidentally, is often characterized by successful people as a “chance encounter” or a “lucky break”. In reality, luck is what happens when preparation meets opportunity (Roman Philosopher, Seneca), and gifted students in particular have the preparation, but may not have the skills to leverage technology to create opportunities. This session highlights how gifted students are uniquely qualified to leverage technology to achieve their goals, illustrates the strategies successful individuals use to make their own luck, and provides concrete examples and activities that can be applied in classrooms or at home to enable gifted students to manifest their potential for self-fulfillment and the betterment of society.
Futurecasting for Kansas Association for the Gifted, Talented, & CreativeAngela Housand
Digital Citizenship through Self-Awareness
FutureCasting™ is a curriculum of “life skills” that enables individuals of all ages to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and professional goals, and build influence in a global society.
The goals of FutureCasting™ are to:
1. Increase individuals’ self-awareness, engagement in learning, and achievement
2. Enable individuals to develop globally recognized digital identities
3. Prepare individuals to contribute positively to local, national, and global communities.
The FutureCasting™ framework provide the necessary knowledge, tools, and skills to create a digitally responsible and influential online identity while serving numerous educational goals. For example, Millennials (individuals aged 10-25), have never known a life without computers and access to the Internet. However, just because Millennials are “digital natives” does not mean they know how to use technology responsibly or effectively leverage the ubiquitous information available online. FutureCasting™ enables them to learn the skills of digital citizenship: Being responsible producers and critical consumers of information on the Internet. Skills like conducting research online, developing a professional network, and creating a website are combined with critical self-examination to help users attain truly integrated success.
FutureCasting™ has the potential to benefit anyone who wants to increase their online presence, align their digital footprint with personal and professional goals, or learn the skills of socially responsible action. Students, ages 12-25, can use FutureCasting™ to create a digital portfolio that reflects the intersection of personal interests with academic productivity. Meanwhile adults entering the workforce can use FutureCasting™ to develop an online presence that highlights their unique talents; making their successes more accessible to future employers and putting them ahead of their competition.
In an era when information and opportunities are driven by access to information on the Internet, a tool like FutureCasting™ is what empowers people to leverage that information to catapult themselves into a future of their own design.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
7. Sensual Overexcitability
Heightened awareness
of sensual pleasure or
displeasure
Increased appreciation
of aesthetic pleasures
Overstimulated by
sensory input
Sight Aesthetics
Smell Odors
Touch Tactile
Experience
Taste Flavors
Hearing Sound
8. Sensual Overexcitability
When overstimulated, some increase stimulation
Seek the center of attention
Go on shopping spree
Listen to loud music
Others withdraw from stimulation
Seek privacy
Quiet contemplation
Soothing music or nature sounds
9. People with SOR respond to sensation faster,
with more intensity, or for a longer duration
than those with typical sensory responsivity
Considered a Sensory Modulation Disorder by
some
11. CNS Arousal
• CNS responsible for controlling and regulating
autonomic responses
• Operates from rest
state (neutral)
– Excitation
– Inhibition
12. CNS Arousal
• Necessary for all cognitive function and all
emotional expression
• Must happen first in any
behavioral response
• Its occurrence leads to
every other aspect of
behavior
13. Neurological Thresholds
• Amount of stimuli required for
a nervous system response
• Children whose thresholds are
too low are likely to be overly
responsive to stimuli or
hypersensitive to their world
15. Sensory Modulation
Occurs as the central nervous system
(CNS) regulates the neural messages
about stimuli
Brain processes information from CNS to
maintain homeostasis and produce
adaptive response
If a student is having trouble with
Sensory Modulation, they may be
interpreting their environment uniquely
16. Sensory Sensitivity
• Greater CNS Arousal
– Show greater responsiveness
to sensory stimuli in all
sensory modalities
– Emits more voluntary motor
activity
– More reactive emotionally
• Might also explain
psychomotor and emotional
overexcitability
17. Characteristics of People with
High Sensory Sensitivity
• Sense of being different
• Need to take frequent
breaks during busy days
• Conscious arrangement
of lives to reduce
stimulation & unwanted
surprise
18. Characteristics of People with
High Sensory Sensitivity
• Acknowledge importance
of spiritual and inner lives
(including dreams)
• Sense that difficulties
stemmed from fear of
failure due to overarousal
– While being observed
– Feeling judged
– During competition
19. Sensory Sensitivity of Gifted
• Tested gifted vs. normed sample on the
Sensory Profile (Dunn, 1999)
• Significant differences on 12 of 14 sensory
sections between groups
• Gifted children are more sensitive to their
physical environment
• More affected by sensory stimuli
20. Why address sensory sensitivity?
• Sensory stimuli create CNS arousal which
places demands upon the body
• The intensity and duration of arousal affect
responses to stimuli
• Maximum and prolonged overload of
information can be stressful
21. Why address sensory sensitivity?
• To reduce stressors
• To positively enhance the experience of
the highly sensitive gifted individual
• To be responsive to unique needs
• To promote healthy working environments
• To increase the sustainability of focus and
effort in productive endeavors
22. Offensive Stimuli
• Loud or sudden noises
• Strong odors
– Molds
– Perfumes
• Rough textures or fabrics
– Clothing tags
• Sharp edges
– Angular furniture
Someone Has
Soiled the Air!
23. Offensive Stimuli
• Visual overload
– Certain color saturation
and hue
– Manmade materials
– Unorganized space
– Low ceilings
• Bright Light
– Glare
– Fluorescent lighting
28. • A controlled color vocabulary is essential in
creating a sense of place
• Low screeners perform better in blue work
spaces
• Feelings of emotional control are stronger in
monochromatic spaces than in vibrant colorful
spaces
• Mean blood pressure readings 9% lower than
white classroom
31. Color: Red Hue
• Workers in red offices reported more
feelings of dysphoria than workers in
blue offices
• More confusion and tension reported
• Lower performance for low screeners
73. Honor Diversity of Style
Allow students to participate in
classroom design
Help students define organizational
structures that suit their needs
Allow trial and error: Have patience to
give ideas a fair chance
74.
75. The Goal:
Balanced Sensory Integration
A dynamic integration in how the
brain processes sensation producing
balanced reactions in motor,
behavior, emotion, and attention
responses
HabituationCNS recognizes familiar or repetitive so neurons are inhibitedNecessary for mediation of incoming stimuliEnables one to ignore distractionsSensitizationCNS recognizes unfamiliar stimuli so neurons are excitedNecessary for mediation of incoming stimuliEnables heightened attention and immediate responseDunn, 1997; 1999; Aron & Aron, 1997
Pfaff, Ribeiro, Matthews, and Kow, 2008
Gere, Capps, Mitchell, & Grubbs, 2009
Rejected by workers when provided the opportunity to state their preference.
Less saturation preferable
Speck 2003
Speck 2003
Color can be used to facilitate the transmission of cultural values. The artwork and accents should reflect the culture of the region or the school community to enhance a sense of place. Use the bright and highly saturated colors sparingly and respectfully.
Architectural sketches: Fielding and Nair
Mental Fatigue = a state characterized by inattentiveness, irritability and impulsivity
Views of Nature via Student Garden
People generally like objects with a curved contour compared with objects that have pointed features.
Volatile Organic Compounds
About 75% of total body weight is supported on only four square inches of bone when humans sit up straight in a hard chair.Architectural sketches: Fielding and Nair
Steelcase
Steelcase
It allows the classroom to be responsive to the changing demands of educational settings and students’ needs.Architectural drawing: Fielding and Nair
Bundy, Lane, & Murray, 2002; Clark & Primeau, 1988