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  • ADHD and School interventions
    School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies.    Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.    Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).   The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families.    If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).    No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended. 
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
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  • Communicate ideas
    Students must engage in activities where they are able to listen to and communicate effectively with diverse people. Additionally, it is important to be able to recognize and express how diverse people perceive meaning and how this is affected by communication. Take actionStudents must take action to address situations, events, and issues to improve conditions. Additionally, it is important to identify and create opportunities for personal and collaborative actions aimed at improving conditions locally, regionally, or globally.
    By: Scarlet Patrick Erinson
    Thursday, May 27, 2021
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  • Global Education
    Outcomes of Global Education Through global education, students will prepare to thrive and lead change in an interconnected world. Students will engage in dimensions of cultural diversity to reach common understandings and goals. Through a stronger awareness of global issues, students will be able to address today’s greatest challenges and make a difference in the world, both collaboratively and equitably. Global Competence Framework The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.
    By: Scarlet Patrick Erinson
    Thursday, May 27, 2021
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  • Test
    Test Assignment Notebook: Provide the student with an assignment notebook to help organize homework and seatwork.
    By: Elaina
    Thursday, May 27, 2021

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  • Global Education Strategies and Activities
    Preparing students for responsible global citizenship must include strategies and activities that reflect the increasing diversity of today’s global population. The cooperative learning strategy can be incorporated as a global education structure where heterogeneous groups are formed and engage in interactive opportunities. This offers a platform where students can be exposed to diverse individuals, as well as prepared for successful global cooperation and competition. Additionally, a structure of project- or problem-based learning can be employed. The project or problem of focus would be a global concern or issue that is investigated.
    By: Scarlet Patrick Erinson
    Thursday, May 27, 2021
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  • Response Accommodations
    Response Accommodations This micro-credential, one of four in the Accommodations stack, addresses response accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements, and are therefore relevant to students in grades K-12 with disabilities. Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of an accommodation that is likely to benefit a student
    By: Scarlet Patrick Erinson
    Thursday, May 27, 2021
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  • Communication to Support Student Learning in a Digital Learning Environment
    https://aap-testing.dokkuapps.venturit.org/knowledgenetwork/groups/knowledgenetwork/stories/924   test article : The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience.
    By: Lorell Sandi
    Thursday, May 27, 2021

  • Data-driven advertising:
    Users generate a lot of data in every step they take on the path of customer journey and Brands can now use that data to activate their known audience with data-driven programmatic media buying. Without exposing customers' privacy, users' data can be collected from digital channels (e.g.: when the customer visits a website, reads an e-mail, or launches and interact with a brand's mobile app), brands can also collect data from real-world customer interactions, such as brick and mortar stores visits and from CRM and sales engines datasets. Also known as people-based marketing or addressable media, data-driven advertising is empowering brands to find their loyal customers in their audience and deliver in real time a much more personal communication
    By: Sali Hamilton
    Thursday, May 27, 2021

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  • Drink enough water
    It’s common to get a little constipated if you don’t drink enough water. Inactivity, diet changes, illness, and even stress can add to the problem. Constipation usually passes on its own, but you can help move things along with exercise, over-the-counter meds, and of course, water. See a doctor if your constipation lasts for more than a week or two or you have dizziness, bad pain in your belly, or blood in your stool. These could be signs of something more serious. Read more follow : https://www.webmd.com/a-to-z-guides/ss/slideshow-drink-enough-water
    By: Sali Hamilton
    Thursday, May 27, 2021
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  • Online Education
    Even when things like ticket booking, watching TV shows, ordering food is becoming online, education is still behind in terms of online education delivery. Due to the easy availability of internet, the number of internet users is increasing rapidly. The increasing number of Smartphone users is providing a good opportunity to deliver education online.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021

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  • Rescued Animals
    Rescue groups exist for most pet types (reptile rescue, rabbit rescue or bird rescue), but are most common for dogs and cats. For animals with many breeds, rescue groups may specialize in specific breeds or groups of breeds.[1] For example, there might be local Labrador Retriever rescue groups, hunting dog rescue groups, large-dog rescue groups, as well as general dog rescue groups. Animal rescue organizations have also been created to rescue and rehabilitate wild animals, such as lions, tigers, and cheetahs; a job which is normally shared or backed by zoos and other conservation charities. These animals are normally released back into the wild where possible, otherwise they will remain in captivity and may be used in breeding for an endangered species. Widely recognized as an umbrella organization for animal rescue groups, Petfinder.org is an online, searchable database of more than 13,000 shelters and adoption agencies across the United States, Canada and Mexico.[2] The American Kennel Club maintains a list of contacts, primarily within breed clubs, with information on breed rescue groups for purebred dogs in the United States. Animal shelters often work closely with rescue groups, because shelters that have difficulty placing otherwise healthy and pet-worthy animals would usually rather have the animal placed in a home than euthanized; while shelters might run out of room, rescue groups can often find volunteers with space in their homes for temporary placement. Some organizations (such as Old Dog Haven) work with older animals whose age would li
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
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  • The Role of Nonclassroom Spaces in Living-Learning Communities
    Global education and global competence prepare students for the 21st century. Nearly every major issue facing people has a global dimension, from climate change to economics. Schools must prepare students to be globally competent by being able to both understand and act upon issues of global significance. Global education is built upon a foundation of knowledge and understanding but frames learning within the lens of rigorous study. This incorporates investigations, recognizing perspectives, communicating ideas, and taking action. The impact on student learning is great. Research has demonstrated that students who learn content through authentic tasks and real-world experiences are more likely to engage in learning, attend school, and achieve more. Ultimately, students who experience global education are more likely to have a competitive edge when entering the university system or labor force.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, May 27, 2021
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