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.
Wikis for Everyone - Wikispaces Spiky or Soft – Protection and Connection Perhaps self evident: When people are hurt or scared, we often protect ourselves by becoming spiky or hard – creating a shell or a wall. As we shut down our feelings to prevent more distress, we shut down not just the painful feelings but all feelings. As the spikes get sharper, the walls higher, we shut out not just the source of threat but everyone else. In those times we have a choice — to be protected, isolated, and numb vs vulnerable, open, and vibrant. While the latter sounds more obviously rich, it’s not a trivial risk. When we “know” that the world is dangerous and people are “going to” hurt us, vulnerability isn’t an easy choice. The paradox is that no matter how sharp the spikes nor high the walls, we’ll never be safe that way. What’s the first step? Related About the author - Joshua Freedman Joshua is one of the world’s preeminent experts on developing emotional intelligence to create positive change.
Tips for Writing Instructional Objectives - Bloom's Taxonomy Job Aids I am so delighted to see this post that includes Bloom's Taxonomy Wheels by ZaidLearn. I always find that it's far easier to design materials using these wheels than it is to see the verbs/products in lists. Many instructional designers can benefit from these job aids when trying to find the right action verbs for their objectives. Source: Source: Source: Bloom’s digital taxonomy. Have fun, designers! Drawing tool - DrawIsland Glossary of Terms Glossary Terms: Behavioral Intervention Behavioral Contracts. A behavioral contract is a written document between an instructor and student which specifies: (a) expected behaviors; (b) positive and negative consequences; and (c) time frame of the contract with review dates. Curriculum: Appropriate and Motivating. Daily Schedule. Data Collection. Differential Reinforcement. Environmental Engineering. Functional Behavior Assessment. Group Reinforcement Response Contingency. Home Notes. Instructional Pacing. Parent Conference. Positive Reinforcement. Positive Responses. Precision Commands. Specialized Equipment. Staff Training. Supervision. Token Economy.
Tagxedo - Word Cloud with Styles Info-Base Glossary Antecedent An event that occurs prior to the target behavior. A child smiles every time her mother peeks over the edge of her crib, so the mothers peeking is antecedent to the child's smiling. Aromatic contingent aversive The use of a noxious odor held under the students nose immediately following an undesired behavior. Some examples of aromatics are crushed garlic, ammonia, and cigarette smoke. Before or after school detention A school intervention which is administered outside of the school day, where by a student reports to a supervised study hall for an assigned period of time (usually thirty minutes to two hours). Behavioral contracting Behavior contracts are written documents, mutually agreed upon, between teachers and students (and other individuals if needed) which specify expected behavior, positive and negative consequences, time frame of the contract and review dates. Behavioral momentum A procedure used to increase compliance. Response Any observable behavior.
TeacherTube - Teach the World | Teacher Videos | Lesson Plan Videos | Student Video Lessons | Online Teacher Made Videos | TeacherTube.com Facilitating Social and Emotional Skills Through Tech It all begins with relationship. We hear educators say this over and over, but do we really believe it? Do our actions support our words? After an unbelievable, engaging conversation I had with others at ISTE12 SocialedCon, I know that there are many passionate educators ready to go forth and make the changes we so desperately need in education. Super Session The session, which I co-facilitated with Jackie Gerstein Ed.D, was about the benefits, both hidden and explicit, of using technology to facilitate social and emotional learning. Jackie began the session introducing the topic and asking that we tweet with the tag #SELtech. The conversation gained momentum with remarks about how technology, particularly in social media, is sometimes cited as a place where people demonstrate poor social skills. Immediately, hands popped up with participants wanting to share about the positive power of technology in breaking down barriers to learning. Teachers as Guides I saw this tweet from him later:
Super Teacher Tools Integrated Emotions: Rethinking the way we evaluate our feelings What does it mean to feel, and why does it happen? Today, most people see emotions as “good” or “bad” — which leaves us in a constant state of internal struggle against our own feelings. Is there another option? Imagine the “archetypal” child and parent; let’s take a boy, about eight years old. What is the parent’s typical reaction? Dismissing Feelings Perhaps asking a question, perhaps comforting, but more likely dismissing: “Stop crying honey, it’s not that big a deal.” What did the child just learn about these feelings? What have you learned about these kinds of feelings – feelings like anger, fear, hurt, or jealousy? Around the world, people have told me much the same thing: Those are “negative” feelings. So, the natural, reasonable, response to something bad? What about embracing it? In the last 14 years of teaching about emotions as a driver for positive change, I’ve come to consider that this vilification of our own emotion is the single biggest obstacle to emotional intelligence. 1.
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