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Student-Created ReviewsStudent-Created Reviews Student-Created Reviews Students can create ways of reviewing previously taught content. For example, they may create questions and answers for a card game such as Go Fish or Concentration. Frequent Redirection: Learning partners can be assigned to help each other stay ontask. Transition Buddies: Transition buddies are helpful for students with ADHD whohave trouble refocusing their attention as they transition from one academic lesson tothe next. Further, verbal or nonverbal teacher cues signaling upcoming transitionshelp prepare students for changes in activities or lessons. Seating Arrangements: Seat the student with ADHD away from distractions and close tothe teaching action.o Place the student in close proximity to instruction so the teacher can monitor thestudent’s work.o Place the student by peers who are attentive workers.o Place the student away from distractions such as windows, the pencil sharpener,the door, and other high-traffic areas.o Add distance between student desks.By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021CULTURE AND SOCIETY
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Self-Correction Opportunitieshttps://youtu.be/HndV87XpkWg Self-Correction Opportunities Students use calculators or a key provided by the teacher to check their answers.Learning Games Students play board games that reinforce skills such as sight vocabulary, phonics, grammar rules, and basic math facts.By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021WATER, ENERGY, AND THE ENVIRONMENT+1
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The diagnostic term attention deficit/hyperactivity disorderThe diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021CULTURE AND SOCIETY
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ADHD and School interventionsSchool 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 MhetreThursday, May 27, 2021AGRI-FOOD SYSTEMS+1
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Communicate ideasStudents 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 ErinsonThursday, May 27, 2021HEALTH AND NUTRITION+1
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Global EducationOutcomes 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 ErinsonThursday, May 27, 2021HEALTH AND NUTRITION+1
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TestTest Assignment Notebook: Provide the student with an assignment notebook to help organize homework and seatwork.By: ElainaThursday, May 27, 2021CULTURE AND SOCIETY
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