This document provides information and strategies for tutoring students with learning disabilities, particularly in math and reading comprehension. It discusses common issues students may face, such as difficulties with math word problems or decoding text. Suggested tutoring approaches include letting the learning specialist know if a student is struggling with a concept, using text coding to engage students while reading, and implementing activities like read alouds, vocabulary word maps, and exit slips to assess understanding. The overall goal is for tutors to understand learning disabilities and use adaptive techniques to help students learn effectively.
Ben Howard and Deborah Plowright - Checking for UnderstandingGareth Jenkins
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Ben Howard and Deborah Plowright - Checking for UnderstandingGareth Jenkins
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2. • Here’s an example of a math disability scenario…
Learning Disabilities
We are not asking you to be a licensed psychologist by diagnosing them, but
if you see something, please let someone know.
If you see that a student is struggling with the same concept over and over,
you can let EES know.
3. Learning Disabilities: Math
• Students with processing disorders and ADHD typically have
problems with math due to the processing portion of the
tasks required by math.
• Unfortunately, some athletes get passed through school until
college, where they are then required to understand
everything. This causes gaps in knowledge and a lack of the
necessary skills to be successful (i.e., times tables).
5. (The answers were: 63, 98, and 93.)
Learning Disabilities: Math Activity
• This activity is what students with processing disorders have
issues with every time they see math.
• Consequently, they’ll try to deflect and want to talk about
anything and everything except for math.
• If a student does have an issue that gives them
accommodations, they may qualify for the CEA section of
math, which is all pencil and paper instead of on the
computer like the majority of math courses.
6. • Below is information that may be useful as it relates to reading
comprehension…
Reading Comprehension
• If a student cannot read a textbook (really not comprehending anything), that’s
something you can bring to EES.
• If a student does have a reading disability, they often may have failed the first or
second grade.
9. • These are the types of things our students with reading
disabilities face when they attempt to read. Their classmates
are often done reading , while they’ve barely been able to
start.
• There is an accommodation for some of our students where
their books can be loaded into an app that shows them the
text, while reading aloud. If they indicate they have this, you
may find it useful to use the app during your sessions.
• Sometimes, it helps a student to listen and follow along at the
same time to comprehend the material.
• If they cannot read, they will try to fake it so people do not
know, deflecting to other activities.
Reading Comprehension
10. • We do not want the student-athletes to just read for
an hour long tutoring session with no student-tutor
interaction.
• You can use text-coding for when the students need
to read. This will help them think about the text
while reading it to have the student better
understand the material.
Reading Comprehension: Strategies
11. • Reading while focusing on a
specific line of thinking, and
using symbols to mark the text in
keeping with this line of thought
while you read
• Unchallenging coding
• Complex coding
Text-Coding
12. • How Tutors Can Help Tutees Improve Their Critical Thinking
Skills
• This article discusses how to encourage students to think critically
(ask “good” questions)
• Bloom’s Taxonomy
• Christine has used a text coding system on the first two
paragraphs.
Reading Comprehension: Article
13. • “Read alouds” allow someone to read aloud while the other
person listens to the reader’s thoughts. This is so a student
understands what goes on inside a good reader’s head while
reading.
• If you notice a student has been highlighting when you are
going through text, ask them why they are highlighting
those passages.
• You want him/her to be able to justify what they are marking…
many of our students will just make it “pretty.”
Reading Comprehension: Strategies
14. Reading Comprehension: Activity
Read aloud the first
paragraph, taking into
account Christine’s
comments. Then go
through the next few
paragraphs of the article,
marking up the article
using the text coding
symbols.
16. VOCABULARY WORD MAP
• Have them take a few minutes to sketch out what you are
discussing to visualize a word. This will help our students
remember vocabulary words better.
• Most of our students are visual learners and will remember
information much better by sketching out the content.
A-Z INFORMATION
• Write A-Z somewhere and have the student list everything
they know about the content, using the letters.
3-MINUTE PAUSE
• This will help students figure out what’s going on, while
giving them a short break from the session.
Additional Tools:
17.
18.
19. • The most important thing I learned today was
• I need help with
• I would like to learn about
• Rate your understanding of today’s topic
• Discussed how what we talked about today could be used in
your life
• Predict a test question
• What would you like to use next time?
• Summarize what we discussed in 25 words or less
• Use the ABCs to give information about what we discussed
•Alternative Exit Slips
Vocabulary Word Map
Page 1
Maybe have them take a few minutes to sketch out what you are discussing and to visualize a word. This will help our students remember vocabulary terms better.
Most of our students are visual learners and will remember information much better by sketching out the content, helping to commit it to memory.
A-Z Information
Page 2
Don't give them the sheet!
Maybe write A-Z on a white board or piece of paper and then have the student list everything they know about the content, using the starting letters A-Z. If they truly cannot do this, the activity will give you a starting point for your session.
3-Minute Pause
Page 3
This will help students figure out what's going on, while giving them a short break from the session.
You can use this type of wording, "I'm losing you. Let's take a 3 minute pause... tell me what the key points are so far.“
Have them summarize what you two have covered thus far.
"Now tell me what you think about it, adding your own thoughts.“
Give them wait time.
Tell them you're not going to move on until they tell you something of their own.
Be patient! They will do it eventually. Just like the silence is awkard for you, it's even more awkward for them!
Ask them to ask a question about something they don't understand.
The last few pages are alternative ways to use the exit slips. You don't always have to do the 3-2-1 strategy.
Vocabulary Word Map
Page 1
Maybe have them take a few minutes to sketch out what you are discussing and to visualize a word. This will help our students remember vocabulary terms better.
Most of our students are visual learners and will remember information much better by sketching out the content, helping to commit it to memory.
A-Z Information
Page 2
Don't give them the sheet!
Maybe write A-Z on a white board or piece of paper and then have the student list everything they know about the content, using the starting letters A-Z. If they truly cannot do this, the activity will give you a starting point for your session.
3-Minute Pause
Page 3
This will help students figure out what's going on, while giving them a short break from the session.
You can use this type of wording, "I'm losing you. Let's take a 3 minute pause... tell me what the key points are so far.“
Have them summarize what you two have covered thus far.
"Now tell me what you think about it, adding your own thoughts.“
Give them wait time.
Tell them you're not going to move on until they tell you something of their own.
Be patient! They will do it eventually. Just like the silence is awkard for you, it's even more awkward for them!
Ask them to ask a question about something they don't understand.
The last few pages are alternative ways to use the exit slips. You don't always have to do the 3-2-1 strategy.