Ten Steps to Better Student Engagement Tristan de Frondeville As a teacher, my goal was to go home at the end of each day with more energy than I had at the beginning of the day. Seriously. Now, as I travel the country coaching teachers on how to successfully use project learning, my goal remains the same. And I try to teach educators the strategies they need to achieve this goal in their own classrooms. A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." Project-based classrooms with an active-learning environment make such in-the-flow moments more common. The good news is that the strategies for creating and managing high-quality project-learning environments are productive in any classroom, whether project learning is a central part of the curriculum or not. Create an Emotionally Safe Classroom Students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. Cultivate Your Engagement Meter
Accommodations and Modifications Accommodations, modifications, and alternative assessments may be necessary for a special needs child to succeed while working on materials for learning. A student who cannot read nor write at grade level may be able to understand and participate in discussions about material that is read aloud and taught at the child's age-appropriate level. A child who cannot recall basic number facts may be able to do grade-appropriate problems using a calculator or working with number facts chart. A student with cerebral palsy may be able to take part in modified physical education with special equipment and carefully chosen exercises. The terms accommodations and modification are frequently used interchangeably, but they are not identical in their effect on teaching and learning. Because IDEA is a federal law, it primarily guarantees an appropriate, free, public education. Accommodations offer alternative ways for students to acquire information or share what they have learned with you.
Response: Several Ways To Help Students Become Better Listeners - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2011/08/response_several_ways_to_help_students_become_better_listeners.html ) = NO Internal request ( 94.23.9.226 ) = NO Open House ( 2014-04-14 09:19:08 ) = NO Site Licence : ( 94.23.9.226 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( c59a70f1-9618-7c6a-f057-612875f0e3ea : 3 / 3 ) = NO 0: /edweek/DigitalEducation/2012/09/start_a_computer_programming_c.html 1: /ew/articles/2012/02/24/22resources_ep.h31.html Access denied ( -1 ) = NO
Study Skills Once you have established a schedule to study you need to get the most out of that time. Several things will help increase your effectiveness. As already mentioned, maintaining a regular schedule is one. Another is creating a comfortable environment for studying that is free of distractions. Finally there is the What and How of studying. A. Generally all the material that you should know for an exam is presented in lecture or in your lab work. DO NOT take this to imply that you do not need to read the text. Note: Different instructors utilize textbook information to different degrees. If it is discussed in lecture it is important. There is no single "best" way to study. The following is a compilation of many of the techniques used by successful students to study. 1. 2. don't try to write everything that is said, just note enough to remind yourself what was discussed (your notes should be clear to you but not necessarily to anyone else). 3. 4. 5. 6. 7. 8. 9. 10.
Student Response Systems for K-12 Turning Technologies develops leading assessment delivery and data collection solutions for learning environments. Our response technology not only creates interactive presentations, but is proven to enhance effective instruction, increase retention, engage participants, and immediately assess understanding. Turning has expanded its portfolio of products to include data collection systems that securely transfer digital data for various assessment, testing and certification programs. Founded in 2002, the company began with the development of response technology that was affordable, user-friendly and better documented so that users could easily grasp its benefits. Today, an estimated six million ResponseCard keypads have been delivered to K-12 schools, universities and businesses worldwide. Partners Contact Us
Autism News and Resources Classroom Architect Inclusion Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community. It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Inclusion can occur in schools, churches, play- grounds, work and in recreation. Human beings, regardless if they happen to have a disability or not, have basic needs that must be met in order to feel fulfilled. In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. Inclusion in school requires a shift in the paradigm, instead of getting the child ready for the regular class, the regular class gets ready for the child. Adaptations are made to the materials, the curriculum and/or the expectations of the activities for the individual child, maintaining achievement of all individual and academic goals.
The Three Principles Three primary principles, which are based on neuroscience research, guide UDL and provide the underlying framework for the Guidelines: Principle I: Provide Multiple Means of Representation (the “what” of learning) Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. Principle II: Provide Multiple Means of Action and Expression (the “how” of learning) Principle III: Provide Multiple Means of Engagement (the “why” of learning)
Chapter 4: Teaching Every Student TOC: Information & Ideas Recognize essential cues and patterns. Master skillful strategies for action. Engage with learning. Consider an example. 4Teachers : Main Page Universal Design for Learning and Assistive Technology What is Universal Design for Learning? Universal Design for Learning (UDL) is an approach to teaching, learning, curriculum development and assessment that uses new technologies to respond to a variety of individual learner differences. IDEA 2004 defines Universal design using the same definition as the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. “The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.” (Section 3(19)of Assistive Technology Act as amended in 2004 UDL does not eliminate the need for assistive technology. Online Tool Kits, Articles, Books Universal Design for Learning: Policy Challenges and Recommendations (2009, April). (2008, August).