Presentation - a revision of the application of Guided Inquiry and the growth of its use in the Junior School.
This was supported by evaluative verbal testimonials from four of the staff whose work is shown, documentation of scaffolds to use and a program proforma.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
Presentation - a revision of the application of Guided Inquiry and the growth of its use in the Junior School.
This was supported by evaluative verbal testimonials from four of the staff whose work is shown, documentation of scaffolds to use and a program proforma.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
DMS Expo: Workplace 2025 -- The Reality TV ShowRich Medina
The successful mobile and social workplace in 2025 will: 1) have a baseline of adequacy in the new technologies, 2) have some solid mobile and social line-of-business applications (which I describe), and 3) will address the serious inefficiencies and risks of mobile and social.
This talk discusses several likely and less likely (but dramatic) trends, particularly those involving new technologies, new opportunities, and new risks
DMS Expo: The Future is Participation ManagementRich Medina
This is the first of 3 presentations I gave at DMS Expo in Stuttgart, 2013. Deeper and broader Participation Management (versus Content and Process Management) is the most important industry trend today, and there are several important emerging Best and Worst Practices for how to incorporate the new technologies and pursue the new opportunities.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
Modern Learning Environments - where's the innovation?Derek Wenmoth
Keynote presentation to the Independent Schools Association of New Zealand - focusing on where the innovation really lies - with our practice. The environments enable a greater variety of practices to emerge, and encourage more participation and collaboration on the part of both teachers and students.
Module 8: Pedagogy of Environmental Studies (Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module you will be able to
• appreciate EVS as an integrated curricular area at the Primary Stage
• relate its objectives with the concepts and issues included in the syllabus
• locate the concepts and issues in textbooks and be aware of different approaches to their transaction in classroom
• plan and design context and need specific learning experiences for children
• organise learning opportunities to engage all learners meaningfully.
• use varied assessment strategies to map the learning progress against learning outcomes in EVS
2. Oh, Hello there.
• AYA Integrated Language Arts
• CARE Partnership
• From Massillon, Ohio
• Hope to teach English in
India for a year
• Like travelling, reading,
technology, photography,
geocaching, new foods
3. Why?
• Younger siblings
– Brother’s dyslexia and ADHD
– Sister’s difficulty with writing
• Journalism
• Democracy
4. So, what was it like?
Winning a game of
Chutes and Ladders!
(Finally)
5. What did you do?
• Extra pair of hands
– …and feet… and a brain
• Students below level
• Exceptionalities
6. What did you do?
• Tests
– Helping without giving away the answer
– Scribing without doing it for them
7. What did you do?
• PowerPoint “guru”
– Song Presentations
• Technology integration
• Exposure to technology at home
• Multiple intelligences
8. What was interesting?
• Importance of noticing dress and
behavior
– Personality changes
– Problems at home
– Experimenting with fitting in
9. What was interesting?
• Few students had access to a computer or
Internet at home
– Difficult for students to complete
assignments
– Tech literacy in school
11. What led to your research?
• My work in 452L this quarter caused me
to pose the question:
– What are some (more) classroom
accommodations for students with ADHD?
12. How did you do your research?
• To learn more about this, I looked up
academic journal articles and professional
publications about the subject using
Internet databases in EBSCO host.
• Here’s what I learned in my
investigation…
13. Teaching Children with Attention Deficit Hyperactivity Disorder:
Instructional Strategies and Practices.
• Seating arrangements
– Seat the child near the teacher.
– Seat the child near a student role model.
– Provide low-distraction work areas.
• “Students should be directed to this room or area privately and
discreetly in order to avoid the appearance of punishment” (Office
of Special Education Programs 28).
• Instructional Tools
– Pointers
– Egg Timers
• Help students pace themselves
– Classroom lights
– Music
– Furniture
• Must fit properly
14. "The School Supports Checklist: Identifying Support
Needs and Barriers for Children with ADHD."
• “The supports that children with ADHD can receive through
IDEA and Section 504 include adaptations to classroom routines
including instructional delivery, organizational support, and
modification of assignments (e.g., reduced length, reduced time)”
(McKinley and Stormont 15).
• On check list: “Give more
projects (e.g., build models,
do experiments as homework,
collect rocks or shells) instead
of worksheets” (16).
• On check list: “Use prompts
for appropriate behavior” (16).
15. "Arranging the Classroom with an Eye (and Ear) to
Students with ADHD."
• Four difficulties
– Hyperactivity
– Impulsiveness
– Inattention and distractibility
– Disorganization
• Two areas
– General strategies
– Structural responses
18. Conclusion
Education is a social process. Education is
growth. Education is not a preparation for
life; education is life itself.
John Dewey
19. Works Cited
Carbone, Eric. "Arranging the Classroom with an Eye (and Ear) to Students
with ADHD." Teaching Exceptional Children 34.2 (2001): 72. Academic Search
Complete. EBSCO. Web. 18 Nov. 2010.
McKinley, Lori A., and Melissa A. Stormont. "The School Supports Checklist:
Identifying Support Needs and Barriers for Children with
ADHD." TEACHING Exceptional Children 41.2- (2008): 14-19. ERIC.
EBSCO. Web. 17 Nov. 2010.
Office of Special Education Programs, (ED/OSERS). Teaching Children with
Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. US
Department of Education, 2008. ERIC. EBSCO. Web. 17 Nov. 2010.