This document discusses strategies for developing executive functioning skills, or "superpowers", in students. It begins with an outline describing the goal of understanding how to strengthen skills managed by the frontal lobes. It then discusses the structure and functions of the brain, basics of information processing, and two types of executive skills - cognitive and behavioral. The document emphasizes using a strengths-based approach to identify assets and challenges, and providing interventions to support development of skills like planning, organization and flexibility. It warns that assumptions within college and career standards may not account for deficits in higher-order thinking, and stresses assessing skills before engaging students in complex cognitive tasks. The document provides resources for screening, formal assessments, informal assessments and intervention strategies.
The document introduces staff members using superhero aliases. It then describes the Douglas Complex headquarters and inmate work crews. It introduces a superhero-themed icebreaker activity where staff and inmates share their name, title, and favorite superhero. The document outlines several evidence-based teaching strategies such as setting learning objectives, providing feedback, and differentiated instruction. It includes examples of activities using Boggle and Sudoku puzzles to demonstrate these strategies.
This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
This chapter discusses how teachers must think like assessors to determine if students have understood the material. It emphasizes using multiple forms of assessment over time, including performance tasks, to gather evidence of understanding. The chapter also covers developing valid rubrics to evaluate student work, with criteria focused on facets of understanding rather than just correctness. Rubrics should be refined based on analyzing student work to ensure they accurately measure understanding.
This document summarizes Carmel Schettino's presentation on assessing problem-based learning. It discusses defining features of PBL, such as using contextual problems and valuing student experience. It explores how PBL classrooms relate to NCTM math practice standards through attributes like connected curriculum and multiple perspectives. The document then examines assessment types used in the author's PBL classroom, including oral assessments, written assessments, and technology/inquiry projects. It provides examples of assessments and discusses ensuring assessments are authentic to PBL values and measure learning goals.
Helping Students Become More Self-Regulated LearnersBradley Vaden
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
The document introduces staff members using superhero aliases. It then describes the Douglas Complex headquarters and inmate work crews. It introduces a superhero-themed icebreaker activity where staff and inmates share their name, title, and favorite superhero. The document outlines several evidence-based teaching strategies such as setting learning objectives, providing feedback, and differentiated instruction. It includes examples of activities using Boggle and Sudoku puzzles to demonstrate these strategies.
This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
This chapter discusses how teachers must think like assessors to determine if students have understood the material. It emphasizes using multiple forms of assessment over time, including performance tasks, to gather evidence of understanding. The chapter also covers developing valid rubrics to evaluate student work, with criteria focused on facets of understanding rather than just correctness. Rubrics should be refined based on analyzing student work to ensure they accurately measure understanding.
This document summarizes Carmel Schettino's presentation on assessing problem-based learning. It discusses defining features of PBL, such as using contextual problems and valuing student experience. It explores how PBL classrooms relate to NCTM math practice standards through attributes like connected curriculum and multiple perspectives. The document then examines assessment types used in the author's PBL classroom, including oral assessments, written assessments, and technology/inquiry projects. It provides examples of assessments and discusses ensuring assessments are authentic to PBL values and measure learning goals.
Helping Students Become More Self-Regulated LearnersBradley Vaden
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
There are two main types of student assessment: informal and formal. Informal assessments are flexible, continuous, and help link assessment to teaching. They include checklists, portfolios, and curriculum-based measurements. Formal assessments are more structured, standardized, and episodic for evaluating knowledge. When assessing students with special needs, teachers ask questions about normal development and use informal tools like checklists and curriculum-based measurements to track progress over time.
The chapter discusses the design process for curriculum and instruction. It recommends framing curriculum around essential questions rather than specific content, in order to foster deeper understanding. This approach involves identifying enduring understandings, key performance tasks, and rubrics to assess understanding. Developing curriculum this way allows students to explore big ideas and make connections across subjects. However, shifting away from traditional textbook-driven models presents challenges for educators accustomed to more linear scope and sequences. Overall, taking a backward design approach and focusing on essential questions is argued to lead to more effective and meaningful learning for students.
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
This document discusses the art of questioning in teaching. It defines a question and explains the various purposes of questioning, including to engage students, check prior knowledge, stimulate thinking, and assess learning. The principles of questioning emphasize distributing questions evenly, balancing fact-based and thought-provoking questions, and encouraging lengthy responses. The document also outlines different types of questions, such as factual, clarifying, hypothetical, and justifying questions. It provides strategies for critiquing questioning techniques, such as analyzing the complexity of questions and classifying them using Bloom's Taxonomy. The educational implications are that strategic questioning can help students learn how to listen and reflect on their learning through higher-order thinking.
This document summarizes a presentation on preventing challenging behavior given at the NRCP 34th Annual Conference in Seattle, Washington in April 2018. It discusses why addressing challenging behavior is important, foundational considerations like determining the function of behavior, and 10 evidence-based practices for preventing challenging behavior, including using reinforcement, behavior specific praise, high probability request sequences, choice, predictability, scheduled attention, pre-correction, and opportunities to respond. The document provides an overview and brief descriptions of each strategy to help practitioners prevent challenging behavior in students.
This document discusses why teachers ask questions and different types of questions. It begins by listing reasons why teachers ask questions, such as to arouse curiosity, clarify concepts, and encourage higher-level thinking. It then describes 5 types of questions from factual to those requiring comparisons. The document also discusses probing questions like extension, clarification, and justification questions. It stresses that the type of assessment and tasks/questions should match the intended cognitive level based on Bloom's taxonomy. It provides an example story and video to illustrate classroom activities.
Cognitive and meta cognitive strategies for problem solving in MathematicsJohn Paul Hablado
This document discusses cognitive and meta-cognitive strategies for problem solving. It begins by introducing George Polya's model of the problem solving process, which includes four steps: understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. The document then describes various strategies that can be used within each step of Polya's model, such as the Survey-Question-Read technique for understanding problems, Frayer vocabulary models, mnemonic devices, graphic organizers, and paraphrasing. The goal of these strategies is to help students successfully comprehend and solve problems through planning, monitoring, and evaluating their thinking.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Questioning techniques are important for developing children's critical thinking skills, understanding of content, and social skills. The document provides tips for implementing questioning techniques at home, including asking open-ended questions to assess children's thinking, modeling the thinking process to address silence, and encouraging children to listen to each other by restating what others have said. Word games can also help develop listening skills.
This document discusses meeting the educational needs of diverse learners through the use of assistive technology. It begins by introducing the author and their classroom of students with diverse needs, including those with ADHD, auditory disabilities, and learning disabilities. It then defines special needs in an educational context as referring to students with disabilities who require modifications to their education program through an IEP. The document provides examples of assistive technologies used in the author's classroom for students with different needs, including both low and no-tech options. It concludes by listing additional classroom modifications, accommodations, and resources that can support students with learning disabilities.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
The document discusses how to formulate research questions and problem statements. It provides guidance on ensuring problem statements imply empirical investigation and define an educational context. It also discusses qualitative problem formation, including selecting a topic and mode of inquiry. The document outlines different types of problem statements and how problems can be reformulated as research progresses. It provides examples of inductive logic and characteristics of good research questions, such as being focused on students and aligned with instructional goals.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
The document discusses instructional design for healthcare professionals. It defines instructional design as linking how people learn with delivering effective instruction. It notes that instructional design involves analyzing needs, designing instruction, developing materials, implementing instruction, and evaluating outcomes. The document also discusses rapid prototyping, Bloom's taxonomy of learning domains, theories of Plato and Aristotle on knowledge, components of the brain involved in learning, Mayer's cognitive theory of multimedia learning, differences between education and training, models of the learning process like ADDIE, and analyzing learning content.
Short awareness on dyslexia and neurodiversity for HR managersNancy Doyle
The document provides information about neurodiversity and reasonable adjustments in the workplace for those with neurodiverse conditions such as dyslexia, ADHD, autism, and others. It discusses what neurodiversity is, examples of flash points and difficulties faced, examples of discrimination, and case studies. The case studies are used to discuss potential reasonable adjustments like assistive technology, coaching, environmental changes, and management approaches that could help neurodiverse employees overcome challenges. Studies showed coaching significantly improved areas of difficulty for neurodiverse employees based on their and manager ratings.
There are two main types of student assessment: informal and formal. Informal assessments are flexible, continuous, and help link assessment to teaching. They include checklists, portfolios, and curriculum-based measurements. Formal assessments are more structured, standardized, and episodic for evaluating knowledge. When assessing students with special needs, teachers ask questions about normal development and use informal tools like checklists and curriculum-based measurements to track progress over time.
The chapter discusses the design process for curriculum and instruction. It recommends framing curriculum around essential questions rather than specific content, in order to foster deeper understanding. This approach involves identifying enduring understandings, key performance tasks, and rubrics to assess understanding. Developing curriculum this way allows students to explore big ideas and make connections across subjects. However, shifting away from traditional textbook-driven models presents challenges for educators accustomed to more linear scope and sequences. Overall, taking a backward design approach and focusing on essential questions is argued to lead to more effective and meaningful learning for students.
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
This document discusses the art of questioning in teaching. It defines a question and explains the various purposes of questioning, including to engage students, check prior knowledge, stimulate thinking, and assess learning. The principles of questioning emphasize distributing questions evenly, balancing fact-based and thought-provoking questions, and encouraging lengthy responses. The document also outlines different types of questions, such as factual, clarifying, hypothetical, and justifying questions. It provides strategies for critiquing questioning techniques, such as analyzing the complexity of questions and classifying them using Bloom's Taxonomy. The educational implications are that strategic questioning can help students learn how to listen and reflect on their learning through higher-order thinking.
This document summarizes a presentation on preventing challenging behavior given at the NRCP 34th Annual Conference in Seattle, Washington in April 2018. It discusses why addressing challenging behavior is important, foundational considerations like determining the function of behavior, and 10 evidence-based practices for preventing challenging behavior, including using reinforcement, behavior specific praise, high probability request sequences, choice, predictability, scheduled attention, pre-correction, and opportunities to respond. The document provides an overview and brief descriptions of each strategy to help practitioners prevent challenging behavior in students.
This document discusses why teachers ask questions and different types of questions. It begins by listing reasons why teachers ask questions, such as to arouse curiosity, clarify concepts, and encourage higher-level thinking. It then describes 5 types of questions from factual to those requiring comparisons. The document also discusses probing questions like extension, clarification, and justification questions. It stresses that the type of assessment and tasks/questions should match the intended cognitive level based on Bloom's taxonomy. It provides an example story and video to illustrate classroom activities.
Cognitive and meta cognitive strategies for problem solving in MathematicsJohn Paul Hablado
This document discusses cognitive and meta-cognitive strategies for problem solving. It begins by introducing George Polya's model of the problem solving process, which includes four steps: understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. The document then describes various strategies that can be used within each step of Polya's model, such as the Survey-Question-Read technique for understanding problems, Frayer vocabulary models, mnemonic devices, graphic organizers, and paraphrasing. The goal of these strategies is to help students successfully comprehend and solve problems through planning, monitoring, and evaluating their thinking.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Questioning techniques are important for developing children's critical thinking skills, understanding of content, and social skills. The document provides tips for implementing questioning techniques at home, including asking open-ended questions to assess children's thinking, modeling the thinking process to address silence, and encouraging children to listen to each other by restating what others have said. Word games can also help develop listening skills.
This document discusses meeting the educational needs of diverse learners through the use of assistive technology. It begins by introducing the author and their classroom of students with diverse needs, including those with ADHD, auditory disabilities, and learning disabilities. It then defines special needs in an educational context as referring to students with disabilities who require modifications to their education program through an IEP. The document provides examples of assistive technologies used in the author's classroom for students with different needs, including both low and no-tech options. It concludes by listing additional classroom modifications, accommodations, and resources that can support students with learning disabilities.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
The document discusses how to formulate research questions and problem statements. It provides guidance on ensuring problem statements imply empirical investigation and define an educational context. It also discusses qualitative problem formation, including selecting a topic and mode of inquiry. The document outlines different types of problem statements and how problems can be reformulated as research progresses. It provides examples of inductive logic and characteristics of good research questions, such as being focused on students and aligned with instructional goals.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
The document discusses instructional design for healthcare professionals. It defines instructional design as linking how people learn with delivering effective instruction. It notes that instructional design involves analyzing needs, designing instruction, developing materials, implementing instruction, and evaluating outcomes. The document also discusses rapid prototyping, Bloom's taxonomy of learning domains, theories of Plato and Aristotle on knowledge, components of the brain involved in learning, Mayer's cognitive theory of multimedia learning, differences between education and training, models of the learning process like ADDIE, and analyzing learning content.
Short awareness on dyslexia and neurodiversity for HR managersNancy Doyle
The document provides information about neurodiversity and reasonable adjustments in the workplace for those with neurodiverse conditions such as dyslexia, ADHD, autism, and others. It discusses what neurodiversity is, examples of flash points and difficulties faced, examples of discrimination, and case studies. The case studies are used to discuss potential reasonable adjustments like assistive technology, coaching, environmental changes, and management approaches that could help neurodiverse employees overcome challenges. Studies showed coaching significantly improved areas of difficulty for neurodiverse employees based on their and manager ratings.
The document provides an overview of contemporary management concepts including definitions of key terms like managers, management functions, span of control, and centralization vs decentralization. It also summarizes different types of authority, decision making skills required at different levels, and common techniques used in management like coaching, counseling, and training. Different types of problems, decisions and common decision-making biases are also outlined.
This document discusses the competency approach to human resource management. It defines competency as an underlying characteristic that enables superior job performance. Competencies consist of clusters of knowledge, attitudes, and skills. The document outlines various definitions of competency from different authors and identifies common elements around underlying characteristics, skills, knowledge, and superior job performance. It discusses how competency models identify competencies and key behavioral indicators for specific jobs. Competency models can then be used to align HR systems like recruitment, performance management, training, development, and compensation. The document concludes by outlining the methodology for developing competency models, which includes gathering data from job experts, analyzing behaviors, and defining competencies and their indicators.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of lesson design highlighted include identifying essential understandings, essential questions, and appropriate assessments. The document also discusses backwards design using Understanding by Design principles to focus lessons on desired results and evidence of learning. Overall, it provides guidance for creating inclusive online lessons that consider learner diversity and principles of UDL.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of UDL-aligned lesson design addressed include identifying essential understandings and questions, incorporating technology tools, and using an Understanding by Design framework with backward design. The goal is to create inclusive online instruction that considers learner diversity and neuroscience principles to meet the needs of more students.
This document discusses performance-based assessment (PBA). It defines PBA as a form of assessment that requires students to perform tasks rather than answer questions from a list. PBA measures students' ability to apply skills and knowledge from instruction. The document outlines characteristics of PBA, including that it uses direct measures of learning, is based in real-world tasks, and assesses complex skills not measured by traditional tests. It also discusses developing PBA, including deciding what to assess, designing assessment contexts, specifying rubrics, and considering testing constraints.
Executive Functioning- Advanced Assessment and Interpretation.pdfrandalkd
The document summarizes an upcoming presentation on executive functioning assessment and interpretation. The presentation will cover definitions of executive functioning, common red flags, various assessment tools including rating scales, observations, interviews and cognitive measures, and how to develop interventions based on assessment results. Attendees will learn about available tools to assess executive functioning deficits and how to effectively respond to identified issues. Materials from the presentation will be made available online after the event.
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
Executive function and Self Regulation for Special Education StudentsErnest Brown
This document discusses executive functioning skills and classroom accommodations that can help students with executive functioning difficulties. It defines executive functioning as skills that support learning like attention, working memory, cognitive flexibility, and inhibitory control. The document recommends accommodations like initiating action, maintaining attention, organizing work, planning projects, and improving working memory. It describes common behaviors seen in students with executive functioning issues and closes by emphasizing the importance of executive functioning for school success and its role in self-control, reflection, and considering multiple perspectives.
Training Slides of Competency gaps for Professional Development discussing the importance of Performance.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
The document discusses competency-based approaches to human resource management. It defines competency as an underlying characteristic that enables superior job performance. Competencies consist of clusters of knowledge, attitudes, and skills. The document reviews various definitions of competency and notes common themes like underlying personal characteristics, skills, and attributes that contribute to effective job performance. It also discusses competency modeling, which identifies the competencies required for outstanding performance in specific jobs or roles. Competency models include competency definitions and behavioral indicators. The document notes that competency models can be used to align HR systems like recruitment, performance management, training, development, and compensation with organizational goals.
The document discusses developing a coherent assessment system that balances instructional needs with limitations of time, funding, and mandates. It aims to create an assessment matrix using the minimum necessary assessments to inform instruction across grades and subjects. Challenges include balancing teaching time with diagnostic needs, limited funding, identifying an affordable data system, and addressing state requirements. The document provides frameworks and principles for developing a coherent assessment approach focused on student learning.
Higher order thinking skills (HOTS) involve non-algorithmic problem solving that can have multiple solutions. HOTS are important as they allow students to transfer skills to new situations, apply knowledge productively, and develop deeper understanding. Strategies for enhancing HOTS include explicitly teaching students about different types of thinking, moving between concrete and abstract concepts, and using question-answer relationships.
This document provides guidance for assessors on conducting self-directed learning and reviewing key concepts from assessor training sessions. It discusses National Occupational Standards, the roles of various practitioners in assessment including assessors, internal quality assurers and external quality assurers. It also covers important assessor skills, how people learn, learning styles, communication barriers to learning, evidence requirements, types of assessment including initial, formative and summative, assessment methods, and considerations like transparency, fairness and objectivity in assessment decision making. The document is intended to refresh or recap the information presented in assessor training.
This document provides guidance for assessors on conducting self-directed learning and reviewing key concepts from assessor training sessions. It discusses National Occupational Standards, the roles of various practitioners in assessment including assessors, internal quality assurers and external quality assurers. It also covers important assessor skills, how people learn, learning styles, communication barriers to learning, evidence requirements, types of assessment including initial, formative and summative, assessment methods, and considerations for making valid, fair and objective assessment decisions. The document is intended to refresh or recap the information presented in assessor training.
This document discusses various theories and principles related to learning and human resource development (HRD). It covers topics like the basic definition of learning, principles of association and their influence on learning. It also discusses Gestalt theory of learning through insight. Further, it talks about limits of learning principles in training design, impact of instructional and cognitive psychology on HRD, and ways to maximize learning through trainee characteristics, training design, and transfer of training. The document also covers individual differences in learning rates and interactions between attributes and treatments. It concludes with discussing Gagne's theory of instruction.
The document discusses strategies for teaching students with special needs in inclusive classrooms, including an overview of the categories of disabilities teachers may encounter, legislation affecting special education, and instructional strategies like Universal Design for Learning to reach all learners as well as behavior management techniques.
This document provides an overview for Week 5 of an instructional design course. It outlines the required readings, discussion topics on motivation and e-learning environments, and a final paper assignment. For the final paper, students must create a learning scenario applying instructional design strategies covered in the course and reflect on their choices. They are assessed on the content and mechanics of the paper. The document also shares a recommendation to watch a Dan Pink TED Talk on motivation, which discusses using intrinsic rather than extrinsic rewards to motivate learners through autonomy, mastery, and purpose.
This document discusses the concept of academic tenacity, which refers to a student's perseverance and passion for long-term goals. It notes that interventions targeting students' mindsets, social belonging, goal-setting and relevance of school can improve outcomes like grades and test scores. Examples are provided of brief interventions positively impacting minority students' achievement through growth mindset or sense of belonging. Effective schools challenge students, set high standards, provide support and feedback, and cultivate students' feelings of belonging.
This presentation discusses how classic childhood toys can teach leadership lessons. It uses toys like Legos, Slinky Dog, Play-Doh, Yo-Yo, Rubik's Cube, army men, Lite-Brite and Weebles as metaphors for concepts like collaboration, vision, mentoring, creativity, ethics, strategy, communication and endurance. Each toy is explained in terms of its lesson, with examples of how the lesson can apply to leadership. The overall message is that these simple toys contain wisdom that can inspire leadership when their analogies are understood.
This document provides information on resources and tools to support students with disabilities in their transition from high school. It discusses transition assessment, postsecondary goals in education, employment and independent living. It also outlines the transition planning process, including identifying transition services, instructional goals, and involving outside agencies. Finally, it lists specific online and paper tools for career exploration, college research, job searches, mental health resources, and finding local support services.
The document discusses Tanya Moore's classroom discipline strategies and resources. It touches on five foundational beliefs, three classroom management styles, how most behavior is learned, avoiding power struggles with students, using diffusers when issues arise, the importance of classroom environment, "teach-tos" for refocusing students, and Moore's contact information for further resources.
The document summarizes Rio Salado College's distance learning program for incarcerated students. The program provides paper-based certificate and degree programs to students housed in correctional facilities. The mission is to reduce recidivism by providing education and job skills to students before their release. Students can earn certificates in areas like business, workforce development, and substance abuse counseling, which also fulfill credits toward an associate degree. The document outlines admission criteria, program requirements and costs, funding sources, and forms needed for enrollment.
Providing Students with Appropriate Instructional TimeACEWebmaster
Before transferring Francis to a facility that cannot provide the placement specified in his IEP, the following steps must be taken:
1. An IEP meeting must be held to determine if the proposed change in placement is appropriate for Francis and how his needs will be met.
2. If the IEP team determines the new placement cannot implement Francis' IEP as written, the IEP must be revised with parental consent to specify the services and supports that will be provided.
3. Francis cannot be transferred until these IEP procedures are followed, as a change in placement that denies him the educational services in his IEP would be a violation of IDEA.
Moving Francis without ensuring his IEP can still be properly implemented
Dr. Samenow and Dr. Yochelson conducted a 14-year study with 255 criminal participants to develop an understanding of criminal thinking patterns. Their research challenged the prevailing view that environmental factors like poverty or abuse cause crime, finding that individuals make choices in how they respond to their environment. The study identified common thought patterns of criminals, including being restless and dissatisfied, feeling no obligation to others, and seeking excitement at any cost. It also found that focusing treatment on identifying and challenging criminal thinking errors can positively impact offenders.
The document provides information about the Arizona Career Information System (AzCIS) program for secure juvenile justice facilities. AzCIS aims to (1) orient students to careers and work, (2) teach planning skills, (3) promote thoughtful decision making, and (4) motivate students to identify constructive options. It includes online assessments of interests, skills, learning styles and more. Students can explore occupations and required education. AzCIS also teaches job search skills and provides over 100 lesson plans for educators aligned to state standards. Contact information is provided to learn more about accessing and training on the AzCIS system.
This document discusses elements of successful transitional programming. It provides an overview of C-Tech, a company that offers career training programs. C-Tech has certified over 75,000 students, with a 98% completion and 90% certification rate. Their curriculum is developed with industry input and focuses on in-demand skills. The curriculum also emphasizes employability skills and is designed for different learning styles. C-Tech works to connect students to jobs through partnerships with companies.
This document summarizes notes from an AC Callan training session on career assessment. It discusses using both formal and informal assessments to screen for job interests, educational abilities, and barriers. Specific assessment tools mentioned include the Test of Adult Basic Education, CASAS, Transition to Work Inventory, Barriers to Employment Success, Ability Explorer, and O*Net Career Values Inventory. The document also covers matching interests to work, educational backgrounds, potential for reoffense, and goal setting. Throughout, it prompts participants to discuss and complete short assessments.
This document discusses trauma informed care and the neurobiology of trauma. It defines trauma and explains how highly intense, low frequency events like abuse, accidents or military actions can cause trauma. It also discusses how low intensity, high frequency environments like chaotic homes can be traumatizing. It then explains how the brain and nervous system are affected by trauma, focusing on the amygdala, hypothalamus and different vagal systems involved in fight, flight and freeze responses. It outlines how trauma can impact emotions, thoughts, behaviors and relationships. The goal is to understand problem behaviors as adaptive responses to trauma and foster resilience through social support and regulation of stress responses.
About Potato, The scientific name of the plant is Solanum tuberosum (L).Christina Parmionova
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
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United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
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Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
2. Outline of Our Journey
• Our goal is to better understand how to
unleash the SUPERPOWERS of the Frontal
Lobes and use assets to meet challenges!
Locate/describe cortical function
Identify 12 Key Executive Skills
Support assets thru interventions
Increase awareness of BI resources
4. • Make up of electrical &
neurochemical systems
• Neural networks are the
results of genetic coding
(the architecture) and
sensory experiences (the
interconnections)
• Neuroplasticity results
from dendritic pruning
Neuron Basics
5. • Concussion results in
changes to the electrical
and chemical function of
the brain
• Moderate/severe injury
usually results in
changes to structure of
neurons in the brain
Neuron Basics
6. Information Processing Basics
• All information goes to the brain through the
sensory systems (auditory, visual, kinesthetic)
• Attention and concentration are the entryway
• Active working memory can be the bottleneck
to short- and long-term storage
• Higher-order thinking relies on accurate
interpretation of sensory information from and
across both hemispheres so that the Executive
Skills can manage and control
8. Going Deeper
Structures of the Brain
Match HEALTHY FUNCTIONS of the brain to
their appropriate regions
• Divide into pairs
• Use your knowledge to identify and
match the structures and functions
• Glue down your pieces when you are
confident that you are correct
• Prepare to share feedback
9. Use BRAIN MAPS as Checklists
• Our goal is to clearly determine:
Strengths and interests
Limitations and challenges
Critical deficits
• Document them equally
>>> Use strengths, abilities and interests
(other superpowers) to help your
students rewire their brains
11. Executive Skills & Their Assessment
• 12 Key Executive
Functions for Success
• Executive Skills and
Functioning
• What Educators Can Do
to help students BUILD
THOSE SUPERPOWERS!
12. Executive Functions – Two Types
• Those that help us to
use certain thinking
skills to plan and
achieve our goals and
solve problems
• Planning
• Prioritizing
• Organization
• Time management
• Working memory
• Metacognition
• Those that help us
manage behavior so we
can achieve our short-
term and longer-term
goals
• Response inhibition
• Emotional control
• Sustained attention
• Task initiation
• Flexibility
• Goal-directed
persistence
13. Executive Functions – DISCUSSION
• Planning
• Prioritizing
• Organization
• Time management
• Working memory
• Metacognition
• Response inhibition
• Emotional control
• Sustained attention
• Task initiation
• Flexibility
• Goal-directed
persistence
Which of these SUPERPOWERS are used in order to
achieve success in academics?
(noted on flip charts around the room)
14. Understanding Higher-Order Thinking
• If cornerstones of logic and
reasoning are disturbed in early
childhood, resulting challenges
with reasoning, problem-
solving, decision making and
analytics can become
overwhelming.
• As task demands increase, the
inability to overcome early
deficits can make success
difficult.
15. Understanding Higher-Order Thinking
• These skills assume that basic
foundational skills are intact
and are accessible during the
learning process.
• As task demands increase and
are more abstract, students,
who were previously
successful with concrete
strategies and strong
memories, may find
themselves struggling with
these abstract concepts.
16. Understanding Higher-Order Thinking
• Without direct instruction to
link and scaffold concrete
knowledge to abstract
concepts, solid learning may
not occur.
• Over time, the psychological
“overlay” of an inability to be
successful can become more
and more functionally
disabling.
17. Executive Functions Approach
• Focuses on and identifies the student’s assets first
• Identifies and documents challenges and deficits
• Commits to multiple professionals, concerned individuals
and you to address specific areas of dysfunction
– Each gathering information from their perspective
– Emphasis on assessment in the natural context
– Returning to the table to share data and
observations
– Validating (triangulation of data) others’ finding
• >>>Jointly brainstorm with your team about possible
interventions to try in the classroom and at home<<<
• Continue to monitor and document, giving feedback to
others – you need to follow-through!
18. Critical Executive Functions
Initiation - ability to start to begin the
day, a task (or plan activity for a start
later on)
• Lack of initiation (adynamia) can be very
complicated and is often misinterpreted.
What education professionals can
do:
19. Executive Functions Approach
• Metacognition - ability of the student to “think
about their thinking” (fears, false beliefs, faulty logic),
the ability to take a “bird’s eye view” of oneself in a
situation
• This is core to all problem solving (academic and
social) all cognitive therapies and embedded in many
academics
• Read a situation and determine if strategy is
needed
• Know when to use a strategy
• Know when to STOP using a strategy
What education professionals can do:
20. Executive Functions Approach
• Self-awareness – ability to read self in a
situation or context, ability to determine ones
skills, abilities, talents, challenges and deficits
• Can make it difficult for the youth to understand
why therapies are necessary and that
participation/follow-through are important (and
not just someone ‘nagging’ )
What education professionals can do:
21. Executive Functions Approach
Follow-through – (a combination of sustained
attention and goal-directed persistence)
• Critical for compliance with therapies,
assignments, medication management
What education professionals can do:
22. Understanding EFs – Detailed
Assessments You May Request
• Attention and
Concentration
• Types of Memory
• Language
• Specific Executive
Skills
• Interpersonal
Capabilities
You want these assessed/observed IN CONTEXT– in the classroom, cafeteria, the unit
23. Steps to Build SUPERPOWERS
1. Decide on (or identify) the skill to build.
2. Set a goal
3. Establish a routine (procedure) or set of steps
to reach the goal
4. Supervise the youth/adult while they try to
follow the routine or set of steps (may include
reminders, modeling, and feedback)
5. Evaluate the process, figure out where it is
working well and what is breaking down –
USE ASSETS!
a) Break down to smaller subtasks if not
working
b) Ask the student about his/her problem-
solving skills
6. Fade adult supervision over time
24. Executive Functions-Guidelines
Developing Routines for youth/adolescents *
◦ Make them full partners in the design and implementation
of the intervention(s)
◦ Get their input on rewards and challenges
◦ Engage them in troubleshooting to improve strategies
◦ Be willing to negotiate rather than dictate
◦ Use visual cues rather than verbal cues
26. Assumptions within CCRS
• College and Career-Ready
Standards have incorporated
many higher-order thinking skills
across the curriculum and across
the age continuum.
• CCRS have created many
opportunities for educators to be
more creative and diversified in
their approaches to teaching and
learning.
• CCRS offer options to address the
assets and needs of different
types of learners and learning
styles.
27. Understanding Higher-Order Thinking
• Many CCRS have embedded within them certain
practices that address higher order thinking skills
(BLOOM)
• These include:
– Making sense of problems
– Persevering in solving these problems
– Reasoning abstractly
– Reasoning quantitatively
– Constructing viable arguments
• Some educators may not have the resources or
experience needed to address deficits in these types of
higher-order thinking skills.
28. Understanding Assumptions within CCRS
• It is imperative that those working with students
ensure (assess/monitor) that they have the
necessary (age-appropriate) skills and abilities
“Are your teaching objectives appropriate / realistic?”
– Evaluate the task(s) and the skills needed
– Review your expectations about success
– Assess students BEFORE engaging in
teaching/learning that assumes EF skills exist
– Check in regularly (monitor) performance to
determine if the student can utilize EF skills and
strategies appropriately in order to complete
cognitive task(s) successfully
30. Additional Resources
Online Options and Resources
State Agencies
Technical Assistance Centers
Disability Transition Resources
Assessment Resources
Legal Services and Supports
Additional Research (Justice System)
CDC materials related to Concussion
Instructional Strategies
CHECK YOUR
FOLDERS FOR
MORE GOOD
INFORMATION
Contact: Sue Wolf
480-354-9000
DrSueWolf@me.com
31. • H.E.L.P.S
– Hit Your Head?
– E.R.?
– Lost consciousness?
– Physical symptoms?
– Significant sicknesses?
• OSU ID Screener (3 tiers, detailed data)
• Post-Concussive
Symptomatology Checklist
– Five areas
– Use it as a “check list”
• TBI Checklist
SCREENING TOOLS
32. • Formal Assessments (if needed)
– Behavior Rating Inventory of Executive Function
(BRIEF, BRIEF-A)
• Inhibit
• Self-Monitor
• Plan/Organize
• Shift
• Initiate
• Task Monitor
• Emotional Control
• Working Memory
• Organization of Materials
– Survey of Teenage Readiness and Neurodevelopmental
Status (STRANDS)
– Wisconsin Card Sorting
– Rey Complex Figure Test
• Informal Assessments (CRITICAL!)
– Executive Skills in Children and Adolescents
Observe, Observe, Observe!
Assessment TOOLS
33. • More Resources
– Assessment and Intervention for Executive Function
Difficulties (2009) (McCloskey, Perkins, & Van Divner)
– Coaching Students with Executive Skill Deficits (2012)
(Dawson & Guare)
– Executive Function in the Classroom: Practical
Strategies for Improving Performance and Enhancing
Skills for All Students (2010) (Kaufman)
– Late, Lost, and Unprepared: A Parents' Guide to
Helping Children with Executive Functioning (2008)
(Cooer-Kahn)
– Smart but Scattered: The Revolutionary "Executive
Skills" Approach to Helping Kids Reach Their Potential
(2009) (Dawson & Guare)
– Where's My Stuff?: The Ultimate Teen Organizing
Guide (2010) (Moss)
ADDITIONAL TOOLS
34. For More In-depth Information
7-hour One-Day Regional Trainings
“Can’t You See Me? The Invisible Disability”
Traumatic Brain Injury Training for Professionals
Working with Youth and Adults
Fall 2017 - Spring 2018
TBI 100 – Concussions & Return to Learn
TBI 101 – Introduction to TBI – (4 Regional sessions
specific for Secure Care)
TBI 202 – Understanding Behavior after BI
TBI 303 – Executive Functions & Transitions
TBI 404 – Academic Interventions
TBI 505 – Co-morbidities associated with BI
Registration will be done through ADE website
https://ems.azed.gov
Sponsored by:
AZ Department of Education
AZ Governor’s Council on Spinal and Head Injuries
Contact: Dr. Sue Wolf
480.354.9000
DrSueWolf@me.com
www.empowermentresearch.com
35. Brain Injury
Alliance of AZ
602-323-9165
1-888-500-9165
www.biaaz.org
Contact:
Jeanne Anderson (I&R))
Information packets
Library materials
Peer-mentor programs
Support groups
Annual Conference for Survivors and Families
“RAYS OF HOPE --- 2018”
PHOENIX – TUCSON
CHECK THE WEBSITE REGULARLY!
36. f.k.a. Parent Information Network (PINS)
Contact:
Raising Special Kids (RSK)
1-800-237-3007 Kathleen Gray-Mangerson
1-888-877-5910–info Nilda Townsend (bi-lingual)
- Statewide parent information and training
- Bilingual services
- DVD lending library
- Special Education resource documents
- Advocacy Training
- Regional Support Teams
37. Arizona Governor’s
Council on Spinal and
Head Injuries
602-863-0484
www.azheadspine.org
ATarpy@azdes.gov
Leadership
Community Training
Funding for VR & IL
Support to Associations
Sponsor of the Youth with Brain Injury
Transition Pilot Program
38. • These non-residential, 501(c)(3) non-profit corporations are
consumer-controlled, community-based organizations that provide
programs and services for people with all types of disabilities and
their families.
• ABIL -Arizona Bridge to Independent Living (Ability 360)
5025 East Washington Street, Phoenix , AZ 85034 1-800-280-2245
www.abil.org
• ASSIST! to Independence
P.O. Box 4133, Tuba City, AZ 86045 1-888-848-1449
www.assisttoindependence.org
• DIRECT Center for Independence, Inc.
1023 N. Tyndall, Tucson, AZ 85719 1-800-342-1853
www.directilc.org
• New Horizons Independent Living Center
8085 East Manley Dr., Prescott Valley, AZ 86314 1-800-406-
2377
www.newhorizonsilc.org
• S.M.I.L.E. - Services Maximizing Independent Living Empowerment
1929 S. Arizona Ave, Suite 12, Yuma, AZ 85364 1-866-239-
7645
https://volunteer.united-e-way.org/snap-211/org/1482438.html
Centers for Independent Living
39. The Centers for Disease Control
and Prevention
Website, fact sheet, online training, and tool kits about
traumatic brain injury at:
http://www.cdc.gov/headsup/schools/index.html
! ~ ! FREE ! ~ !
Get “Heads Up”
concussion
information kits for
coaches, school
nurses and
physicians here.