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What is dyslexia? - Kelli Sandman-Hurley

What is dyslexia? - Kelli Sandman-Hurley
At the beginning of the video you had the opportunity to experience what it feels like to struggle through a written text. Dyslexia for a Day: A Simulation of Dyslexia is a kit with five simulations that can be implemented by anyone. Here is the writing simulation in full. Related:  Teaching EnglishListeningPathologies-Diagnostics

Get students learning by MAKING quizzes instead of TAKING quizzes. – EDTECH 4 BEGINNERS QuizPedia is a fun and engaging learning tool that can be used in primary education and onwards. And it’s free! How is it different to a typical quiz making tool? Quizzes aren’t new to the classroom but QuizPedia’s approach is. We flip the tables and transfer the task of making quizzes from teachers to students. Tests and quizzes are traditionally made and administered by teachers or schools to test student performance and development. This makes them co-creators of knowledge; it strengthens their ICT skills and scaffolds their learning. Why quizzes? In order to create their own multi-modal quizzes students must be able to research, evaluate and validate information and they must distil their knowledge down to a few key questions. What do I know about this? Quizzes also forces students to think about alternative and plausible wrong answers. Studies show that the quality of the students’ work improves when they know that others (besides the teacher) will see and use what they produce.

Why sitting is bad for you - Murat Dalkilinç Stop! Before Digging Deeper, go take a quick walk, get moving a bit and then come back! I promise you will feel better and perhaps even learn more! Welcome back! Is there a link between lack of movement coronary heart disease, diabetes, and stroke recovery? The human body is designed for movement, and our skeleton includes 360 joints. Are you thinking about your lifestyle and what you spend your day doing? Haut Potentiel Surdoué » Pour en finir avec les mythes sur la douance Test QI gratuit - Test psychotechnique - Tests de QI gratuits Why marking your students’ books should be the least of your priorities 1. Introduction Never, as in this day and age, secondary schools in the UK have made such a big fuss about the importance of marking student books and never has giving feedback been so tiresome and time-consuming for teachers. Based on the intuitively compelling notion – supported by recent research claims by the likes of Hattie – that a more cognitively demanding student involvement in the feedback-handling process significantly enhances learning, Modern Language teachers are now asked in many cases to place marking at the top of their priorities and engage in elaborate corrective approaches. The trending remedial methodology prescribing a conversation-for-learning approach to marking, whereby the feedback unfolds in the form of a dialogue between corrector and correctee, book-marking has become a very taxing process for both parties but especially for teachers. 2. 3. The obvious answer is ‘No’ as students and parents do demand we correct. (1) the student must understand the correction;

Can you guess where people are from based on their accents? Most of Georgia O’Keeffe’s work is in storage. Nearly half of Pablo Picasso’s oil paintings are put away. Not a single Egon Schiele drawing is on display. Since the advent of public galleries in the 17th century, museums have amassed huge collections of art for society’s benefit. To paint a picture of these curatorial decisions, Quartz surveyed the holdings of 20 museums in 7 countries, focusing on the work of 13 major artists. Counting masterpieces Much of the world’s great art is housed in the vast archives of museums with limited display space. Museums don’t usually report what portion of an artist’s work they have on display. We surveyed a wide range of museums, including some of the world’s largest, like New York’s Metropolitan Museum of Art, Washington, DC’s Smithsonian National Gallery of Art (NGA), and Saint Petersburg’s Hermitage Museum. Lacking complete data, we chose instead to search the collections for individual artists of particular renown. Into the vault Methodology

La Dyspraxie : caractéristiques et profil de l'enfant dyspraxique  La dyspraxie est un dysfonctionnement neuropsychologique non verbal qui toucherait environ 6% des enfants de 3 à 5 ans. L’exécution motrice d’un geste intentionnel est perturbée alors qu’il n’y a pas de retard mental, de handicap moteur visuel ou auditif, de trouble du développement psychoaffectif ni aucune atteinte lésionnelle sur le plan neurologique. On connait mal les causes de la dyspraxie. Les gestes de la vie quotidienne sont pour la plupart des gens réalisés sans problèmes. Certains enfants vont être en difficulté, voir en incapacité de coordonner leurs gestes, c'est-à-dire de les planifier en séquence. Différents types de dyspraxie Le profil de l’enfant dyspraxique De 0 à 4 ans Chez le nourrisson, la motricité globale reste acquise de manière globale dans des délais normaux. Sur le plan des activités domestiques quotidiennes, le jeune enfant dyspraxique se présente souvent comme maladroit : il casse ses jouets par inadvertance, bouscule les meubles et parfois peut tomber seul.

Le TDAH expliqué aux généralistes par un généraliste TDAH Mieux comprendre les enfants qui n’arrivent pas à se concentrer sur leurs devoirs et/ou qui ne tiennent pas en place La Haute autorité de santé vient de publier une recommandation concernant le TDAH chez l’enfant et notamment son dépistage par les médecins généralistes. TDA/H est l’acronyme du Trouble Déficitaire de l’Attention avec ou sans Hyperactivité [1]. La formation universitaire initiale de la majorité des médecins actuellement en exercice ne comportait pas de cours sur le TDA/H. C’est quoi ce truc ? Plus personne de sérieux n’assimile le TDAH à une maladie, d’où ce nom ambigu de "trouble" [2]. La grande majorité des enfants diagnostiqués TDAH n’auraient pourtant aucun problème dans une société primitive, ou s’ils bénéficiaient d’un apprentissage individuel et personnalisé. Il n’y a pas de frontière entre le TDA/H et la "normalité". Voici une représentation graphique de l’impact négatif des trois composantes du TDA/H sur les autres aptitudes scolaires de l’enfant. Notes

Introducing Reported Speech Statements,Questions and Orders in a Different Way This week’s post was not supposed to be a grammar post, it just so happened to turn out like that. Come to think of it, I have been teaching lots of grammar lately so I shouldn’t be surprised if my brain is filled with ideas for grammar teaching. If I want my classes to be different from the ones I had when I was studying English at school (teacher-centred and book-centred), I cannot introduce all those digital tools I’m so keen on using and then go and spoil it all by asking students to read straight from a photocopy when it comes to grammar. I’m not saying it’s the wrong way to go about it, I’m just saying it’s not the way I teach or the way I’d like to be taught. Admittedly, grammar is grammar, but can we make it a bit more appealing to our students? Reported speech is probably one of my favourite grammar points and this is how I have introduced reported speech statements, questions and orders in my classes this week. To introduce statements I often use quotes from famous people.

Eating insects Presenter: Every resort town in the US has a candy store, but one store in Pismo Beach, California, goes beyond the usual taffy and caramel apples. If Hotlix has its way, Americans will be snacking on everything from caterpillars and cockroaches to mealworm-covered apples. Larry Peterman is a candyman on a mission. For more than a decade he’s been promoting a valuable food source that most Americans find revolting. Larry Peterman: In our culture, from the time that we’re really small, we’re taught to avoid insects. This has got a good cricket in it! Presenter: But kids aren’t the only ones munching on bugs. Advocates of insect-eating like to note that it’s environmentally sound. Waiter: Welcome, welcome, welcome! Presenter: Unlike Larry Peterman, who celebrates them at his dinner parties. Larry Peterman: We’ve just finished preparing a cricket cocktail. OK, folks, here’s the first course! While you’re enjoying this, I’m going down and I’ll get your next course. Larry Peterman: OK!

La maladie de ceux qui ne reconnaissent pas les visages LE MONDE | • Mis à jour le | Par Guillemette Faure Quel est le point commun entre Brad Pitt et Philippe Vandel ? Ils sont incapables de se souvenir de l’apparence d’une personne qu’ils ont déjà rencontrée. On est patient avec les dyslexiques, on s’amuse des personnes qui n’ont pas le sens de l’orientation. Mais les gens qui ne savent pas reconnaître ceux qu’ils ont déjà rencontrés ne font l’objet d’aucune compassion. A l’école, personne ne teste votre capacité à reconnaître les visages. C’est d’ailleurs pour essayer de comprendre ce superpouvoir – logé dans la région occipito-temporale droite du cerveau – que les chercheurs s’intéressent à ceux chez qui cela ne fonctionne pas. Des hommes interchangeables Parmi les cas célèbres, celui de Jane Goodall, spécialiste des primates — avec les singes, elle ne s’en sort pas mieux, mais ils prennent moins la mouche. Des stratégies compensatoires Les effets de mode n’arrangent pas les prosopagnosiques. L’entourage s’adapte