Classroom Strategies For Inclusion Of Students With Communication And Learning Disorders ContentIntroductionAbout Communications and Learning DisordersParental Suggestions to Give to TeachersIntroduction Teachers in typical classrooms who are faced with students in their classroom who have ADHD (Attention Deficit/Hyperactivity Disorder), SLD (Specific Learning Disability) and/or High Functioning Autistic Spectrum often experience the following feelings. * at a loss for what to do * wanting to pull hair out * overwhelmed * befuddled, confused and dismayed. Every trick of the academic trade teacher have used in the past to contain and direct typical students seem not to work with these students with Communications and Learning Disorders. * What to do? What we know about Communications and Learning Disorders is that: We know that there has been a great deal of coverage on ADHD, Learning Disabilities and Autistic Spectrum on TV, in newspapers, in professional journals and elsewhere in the public eye. * distracted * disorganized * fidgety * impulsive These students are frequently 1.
applicazione per lo storytelling - voideo tutorial e presentazione Cos'è Story Dice? Story Dice è una App per dispositivi mobili Android, iOS, Kindle. In questa video presentazione Luca Raina mostra come si installi e utilizzi. Il funzionamento è molto semplice, basta toccare lo schermo (è la sola operazione che dobbiamo compiere per usare questa applicazione), perché compaiano 9 pittogrammi differenti tra i 108 disponibili. I pittogrammi saranno utilizzati, secondo regole da definire, per costruire una narrazione che potrà poi essere realizzata con il media che preferiamo: scrittura, oralità, web radio, video digitale, scrittura digitale collaborativa, disegni, fumetti, etc. Come installarla? Questo i link per installare Story Dice: Caratteristiche L'app non richiede la lettura, essendo basata su pittogrammi, inoltre non richiede registrazione, può quindi essere utilizzata dai 3 anni in su. La sola cosa essenziale è fissare le regole per selezionare i pittogrammi che dovranno servire per comporre la storia e le altre regole del gioco. Regole del gioco
S.E. Hinton and The Outsiders Create Young Adult Lit | 338: American Literature since 1865–Spring 2012 S.E. Hinton (1948-) S.E. Hinton When S.E. Hinton was born and raised in Tulsa, Oklahoma to a middle class family and parents who she says left her alone with her writing. In 1975, Hinton published Rumble Fish, an adaptation of a 1968 short story she published in her university’s literary magazine. S.E. Today Hinton continues to write and most recently is writing screenplays for Some of Tim’s Stories. The selected reading is from The Outsiders (1995), Penguin Inc. Hinton, 2009 Works Cited Hinton, Susan. S.E. Until S.E. To realize the significance of S.E. 1950s, "juvenile delinquents" begin to be featured in film Original cover art The 1960s saw major cultural change for young people. The Outsiders (1983) With Hinton’s The Outsiders, the Young Adult genre was born and literature for teenagers began its shift from mere popular fiction to true literature. "Go Ask Alice" a so-called problem novel published 1971 Hinton, Susan. Cart, Michael. Miller, Teresa. Hinton, S.E. Gurdon, Meghan Cox. by Bailey
The Inspirational Teacher Series – Nicole Eredics We have started a weekly feature on Special Education Advisor called the “Inspirational Teacher Series“. Our goal is to help SEA readers understand the hard work and dedication educators put forth every day. We also want to highlight the positive experiences of educating our students with a disability. Today is our very first installment of the Inspirational Teacher Series and I couldn’t think of a better person to start with than inclusion specialist, Nicole Eredics. 1. Nicole Eredics 2. Bachelor of Education, Elementary Concentration 3. Dedicated and passionate about the things I love – my family, my work and my life! 4. www.theinclusiveclass.com 5. 18 years 6. Inclusive classrooms from grades K-7 7. Universal Design for Learning, RTI, Assistive Technology, ABA and a variety of other accommodations/modifications as outlined in IEPs. 8. 9. 10. I have an organized and proactive approach to teaching. 11. 12. Through formal and informal meetings, emails, phone call and notes. 13. 14. 15. 16. 17.
Ditch the grammar and teach children storytelling instead | Life and style A report in the Times has quoted a secondary school teacher who complained that their year 7 intake no longer knew how to tell a story. “They knew what a fronted adverbial was, and how to spot an internal clause, and even what a preposition was – but when I set them a task to write a story, they broke down and cried,” reported the teacher. The fact that no importance is placed on storytelling makes me very frustrated not only because it puts so little value or emphasis on children’s creativity, but also because storytelling is more than simply an art – it is a crucial skill for life and commerce. Politicians should know this better than anyone. What is “Vote for us and the country will be strong and stable” if not a story? This reluctance to teach story-writing is because of a fundamental misunderstanding. I know that, because I teach it – albeit at an adult level. For stories to work, a whole array of measurable principles can be applied. @timlottwriter
Meridian Article: Virtual Circles Inquiry Question Will merging technology (on-line discussion board) with Socratic or Paideia seminars assist my students, especially the lower skilled ones, in enhancing their book discussions, their visualization of the text, and their overall engagement with the material? Introduction This inquiry project is about a fusion of three distinct strands: technology, reader response theory, and Socratic seminars. I have many lower-skilled students, many of whom may not attain the required "threes" to be promoted to the eighth grade. And then I read Wilhelm's (1997) You Gotta Be the Book. Centers: Effective Structures for Differentiation Photo by Woodley Wonder Works This article is written by Katie Haydon, founder of Ignite Creative Learning Studio. Learn more about Ignite at IgniteCreativeLearning.com or the Ignite Facebook page. Do you use centers in your primary classroom? If yes, you love them and can’t imagine life without them. Centers are an excellent tool for differentiation that will free you up to work with small groups of students, whether gifted, high-achievers, or those needing extra help. Centers, in my opinion, go beyond mundane and standard worksheet tasks. Though centers can be used at any time in the year, some teachers like to wait at least a week or two, and sometimes six weeks into the school year to implement them so that they can gain a greater understanding of their students and be confident that they are ready to follow protocol. One issue with large numbers of students in small rooms may be space.
Risorse per la narrazione - 3 Ultimo post in cui termino la pubblicazione delle edizioni della mia video rubrica dedicata alla segnalazione di risorse e strumenti per la narrazione digitale (e non). Risorse per lo Storytelling Digitale GNAM è una video rubrica nutriente per la segnalazione di risorse e strumenti sulla Narrazione Digitale che ho realizzato per scherzo durante un corso di formazione sul tema del Digital Storytelling per l'insegnamento. L'acronimo, in cui la "G" non vuol dire nulla e il resto "Narrazione Agglutinata Multimediale", oltre che nascere dal disgusto per la sindrome acronimica, voleva indicare il valore nutritivo delle risorse offerte ma anche il fatto che la narrazione è ciò di cui ci nutriamo e quella forma di pensiero e discorso che costituisce il collante (agglutinare) della nostra cultura e delle nostre esistenze. In ogni edizione di GNAM vengono sinteticamente presentate diverse risorse e proposti link di approfondimento o video tutorial. Gnam Melanzana Gnam Bianco e Nero
Harper Lee's To Kill a Mockingbird: Profiles in Courage Activity 1. History and cultural milieu of the deep South in 1930s America—an Introduction Use of the Internet, an LCD player, and speakers will be useful. Before beginning the novel, the students should read in class The Need for Change section of the EDSITEment-recommended We Shall Overcome: Historic Places of the Civil Rights Movement for general background information on what life was like for an African American living in the south under Jim Crow laws. In addition to this site, the class should also examine Remembering Jim Crow from the Edsitement approved History Matters website History Matters. Both Remembering Jim Crow and We Shall Overcome will help students get a sense of the world Harper Lee describes in To Kill A Mockingbird. Questions to Consider During Class Discussion: Define Jim Crow. Activity 2. Students should use dictionary.com, a resource available through EDSITEment-reviewed Internet Public Library, to look up both "moral" and “courage.” Activity 3. Activity 4.
DSP | Teaching Students with Disabilities Mission of the Disabled Students' Program Responsibilities of the Disabled Students' Program Responsibilities of the Instructor Responsibilities of the Student General Suggestions on Teaching Students with Disabilities Teaching Students with Autism Spectrum Disorders Teaching Students with Chronic Illness or Pain Teaching Students Who are Deaf or Hard of Hearing Teaching Students with Learning Disabilities Teaching Students with Attention-Deficit/Hyperactivity Disorder Teaching Students with Limited Manual Dexterity Teaching Students with Mobility Impairments Teaching Students with Psychological Disabilities Teaching Students with Speech Impairments Teaching Students with Visual Disabilities How DSP Can Assist Instructors at UC Berkeley Mission of the Disabled Students' Program A note about our usage of the words "disabled" and "disability": In law, University policies, and common parlance, terms like "disabled" and "disability" have a variety of meanings, many of which are contextual.
Bottega Didattica Proseguo con la pubblicazione delle edizioni della mia video rubrica dedicata alla segnalazione di risorse e strumenti per la narrazione digitale (e non). Risorse per lo Storytelling Digitale GNAM è una video rubrica nutriente per la segnalazione di risorse e strumenti sulla Narrazione Digitale che ho realizzato per scherzo durante un corso di formazione sul tema del Digital Storytelling per l'insegnamento. L'acronimo, in cui la "G" non vuol dire nulla e il resto "Narrazione Agglutinata Multimediale", oltre che nascere dal disgusto per la sindrome acronimica, voleva indicare il valore nutritivo delle risorse offerte ma anche il fatto che la narrazione è ciò di cui ci nutriamo e quella forma di pensiero e discorso che costituisce il collante (agglutinare) della nostra cultura e delle nostre esistenze. In ogni edizione di GNAM vengono sinteticamente presentate diverse risorse e proposti link di approfondimento o video tutorial. Nel box descrittivo del video a…
Life in the Middle Ages in the Best Children's Books The following books about life in the Middle Ages are sure to be a hit! The knights, the castles, the princesses, the jousting tournaments...it all adds up to a very exciting historical period. I clearly remember learning about the Middle Ages when I was in seventh grade. It was all so fantastical thatI was actually skeptical that it really did happen. Below are some of the best children's books about life in the Middle Ages, about castles and knights and princesses, etc. These books are for 6th grade, 7th grade, and/or 8th grade. Do you know of a good children's book about life in the Middle Ages? Go -from- Life in the Middle Ages -to- World History BooksGo -from- Life in the Middle Ages -to- the Best Childrens Books homepage