Helping Shy Students All teachers have had shy students in their classroom. These children are the ones who keep to themselves and quietly complete their work, often hiding from the attention of the teacher or their classmates. However, some of these children are not just shy or quiet but may have social anxiety disorder. How do teachers know if a student is suffering from social anxiety? Disproportion—Is the stress unrealistic for the situation? What specific behaviors should teachers look for in the classroom? Teachers can make important observations that can help to identify a child who is suffering from social anxiety. In order to alleviate their anxiety, most children with social anxiety try to actively avoid anxiety-producing situations. It is important to realize that teachers and parents can play a role in unwittingly fostering this avoidance. What can be done to help students with social anxiety? There are three components that can be targeted to decrease the social anxiety a child experiences.
Anderson and Krathwohl - Bloom's Taxonomy Revised - The Second Principle Understanding the New Version of Bloom’s Taxonomy ©Leslie Owen Wilson (2016, 2013, 2005, 2001) Contact Leslie A succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively Background: Who are Anderson and Krathwohl? Here in the United States, from the late 1950s into the early 1970s, there were attempts to dissect and classify the varied domains of human learning – cognitive (knowing, or head), affective (emotions, feelings, or heart) and psychomotor (doing, or kinesthetic, tactile, haptic or hand/body). While all of the taxonomies above have been defined and used for many years, there came about at the beginning of the 21st century in a new version of the cognitive taxonomy, known commonly before as Bloom’s Taxonomy. The Cognitive Domain: The following chart includes the two primary existing taxonomies of cognition. Taxonomies of the Cognitive Domain Table 1.1 – Bloom vs. (Diagram 1.1, Wilson, Leslie O. 2001) Sources:
College-Wide Learning Outcomes - NorQuest College | Edmonton, Alberta NorQuest College is a unique and inclusive post–secondary institution that serves individuals and communities by functioning as a catalyst for change through learning. College–wide learning outcomes reflect the essential skills, abilities, and attitudes that NorQuest promotes in its programs and culture. Students, faculty, and staff have opportunities to progress in these areas–to enrich their learning experience, to benefit the workplace and community, and to effect transformative change in their lives. Creative and Critical Thinking The thinking process requires learners to analyze, create, and reflect as they broaden their knowledge and enhance their reasoning skills. Acquire and implement study and learning skills. Inclusive Culture Learners will appreciate the rich and diverse manner in which individuals from various backgrounds enhance our overall culture and environment, and will show this in the following ways: Community Citizenship Communication and Collaboration
Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock Bloom's and SAMR: My thoughts
Become an Anti-Earthquake Designer! Week 1 Set up groups - remember that you are working together as a group, so you are all responsible for the work. If you can not work together as a group, a new group will be created. Design your model and discuss your plans with your classmates. Some websites you may want to check out prior to designing: Building Safer Structures - USGS website Quake: Safer Structures, Engineering, and Building Codes - USGS Website General Earthquake Links Sketching Techniques - Sketching Practice - Monmouth Regional High School Linear Design Process - Monmouth Regional High School Dimensioning - Texas Trade & Industrial Teachers Powerpoint - Microsoft.com Multiview Drawing - California Engineering & Technology Alliance Together you should start designing a building that you think will withstand earthquake testing. Keep in mind that you will only be able to use the following materials in the actual construction of your building. Up to 200 small popsicle sticks Up to 200 large popsicle splints Glue Week 2
Johns Hopkins University: New Horizons for Learning Welcome to New Horizons for Learning - a leading web resource for identifying and communicating successful strategies for educational practice. The Johns Hopkins School of Education does not vet or endorse any information contained on the New Horizons website. Information posted on New Horizons prior to January 1, 2014 can be repurposed as long as the repurposing party provides attribution to the original author of the material being used. Information posted on New Horizons after January 1, 2014 is considered open access information and can be repurposed without attribution to the original author. Our first journal issues feature articles on neuroscience, creativity, counseling, technology, data-driven decision making, museum education, arts integration, special education, early education, cultural literacy, action research, Universal Design, international exchange programs, higher education, teacher preparation and more: New! Vol.X No. 2, Special Edition: Focus on Autism Vol. It's Here!
Why did the Templars mark this mysterious spot on the map? - BBC Reel Delve into the myths and legends that surround the mysterious Knights Templar. The Templars' mystical 'place of power'The hermitage of San Bartolomé was built by the Templars in a very specific spot.Now Playing A Templar town's underground twinUnder the hill town of Osimo lies a network of tunnels and chambers mysteriously connecting the city's palaces.Watch now HistoryThe secret 'Vatican' of the TemplarsSome of the most powerful members of the Knights Templar were buried at The Church of Santa Maria do Olival.Watch now HistorySintra's mysterious 'inverted tower'BEST OF 2019: Quinta da Regaleira's 'inverted tower' celebrates Portugal's Templar past.Watch now
Wilfrid Laurier University - Teaching Support Services - Quality Assurance Office - Learning Outcomes One of the most significant changes to the Laurier’s revised (2011) Institutional Quality Assurance Procedures (IQAP) is the focus on program-level learning outcomes. The articulation of learning outcomes at the program level has now been integrated into the new program development, curriculum change and the cyclical review processes at Laurier. The centrality of learning outcomes within these templates and processes reflects a provincial, national, and even global movement in higher education towards outcomes-based curriculum development and assessment. A program-level learning outcome can be defined as a statement that articulates what a graduate of the program should be able to know and/or do upon completion of their degree. The terms outcome and objective are often used interchangeably, but each term implies a different level of measurability and specificity. The following illustrates the difference between a more general program objective and a student-focused learning outcome.
6 Thinking Hats For Kids - Free-Guided-Reading.com - Read a book today Absolutely fantastic!!!! I can’t reiterate how this has helped me with my lesson tomorrow during World Book Day! Thank you so very much. (Nicola – about Room on the broom worksheets) There are 6 Thinking Hats For Kids. Every book I work on will appear both as a link such as the Magic Train link at the top of each page and also as daily posts. Please leave a message at the bottom of this (or any other page) to tell me what you think of these resources. How many times have you heard of a parent spending a fortune on books from a book club and admitting that they were only ever read once. The Thinking Hat approach to reading is well-known, well supported, but when it came to my looking for resources to support my students learning from the major free educational resource sites (who ever pays for anything on the internet these days? White:- What information in the book can I find? Yellow:- Looking only at the positives in the book. Red:- Feelings. Green:- Creativity.
An Updated Digital Differentiation Model Ten months ago I published a Digital Differentiation model on this blog. I've been using the model to guide the work I do each day and I've been sharing it via webinars and hands-on training sessions.Of course, ten months is a long time in the world of edtech, and I've added some new tools and resources to my personal teaching toolkit, so I decided it was time to update the model and tweak it just a bit. The original article and interactive graphic can still be found on this blog. Here is the new post: Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills, an idea supported by the Common Core. At it's most basic level, digital tools can be used to help students find, understand and use information. 3 Components: Essential Questions Student-driven learning experiences should be driven by standards-based Essential Questions. Flexible Learning Paths
The Association for Bright Children Ontario