Arts Program Shows Promise in Special Ed. Classes - Education Week. Published Online: May 20, 2014 Published in Print: May 21, 2014, as Arts Program Shows Promise in Special Ed. Classes Special education teacher Elizabeth Rosenberry, right, uses singing in a lesson to encourage Jesus Torres-Tiamani, left, to make eye contact as classmate Ian Tokay looks on.
The strategy comes from a federally backed arts initiative for students with severe cognitive and behavioral needs —Emile Wamsteker for Education Week New York Each of the visual arts, music, and dance activities Elizabeth Rosenberry engages in daily with her 2nd graders has a critical underlying goal: eye contact. The veteran teacher opens class by crouching in front of a student and gently clutching his arms. Ms. In 2010, the district received a $4.6 million federal Investing in Innovation, or i3, grant—an impressive amount by arts education standards—to offer professional development in EASE at 10 schools and to study the program's effects along the way. "These are things anybody can learn," she said. 7 Creative-Thinking Strategies: Tips for Getting... “Think outside the box.” Why should we describe innovative thinking with such a worn-out cliché?
Let’s create some new expressions for creative thinking. How about “thinking with wings on” or “boom-town thinking” or “thinking like a sunflower?” Let’s get some “creative juices flowing.” Creative thinking is the yin to critical thinking’s yang. Previously we used Bloom’s Revised Taxonomy to organize and understand 15 critical-thinking strategies you can use with students to deepen their thinking. Remembering Creative techniques can help students generate ideas as well as remember them later. 1. Understanding Creative thinking can help students understand an idea more deeply. 2. 3. Applying Creative thinking helps students to apply ideas to real-word contexts. 4. 5. 6. 7. —Sara Zibell. A Tool Box for Managing Stress.
By Marcia Eckerd, Ph.D Kids with learning disabilities live with a great deal of stress in their lives, a result of their daily efforts to meet the demands of school, navigate the social environment, and handle all the activities on their plate. Parents of kids with LD and ADHD have too much stress as well, juggling family, work, and the logistics of getting everyone everywhere.
Parents who learn to handle stress themselves are healthier and more effective, and can teach the same skills to their children. Studies show that stress causes physical change in your body; it’s not “all in your mind.” Tools to Manage Stress There are scientifically proven tools to deal with stress that actually heal these changes in your body.
Relaxation and meditation. You can fit these techniques in when you have a chance, although I find I’m more likely to meditate when I have a regular time. Dr. About UDL. Principle III. Provide Multiple Means of Engagement. Click to Get the Guidelines! Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine.
Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential. Guideline 7: Provide options for recruiting interest Information that is not attended to, that does not engage learners’ cognition, is in fact inaccessible. Checkpoint 7.1 Optimize individual choice and autonomy Tell Me More! 5 Powerful Questions Teachers Can Ask Students. My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Um, I don't think she thought it was so cute.
I think she was treading lightly on the ever-so shaky ego of a brand-new teacher while still giving me some very necessary feedback. So that day, I learned about wait/think time. And also, over the years, I learned to ask better and better questions. Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to questions of their own. Keeping It Simple I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones. . #1. This question interrupts us from telling too much.
Anxious Students? Amping Up May Be Better Than Calming Down, Study Finds - Inside School Research. Say What? 5 Ways to Get Students to Listen. Ah, listening, the neglected literacy skill. I know when I was a high school English teacher this was not necessarily a primary focus; I was too busy honing the more measurable literacy skills -- reading, writing, and speaking. But when we think about career and college readiness, listening skills are just as important. This is evidenced by the listening standards found in the Common Core and also the integral role listening plays in collaboration and communication, two of the four Cs of 21st century learning. So how do we help kids become better listeners? Strategy #1: Say it Once Repeating ourselves in the classroom will produce lazy listening in our students. Of course you don't want to leave distracted students in the dust so for those few who forgot to listen, you can advise them to, "ask three, then ask me.
" Strategy #2: Turn and Talk One way to inspire active listening in your students is to give them a listening task. Strategy #3: Student Hand Signals Motivating Words. Six Scaffolding Strategies to Use with Your Students. What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes—no safety net, no parachute, no scaffolding—they’re just left blowing in the wind. Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things.
Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. Simply put, scaffolding is what you do first with kids—for those students who are still struggling, you may need to differentiate by modifying an assignment and/or making accommodations (for example, by choosing more accessible text and/or assigning an alternative project).
Scaffolding and differentiation do have something in common, though. So let’s get to some scaffolding strategies you may or may not have tried yet. 1. 2. 3. All learners need time to process new ideas and information. 4. 5. 6. Walking the Walk: An Educator's Perspective from All Views. As an education professor, I recently decided it was time to walk the walk of my graduate and undergraduate students. I was ready to experience what happens when the educational neuroscience and the social and emotional disciplines meet head-on with real-life challenges and opportunities. So, while continuing with my courses at the University, I became a fifth grade co-teacher, joining an incredible group of educators from Washington Township, a large public school district in Indianapolis. Joining a Courageous Pilot Program On Tuesday and Thursday mornings, I watch the scenery change from theory to practice when I meet with my team to plan, assess and observe academic standards.
Accept differencesEncourage questionsEmbrace breathing practices, prediction and storytellingCreate personalized learning for every student and teacher This semester, we're incorporating three brain-compatible practices into the curriculum of this fabulous but challenging pilot program. Engaging Brain and Heart. The Mind of a Middle Schooler: How Brains Learn. In my last post, I began a celebration of brains and made the argument as to why teachers need to brush up on their knowledge of brains in order to reach that all-too-allusive 'tween noggin. During this, my second of three posts in this series, I'll bring up a few key terms you should know in your own neurologic education. Then, we'll follow a history-related fact as it enters the brain of an average middle schooler, weaving its way towards the blessed long-term memory. Excerpted from my book, 'Tween Crayons and Curfews: Tips for Middle School Teachers, these posts are boiled down versions of my chapter on the 'tween brain in the hopes that we not only increase our own knowledge of our clientele, but share that knowledge with them as well.
Brain Talk Before we proceed, here are some key words to know: Automatic Brain: This is also known as the reactive brain and makes up the remaining 83 percent of the brain. It's the part of the brain that automatically reacts to the world around it. 5 Powerful Questions Teachers Can Ask Students. Strategies to Prevent the Neurotoxic Impact of School Stress. Public high school students in large U.S. cities are more likely to drop out than ever before. Almost 80 percent of the students report that the main problem is boredom. When asked what bores them most, the most frequent responses were that the course material is neither interesting nor relevant to their lives.
Boredom Epidemic One formal definition of boredom is "the aversive experience of wanting, but being unable, to engage in satisfying activity. "1 The researchers describe a mismatch between an individual's needed arousal and the availability of external stimulation. In a classroom overburdened by excessive curriculum, this mismatch is problematic as students' varied range of background knowledge and mastery cannot be engaged by uniform instruction.
Neurotoxic Boredom The chronic stress of sustained or frequent boredom correlates with neurophysiologic changes that impact cognition, memory, social and emotional behavior -- changes that affect school success. Classroom Interventions Notes. Brains and Schools: A Mismatch. 'Growth Mindset' Gaining Traction as School Improvement Strategy.
Published Online: September 10, 2013 Published in Print: September 11, 2013, as 'Growth Mindset' Gaining Traction As Ed. Strategy New Orleans It's one thing to say all students can learn, but making them believe it—and do it—can require a 180-degree shift in students' and teachers' sense of themselves and of one another. While expressions like the "soft bigotry of low expectations" underscore the effects of teachers' and students' mindsets on academic success, it has proved difficult to pin down whether and how it's possible to change those attitudes once established. Nonetheless, attempts to change that dynamic, from targeted interventions to restructured schools, are gaining traction as many states overhaul their curricula to match the Common Core State Standards and incorporate student-growth measures into accountability systems.
Three decades have passed since the Stanford University psychologist Carol S. —Jennifer Zdon for Education Week Those mindsets are self-reinforcing, and Ms. Mr. The 6 Secrets. Express 6.04 - 10 Essential Strategies for Teaching Boys Effectively. 8 Things That Can Make You Smarter. This article originally appeared on Annie Murphy Paul's Brilliant Blog. In “Thirteen Ways of Looking at a Blackbird,” the poet Wallace Stevens takes something familiar — an ordinary blackbird — and by looking at it from many different perspectives makes us think about it in new ways. With apologies to Stevens, I’d like to present different ways of looking at intelligence — eight perspectives provided by the science of learning.
This is a relatively new discipline that’s an agglomeration of cognitive science, psychology, philosophy and neuroscience. Its mission is to apply the methods of science to human endeavors — teaching and learning — that for centuries have been treated mostly as an art. Bottom line: As long as we are conscious, we are always learning. So essentially, all intelligence is situational. (MORE: How to Master Anything, at Any Age) 4. (MORE: How I Overcame My Fear of Technology) 7. Eight Ways of Looking at Intelligence. Big Ideas In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways. With apologies to Stevens, we’re going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning.
A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art. As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and useful perspectives on how we guide and educate young people. 1. 2. 3. 4. Try This: Willpower Experiment for Making Smarter, Healthier Choices. Dr. Amen's Blog |Brain Health and Current Events. Quieter classrooms, halls within Talahi. Deeper Learning: A Collaborative Classroom Is Key.
What's ideal when it comes to collaboration in our classrooms? Here's one coveted scenario: several children gathered at a table engaged in a high-level task, discussing, possibly debating an issue, making shared decisions, and designing a product that demonstrates all this deeper learning. As teachers, we'd love to see this right out the gate, but this sort of sophisticated teamwork takes scaffolding. It won't just happen by placing students together with a piece of provocative text or an engaging task. (Heck, this deeper learning collaboration is challenging for most adults!) In preparing our students for college and careers, 21st century skills call on us to develop highly collaborative citizens -- it's one of the 4 Cs, after all. So how do we begin this scaffolded journey? Establish Group Agreements Deciding on group norms, or agreements, right at the get go will give each student a voice and provide accountability for all.
Teach Them How to Listen Teach Them How To Negotiate. The Visual Workplace, and How to Build It. Terry Duffy At Sur-Seal, a family-owned business in Cincinnati, Mick Wilz used a Lego model to show co-workers what a redesign of the factory floor would entail. I compensated for my reading difficulty by developing superb listening skills. If a teacher explained something, I understood it. I also had excellent spatial skills and was good at designing and fixing things. Somehow I got through school, and luckily the family business, Sur-Seal, in Cincinnati, was there for me when I graduated from high school. We design and fabricate industrial sealing solutions that include gaskets and other components. My father retired in 2004, and now my two brothers and I own the company.
I started working in building maintenance and rose to head of operations in the 1990s. In 2009, as part of a strategic plan, we decided to change our factory layout, which involved moving around our work groups. The process had striking results. Since then, we’ve also become what’s called a visual workplace. Students Are Competent to Show Us What They Need to Learn. What Neuroscience Tells Us About Deepening Learning. Teachers as Brain-Changers: Neuroscience and Learning. Optimizing Young Readers' Brains: Lessons from Neuroscience. Dyslexia Caused By Signal Processing In The Brain.
Research Traces Impacts of Childhood Adversity. Welcome | BrainU. Response: Using 'Brain-Based Learning' in the Classroom - Classroom Q&A With Larry Ferlazzo. A Research-Based Approach to Arts Integration. Lesson Plans and Resources for Arts Integration. How the Arts Unlock the Door to Learning.