This woman learned by observation, but there were some things missing and/or overemphasized. Teachers...use this as an example of "faulty" learning/faulty "teaching".
Monday, December 23, 2019
Friday, December 20, 2019
Learn Coding, Data Science, & UX/UI Design | Flatiron School: The school of the future where students don't pay until they're earning income.
Posted by Sequimarian at 7:57 PM
Friday, October 25, 2019
WIRED: 5 Levels Video Series: 5 Levels - Can everything be explained to everyone in terms they can understand? In 5 Levels, an expert scientist explains a high-level subject in five different layers of complexity— first to a child, then a teenager, then an undergrad majoring in the same subject, a grad student and, finally, a colleague.
Thank you for link, Steve.
Thank you for link, Steve.
Posted by Sequimarian at 9:03 AM
Monday, October 21, 2019
Friday, October 18, 2019
Thursday, September 19, 2019
Inclusion, sometimes referred to as “full inclusion”, is a new talking point for many school districts as they move forward with special education reforms. However, this is by no means a new concept. The Individuals with Disabilities Education Act calls for placing students in the “least restrictive environment” where they will find success utilizing appropriate accommodations and modifications. IDEA laws state that students who have an Individualized Education Plan (IEP), whenever feasible, should receive an education alongside their general education peers. What this looks like in the educational setting varies dramatically from state to state to state, district to district, and even from site to site within the same district. This is for good reason, and actually, is as it should be.
Students with disabilities and disorders vary widely in their abilities: physical, mental, and behavioral. There is no “one size fits all” cure for inclusion. So, what are administrators, teachers, and parents to do? Many states, including the one in which I work, are imploring school districts to adopt these “full inclusion” models whereby students with IEPs, regardless of their abilities, are placed in classrooms alongside their “at grade level” peers. In the majority of cases, when students with disabilities and disorders are with their peers, it is a win-win. When students with an IEP are given supports, such as additional staff and appropriate accommodations, they will often rise to the occasion and make great strides. Students without disabilities and disorders learn tolerance, respect, and experience a boost in self-esteem as they mentor and assist their classmates. However, when communication and collaboration between general education teachers and special education teachers is less than stellar, all students can fall between the cracks and fall farther behind their peers. The argument against full inclusion usually includes the statement that students with an IEP take most of the attention and resources away from the other students.
We can do both: include students with disabilities and disorders and support our general education students so that all students experience success. Through careful, thorough, and thoughtful methodologies, we can write and implement appropriate IEPs enabling students to be with their general education peers in situations and classes where they can find success and receive intensive educational supports in areas where they struggle. We can have special education teachers and general education teachers collaborate and write lessons together that will engage ALL students within the class at every ability level. These lessons will include appropriate differentiations to accommodate the needs of students on IEPs and others. We can pull students out during more difficult lessons to provide them with additional opportunities for instruction, whether they are on an IEP or not. We can give students opportunities to engage in constructive and collaborative conversations where they will grow both in academic ability and confidence. Students with IEPs as well as average students struggle sometimes and all need support in different ways and at different times. We must move past the stereotyped and rigid classifications of students as being in “special education” or being in “general education”, and view them all as students who are capable of learning and achieving. This brings me to my final thoughts.
Oftentimes, when asked “why does Charlie keep getting out of his seat?”, the response I hear is “he is ADHD”. When asked, “why does Natalie look down when you speak to her?”, I hear, “she is autistic”. Another common question is, “why is Billy SO moody and angry?”, to which the reply is, “he is bi-polar”. One of the first lessons I learned in credential school was to use people first language. We would not say, “Kelly is cancer”, or “Bobby is bronchitis” when asked why they are sick. Students are NOT defined by their disorders or their disabilities. Simply changing the statements to “Charlie is a student with ADHD”, or “Natalie has autism” can go a long way to changing the narrative when we discuss students with disabilities and disorders. We then see them as students first, who have struggles and issues with which we can help. Of course, it is vital to understand the whys and hows of incorporating them into our classrooms on a daily basis, but using language that places the disability or disorder before the person perpetuates the stigmas. Through continued collaboration, all stake-holders can help students find success in the educational setting that is most appropriate to their distinct needs.
Vanessa Rogers teaches a special day class at a middle school in Central California. She has a Bachelor of Science in Psychology and obtained her Education Specialist Credential from California State University, Stanislaus. Prior to being an educator, she worked in the school system as a classified employee at a high school for 13 years, managing the attendance office and later as a data entry operator. She has taught special education for 6 years.
I have included some sample IEPs I found on line. Editor.
Article originally published on 21 August, 2019
Posted by Sequimarian at 5:05 PM
Wednesday, September 18, 2019
Bring Back Handwriting: It’s Good for Your Brain - Elemental: Not so long ago, putting pen to paper was a fundamental feature of daily life. Journaling and diary-keeping were commonplace, and people exchanged handwritten letters with friends, loved ones, and…
Friday, September 6, 2019
Distance Learning Without Computers -- Campus Technology: Arizona State University is finding out what refugee farmers in Uganda and online course creators have to teach each other about making do with very little.
Posted by Sequimarian at 9:47 AM
Tuesday, September 3, 2019
Class Central • #1 Search Engine for Free Online Courses & MOOCs: Love to learn? Discover thousands of FREE online courses and MOOCs from top universities and companies on Class Central.
Posted by Sequimarian at 8:19 AM
Thursday, August 29, 2019
Saturday, August 10, 2019
Tuesday, July 23, 2019
Official LSAT® Prep | Khan Academy: Khan Academy, in collaboration with LSAC, has developed the first free and official LSAT Prep program, designed to help you build the skills and confidence you need for test day. Providing a personalized test plan, official LSAT practice tests, thousands of questions and more. 100% free.
Posted by Sequimarian at 8:59 AM
16-Year-Old Haley Taylor Schlitz Got Into 9 Law Schools: This spring, Haley Taylor Schlitz applied to nine law schools and got into all of them. She’s also 16 years old. Here’s how she gets it done.
Posted by Sequimarian at 8:58 AM
Thursday, July 11, 2019
Friday, July 5, 2019
Librarians Share Their Best Book Repair Tips: Book repair got you down? You'll be on your way to becoming a licensed book doctor with these tried-and-true tips from your peers. From prevention to cleaning to repair, these librarians have got you covered.
Posted by Sequimarian at 1:01 PM
Wednesday, July 3, 2019
Teachers Reveal Their "Creepy-Smart" Prodigy Stories: How early is too early to be smart? Some people take the word “genius” to a whole other level—so when does a “prodigy” become “creepy smart”?
Posted by Sequimarian at 3:30 PM
Tuesday, June 18, 2019
Florida School Houses STEAM Labs in Shipping Containers -- SteamUniverse: A college preparatory school in Florida has opened a new STEAM center on its campus using refurbished shipping containers. Maclay School in Tallahassee introduced three student lab centers, each with a different focus.
Posted by Sequimarian at 9:56 AM
Monday, June 17, 2019
Thursday, June 6, 2019
Wednesday, June 5, 2019
Survey: Students Choosing Online Programs Closer to Home -- Campus Technology: In spite of the notion that students could conceivably take online courses from an institution anywhere in the world, two-thirds stick close to home — choosing a college or university within 50 miles of where they live, according to an annual survey of online students done by Wiley company Learning House.
Posted by Sequimarian at 1:37 PM
Tuesday, June 4, 2019
50+ Best Instructional Design Software Tools (2019): Check out this full set of tools for instructional designers to streamline your eLearning course building. [Thank you for link, Susan.]
Posted by Sequimarian at 8:50 AM
Wednesday, May 15, 2019
Test Yourself for Hidden Bias | Teaching Tolerance: Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.
Posted by Sequimarian at 8:25 AM
Friday, May 10, 2019
Tuesday, April 30, 2019
Wednesday, March 27, 2019
Best Sources for Free Digital Textbooks and More -- Campus Technology: To help your students reduce the cost of their education, begin with open educational resources. Many of these textbooks won't cost them anything.
Posted by Sequimarian at 9:26 AM