A brief presentation focused on educating teachers on ADHD, debunking some misconceptions, and offering suggestions for how things can be improved in their classrooms.
ADHD ,Autism is increasing in India,Psychological problems are increasing with great speed.If these children are not identified in early childhood most of the children can land up in adult personality disorders or psychiatric disorders
ADHD ,Autism is increasing in India,Psychological problems are increasing with great speed.If these children are not identified in early childhood most of the children can land up in adult personality disorders or psychiatric disorders
A short slide share on the theme ADHD with its pathophysiology, causes, signs and symptoms and treatment. It could be used for studies., research and reading purposes.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
A short slide share on the theme ADHD with its pathophysiology, causes, signs and symptoms and treatment. It could be used for studies., research and reading purposes.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter 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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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
3. WHAT IS ADHD?
DIAGNOSTIC CRITERIA
Present 6 or more symptoms in at least 2
settings (5 for older teens and adults)
Symptoms present prior to 12 years of age
Must impact well being and functioning
3 types of presentations:
Inattentive Hyperactive/impulsive
Combined
Must not be better explained by another
disorder
4. INATTENTION
Fails to give close attention to details
or makes careless mistakes
SYMPTOMS
Has difficulty sustaining attention
Does not appear to listen
Struggles to follow instructions
Has difficulty with organization
Avoids or dislikes tasks requiring sustained
mental effort
Loses items
Is easily distracted
Is forgetful in daily activities
5. HYPERACTIVE/
IMPULSIVE
Has difficulty remaining seated
SYMPTOMS
Talk excessively
Acts as if driven by a motor; adults will often feel
inside as if they are driven by a motor
Blurts out answers
Runs about or climbs excessively;
extreme restlessness in adults
Difficulty engaging in activities quietly
Fidgets with hands or feet or squirms
in chair
Interrupts or intrudes upon others
Difficulty waiting or taking turns
6. OTHER
SYMPTOMS
Emotional Dysregulation
Emotional Dysregulation
Rejection Sensitivity
Rejection Sensitivity
Altered Time Perception
Altered Time Perception
Hyperfocus
Hyperfocus
Impaired Executive
Impaired Executive
Functioning
Functioning
Sensory Issues
Sensory Issues
Problems with Memory
Problems with Memory
Auditory processing Issues
Auditory processing Issues
7.
8. WHY IS THIS IMPORTANT?
Mental Illness
Depression, anxiety, eating disorders, poor self
esteem, conduct disorders, substance abuse
Physical Illness
Linked to overall lower physical functioning,
risk of traffic accidents & injuries
Relationships
Rejection, instability, susceptible to abuse
untreated 2x as likely to divorce
Between 25% and 40% of people in prison have ADHD
School & Work
Reduced academic achievement, frequent
job hopping
10. # 1 PEOPLE
WITH ADHD
JUST NEED TO
TRY HARDER.
Executive (Dys)function
Executive (Dys)function
Your ability to regulate your brain
Your students could be
over OR under stimulated
11. Easy or basic things
Easy or basic things
are often boring
are often boring
# 2 PEOPLE
WITH ADHD
CAN'T EVER
FOCUS
Interesting
Challenging
Urgency
Emergency
Using anxiety to create a constant
Using anxiety to create a constant
state of urgency is not uncommon.
state of urgency is not uncommon.
Arousal is still arousal.
Arousal is still arousal.
12. # 3 EVERYONE
WITH ADHD IS
HYPERACTIVE
Internal vs External
Internal vs External
Presentations
Presentations
Inattentive Presentation
Inattentive Presentation
Maturity & presentation
Maturity & presentation
13. # 4 ADHD IS
A LITTLE
BOY
DISORDER
Not a childhood disorder
Not a childhood disorder
Girls & Underdiagnosis
Girls & Underdiagnosis
Lack of studies
Misconception Inattentive most likely
Socialized to hide symptoms
Chatterbox vs hyperactive
4%
4%
of adults have ADHD, a
of adults have ADHD, a
substantial proportion
substantial proportion
are undiagnosed
are undiagnosed
14. # 5 ADHD IS A
LEARNING
DISORDER
Twice Exceptional (2e)
Twice Exceptional (2e)
Highly comorbid with
Highly comorbid with
learning disorders
learning disorders
Some issues with brain maturation
Some issues with brain maturation
Inconsistent performance
Underdiagnosed
Creative
Divergent thinking
Intelligence is accelerated, but social
and emotional growth is delayed
15. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Genes:
60-90% heritability
Not just 1 gene
Diet:
Some evidence for
certain food dyes
Screen time:
Inconclusive for worsening
No evidence of causality
16. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Prefrontal Cortex:
Cognitive control
Decision making
Attentional control
Limbic System:
Behavioral and
emotional responses
Basal Ganglia:
Inter-brain communication
Motor control
Executive functioning
Reticular Activating System:
Arousal
Sleep/wake
Fight/flight
17. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Dopamine:
movement, memory,
pleasure and motivation
Norepinephrine:
alertness, arousal,
attention
18. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Dopamine:
movement, memory,
pleasure and motivation
Norepinephrine:
alertness, arousal,
attention
19. # 7 ADHD IS A
MODERN
DISORDER
Earliest medical
Earliest medical
reports come from
reports come from
the 18th century
the 18th century
First clinical description
First clinical description
comes from 1902
comes from 1902
ADD was added to
ADD was added to
the DSM 3 in the 80s
the DSM 3 in the 80s
20. # 8 ADHD
MEDICATION
IS ADDICATIVE
When used correctly,
When used correctly,
stimulants don't produce a high
stimulants don't produce a high
15%
15%
of adults with ADHD
of adults with ADHD
abuse or are dependent
abuse or are dependent
on substances
on substances
The most common reason for substance
The most common reason for substance
abuse is self medication
abuse is self medication
Treatment significantly
Treatment significantly
reduces the risk of
reduces the risk of
substance abuse
substance abuse
21. ADHD & YOUR CLASSROOM:
RETHINKING NORMS
Take the time to examine why
certain things are important to you
Allow more flexibility, especially
with reoccurring problem areas
Know the difference between big
things and little things
22. ADHD & YOUR CLASSROOM:
PRESENTING LESSONS
Provide an outline of your
lesson students can
follow along with
Try to keep a
consistent flow
throughout
Use multi sensory
presentations and try to
avoid 'text on slides'
Provide self correcting
materials that allow
students to fail
Explain the 'why' always
23. ADHD & YOUR CLASSROOM:
PRESENTING LESSONS
Provide an outline of your
lesson students can
follow along with
Try to keep a
consistent flow
throughout
Use multi sensory
presentations and try to
avoid 'text on slides'
Provide self correcting
materials that allow
students to fail
Explain the 'why' always
24. ADHD & YOUR CLASSROOM:
TESTS & WORKSHEETS
Consider offering untimed
tests to certain students
Make the important points
easy to find
Keep formatting simple
and consistent
Provide an alternative
environment to easily
distracted students
25. ADHD & YOUR CLASSROOM:
KEEPING FOCUS
Give instructions one
step at a time
Combine
written/verbal
instructions with
visual examples
Focus on quality
rather than quantity
for assignments
Keep time spent on
sustained attention and
active learning balanced Allow students to
make active
decisions in the
learning process