Rpm
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Rapid Prompting Method (RPM) is a teaching method developed by Soma Mukhopadhyay to teach her non-verbal autistic son to communicate. It involves constant engagement between a teacher and student using paper, pencil, and an alphabet board. The teacher asks fast-paced questions to keep the student focused on the task. RPM works to overcome challenges autistic learners face in processing multiple senses at once by breaking down communication into focused steps of choosing letters to spell words through pointing. Soma went on to create the organization HALO to promote RPM for autistic children.
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Rapid Prompting Method (RPM) is a teaching method developed by Soma Mukhopadhyay to teach her non-verbal autistic son to communicate. It involves a teacher keeping a student constantly engaged through fast-paced questioning while using paper, pencil, or an alphabet board. The method works to overcome processing difficulties experienced by autistic learners by first identifying their best learning channels, then teaching motor skills to allow them to answer questions by pointing or picking up letters. More information can be found on the HALO website which Soma created to promote RPM.
Rpm
Rapid Prompting Method (RPM) is a teaching method developed by Soma Mukhopadhyay to teach her non-verbal autistic son. It involves keeping students engaged through constant questioning while using paper, pencil, or letter boards. The method works to overcome processing difficulties in autistic students by breaking down responses into individual steps like pointing or picking up letters. Soma went on to create the organization HALO to promote RPM and help more autistic individuals through learning and outreach.
Remembering and forgetting
Memory allows people to store experiences and recall them later. There are several types of memory including short-term and long-term memory. The Atkinson-Shiffrin model proposes that information is first processed through sensory memory before being transferred to short-term memory where it is held for around 20 seconds, after which it may be transferred to long-term memory for indefinite storage. Effective memorization techniques include repetition, distributed practice, association, and mnemonics.
comprehension Text
The document outlines seven strategies for improving English comprehension: 1) Monitoring comprehension by identifying what is understood and resolving confusion. 2) Using metacognition to identify difficulties and restate passages in one's own words. 3) Creating mental images to visualize text. 4) Generating questions to check understanding. 5) Repairing breaks in meaning through re-reading. 6) Drawing inferences using prior knowledge and predictions. 7) Synthesizing information by identifying main ideas, connecting them, removing unnecessary details, and remembering what was read.
Eahae 2008 - presentation
This is the presentation I made to the European Association of Horse Assisted Education in 2008. My intention was to honour cognitive learning but also bring learning by doing or "Limbic Learning" into the equation.
Reading process
This document discusses key components of a balanced reading program: phonological awareness and phonics skills, sight words and vocabulary development, reading fluency, and comprehension strategies. It emphasizes teaching reading as an interactive process involving prediction, inference making, and critical thinking. Explicit instruction in reading strategies is needed to help students actively integrate information from texts with their prior knowledge.
Chapter Six: The Listening Process
This document discusses different listening styles and note-taking strategies. It defines active listening as fully engaging with the speaker by maintaining eye contact, asking questions, and expressing interest in the topic. Passive listening is described as half-listening while distracted by other tasks. The author's note-taking style uses the Cornell system to record information in a way that separates important details. Their method for memorizing for tests involves reviewing notes consistently in the days leading up to the exam and reciting content aloud.
Reading Comprehension
This document discusses reading comprehension and provides definitions, levels, and techniques. It defines comprehension as the complex process of constructing meaning from text. There are three levels of comprehension: literal, interpretive, and applied. The literal level focuses on important details and facts, interpretive requires inferences and reading between the lines, and applied combines understandings to develop new ideas. Questioning techniques like open-ended, closed, yes/no, retelling, wait time, and positive reinforcement can be used to develop comprehension.
Recommended
Rpm2
Rapid Prompting Method (RPM) is a teaching method developed by Soma Mukhopadhyay to teach her non-verbal autistic son to communicate. It involves a teacher keeping a student constantly engaged through fast-paced questioning while using paper, pencil, or an alphabet board. The method works to overcome processing difficulties experienced by autistic learners by first identifying their best learning channels, then teaching motor skills to allow them to answer questions by pointing or picking up letters. More information can be found on the HALO website which Soma created to promote RPM.
Rpm
Rapid Prompting Method (RPM) is a teaching method developed by Soma Mukhopadhyay to teach her non-verbal autistic son. It involves keeping students engaged through constant questioning while using paper, pencil, or letter boards. The method works to overcome processing difficulties in autistic students by breaking down responses into individual steps like pointing or picking up letters. Soma went on to create the organization HALO to promote RPM and help more autistic individuals through learning and outreach.
Remembering and forgetting
Memory allows people to store experiences and recall them later. There are several types of memory including short-term and long-term memory. The Atkinson-Shiffrin model proposes that information is first processed through sensory memory before being transferred to short-term memory where it is held for around 20 seconds, after which it may be transferred to long-term memory for indefinite storage. Effective memorization techniques include repetition, distributed practice, association, and mnemonics.
comprehension Text
The document outlines seven strategies for improving English comprehension: 1) Monitoring comprehension by identifying what is understood and resolving confusion. 2) Using metacognition to identify difficulties and restate passages in one's own words. 3) Creating mental images to visualize text. 4) Generating questions to check understanding. 5) Repairing breaks in meaning through re-reading. 6) Drawing inferences using prior knowledge and predictions. 7) Synthesizing information by identifying main ideas, connecting them, removing unnecessary details, and remembering what was read.
Eahae 2008 - presentation
This is the presentation I made to the European Association of Horse Assisted Education in 2008. My intention was to honour cognitive learning but also bring learning by doing or "Limbic Learning" into the equation.
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This document discusses key components of a balanced reading program: phonological awareness and phonics skills, sight words and vocabulary development, reading fluency, and comprehension strategies. It emphasizes teaching reading as an interactive process involving prediction, inference making, and critical thinking. Explicit instruction in reading strategies is needed to help students actively integrate information from texts with their prior knowledge.
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This document discusses different listening styles and note-taking strategies. It defines active listening as fully engaging with the speaker by maintaining eye contact, asking questions, and expressing interest in the topic. Passive listening is described as half-listening while distracted by other tasks. The author's note-taking style uses the Cornell system to record information in a way that separates important details. Their method for memorizing for tests involves reviewing notes consistently in the days leading up to the exam and reciting content aloud.
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This document discusses reading comprehension and provides definitions, levels, and techniques. It defines comprehension as the complex process of constructing meaning from text. There are three levels of comprehension: literal, interpretive, and applied. The literal level focuses on important details and facts, interpretive requires inferences and reading between the lines, and applied combines understandings to develop new ideas. Questioning techniques like open-ended, closed, yes/no, retelling, wait time, and positive reinforcement can be used to develop comprehension.
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Educators and Learners: This is a 22-slide graphic representation of the overall understanding of the “description of memory” based on readings, discussions, and online research conducted by a group of 20 adult ESL students in a blended program (April 29, 2020).
CONCEPTUAL FRAMEWORK: COMPARISON / CONSTRAST
Educators and Learners: This is a 22-slide graphic representation of the overall understanding of the “how to compare and contrast different types of memory and memory strategies” based on readings, discussions, and online research conducted by a group of 20 adult ESL students in a blended program (April 29, 2020).
Reading skills
Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
Reading
Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
CONCEPTUAL FRAMEWORK: SEQUENCE / PROCESS
Educators and Learners: This is a 22-slide graphic representation of the overall understanding of the “the process of how to improve our memory” based on readings, discussions, and online research conducted by a group of 20 adult ESL students in a blended program (April 29, 2020).
Reading
The document discusses reading and methods for teaching reading. It defines reading as a complex cognitive process of decoding symbols to derive meaning. It notes several purposes of reading, including language acquisition, communication, learning, and pleasure. It outlines objectives of teaching reading such as developing proper attitudes, fluency, comprehension, and pleasure in reading. The document also discusses various methods for teaching reading, including alphabetic, syllabic, word, phrase, sentence, and story methods. It distinguishes between oral reading, silent reading, intensive reading, extensive reading, and supplementary reading. It emphasizes the importance of teaching reading to fully educate children.
Chapter 3 - Lead Reader Power Point
The document discusses cognitive information processing theory, which views learning as occurring through a multi-stage memory process similar to how computers process information. According to this theory, information moves from sensory memory to working memory and is then encoded into long-term memory. Learning is demonstrated through the ability to retrieve prior knowledge and make connections to new information. The document also provides examples of how rehearsal and mnemonic devices can help encode new information into long-term memory to aid in future retrieval.
The reading skills by farshad farzami
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Characteristics of the reading process lyn m. fabores
The document discusses various approaches to teaching reading and writing, including part-centered methods that emphasize phonics, sight words, and basal readers, as well as socio-psycholinguistic methods focused on meaning such as the language experience approach, literature-based approach, and whole language approach. It also provides sample activities for teaching consonant and vowel sounds using a code-centered phonics approach.
ppt on reading skills by harshid panchal
This document discusses reading skills and strategies for improving comprehension. It begins by explaining the importance of reading skills for academic and professional success. It then discusses different reading rates and reasons for poor reading. The document provides tips for improving reading, such as reading a variety of materials, recalling information, and answering questions. It also outlines techniques like skimming, scanning, and strategies to help comprehend text structure and viewpoints. The conclusion emphasizes that regular practice of skimming and scanning can help increase reading comprehension skills.
12 effective reading skills
The document discusses effective reading skills. It notes that the purpose of reading is to connect new ideas to prior knowledge. It also discusses reasons for poor reading comprehension such as inability to understand words, sentences, or how information fits together. The document provides techniques for improving comprehension, including reading a variety of materials, circling unknown words, and recalling after reading. It lists specific techniques for good comprehension like skimming, scanning, and understanding an author's viewpoint. Finally, it discusses summarizing, such as selecting important information and adjusting the length of the summary.
Session on reading
This document outlines strategies for improving reading skills at the primary level. It defines reading as a multifaceted process involving word recognition, comprehension, and fluency. The importance of reading is discussed, including to get information, develop understanding, and for pleasure. Different types of reading are described such as independent, guided, and shared reading. The document then provides several strategies teachers can use to improve students' reading abilities, including modeling reading, using before, during, and after reading activities, and developing oral language and vocabulary skills.
Kinds of reading
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Critical reading skills
This document discusses various critical reading skills and strategies to improve reading comprehension. It identifies five important reading skills: phonemic awareness, phonics, fluency, vocabulary and comprehension. Tactics that can improve comprehension include mind mapping, direct instruction, decodable texts, embedded skills instruction, and access to quality literature. Speed reading techniques involve first developing traditional reading habits, then learning to input and scan information quickly while focusing on organizing ideas rather than text. Mind mapping, chunking text, and building vocabulary are also recommended to improve reading speed and comprehension.
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This document introduces the 5 components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discusses dividing into groups to learn about each component, what each component is, and how to teach it. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in words. Phonics teaches the relationship between letters and sounds. Fluency is reading accurately and quickly. Vocabulary is the words needed to communicate. Comprehension is the reason for reading and is taught through strategies and text interaction. The goal is to increase background on these components and apply them to teaching.
Vocabulary Activity (for review)
This is a great way to review vocabulary. I use this in my ESL classroom. It can be used as a review activity before a quiz or during non-curriculum time when you need something to do.
Boost up your memory
The document provides 10 tips for boosting memory for the JEE Main 2013 exams. The tips include visualization, memorization, interlinking concepts, using metaphors, diagrams, acronyms, self-tests, brainstorming, using hands as memory tools, and making studying fun. The tips are meant to help students memorize information faster and easily recall it during the exam.
What is Reading ?
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
Reading comprehension passage tips and techniques to solve
Reading comprehension involves the ability to read text, understand its meaning, and make inferences. An individual's comprehension depends on their skills and traits, including prior knowledge, language ability, and making inferences. There are different reading strategies such as skimming, scanning, intensive reading, and extensive reading. Skimming involves quickly looking through a text to understand the main ideas, while scanning means reading quickly to find specific information. Intensive reading means reading in detail for learning, while extensive reading is for enjoyment and general skill development.
Components of reading process
The document outlines the key components of the reading process including:
1. Vocabulary, which includes receptive vocabulary (words taken in when listening and reading) and expressive vocabulary (words used when speaking and writing).
2. Comprehension, which is the level of understanding of a text/message from interaction between words and outside knowledge.
3. Oral reading fluency, which is reading aloud with expression to demonstrate understanding, and has three key components - accurate word recognition, automaticity, and appropriate rhythm and intonation.
4. Reading attitude/motivation, which is one's attitude toward reading.
5. Phonological awareness, which is the ability to work with
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There are three main types of learning styles: visual, auditory, and tactile/kinesthetic. Visual learners learn best through seeing, auditory learners through listening, and tactile/kinesthetic learners through moving, doing, and touching. Howard Gardner proposed multiple intelligences which include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. Brain-based learning principles indicate that memories are strengthened through frequency, intensity and practice, and that emotions, meaning making, and attentional limitations impact the learning process.
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CONCEPTUAL FRAMEWORK: DESCRIPTION
Educators and Learners: This is a 22-slide graphic representation of the overall understanding of the “description of memory” based on readings, discussions, and online research conducted by a group of 20 adult ESL students in a blended program (April 29, 2020).
CONCEPTUAL FRAMEWORK: COMPARISON / CONSTRAST
Educators and Learners: This is a 22-slide graphic representation of the overall understanding of the “how to compare and contrast different types of memory and memory strategies” based on readings, discussions, and online research conducted by a group of 20 adult ESL students in a blended program (April 29, 2020).
Reading skills
Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
Reading
Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
CONCEPTUAL FRAMEWORK: SEQUENCE / PROCESS
Educators and Learners: This is a 22-slide graphic representation of the overall understanding of the “the process of how to improve our memory” based on readings, discussions, and online research conducted by a group of 20 adult ESL students in a blended program (April 29, 2020).
Reading
The document discusses reading and methods for teaching reading. It defines reading as a complex cognitive process of decoding symbols to derive meaning. It notes several purposes of reading, including language acquisition, communication, learning, and pleasure. It outlines objectives of teaching reading such as developing proper attitudes, fluency, comprehension, and pleasure in reading. The document also discusses various methods for teaching reading, including alphabetic, syllabic, word, phrase, sentence, and story methods. It distinguishes between oral reading, silent reading, intensive reading, extensive reading, and supplementary reading. It emphasizes the importance of teaching reading to fully educate children.
Chapter 3 - Lead Reader Power Point
The document discusses cognitive information processing theory, which views learning as occurring through a multi-stage memory process similar to how computers process information. According to this theory, information moves from sensory memory to working memory and is then encoded into long-term memory. Learning is demonstrated through the ability to retrieve prior knowledge and make connections to new information. The document also provides examples of how rehearsal and mnemonic devices can help encode new information into long-term memory to aid in future retrieval.
The reading skills by farshad farzami
The reading skills, Decoding, Comprehension, Retention
Kinds of Reading, Learning English Language, Speed Reading
Characteristics of the reading process lyn m. fabores
The document discusses various approaches to teaching reading and writing, including part-centered methods that emphasize phonics, sight words, and basal readers, as well as socio-psycholinguistic methods focused on meaning such as the language experience approach, literature-based approach, and whole language approach. It also provides sample activities for teaching consonant and vowel sounds using a code-centered phonics approach.
ppt on reading skills by harshid panchal
This document discusses reading skills and strategies for improving comprehension. It begins by explaining the importance of reading skills for academic and professional success. It then discusses different reading rates and reasons for poor reading. The document provides tips for improving reading, such as reading a variety of materials, recalling information, and answering questions. It also outlines techniques like skimming, scanning, and strategies to help comprehend text structure and viewpoints. The conclusion emphasizes that regular practice of skimming and scanning can help increase reading comprehension skills.
12 effective reading skills
The document discusses effective reading skills. It notes that the purpose of reading is to connect new ideas to prior knowledge. It also discusses reasons for poor reading comprehension such as inability to understand words, sentences, or how information fits together. The document provides techniques for improving comprehension, including reading a variety of materials, circling unknown words, and recalling after reading. It lists specific techniques for good comprehension like skimming, scanning, and understanding an author's viewpoint. Finally, it discusses summarizing, such as selecting important information and adjusting the length of the summary.
Session on reading
This document outlines strategies for improving reading skills at the primary level. It defines reading as a multifaceted process involving word recognition, comprehension, and fluency. The importance of reading is discussed, including to get information, develop understanding, and for pleasure. Different types of reading are described such as independent, guided, and shared reading. The document then provides several strategies teachers can use to improve students' reading abilities, including modeling reading, using before, during, and after reading activities, and developing oral language and vocabulary skills.
Kinds of reading
The document discusses different types and purposes of reading. It describes informational reading which involves carefully considering facts and potential biases. Critical reading requires examining sources and inconsistencies. Reading can be for pleasure through magazines and stories to escape problems. Studious reading is done carefully for class like papers and reports. Developmental reading progresses from readiness to beginning reading, then rapid growth with vocabulary, and refinement with interpretive reading. The types of reading discussed are to gather information, critically examine sources, leisurely escape from problems, studiously learn for class, and develop reading skills over time.
Critical reading skills
This document discusses various critical reading skills and strategies to improve reading comprehension. It identifies five important reading skills: phonemic awareness, phonics, fluency, vocabulary and comprehension. Tactics that can improve comprehension include mind mapping, direct instruction, decodable texts, embedded skills instruction, and access to quality literature. Speed reading techniques involve first developing traditional reading habits, then learning to input and scan information quickly while focusing on organizing ideas rather than text. Mind mapping, chunking text, and building vocabulary are also recommended to improve reading speed and comprehension.
The 5 components of reading
This document introduces the 5 components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It discusses dividing into groups to learn about each component, what each component is, and how to teach it. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in words. Phonics teaches the relationship between letters and sounds. Fluency is reading accurately and quickly. Vocabulary is the words needed to communicate. Comprehension is the reason for reading and is taught through strategies and text interaction. The goal is to increase background on these components and apply them to teaching.
Vocabulary Activity (for review)
This is a great way to review vocabulary. I use this in my ESL classroom. It can be used as a review activity before a quiz or during non-curriculum time when you need something to do.
Boost up your memory
The document provides 10 tips for boosting memory for the JEE Main 2013 exams. The tips include visualization, memorization, interlinking concepts, using metaphors, diagrams, acronyms, self-tests, brainstorming, using hands as memory tools, and making studying fun. The tips are meant to help students memorize information faster and easily recall it during the exam.
What is Reading ?
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
Reading comprehension passage tips and techniques to solve
Reading comprehension involves the ability to read text, understand its meaning, and make inferences. An individual's comprehension depends on their skills and traits, including prior knowledge, language ability, and making inferences. There are different reading strategies such as skimming, scanning, intensive reading, and extensive reading. Skimming involves quickly looking through a text to understand the main ideas, while scanning means reading quickly to find specific information. Intensive reading means reading in detail for learning, while extensive reading is for enjoyment and general skill development.
Components of reading process
The document outlines the key components of the reading process including:
1. Vocabulary, which includes receptive vocabulary (words taken in when listening and reading) and expressive vocabulary (words used when speaking and writing).
2. Comprehension, which is the level of understanding of a text/message from interaction between words and outside knowledge.
3. Oral reading fluency, which is reading aloud with expression to demonstrate understanding, and has three key components - accurate word recognition, automaticity, and appropriate rhythm and intonation.
4. Reading attitude/motivation, which is one's attitude toward reading.
5. Phonological awareness, which is the ability to work with
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An awesome powerpoint about learning and Memory if you need more like this one's email (charlesboen2012@gmail.com) and you will get them within the agreed time.
HABITS OF
HABITS OF MIND
Arthur L. Costa, Ed. D.
Professor Emeritus,
California State University, Sacramento
Habit is a cable; we weave a thread of it each day, and at last we cannot break it.
Horace Mann
American Educator
1796-1859
By definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation
for which is not immediately known. Thus, we are interested in focusing on student performance
under those challenging conditions that demand strategic reasoning, insightfulness, perseverance,
creativity, and craftsmanship to resolve a complex problem. Not only are we interested in how many
answers students know, but also in knowing how they behave when they DON'T know. Habits of
Mind are performed in response to those questions and problems the answers to which are NOT
immediately known. We are interested in observing how students produce knowledge rather than
how they merely reproduce knowledge. The critical attribute of intelligent human beings is not only
having information, but also knowing how to act on it.
A "Habit of Mind” means having a disposition toward behaving intelligently when confronted with
problems. When humans experience dichotomies, are confused by dilemmas, or come face to face
with uncertainties--our most effective actions require drawing forth certain patterns of
intellectual behavior. When we draw upon these intellectual resources, the results that are
produced are more powerful, of higher quality and of greater significance than if we fail to employ
those intellectual behaviors.
Employing "Habits of Mind" requires a composite of many skills, attitudes, cues, past experiences
and proclivities. It means that we value one pattern of thinking over another and therefore it
implies choice making about which pattern should be employed at this time. It includes alertness to
the contextual cues that signal this as an appropriate time and circumstance in which the
employment of this pattern would be useful. It requires a level of skillfulness to employ and carry
through the behaviors effectively over time. It suggests that as a result of each experience in
which these behaviors were employed, the effects of their use are reflected upon, evaluated,
modified and carried forth to future applications.
HABITS OF MIND ATTEND TO:
• Value: Choosing to employ a pattern of intellectual behaviors rather than other,
less productive patterns.
• Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.
• Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern
of behavior.
• Capability: Possessing the basic skills and capacities to carry through with the
behaviors.
• Commitment: Constantly striving to reflect on and improve performance of the pattern of
intellectual behavior.
1
DESCRIBING HABITS OF MIND
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Rpm
- 1. There is Always Hope Rapid Prompting Method to teach children with autism
- 2. Rapid Prompting Method Also referred to as RPM It was made public through the media in the year 2000.
- 3. Who Developed RPM? Developed by Soma Mukhopadhyay an Indian mother who created it to teach her three year old non-verbal autistic child, Tito. Tito learned to write by the age of 6. He is now an adult who expresses himself by spelling out word. He writes poetry and has published a book.
- 4. Soma went on to develop the organization known as HALO (Helping Autism Through Learning and Outreach) Learn more about HALO on their website: http://www.halo-soma.org/
- 5. What is RPM? A low technology method. Involves 1. A teacher 2. A student 3. Paper and pencil/Alphabet board It’s main focus is to keep students on task by constant, fast paced questions, and continuous engagement.
- 6. How does RPM work? WE first have to understand the differences between a mainstream learner and an autistic learner. Mainstream learner Autistic Learner Listening, understanding, Senses become overloaded with information which preparing a response and becomes difficult to process. using the necessary It takes effort to process muscles to communicate information from two senses that response is a such as seeing and hearing. Then to formulate a response. subconscious, reflexive Finally, to use the appropriate process. muscles to communicate the response.
- 7. Basically, what comes naturally to most people takes a great deal of focused effort, concentration and intended planning for autistic people.
- 8. How does RPM work? Self-Esteem and Teaching Choices learning channels A student’s self-stimulatory 1. teaching students to behavior is observed to identify choose from a field of the best way each student two learns (learning channel) 2. Students are taught to Kinesthetic, auditory, visual, ta ctile spell words by pointing Then work on motor skills to to letters in rows of develop picking up and letters 3 to 6 letters. pointing skills. This will allow students to answer questions 3. Students learn to use through picking up the answer a letter board of 26 or pointing. letters.
- 9. Take a look at this RPM video