1) Optimal Elementary is a proposed school designed based on principles of Universal Design for Learning to meet the needs of a diverse range of learners.
2) The school's design, from the accessible building structure to the classroom setups and curriculum, aims to provide multiple means of engagement, representation, and action and expression to eliminate barriers to learning.
3) Teachers will implement UDL by evaluating standards to separate goals from methods, selecting flexible materials, and planning for student choice and expression. Technology and ongoing professional development will support teachers in these efforts.
How Can ESL/EFL Teacher Education Improve the Education Quality of, and Trans...Iwan Syahril
The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
Gifted children are, by definition, "Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities."
By
Dr. Gail Gross, Contributor
Human Behavior, Parenting, and Education Expert, Speaker, Author. Ph.D., Ed.D., M.Ed.
Common characteristics
There are some common characteristics the gifted child may possess. The gifted child may be:
• Self-disciplined, independent, often anti-authoritarian.
• Zany sense of humor
• Able to resist group pressure, a strategy that is developed early
• More adaptable and more adventurous
• Greater tolerance for ambiguity and discomfort
• Little tolerance for boredom
• Preference for complexity, asymmetry, open-endedness
• High in divergent thinking ability
• High in memory, good attention to detail
• Broad knowledge background
• Need think periods
• Need supportive climate, sensitive to environment
• Need recognition, opportunity to share
• High aesthetic values, good aesthetic judgement
• Freer in developing sex role integration; lack of stereotypical male/female identification.
RAISE THE KIND OF PERSON YOU'D LIKE TO KNOW
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Differences between the sexes
However, studies have shown that the characteristics of the gifted child can differ on the basis of sex.
The following are common characteristics of the female gifted child:
• She likes school, especially courses in science, music, and art.
• She likes her teachers.
• She regularly reads news, magazines, an other non-required reading.
• She is active in drama and musical productions.
• She does not go out on dates as often.
• She is a daydreamer.
The following are common characteristics of the male gifted child:
• He dislikes school.
• He dislikes teachers and thinks they are uninteresting.
• He does little homework.
• He dislikes physical education and seldom engages in team sports.
• He is regarded as radical or unconventional.
• He often wants to be a lone to pursue his own thoughts and interests.
A Case Study on the Methods of Intervention in Inclusive Classroomsijtsrd
The concept of inclusive classrooms are more of a topic of debate and research in the Indian classrooms of today. Students with mild to moderate learning disabilities are often found in regular schools along with the normal students struggling hard to fit in. While a few students struggle really hard to learn and compete with the other students in the same classroom. There are a few blessed students with learning disabilities who get friends in the class to accept and accommodate the differences. It is not enough if the teachers are given training to accommodate students with differences and special needs, it is also important to make the students at each level to make them appreciate and accommodate differences. With the right kind of intervention the students having difficulty in learning fare well in not just the exams but also in life. Miss. Sai Shri Ramamurthy "A Case Study on the Methods of Intervention in Inclusive Classrooms" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31884.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31884/a-case-study-on-the-methods-of-intervention-in-inclusive-classrooms/miss-sai-shri-ramamurthy
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
How Can ESL/EFL Teacher Education Improve the Education Quality of, and Trans...Iwan Syahril
The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
Gifted children are, by definition, "Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities."
By
Dr. Gail Gross, Contributor
Human Behavior, Parenting, and Education Expert, Speaker, Author. Ph.D., Ed.D., M.Ed.
Common characteristics
There are some common characteristics the gifted child may possess. The gifted child may be:
• Self-disciplined, independent, often anti-authoritarian.
• Zany sense of humor
• Able to resist group pressure, a strategy that is developed early
• More adaptable and more adventurous
• Greater tolerance for ambiguity and discomfort
• Little tolerance for boredom
• Preference for complexity, asymmetry, open-endedness
• High in divergent thinking ability
• High in memory, good attention to detail
• Broad knowledge background
• Need think periods
• Need supportive climate, sensitive to environment
• Need recognition, opportunity to share
• High aesthetic values, good aesthetic judgement
• Freer in developing sex role integration; lack of stereotypical male/female identification.
RAISE THE KIND OF PERSON YOU'D LIKE TO KNOW
Subscribe to our parenting newsletter.
address@email.com
Successfully Subscribed!
Realness delivered to your inbox
Differences between the sexes
However, studies have shown that the characteristics of the gifted child can differ on the basis of sex.
The following are common characteristics of the female gifted child:
• She likes school, especially courses in science, music, and art.
• She likes her teachers.
• She regularly reads news, magazines, an other non-required reading.
• She is active in drama and musical productions.
• She does not go out on dates as often.
• She is a daydreamer.
The following are common characteristics of the male gifted child:
• He dislikes school.
• He dislikes teachers and thinks they are uninteresting.
• He does little homework.
• He dislikes physical education and seldom engages in team sports.
• He is regarded as radical or unconventional.
• He often wants to be a lone to pursue his own thoughts and interests.
A Case Study on the Methods of Intervention in Inclusive Classroomsijtsrd
The concept of inclusive classrooms are more of a topic of debate and research in the Indian classrooms of today. Students with mild to moderate learning disabilities are often found in regular schools along with the normal students struggling hard to fit in. While a few students struggle really hard to learn and compete with the other students in the same classroom. There are a few blessed students with learning disabilities who get friends in the class to accept and accommodate the differences. It is not enough if the teachers are given training to accommodate students with differences and special needs, it is also important to make the students at each level to make them appreciate and accommodate differences. With the right kind of intervention the students having difficulty in learning fare well in not just the exams but also in life. Miss. Sai Shri Ramamurthy "A Case Study on the Methods of Intervention in Inclusive Classrooms" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31884.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31884/a-case-study-on-the-methods-of-intervention-in-inclusive-classrooms/miss-sai-shri-ramamurthy
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Running head STUDENT POPULATIONS .docxtoltonkendal
Running head: STUDENT POPULATIONS Edwards 1
STUDENT POPULATIONS Edwards 9
21st Century Instructional Plan: Student Populations
Markis’ Edwards
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Christopher Bogiages
April 8, 2017
Part 1:
Common Core Aligned Lesson Plan Template
Subject: Math
Teacher: Mr. Edwards
Grade: 2nd
Classroom Demographics: 27 students
Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math.
One pupil has Attention Deficit Hyperactivity Disorder (ADHD)
One new pupil is not fluent in English (ELL)
Common Core Learning Standard(s)
CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value
Learning Target(s) One purposeful question posed by teacher to promote critical thinking?
Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers.
Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number.
ISTE-T
Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016).
Assessment
Two ways to assess including Authentic Formative Assessment
Journals
Instructor-Student Observations
Exit Folder
Pupil Presentations
Activities/Tasks: What learning experiences will there be for students.
-Pupils will differentiate odd numbers from even numbers based on ending place value digit
-Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations.
Gradual Release of Learning
Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think.
Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning.
Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information.
Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio.
Differentiation of Instruction
The diffe ...
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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1. OPTIMAL ELEMENTARY
AN ELEMENTARY SCHOOL FOUNDED ON UNIVERSAL DESIGN FOR LEARNING
JEANANN NAUMANN – UNIVERSITY OF HOUSTON, VICTORIA
JULY 2019
2. Imagine a school designed with the core value of providing the best possible education for each individual
learner, an education for the whole child, an education designed for the uniqueness of every child. Each aspect of
Optimal Elementary is based on the great diversity of learners that will come rather than the needs of a “typical”
student. Open your mind, and let’s imagine this real possibility…
3. STRUCTURE & DESIGN – HOW CAN WE PLAN FOR EQUAL ACCESS TO THE
BUILDING’S STRUCTURE AND FACILITIES?
We begin with considering the needs of our learners. We
want to provide for all types of students including students
with visual impairments, students with sensory needs,
students of varying sizes (including Little People), and
students with physical and/or intellectual disabilities.
Exterior Access: Optimal Elementary will be single story
and will allow for accessibility by all. Ramps and curb cuts
will provide easy access to the building. Safety will be a
priority, so the perimeter will be secure and the entrance
will be monitored.
4. A PLAYGROUND DESIGNED FOR ALL
Buddy Bench - A structured
way to support students
with social skills deficits
looking for a friend at
recess
Activity Path – A visual support
to get children moving
cooperatively and provide
additional structure for those
who don’t initiate well.
Equipment designed for access and
engagement for many types of learners
5. INTERIOR BUILDING FEATURES: flexible seating options within classrooms, cafeteria tables
allowing for more supportive seating options, water fountains of varying heights, hallways with
visuals for behavior expectations and braille support for area labels, natural lighting throughout
building to reduce fluorescent effects, carpet throughout to absorb noise, steps available as
for interactive white board and sinks, planned place for sensory breaks, etc.
natural light
flexible
seating
sensory
break
visuals for
expectations
Wheelchair accessible
table
6. CLASSROOM STRUCTURE
Students will be grouped by age to allow for meeting holistic, developmental needs of the
child yet allow for the range of diversity within the age group. Classrooms will be large to
allow space for whole group, small group, and individual learning spaces.
Group age levels rather than grade levels: Fours, Fives, Sixes, Sevens, Eights, Nines, Tens
Campus will have up to 6 classes per group with a target of 15 students per class and a
maximum limit of 20 students per class.
Campus capacity will be 42 classrooms with 20 students each = 840 max capacity
7. CAMPUS STAFFING
7 technology specialists/supporters (one per age group). Technology specialists will be in
classrooms supporting both teachers and students during instruction and instructional planning.
Each technology specialist will also have a specialization area and serve as a campus resource for
supporting specialized needs through technology: ELL, Dyslexia and Dysgraphia, GT, AI and VI,
math interventions, reading interventions, and motor skills interventions (7 specialized areas for the
7 specialists)
An autism support specialist to help with the provision of specialized supports in general education
classrooms, professional support for teachers, and student support following ABA principles
A behavior support specialist to work collaboratively with teachers in carrying out FBAs, designing
BIPs, and carrying out behavior supports at the classroom and campus level
A counselor who will spearhead character education for the campus (to be implemented at the
classroom level), and lead small groups of students with common needs (grief group, divorce
group, friendship group, anxiety group, etc)
42 paraprofessionals and 42 classroom teachers = 2 adults per classroom at all times. This will
replace the current classic model of pull-out teachers (GT, dyslexia, math and reading intervention,
ESL, etc) and push-in paraprofessionals where special needs are clustered together. Two consistent
adults per room will allow the classroom teacher assistance with management and supervision of
students so that he/she can better meet individualized instructional needs. These two adults will
know the students in depth and have the support of specialists on campus to meet the diverse
needs within the classroom.
8. CAMPUS STAFFING CONTINUED
In addition, at the campus level, the following positions will be included:
Principal
Assistant principal
Two ELL specialist to provide intensive supports for newcomers
Diagnostician
Speech pathologist
Librarian
Two PE teachers
Two Art teachers
Two Music teachers
Special Education teachers hired at a caseload of 15:1 max
This campus will not be a site for students whose needs cannot be
met in the gen ed setting.
9. CURRICULUM (the goals of instruction) & INSTRUCTION (how teachers will promote student achievement of the
goals)
Keep the CHALLENGE but Remove the
BARRIERS
HOW? With Universal Design for
Learning!
10. Using the 3 Guiding Principles of UDL to Overcome Barriers:
The Learning
Brain
Recognition Network –
understanding information Strategic Network –
planning actions, executing
skills
Affective Network –
finding value and
meaning
Teacher Action: Provide
multiple means of
presenting information
using multiple media
and accessibility
features
Teacher Action: Provide
multiple options for student
responses and pathways for
expression
Teacher Action: Provide choices
to fuel interests and allow
students to work from their
strengths and interests.
11. HOW WILL
TEACHERS
IMPLEMENT
UNIVERSAL
DESIGN FOR
LEARNING?
• Optimal Elementary is a public school operating under the
curriculum adopted by the state. Teachers will teach the
state standards while planning for student diversity in the
process.
• Teachers will evaluate each state standard and separate
the goal from the method of attainment.
• Teachers will select flexible materials and tools that will
allow students multiple pathways to reach the goal.
• Teachers will plan for multiple ways for students to
engage and express their learning.
• Teachers will individualize performance levels within each
student’s zone of proximal development and scaffold
supports built on individual needs.
12. OVERCOMING BARRIERS & DISCOVERING SOLUTIONS
Standard Materials and
Assignments
Possible Barriers Possible UDL Solutions
Instructional tool: textbooks print disabilities
vision impairments
below level reader
English language learner
attention deficit
electronic text with text to speech
support or full read-aloud, font size
adjustability, embedded vocabulary
support, links to images and
background information, multimedia
glossary, prompts for engagement
Assignment: essay writing executive functioning deficits
handwriting weakness
spelling deficit
English language learner
Structured process in steps (such as
eTrekker with prompts and template),
access to keyboarding or speech to
text, electronic spelling supports,
sentence stems and word banks
Math Lecture weak auditory learner
working memory weakness
attention deficit
inefficient note-taker
Add visual modeling using
manipulatives with projector, create
anchor chart on Smartboard to later
print for student notebooks, increase
student engagement by students
sending partner responses during
instruction via ipads
13. CURRICULUM SUPPORTS FOR UDL
CAST’s National Center on Accessing the General Curriculum
NCAC Teacher Practice Group
Textbook adoptions based on UDL principles (Universal Learning Editions)
Wiggleworks early literacy program
DAISY consortium for digital books
WebCT (courseware delivery)
Thinking Reader (electronic books – Tom Snyder)
UDL Book Builder (create, share, publish, and read digital books)
UDL Lesson Builder (models and tools to adapt lessons)
UDL Exchange (share and network UDL lessons)
UDL Editions (classic texts with online interface)
CAST Curriculum Self-Check (support for goals, methods, materials, and
assessment)
Don Johnston, Inc. products (such as Snap&Read, Co:Writer)
14. TECHNOLOGY – THE TOOLS TO MAKE UNIVERSAL
DESIGN A REALITY
• Each teacher will have an interactive white board connected to a teacher computer
and a projection device.
• Each student will have a laptop and headphones.
• The campus will have Universal Learning Editions textbooks.
• Ongoing staff development will be provided and technology specialists will be in
classrooms to support teachers and students.
• Teachers will be scheduled one half day per week to work on lesson planning with
the support of the specialists. Paraprofessionals and specials teachers will supervise
students during this time.
15. ASSESSMENT: HOW WILL WE MEASURE AND REPORT STUDENT LEARNING?
Assessment Purpose: How we will meet the purpose:
Planning for Instruction • Universal Screenings at beginning,
middle, and end of the year
• Follow up after universal screenings
with diagnostic assessments to
individual learning strengths and
needs
Monitoring Progress • Curriculum-based measures which are
universally designed with embedded
supports
• Performance assessments
• Portfolio assessments
Reporting Student Learning All of the above methods can contribute
toward the reporting of student learning.
Teachers and students will conference about
student progress and an objective-based
report card will be filled out marking student
level of progress toward stated objectives: not
meeting, meeting, or exceeding expected
progress
16. REFERENCES CONSULTED
Meyer, Anne, Rose, David H., & Gordon, David. (2014). Universal Design for Learning:
Theory and Practice. Retrieved from http://udltheorypractice.cast.org/home?1
Popham, W. James. (2017) Classroom Assessment: What Teachers Need to Know (8th
ed.)
Boston, MA: Pearson.
Rose, David H. & Meyer, Anne. (2002) Teaching Every Student in the Digital Age.
Alexandria, VA:
Association for Supervision and Curriculum Development