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Principle I. Provide Multiple Means of Representation

Principle I. Provide Multiple Means of Representation
Click to Get the Guidelines! Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. Guideline 1: Provide options for perception Checkpoint 1.1 Offer ways of customizing the display of information In print materials, the display of information is fixed and permanent. Tell Me More! Suggested citation Related:  trainingTraining Professionals

CSEFEL: Center on the Social and Emotional Foundations for Early Learning Using Classroom Activities & Routines as Opportunities to Support Peer Interaction T. Bovey • P. Strain This What Works Brief is part of a continuing series of short, support young children’s social and emotional development. easy-to-read, “how to” information packets on a variety of They include examples and vignettes that illustrate how evidence-based practices, strategies, and intervention practical strategies might be used in a variety of early procedures. The Briefs are designed to help teachers childhood settings and home environments. Children with and without disabilities often lack key social skills necessary for success in preschool and later in life. Why Is It Important to Create Opportunities to Support Peer Interactions? Throughout the day, there are many opportunities to include peer interactions unobtrusively in ongoing routines within preschool and child care settings. In Ms. How Are Activities and Routines Used as Opportunities to Support Peer Interaction? Brown, W.

Iris | Differentiated Instruction: Maximizing the Learning of All Students This Module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning profile—that influence learning. Work through the sections of this Module in the order presented in the STAR graphic above. View Module Outline If you want to learn more about how to navigate an IRIS Module, please view our Navigating an IRIS STAR Legacy Module video. In-depth information about the adult learning theory on which our Modules are based is available on the IRIS & Adult Learning Theory page. Copyright 2016 Vanderbilt University.

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!

TACSEI Welcome to the TACSEI Teachers and Service Providers Community. Here you will find information and select resources that have been compiled specifically with the needs of teachers, caregivers and service providers in mind. Just as a community changes and grows over time, so will this page as new interactive elements and resources are created and added. (NOTE: You may need to download the latest version of Adobe Reader for the pdf documents.) Tools Creating Teaching Tools for Young Children with Challenging Behavior This product is made up of a variety of tools including handouts, worksheets, techniques, strategies, visuals and other materials that assist teachers in creating a plan to support young children who are having challenging behavior. Team Tennessee has developed additional routine-based guides for teachers and families. Backpack Connection Series The Backpack Connection Series includes handouts in four categories: Addressing Behavior Emotions Routines and Schedules

UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. Learn more about the UDL Guidelines: Three primary principles guide UDL—and provide structure for the Guidelines:

Principle II. Provide Multiple Means of Action and Expression Click to Get the Guidelines! Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential. Guideline 4: Provide options for physical action Checkpoint 4.1 Vary the methods for response and navigation Tell Me More! Checkpoint 4.1: View examples and resources CAST (2011).

Executive Function Part Three: The development of executive function across the lifespan By Philip David Zelazo, PhD This is the third feature of a multi-part series on the topic of executive function. Dr. Executive function improves considerably in early childhood. In a recent study, three-year-old children were asked to help an experimenter decide: Should she have one candy now or several candies when it was time to go home? Of course, this general phenomenon is hardly restricted to the preschool period. Rebels without a cause Difficulties with executive function may provide valuable insights into the problems children face as they develop through the school-age years, but the importance of executive function is perhaps especially clear during adolescence, which the paediatrician Ron Dahl defines as “that awkward period between sexual maturation and the attainment of adult roles and responsibilities.” Some possible consequences of poor executive function in adolescence Measuring adolescent executive function in the laboratory The rise and fall of executive function

IEP Goal Bank This IEP GOAL BANK is the place where you can "deposit" your own IEP goals/objectives and "withdraw" the goals/objectives contributed by others. Few things cause more angst in our profession than writing IEP goals/objectives! One way to simplify the process is to use the template below. If all sections of this template are filled in, then your goal/objective is measurable. IEP Goal/Objective Template: From a baseline of ___, the student will.... perform a specific skill a specified number of times under specified conditions at a specified level of achievement for a specific length of time. For example: From a baseline of 55% at the single word level, Joey will... correctly produce an /s/ in the initial position of 25 words from his classroom curriculum after highlighting those sounds as a visual reminder in 8 of 10 trials (80% accuracy) for three consecutive therapy sessions. IMPORTANT NOTE: You will likely NOT be able to use these goals/objectives "as is." 3. 4. Fluency Goals: I. II.

Et si les neurosciences pouvaient aider le changement ? #neuroscience par @ceciledemailly 01net. le 20/08/12 à 10h15 © © 2009 SanFranAnnie, Flickr Cet été, je déjeune en terrasse avec une amie, l’une des gourous 2.0 d’une multinationale française, et nous parlons conduite du changement (oui, oui, même en terrasse l’été). Mais lors d’un changement stratégique important, aucune entreprise ne peut se permettre d’approcher individuellement tous les employés concernés, sans parler des clients, partenaires et autres intéressés. Comme je vais intervenir lors de la session « Changement organisationnel et neurosciences » au Neuroleadership Summit à New-York en octobre, j’ai demandé à mon amie pourquoi, à son avis, en France de nombreux responsables en entreprise sont perplexes par rapport aux neurosciences, alors qu’outre-Atlantique l’intérêt va croissant. Du coup, j’aimerai profiter de ce billet pour revenir sur quelques idées reçues. Les neurosciences : des binocles plutôt qu’une baguette magique Les différents « étages » du cerveau face au changement (5) Fornette, M. Cécile Demailly

الصفحة الرئيسية إنشاء شبكه وطنيه للرصد الزلزالي تشمل كافة أرجاء المملكة وتسجيل النشاط الزلزالي ومتابعته في منطقة شبه الجزيرة العربية والمناطق المجاورة لها ــ إجراء البحوث والدراسات المتعلقة بالزلازل ، تصنيف المناطق طبقا للإحداث الزلزالية لتحديد الإخطار المحتملة، توفير معلومات عن المغناطيسية الأرضية والجاذبية في المملكة، تدريب طلاب الجامعة وغيرهم من المختصين في الجيوفيزياء والجيولوجيا، تقديم الخدمات الاستشارية للقطاعين العام والخاص وإجراء البحوث والدراسات المتعلقة بالزلازل وتحديد مكان الخطورة الزلزالية على مستوى المملكة بالدقة المطلوبة والتنسيق مع الجهات المعنية لعمل مواصفات قياسيه للمباني المقاومة لإخطار الزلازل ويصدر المركز نشره شهريه وتقرير سنويا عن المعلومات الزلزالية وترسل إلى الجهات العلمية داخل المملكة وخارجها . 1- Al-Amri,A.M., Schult, F.R., and Bufe, C. (1991). Seismicity and Aeromagnetic Features of the Gulf of Aqabah Region”. J. of Geophysical Res.

Institute for the Family Director: Martha Edwards, PhD The Center received, in partnership with Kingsbridge Heights Community Center, a grant of $140,000 from the Office of Head Start. The grant will enable the Center to bring Bright Beginnings and Personal Best, the parenting curricula developed by the Center’s Director, Martha Edwards, and Associate Director, Judy Grossman, to Kingsbridge’s Early Head Start. Not only will staff be trained to offer Bright Beginnings (for parents with their infants and toddlers) and Personal Best (an adult development curricula for parents only) to the 40 families in their “Baby School” program, Center faculty Yolanda Martinez and Barbara Russek will provide intensive on-site coaching to all staff to bring the principles of these curricula into home visits with families and to staff in 16 family day care programs serving 100 families. The major initiatives include: Community based prevention programs for at risk families: Parent education presentations and discussion groups:

How Teachers Can Use Video Games In The Humanities Classroom Part 12 of MindShift’s Guide to Games and Learning. We often think about game-based learning as if video games can become robotic teachers. In the same way that software file systems have created more flexible and efficient file cabinets, we imagine that video games can make great instruction more scalable and accessible. In the same way that email, text messages, and social media have provided more efficient methods of communication, we imagine that digital analytic systems will streamline assessment. These things are true. Erin Scott While digital games will certainly never replace a great teacher, they are tools that can help teachers do their jobs more effectively. But let’s approach video games in a different way. At the moment, there’s far too little critical examination of video games happening in school. On the contrary, video games may be indicative of a shift in the way we construct narrative. How can we be more cognizant of the implicit messaging in video games? Related

St. Patrick's Day activities for kids :: Leprechaun's play dough By Cathy James on February 25th, 2014 I’m not completely sure that real leprechauns like play dough, but these St. Patrick’s Day activites for kids are lots of fun! St Patricks Day activities for kids :: Leprechaun’s play dough! For a fun St. We added in some gold coins and the children discovered they were great for printing and making patterns. The children also made their own gold coins from the play dough. The dough is so soft and squishy that it’s a delight to play with. You know leprechaun’s like to keep careful watch over their gold, so no-one steals it, right? A whole year’s worth of play dough activities Do you love play dough? More St. For some more St. And our rainbow sensory tub and colour sorting ideas.

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