The document provides strategies that teachers can use to help students with various learning differences in the classroom. It discusses accommodations for dysgraphia, auditory processing disorder, executive functioning difficulties, and sensory processing issues. Specific strategies are presented for each of these areas, such as using graphic organizers, providing outlines, scaffolding assignments, allowing sensory breaks, and employing fidgets or weighted pens. The document emphasizes the importance of scaffolding instruction and considering how tasks can be broken down and structured to assist students.
Are you the parent or teacher of a teenager? Do the words exasperated, frustrated, or fed up come to mind when dealing with them? If so, then this is the session for you. Come find out why teenagers act the way they do. Hint: It all has to do with their brain and its executive functioning. Yes, our teenagers have different brains than we do. Is there a cure? No. But, we can work with them on improving their executive functioning skills and providing the structures for their success.
Dysgraphia is a learning disability that affects writing abilities. It causes problems with handwriting, spacing, spelling, and putting thoughts on paper. Students with dysgraphia may have illegible printing or cursive, incomplete words, and slow, labored writing. Teachers should avoid criticizing poor work and provide alternatives to writing assignments, such as oral exams, note takers, and outlines. This helps students with dysgraphia to thrive.
This document summarizes research on writing disorders. It begins with a brief history of the field and outlines the document's goals to analyze writing disorders and the success of technology treatments. The document then reviews literature on classifications of writing disorders from the 19th century to modern information processing models. It describes the methodology used and provides overviews of models of spelling, specific writing disorders like dysgraphia and dyslexia, related disorders, and treatments including technology-based interventions. In conclusions, it emphasizes the lack of attention to writing disorders, the complexity of writing compared to speech, documented improvements with treatment, and the benefits of technology-based treatments.
Did you know that reading and writing have to be explicitly taught? In most cases, social communication develops naturally, whereas the ability to comprehend text has to be taught. This presentation reviews why writing is so important, as well as writing samples from children who struggle with Dysgraphia.
This document contains a checklist for evaluating a student's handwriting skills. The checklist is divided into 6 sections that assess various aspects of handwriting like letter formation, fluency, size and spacing. It also evaluates the student's attitude toward writing. Based on the results, the teacher provides an overall recommendation which could be that exercises are not needed, exercises should be completed to improve certain skills, or that writing seems difficult and significant practice is required. The source is cited.
An OT evaluation includes assessing behavior during testing, core strength, gross motor skills, fine motor skills, visual motor integration, sensory processing, activities of daily living, and developing a plan of care. The evaluation uses tools like the Beery VMI, sensory questionnaires, and observations of skills like handwriting, cutting with scissors, and balance. The OT will create long-term and short-term goals and recommendations based on the results of the full evaluation.
This document contains worksheets for children with learning disabilities, specifically dysgraphia. It includes 6 lessons to help with letter formation for the letters A, B, C, D. Each lesson contains objectives and activities to trace and write the uppercase and lowercase letters. The activities include tracing broken lines, connecting dots to form pictures, and writing the letters. The document was submitted by a student for a class and includes a reference section citing a website for handwriting help.
This document is a hyperlink to the website Pingmyurl.com. It includes an image that links to Pingmyurl.com and displays their logo. The image acts as an advertisement and links to the website to check URLs and web pages.
Are you the parent or teacher of a teenager? Do the words exasperated, frustrated, or fed up come to mind when dealing with them? If so, then this is the session for you. Come find out why teenagers act the way they do. Hint: It all has to do with their brain and its executive functioning. Yes, our teenagers have different brains than we do. Is there a cure? No. But, we can work with them on improving their executive functioning skills and providing the structures for their success.
Dysgraphia is a learning disability that affects writing abilities. It causes problems with handwriting, spacing, spelling, and putting thoughts on paper. Students with dysgraphia may have illegible printing or cursive, incomplete words, and slow, labored writing. Teachers should avoid criticizing poor work and provide alternatives to writing assignments, such as oral exams, note takers, and outlines. This helps students with dysgraphia to thrive.
This document summarizes research on writing disorders. It begins with a brief history of the field and outlines the document's goals to analyze writing disorders and the success of technology treatments. The document then reviews literature on classifications of writing disorders from the 19th century to modern information processing models. It describes the methodology used and provides overviews of models of spelling, specific writing disorders like dysgraphia and dyslexia, related disorders, and treatments including technology-based interventions. In conclusions, it emphasizes the lack of attention to writing disorders, the complexity of writing compared to speech, documented improvements with treatment, and the benefits of technology-based treatments.
Did you know that reading and writing have to be explicitly taught? In most cases, social communication develops naturally, whereas the ability to comprehend text has to be taught. This presentation reviews why writing is so important, as well as writing samples from children who struggle with Dysgraphia.
This document contains a checklist for evaluating a student's handwriting skills. The checklist is divided into 6 sections that assess various aspects of handwriting like letter formation, fluency, size and spacing. It also evaluates the student's attitude toward writing. Based on the results, the teacher provides an overall recommendation which could be that exercises are not needed, exercises should be completed to improve certain skills, or that writing seems difficult and significant practice is required. The source is cited.
An OT evaluation includes assessing behavior during testing, core strength, gross motor skills, fine motor skills, visual motor integration, sensory processing, activities of daily living, and developing a plan of care. The evaluation uses tools like the Beery VMI, sensory questionnaires, and observations of skills like handwriting, cutting with scissors, and balance. The OT will create long-term and short-term goals and recommendations based on the results of the full evaluation.
This document contains worksheets for children with learning disabilities, specifically dysgraphia. It includes 6 lessons to help with letter formation for the letters A, B, C, D. Each lesson contains objectives and activities to trace and write the uppercase and lowercase letters. The activities include tracing broken lines, connecting dots to form pictures, and writing the letters. The document was submitted by a student for a class and includes a reference section citing a website for handwriting help.
This document is a hyperlink to the website Pingmyurl.com. It includes an image that links to Pingmyurl.com and displays their logo. The image acts as an advertisement and links to the website to check URLs and web pages.
Dyslexia and dysgraphia are learning disabilities that affect reading, writing, and language processing. Dyslexia is characterized by difficulties with phonological processing, word recognition, spelling, and fluency. It is often inherited and affects areas of the brain involved in language processing. Dysgraphia causes problems with handwriting and written expression due to visual-motor challenges. Both disabilities can be identified through assessments of language skills, reading, writing, and cognitive abilities. Interventions include targeted instruction in phonics, reading fluency, spelling, handwriting, and use of accommodations such as extra time or keyboards.
Teaching To Students With Learning DisabilitesPatq
This document discusses teaching students with learning disabilities. It defines learning disabilities according to IDEA 2004 and discusses specific disabilities like dyslexia, dysgraphia, and dyscalculia. It also covers intervention strategies like Response to Intervention and the use of assistive technology to help students with learning disabilities succeed.
While working with the Latika Roy Foundation, I had been training rehabilitation professionals, on various aspects of disability rehabilitation. This course was an attempt to capacity building of rehabilitation professionals in Dehradun. I am a physiotherapist with Post Graduate Diploma in Developmental Therapy and a Public Health professional. I like training and developing professionals in disability and public health. I can be reached at physionalin1@indiatimes.com
Handwriting recognition on Livescribe smartpenLong Ly
The Livescribe smart pen uses an infrared camera to capture handwritten notes on dot paper and link them to audio recordings. It has an OLED display, ARM CPU, and 1GB of storage. The dot pattern contains invisible microdots that allow the pen to identify the page, segment, shelf and book. Applications can be built to interact with active regions on the paper. The pen recognizes handwriting in real time using feature extraction, segmentation, character and language experts to support multiple languages. It has applications for students, journalists, businesses and developers can create their own apps.
Transitioning from High School with a Learning DisabilityLda Nyc
Over the last 25 years The Learning Disabilities Association of New York has been supporting teens and young adults with learning disabilities to transition in to the job world. This presentation outlines how individuals coping with dyslexia, dyscalculia, dysgraphia can better understand their condition and work with trained professionals to find the best strategies to find jobs and succeed in the workplace.
Jan Olsen developed Handwriting Without Tears in 1977 to help her son with handwriting struggles in first grade. The curriculum uses developmentally appropriate and multisensory tools and strategies shown through research to help students' reading, writing, language, motor skills, and thinking. It teaches the eight components of handwriting sequentially through music, manipulatives, different writing activities, and ensuring proper pencil grip is taught before forming letters, numbers, strokes and shapes in their developmental order.
This document discusses the development of fine motor skills needed for writing. It explains that hands, forearms, fingers and the brain must work together. The hands and fingers provide strength and dexterity while gripping writing tools. Forearms provide stability. Coordination between hands, fingers and eyes is important. Activities are suggested to encourage development like playing with beads, balls and play dough. Stages of early writing development are outlined from scribbling to forming letters. Developing fine motor skills is important for a child's ability to write.
The document discusses dysgraphia, a learning disability related to writing and graphing. It describes the four subtypes of dysgraphia: phonological, surface, mixed, and semantic/syntactic. For each subtype, it provides examples of the difficulties students may experience, such as problems with spelling, handwriting legibility, and putting thoughts on paper. The document also provides recommendations for teachers, such as giving students extra time to practice writing, using graph paper or wide-ruled paper, and recommending occupational therapy.
One out of ten people have dyslexia, but few designers are clear on how to design for dyslexics.
This presentation explains how to use universal design principles to create better designs not only for dyslexia but for everyone.
OT Workshop for pre-K and K teachers. Importance of fine motor skills development and pencil grasp in order to facilitate handwriting success in young children.
Transitioning to College: The Top Five Things Students Need to Know to SucceedNgaireIsobel79
This document discusses five key things that college freshmen need to know to succeed in their research. The five things are: 1) understanding the information cycle, 2) knowing what a scholarly source is and when to use one, 3) why Google alone is not sufficient for college-level research, 4) how to efficiently and effectively search for information using library databases and catalogs, and 5) that librarians and media specialists can help students with their research. The document emphasizes that developing information literacy skills is important for students' academic performance, retention in college, and long-term success.
Dysgraphia is a learning disability that affects writing abilities. It can cause problems with handwriting, spelling, and putting thoughts on paper. People with dysgraphia may struggle with organizing letters and words. It is caused by difficulties with visual-spatial processing, language processing, working memory, and the motor movements involved in writing. Common characteristics include illegible writing, inconsistent letters, mixing upper and lower case, and unfinished letters. Treatment involves practicing letter formation with eyes closed, allowing oral responses instead of writing, and providing outlines to fill in.
The document summarizes 5 studies that examined the use of motor skills and technology to improve dysgraphia in elementary students. Study 1 found that students with DCD had poorer handwriting and more difficulty learning a new letter than peers. Study 2 found students with lower self-efficacy regarding handwriting also performed worse. Study 3 found computer-assisted practice improved handwriting more than traditional methods. Study 4 showed handwriting biomechanics deteriorated more over time in students with dysgraphia. Study 5 examined using computer programs to improve visual perception and motor integration for Chinese handwriting.
Self regulation finalSelf Regulation for Children, Adolescents and Families, ...insideout-admin
The document outlines an occupational therapy approach to self-regulation in children, adolescents, and families. It discusses how occupational therapists can address clients holistically by treating their cognitive, emotional, and physical needs through functional and activity-based treatment. The sensory motor approach explores how sensory processing impacts self-regulation and introduces a model of practice that targets self-regulation skills through activities.
Isb is there a cure for the teenage brain Lori Boll
Are you the parent or teacher of a teenager? Do the words exasperated, frustrated, or fed up come to mind when dealing with them? If so, then this is the session for you. Come find out why teenagers act the way they do. Hint: It all has to do with their brain and its executive functioning. Yes, our teenagers have different brains than we do. Is there a cure? No. But, we can work with them on improving their executive functioning skills and providing the structures for their success.
Lazy? Unmotivated? Or is it weak Executive Functioning?Lori Boll
Lazy is often a word used to describe students, especially those at the middle or high school levels. Are our students lazy and unmotivated, or, could they have weaknesses in their executive functioning skills? In this session, you will be introduced to executive functioning skills (EF), learn why they are so crucial, see how EF and ADHD are related and determine how you can help all of your students improve their EF skills. This workshop is based on the work done by Peg Dawson and Richard Guare, the authors of Smart But Scattered.
Is this Normal or Could My Student Have a Learning Disability: Red flags in ...Lori Boll
Teachers often find themselves in a classroom with 10-25 students who represent a tremendous range of academic ability. How do we, as educators, know what to look for when trying to determine if a child may or may not have special learning needs? In this workshop, educators will learn to identify some "red flags" in their students. Autism, Dyslexia, Behaviorial Issues, and poor Executive Functioning skills are some of the special need areas that will be addressed. This interactive workshop will include case studies, videos, and group discussion centered around the potential warning signs and simple accommodations we can make in the classroom to help each child succeed.
This document discusses modern teaching methodologies used in early childhood classrooms. It explores a variety of active learning techniques like discussions, group work, storytelling and role playing that encourage student participation and holistic development. Traditional lecturing is compared to these modern methods, which aim to make lessons more engaging and memorable by directly involving students in the learning process. The impact of these student-centered approaches on children's physical, social-emotional and cognitive growth is also addressed.
This document discusses the benefits of collaborative learning for English language learners (ELLs) from pre-kindergarten through 5th grade. It describes different types of collaboration including cooperative learning, project-based learning, hands-on projects, and maker education/makerspaces. Effective collaboration can increase social interaction, build language skills, and involve active learning for ELLs. Teachers must model language, pre-teach vocabulary, and design activities that meet student needs and abilities. Small group work benefits ELLs more than lectures. Collaboration helps ELLs develop confidence and capitalize on their strengths.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Finding out what you need to know.pba.reading.sd20Faye Brownlie
Grade 4/5 classroom teachers. What counts in reading? What practices make the greatest difference in developing readers? How do we create a Standard Reading Assessment?
Dyslexia and dysgraphia are learning disabilities that affect reading, writing, and language processing. Dyslexia is characterized by difficulties with phonological processing, word recognition, spelling, and fluency. It is often inherited and affects areas of the brain involved in language processing. Dysgraphia causes problems with handwriting and written expression due to visual-motor challenges. Both disabilities can be identified through assessments of language skills, reading, writing, and cognitive abilities. Interventions include targeted instruction in phonics, reading fluency, spelling, handwriting, and use of accommodations such as extra time or keyboards.
Teaching To Students With Learning DisabilitesPatq
This document discusses teaching students with learning disabilities. It defines learning disabilities according to IDEA 2004 and discusses specific disabilities like dyslexia, dysgraphia, and dyscalculia. It also covers intervention strategies like Response to Intervention and the use of assistive technology to help students with learning disabilities succeed.
While working with the Latika Roy Foundation, I had been training rehabilitation professionals, on various aspects of disability rehabilitation. This course was an attempt to capacity building of rehabilitation professionals in Dehradun. I am a physiotherapist with Post Graduate Diploma in Developmental Therapy and a Public Health professional. I like training and developing professionals in disability and public health. I can be reached at physionalin1@indiatimes.com
Handwriting recognition on Livescribe smartpenLong Ly
The Livescribe smart pen uses an infrared camera to capture handwritten notes on dot paper and link them to audio recordings. It has an OLED display, ARM CPU, and 1GB of storage. The dot pattern contains invisible microdots that allow the pen to identify the page, segment, shelf and book. Applications can be built to interact with active regions on the paper. The pen recognizes handwriting in real time using feature extraction, segmentation, character and language experts to support multiple languages. It has applications for students, journalists, businesses and developers can create their own apps.
Transitioning from High School with a Learning DisabilityLda Nyc
Over the last 25 years The Learning Disabilities Association of New York has been supporting teens and young adults with learning disabilities to transition in to the job world. This presentation outlines how individuals coping with dyslexia, dyscalculia, dysgraphia can better understand their condition and work with trained professionals to find the best strategies to find jobs and succeed in the workplace.
Jan Olsen developed Handwriting Without Tears in 1977 to help her son with handwriting struggles in first grade. The curriculum uses developmentally appropriate and multisensory tools and strategies shown through research to help students' reading, writing, language, motor skills, and thinking. It teaches the eight components of handwriting sequentially through music, manipulatives, different writing activities, and ensuring proper pencil grip is taught before forming letters, numbers, strokes and shapes in their developmental order.
This document discusses the development of fine motor skills needed for writing. It explains that hands, forearms, fingers and the brain must work together. The hands and fingers provide strength and dexterity while gripping writing tools. Forearms provide stability. Coordination between hands, fingers and eyes is important. Activities are suggested to encourage development like playing with beads, balls and play dough. Stages of early writing development are outlined from scribbling to forming letters. Developing fine motor skills is important for a child's ability to write.
The document discusses dysgraphia, a learning disability related to writing and graphing. It describes the four subtypes of dysgraphia: phonological, surface, mixed, and semantic/syntactic. For each subtype, it provides examples of the difficulties students may experience, such as problems with spelling, handwriting legibility, and putting thoughts on paper. The document also provides recommendations for teachers, such as giving students extra time to practice writing, using graph paper or wide-ruled paper, and recommending occupational therapy.
One out of ten people have dyslexia, but few designers are clear on how to design for dyslexics.
This presentation explains how to use universal design principles to create better designs not only for dyslexia but for everyone.
OT Workshop for pre-K and K teachers. Importance of fine motor skills development and pencil grasp in order to facilitate handwriting success in young children.
Transitioning to College: The Top Five Things Students Need to Know to SucceedNgaireIsobel79
This document discusses five key things that college freshmen need to know to succeed in their research. The five things are: 1) understanding the information cycle, 2) knowing what a scholarly source is and when to use one, 3) why Google alone is not sufficient for college-level research, 4) how to efficiently and effectively search for information using library databases and catalogs, and 5) that librarians and media specialists can help students with their research. The document emphasizes that developing information literacy skills is important for students' academic performance, retention in college, and long-term success.
Dysgraphia is a learning disability that affects writing abilities. It can cause problems with handwriting, spelling, and putting thoughts on paper. People with dysgraphia may struggle with organizing letters and words. It is caused by difficulties with visual-spatial processing, language processing, working memory, and the motor movements involved in writing. Common characteristics include illegible writing, inconsistent letters, mixing upper and lower case, and unfinished letters. Treatment involves practicing letter formation with eyes closed, allowing oral responses instead of writing, and providing outlines to fill in.
The document summarizes 5 studies that examined the use of motor skills and technology to improve dysgraphia in elementary students. Study 1 found that students with DCD had poorer handwriting and more difficulty learning a new letter than peers. Study 2 found students with lower self-efficacy regarding handwriting also performed worse. Study 3 found computer-assisted practice improved handwriting more than traditional methods. Study 4 showed handwriting biomechanics deteriorated more over time in students with dysgraphia. Study 5 examined using computer programs to improve visual perception and motor integration for Chinese handwriting.
Self regulation finalSelf Regulation for Children, Adolescents and Families, ...insideout-admin
The document outlines an occupational therapy approach to self-regulation in children, adolescents, and families. It discusses how occupational therapists can address clients holistically by treating their cognitive, emotional, and physical needs through functional and activity-based treatment. The sensory motor approach explores how sensory processing impacts self-regulation and introduces a model of practice that targets self-regulation skills through activities.
Isb is there a cure for the teenage brain Lori Boll
Are you the parent or teacher of a teenager? Do the words exasperated, frustrated, or fed up come to mind when dealing with them? If so, then this is the session for you. Come find out why teenagers act the way they do. Hint: It all has to do with their brain and its executive functioning. Yes, our teenagers have different brains than we do. Is there a cure? No. But, we can work with them on improving their executive functioning skills and providing the structures for their success.
Lazy? Unmotivated? Or is it weak Executive Functioning?Lori Boll
Lazy is often a word used to describe students, especially those at the middle or high school levels. Are our students lazy and unmotivated, or, could they have weaknesses in their executive functioning skills? In this session, you will be introduced to executive functioning skills (EF), learn why they are so crucial, see how EF and ADHD are related and determine how you can help all of your students improve their EF skills. This workshop is based on the work done by Peg Dawson and Richard Guare, the authors of Smart But Scattered.
Is this Normal or Could My Student Have a Learning Disability: Red flags in ...Lori Boll
Teachers often find themselves in a classroom with 10-25 students who represent a tremendous range of academic ability. How do we, as educators, know what to look for when trying to determine if a child may or may not have special learning needs? In this workshop, educators will learn to identify some "red flags" in their students. Autism, Dyslexia, Behaviorial Issues, and poor Executive Functioning skills are some of the special need areas that will be addressed. This interactive workshop will include case studies, videos, and group discussion centered around the potential warning signs and simple accommodations we can make in the classroom to help each child succeed.
This document discusses modern teaching methodologies used in early childhood classrooms. It explores a variety of active learning techniques like discussions, group work, storytelling and role playing that encourage student participation and holistic development. Traditional lecturing is compared to these modern methods, which aim to make lessons more engaging and memorable by directly involving students in the learning process. The impact of these student-centered approaches on children's physical, social-emotional and cognitive growth is also addressed.
This document discusses the benefits of collaborative learning for English language learners (ELLs) from pre-kindergarten through 5th grade. It describes different types of collaboration including cooperative learning, project-based learning, hands-on projects, and maker education/makerspaces. Effective collaboration can increase social interaction, build language skills, and involve active learning for ELLs. Teachers must model language, pre-teach vocabulary, and design activities that meet student needs and abilities. Small group work benefits ELLs more than lectures. Collaboration helps ELLs develop confidence and capitalize on their strengths.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Finding out what you need to know.pba.reading.sd20Faye Brownlie
Grade 4/5 classroom teachers. What counts in reading? What practices make the greatest difference in developing readers? How do we create a Standard Reading Assessment?
Reaching the non traditional student (PDF) Michael Boll
Take a look around the modern classroom today and you may find a batch of students all learning in a similar way and succeeding. However, look a little deeper and you will find the outliers; students who are either blazing past everyone or struggling to keep up. Today, like never before, we have a better understanding of how these students function, what drives them and how we can assist them.
This workshop focuses on how to both identify your unique learners and design a program to improve their ability to succeed.
Project-based learning is an inquiry process that uses collaborative projects to address academic content standards and lead to real-world problem solving, while accommodating different learning styles and promoting lifelong learning. It fosters higher-order thinking skills and develops essential 21st century skills through an organized process of determining an essential engaging question, planning standards-based projects, monitoring student progress, assessing outcomes, and reflecting on the experience. Upon completion, projects are celebrated.
Is there a cure for the teenage brain for parentsLori Boll
A workshop for parents to help them discover why their teens act the way they do, with an emphasis on the prefrontal cortex of the brain and executive functioning skills. Ideas to help organize teens are given.
The document discusses coaching as an approach to teaching and learning in higher education. It defines coaching as a facilitative and non-directive process focused on active learning where the coach guides the learner through questioning rather than imparting information. Coaching fosters reflective practice and helps learners develop skills in learning how to learn. When applied to information literacy instruction, coaching embodies key concepts like learning as a social process and helps practitioners develop a more reflexive approach.
This document discusses project-based learning (PBL) as an important educational approach for the 21st century. PBL engages students in investigating real-world problems and develops skills like critical thinking, communication, and collaboration. It is more relevant to the tasks students will face after graduation compared to traditional rote memorization. The document provides the example of an Arts & Bots project to illustrate how PBL cultivates responsibility, planning, creativity and other skills. It concludes PBL effectively teaches students competencies needed for their future.
5 Reasons Why Problem Based Learning Is an Effective Teaching Method SlideShop.com
This document compares traditional subject-based learning to problem-based learning. In subject-based learning, students listen to lectures from the teacher and apply new knowledge. In problem-based learning, students explore real-world problems, assess their existing knowledge, conduct research to fill gaps in knowledge, and apply their knowledge to solve problems. The document outlines several benefits of problem-based learning over subject-based learning, including that it covers cognitive, affective, and psychomotor domains; develops higher-order thinking skills; promotes self-directed learning through experience; helps students become lifelong learners; and enhances communication skills.
Education for All; Teaching students with intensive needs in the internationa...Lori Boll
The International School Bangkok has just opened its doors to six students with intensive needs. In this presentation, delegates will hear about the journey ISB took to educating ALL students, regardless of academic ability, and why this presenter believes that all schools can and should be doing the same. Lori will share how her classroom is set up, programs and curriculums used to promote learning and independence, and show videos of her room in action.
Reaching the non traditional student (ppt)Michael Boll
Take a look around the modern classroom today and you may find a batch of students all learning in a similar way and succeeding. However, look a little deeper and you will find the outliers; students who are either blazing past everyone or struggling to keep up. Today, like never before, we have a better understanding of how these students function, what drives them and how we can assist them.
This workshop focuses on how to both identify your unique learners and design a program to improve their ability to succeed.
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
This document discusses project-based learning (PBL) as an important approach for 21st century education. PBL engages students in investigating real-world problems and challenges in an active way. It is more relevant to the real tasks students will face after graduation compared to traditional rote memorization. With PBL, students learn to become independent thinkers, problem solvers, and lifelong learners by designing solutions to authentic problems. The document provides the example of an "Arts & Bots" project to illustrate how PBL cultivates skills like collaboration, creativity, communication and technology use.
The document discusses project-based learning (PBL) as an important 21st century teaching method. PBL engages students in investigating real-world problems and challenges in order to develop deeper knowledge and skills like critical thinking, communication, and collaboration. It prepares students for "real-world" tasks after graduation better than traditional rote memorization. An example of PBL is an Arts & Bots project where students worked collaboratively in groups to design and build robots. This project developed students' planning, communication, decision-making, and cross-cultural skills.
Similar to Simple Accommodations You Can Make in Your Classroom to Help Students With Learning Differences (20)
This document discusses how peer review could evolve in a digital world. It suggests ways peer review could be conducted using video conferencing tools like Appear.in and Periscope to allow for real-time feedback and discussion between reviewers and authors. The document argues this could help redefine peer review to build more trust by allowing ideas to be explored through open dialogue instead of just written comments.
You have a great idea. You have people who support your idea. Maybe you even have the blessings of your administration or other leaders. But can you make it happen successfully?
In today’s world it is easier than ever to create an idea and push it out to the public. However, today’s heavy competition for attention means an idea must stand out, must be remarkable, must be virus like.
In this presentation I bring what I have learned from my two recent startups and how those lessons can be applied to creating change in your school or organization.
The document outlines the schedule for a Tech Coach job-a-like event. It includes:
- An introduction from 9:00-9:30am
- Four sessions from 9:30am-3:45pm consisting of whole and small group discussions and activities on topics related to technology in education
- A wrap up session from 3:45-4:00pm
- The event will conclude at 4:00pm
Ever considered hosting at TEDx event at your school or organization? Wondering what it takes to make it happen?
Well let us help!
Join TEDx expert Brenda Petersen and her trusty sidekick Michael Boll as they share their how-to for hosting your own TEDx event.
Brenda and Michael share lessons learned from their experience coordinating TEDxConcordiaShanghai 2014.
Participants will walk away with tons of practical advice including:
How to work with TEDx organizers
Preparing speakers
Event preparation and logistics
Marketing
Ticket sales
Public relations and media
Recording the event
Badges, badges, badges. Fun, motivation, excitement. Ok, you get the point. Badges are a time tested (think like for 10,000 ago or more) method to bring out full achievement in students and adults. Everybody loves to receive recognition for things they have done.
The communication revolution (thanks Internet) means we can both give and display badges on a grander scale than ever before. This creates unique opportunities from a global perspective. Leaders, instructors and others can award recognition via digital badges regardless of their location. For example, if you were looking to create an organization devoted to bringing inclusion to schools all over the world and wanted to grant credit and/or recognize achievements, digital badges and its borderless distribution and collection system is the answer.
My school is currently in a beta test stage for using badges with students and we would like to share our experiences so far. This workshop will cover some of the ins and outs of using badges in and outside of the classroom.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Create a More Engaging and Human Online Learning Experience
Simple Accommodations You Can Make in Your Classroom to Help Students With Learning Differences
1. Lori Boll | Academic Counselor | www.LoriBoll.me
Strategies That Work...
!
Simple Accommodations You Can
Make in Your Classroom to Help
Students With Learning Differences
!
By Lori Boll
2. Lori Boll | Academic Counselor | www.LoriBoll.me
3. Lori Boll | Academic Counselor | www.LoriBoll.me
Today’s Take-Aways
• Dysgraphia
• Auditory Processing
Disorder
• ADD/Executive
Functioning
• Sensory Processing
Disorder
Strategies for children
with the following
needs:
4. Lori Boll | Academic Counselor | www.LoriBoll.me
Modifications &
Accommodations:
!
What’s the Difference?
5. Lori Boll | Academic Counselor | www.LoriBoll.me
Modifications Accommodations
Documentation
not required on
report cards
All students or
those diagnosed w/ mild
to mod. disabilities
No change to
assessment or grading
criteria
Different
methods of meeting
learning expectation
Documented by IEP
& on report card
For those with
significant disabilities
Different
assessment criteria/
Grades may be
modified
Different learning
expectations
Offer all
students equal access
to learning
Pelletier, Kristen, Kevin Bartlett, William Powell, and Ochan Kusama-Powell. The New Frontier: Inclusion; A Practical Guide
for School Leaders. Brussells: ECIS, 2011. Print.
6. Lori Boll | Academic Counselor | www.LoriBoll.me
Dysgraphia
Dysgraphia is a learning disability that
affects writing abilities. It can
manifest itself as difficulties with
spelling, poor handwriting and trouble
putting thoughts on paper
Editorial Staff. "What is Dysgraphia?." National Center for Learning Disabilities – LD.org. N.p., 9 Dec. 2010. Web. 26 Mar.
2012. <http://www.ncld.org/ld-basics/ld-aamp-language/writing/dysgraphia>
7. Lori Boll | Academic Counselor | www.LoriBoll.me
Dysgraphia
• graphic organizers
• slanted writing space
• Quicktime recording for
verbal response
• voice to text software
• raised line paper
• large graph paper for math
• record lectures
• provide partially completed
outline of lecture
8. Lori Boll | Academic Counselor | www.LoriBoll.me
Dysgraphia
• graphic organizers
• slanted writing space
• Quicktime recording for
verbal response
• voice to text software
• raised line paper
• large graph paper for math
• record lectures
• provide partially completed
outline of lecture
9. Lori Boll | Academic Counselor | www.LoriBoll.me
10. Lori Boll | Academic Counselor | www.LoriBoll.me
11. Lori Boll | Academic Counselor | www.LoriBoll.me
Singer, Bonnie. "Architects For Learning." Architects For Learning. N.p., n.d. Web. 17 Mar. 2012. <http://
www.architectsforlearning.com
12. Lori Boll | Academic Counselor | www.LoriBoll.me
13. Lori Boll | Academic Counselor | www.LoriBoll.me
14. Lori Boll | Academic Counselor | www.LoriBoll.me
Slant Board
15. Lori Boll | Academic Counselor | www.LoriBoll.me
Before
After
16. Lori Boll | Academic Counselor | www.LoriBoll.me
Next Steps
17. Lori Boll | Academic Counselor | www.LoriBoll.me
Teacher objective - Are the students
emotionally invested in the Human Rights
unit? Do they have questions about the
Universal Declaration of Human Rights?
Quicktime
18. Lori Boll | Academic Counselor | www.LoriBoll.me
Singer, Bonnie. "Architects For Learning." Architects For Learning. N.p., n.d.
Web. 17 Mar. 2012. <http://www.architectsforlearning.com
19. Lori Boll | Academic Counselor | www.LoriBoll.me
Auditory Processing
Difficulties in the
processing of auditory
information in the
central nervous
system.
"(Central) Auditory Processing Disorders—The Role of the Audiologist." American Speech-Language-Hearing
Association | ASHA. ASHA, n.d. Web. 26 Mar. 2012. <http://www.asha.org/docs/html/PS2005-00114.html>.
20. Lori Boll | Academic Counselor | www.LoriBoll.me
Strategies
• UseVisuals
• Provide partially
completed outline
of lecture notes
• Scaffold assignments
• Graphic Organizers
21. Lori Boll | Academic Counselor | www.LoriBoll.me
Strategies
• UseVisuals
• Provide partially
completed outline
of lecture notes
• Scaffold assignments
• Graphic Organizers
22. Lori Boll | Academic Counselor | www.LoriBoll.me
Language
Expressive Language
Receptive Language
23. Lori Boll | Academic Counselor | www.LoriBoll.me
Quiz Time:
Expressive or Receptive Language
Problem?
24. Lori Boll | Academic Counselor | www.LoriBoll.me
25. Lori Boll | Academic Counselor | www.LoriBoll.me
28. Lori Boll | Academic Counselor | www.LoriBoll.me
Definition: The brain-based skills that are
required for humans to execute, or
perform, tasks
Dawson, Peg, and Richard Guare. Smart but scattered: the revolutionary "executive skills" approach to
helping kids reach their potential. New York: Guilford Press, 2009. Print.
29. Lori Boll | Academic Counselor | www.LoriBoll.me
Executive Skills
• Response Inhibition
• Emotional Control
• Sustained Attention
• Task Initiation
• Goal-directed
Persistence
• Organization
• Time Management
• Planning/Prioritizing
• Working Memory
• Metacognition
• Flexibility
34. Lori Boll | Academic Counselor | www.LoriBoll.meInternational School Manila, 6th grade classroom
35. Lori Boll | Academic Counselor | www.LoriBoll.me
3rd grade lesson plan
36. Lori Boll | Academic Counselor | www.LoriBoll.me
What could make this
better for children with
difficulties with Executive
Functioning?
37. Lori Boll | Academic Counselor | www.LoriBoll.me
Scaffolding
• Breaking up learning into chunks
• Then providing a tool or structure for each
chunk
• Scaffolding is DIFFERENT than
differentiation
• Scaffolding should be done for all children
• Take “They should be able to do this” out of
your vocabulary.
38. Lori Boll | Academic Counselor | www.LoriBoll.me
Champ, Birdie. "Zone of Proximal Development." Birdie Champ: Thoughts on Education. N.p., 1 Mar. 2010. Web. 6 May 2012. <birdiechamp.files.wordpress.com/
2010/03/vygotsky-levels-flat-copy.jpg>.
39. Lori Boll | Academic Counselor | www.LoriBoll.me
40. Lori Boll | Academic Counselor | www.LoriBoll.me
41. Lori Boll | Academic Counselor | www.LoriBoll.me
Boll, Michael. "Language Arts – Mr. Boll." Mr. Boll - bringing the joy of technology to the masses. N.p., 5 Nov. 2011.
Web. 26 Mar. 2012. <http://www.mrboll.com/?page_id=14>.
42. Lori Boll | Academic Counselor | www.LoriBoll.me
Creative Writing Planning Guide
!
1. Brainstorm out ideas for a story
2. Decide what type of story it will be (Write Source p. 350). Use the ideas below, or come up
with your own.
o The Rescue
o The Union
o The Underdog
o The Decision
o Rivalry
3. Organization: (p. 347)
1. Beginning
2. Rising action
3. High point
4. Ending
4. Come up with a list of characters for the story. Fill out the table below. I have done one as an
example.
!
!
!
! Character Personality Appearance Other
Tarek Heroic and confident at
odd times Outwardly shy
most of the time. Messy
and patriotic.
Tall and strong. Very
athletic, but terrible at
basketball.
From the Middle East
Boll, Michael. "Language Arts – Mr. Boll." Mr. Boll - bringing the joy of technology to the
masses. N.p., 5 Nov. 2011. Web. 26 Mar. 2012. <http://www.mrboll.com/?page_id=14>.
43. Lori Boll | Academic Counselor | www.LoriBoll.me
Homework Plan
Language Arts Social Studies Math Science
check blog check blog check blog check blog
Write Source
pg. 4-6 verbs
Intro to story
Read chapter 2
in text
7.3 problems
1-30 odds
Review for test on
Friday
Finish lab report
due Wed.
44. Lori Boll | Academic Counselor | www.LoriBoll.me
45. Lori Boll | Academic Counselor | www.LoriBoll.me
Frustration Alert!
Work is not complete
until it is turned in!
As teachers we may need
to help our students.
Asking for it may not be
enough.
46. Lori Boll | Academic Counselor | www.LoriBoll.me
Visualizing Behavior
47. Lori Boll | Academic Counselor | www.LoriBoll.me
48. Lori Boll | Academic Counselor | www.LoriBoll.me
49. Lori Boll | Academic Counselor | www.LoriBoll.me
52. Lori Boll | Academic Counselor | www.LoriBoll.me
Sensory Break
53. Lori Boll | Academic Counselor | www.LoriBoll.me
What would it feel
like for me?
Imagine...
54. Lori Boll | Academic Counselor | www.LoriBoll.me
Jensen, E. (2000, November). Movement with the Brain in Mind. Educational Leadership, na, 34-36.
From the blog
“New Adventures in
First Grade”
55. Lori Boll | Academic Counselor | www.LoriBoll.me
http://safcoproducts.com/saf/en/US/Safco/cms/static/alphabetter/index.html
56. Lori Boll | Academic Counselor | www.LoriBoll.me
Calming Strategies
Heavy Work Lap-buddy
Comfortable
Enclosure
Nelson, Kimberly. "Mrs. Nelson's Class - MrsNelsonsClass.com." Mrs. Nelson's Class - MrsNelsonsClass.com. N.p., n.d. Web. 25
Mar. 2012. <http://www.mrsnelsonsclass.com/teacherre
57. Lori Boll | Academic Counselor | www.LoriBoll.me
Alerting Strategies
Lehrer, Jonah. "The Cognitive Benefits of Chewing Gum." Wired Science. N.p., 29 Nov. 2011. Web. 18 Mar. 2012. <www.wired.com/
wiredscience/2011/11/the-cognitive-benefits-of-chewing-gum/ >
Chewy or Crunchy
Snacks
Push-ups
Crab Walk
58. Lori Boll | Academic Counselor | www.LoriBoll.me
Noise Cancellation
Headphones
A Hat Indoors
Over Sensitivity to Sound and Light
59. Lori Boll | Academic Counselor | www.LoriBoll.me
Recommended Reading
60. Lori Boll | Academic Counselor | www.LoriBoll.me
For more information
• National Center for Learning Disabilities
• Brainframes
• Sensory Activities