Unit Plan emailed to you Cindy.
Friday July 18, 2014

Teens at Risk Presentation

http://www.youtube.com/watch?v=o9lev9739zQ

I was a little confused by the message of this Tedx Talk. I understand that the presentation was about Teens at Risk. The woman in the Tedx talk spoke about being a misfit who discovered Marvel comics and became a cartoon editor. She explained her misfit life and how she connected with the Marvel characters who hid behing their masks as misfits but were heros.

I have taught these girls for years. My children are like this girl and so is my wife. The girl in the Tedx talk is a third culture kid.
She will never fit in beacuse she is caught between 2 cultures. It is a common phenomenom in international students. Their parents are of one nationality an culture and they are living in a different one. Where is home? Who are they? They try to be one but are really the other, yet they resist it and don't even understand it.
In the video she claimed that she is a misfit. She regulary commented about her clothes as a child. A south east asian girl would not do that.
Her parents chose to go to America. They are setlled with being south east asain in America and don't fit in. The girl struggles to fit in but is born and bred within this struggle. Her children will probably not experience the struggle.

My wife was born in Africa. She is Dutch but has Canadian citizenship. My children have an English dad and lived in China and Tanzania. They are third culture and will struggle to fit in. we moved here to give them a homebase.

The girl in the Tedx is not at risk. Her parents are immigrants and work hard to be successful. Expectations on these immigrant children are high and they are high achievers. The are not at risk. They learn the language quickly and usually achieve far beyond their 'adopted nation' peers.

This is a great book to get into this topic.

Thanks,
Simon

Autism in the Classroom

• missed diagnosis
• 3 person activity (one writes, the other 2 have a conversation)
• Peers program

ASD Strategies and Programs

• Want to know
• PECS pictures from Boardmaker, Comiclife
• AT pics in Choiceworks app that students can interact with, with voice
• work stations
• creating independence
• practice procedure
• 4 questions
• show box activities
• for skills that have been mastered (to practice)
• another table to learn skills
• baskets and finish bin
• red card says 'check schedule'
• yellow card is 'activity'
• vary the tasks, number of baskets, number of tasks in each basket
• black 'task' - step instructions
• Proloquo2go
• ipad communication app
• icons to make word to communicate
• for independence
• PECS
• picture exchange comm system
• communicating with others e.g. point or say the word
• 6 phases of pecs
• app to send picture to another ipad
• sensory
• room
• sensory processing disorder (youtube, 10 mns)
• stickids
• at Aldershot elem
• STAR program
• requires training from SLP
• tasks - reward - task (don't talk too much)
• 70% activity success is an indication it has been acquired (good for IPP outcome)
• PEERS program
• http://www.semel.ucla.edu/peers
• FBA
• Functional beh Analysis
• beh startegies ( basis for PEBS)
• see dawn r
• Animals
• therapy dogs
• other animals
• sites
• autism helper
• TEACCH

The Rage Cycle

'getting off the bus' ....The bus goes to rage place but at each stop you can get off. When off the student needs to go somewhere (talk through how he got to this stop and get back to where he should be) - the recovery!

Anxiety Curve
make sure that the adult doesn't get emotionally tied to the emotions of the student.

NSCC
Learning styles

• when provided for then retain students
• assess students of learning style
• https://www.educationalplanner.org/students/self-assessments/learning-styles.shtml
• personality dimensions
• once explored and aware of learning style then apply to how you learn
• visual , auditory, kinesthetic, reading-writing
• do we check out when we know our learning style and something is presented in another learning style (but we cannot be limited to only one)
• significant students may need significant styles

Adapted Phys Ed

• intro
• PE is not just gym
• program for fitness, skills and activities
• research
• obesity increase
• health system demands
• activity is often social
• promote goal attainment, success and peer relations
• adaptations
• equipment
• hand cycle
• green machine
• ball and bungee
• noodle tag
• balances
• excercise balls
• transition from injury (physio)
• throwing
• scarfs
• balloon
• weighted objects
• o-ball
• bright visuals to give boundaries
• fitness
• active-passive trainer
• o-ball suspended for tennis
• considerations
• lighter
• velcro
• marked positions
• scop for catching
• instruction
• demo
• timing
• adadp for games (rules, env)
• UDL in sport
• goal ball
• raised tape (equipment)
• environment
• inclusive
• self contained class
• self regulation difficulties in the gym
• other
• special olympics
• awareness of disabled students
• resource (Martin Block - including students with disabs in general PE)

TieNet

This is link to my website and it is about the TieNet process throughout the year.

https://sites.google.com/site/brhsseniorresource/home/the-program-planning-process

But what is TieNet?
It is an online protected site for filing and sharing Student Services information for students in the Annapolis Valley Regional School Board.
The document is great if you would like to see a resource plan for the year.

Simon

Self Regulation

 

• The marshmallow Test video
• Self Regulation and Kindergarten video
• Self R kids scored higher in SATs
• What is it?
• Is SR umbrella containing emotional regulation?
• 3 compenents
• sensory processes
• EF
• emotional regulation
• all 3 componemts need to fucntion properly for SR to work
• SR
• can be taught
• Canada SR Initiative
• stress increases less control of SR
• How does military personnel maintain SR in all situations..or do they?
• program steps
• proactive
• aware
• exercise and feel the heartbeat (awareness of stress level)
• high energy / lack of energy
• change speed
• increase speed
• sleep
• diet
• move around
• reduce speed
• time out
• breathing
• count to 10
• regulate your engine
• through awareness
• ZONES OF REGULATION
• 10% what happens to us
• 90% of our reaction to it (Charles Swindoll)
• In which zone are people in when real things happen?

Resources

Resource from Class

1. Everyday Engagement (Katy Ridnouer) - for admin on resource (ASCD website)
1. invitations
2. interpersonal response
3. engagement challenges
4. extensions
2. Smart Kids with LD Weinfeld
3. Losing our Minds (gifted children)
4. To be gifted and learning disabled
5. Emotional Literacy (Bocchino)
6. The Explosive Child
7. Socially Curious and Curiously Social (Garcier-Winner)
8. Emotional Intelligence
9. The social and emotional development of gifted students: what do we know? (Neihart)
10. Transformational Teaching (Making teaching relevent)
1. shift from indusrial to info age

Dyscalculia

Hi,

I have posted the Dyscalculia strategies powerpoint to my website:

https://sites.google.com/site/brhsseniorresource/home/learning-disabilities

Thanks,
Simon

Student of Concern Reflection

• Learning characteristics
• intense
• hard to motivate when not interested
• unstoppable when engaged
• driven
• strong willed
• oral learner
• musically gifted
• spatial awareness strength
• needs a plan
• Support
• opportunity to explore strengths
• lots of sleep
• lots of work to feel tired
• schedule and plan in place
• emotional regulation
• Resource: collaborative problem solving

Check and Connect

Important aspects:

• Develop a relationship with a students
• Develop a routine
• Teaching is timely and at the moment during the meetings periodically throughout the day
• lagging skills
• home, school link

Gifted and Talented Students


http://www.gifted.uconn.edu/sem/semart04.html

• This is based around their special interest.
• One circle is not enough to be gifted and talented.
• A gift is given but can be nurtured. A talent can be acquired.
• Stages: latent, emergent, manifest.
• Enrichment clusters: students inititaied or interest
• afternoon once a week for about 4 weeks
• Exploratories: teacher initiated
• interest surveys
• clusters
• opportunity
• encouragement
• resources
• academic ability
• problem solve
• critical thinking
• deep thinking
• creativity
• flexibility
• focussed
• curious
• completion
• high interest
• determined
• drive
• high standards
• failing and building resiliency
• obstacles to Id
• socio-economic
• LD
• ADHD
• low achiever
• behaviour

Twice Exceptional

• video: (https://www.youtube.com/watch?v=oiQKhHs04J0)
• Renzulli program: (http://www.renzullilearning.com/whatisrenzullilearning.aspx) Buy online and use for students.
• words or phrases to summarise learning
• gifted and getting that high (drugs), that stimulation and when not in their interest then in a depression / low
• compacting curriculum (cover in less time to explore special interests)
• independent study units at grade 11 and 12
• virtual school option
• total talent portfolio
• emotional diffciulties (look at the ziggurut model)
• often natural leaders and strive to have their ideas followed

LD Online
Yesterday we looked the site: www.ldonline.com
In particular was the was the article on 'Starting School' (http://www.ldonline.org/lavoie/Strategies_to_Start_Off_a_New_School_Year)
On Tienet there is a great page on the resource year.

Executive Functioning

K

• Materials
• Time
• Space
• Requires accountability (a plan and a person)
• working memory
• what colour are polar bears?
• white
• info pulled from long term to working memory
• thinking helps with memory

W

• the exercise requires visualising

L

• neurons deteriorate if not used
• major growth up to 2 years and 11-14 years of age
• covers all forms of diagnosis
• response inhibition
• same outcome with better behaviour (exploration)
• cognitive flexibility
• prompts
• initiating tasks
• 'unstuck and on target' article http://www.fcps.edu/dss/conference/materials/Session_3/37_Kenworthy_UnstuckOnTarget/Spec%20Ed%20Conf%203%202%2013.pdf
• sustained attention
• planning / organisation
• apps:
• SLD specialist
• Emotional Regulation
• teach at the moment in their environment
• organisation
• time management
• meta-cognition
• time to shareon how they solve problems in e.g. math
• working memory
• post it note system of the brain
• modelling has bigger impact on student than telling
• pay attention to encode
• first encode then retrieve
• video (https://www.youtube.com/watch?v=4V57saJT698) Give the purpose behind using memory and strategies.
• adult: 7 items
• 5: 1-2
• 10: 3
• 14: 4
• lumosity site
• memory strengthening app: https://itunes.apple.com/ca/app/memory-matches/id380007120?mt=8 
• video on memory: exercise
• lips, ocean, brain, jacket, clouds, butterfly, volcano, car, wave, suitcase,
• universal truths
• sleep
• movement and play
• play games
• other strategies
• using a planner
• schedules
• slef advocacy
• allow them to become independent
• highlighting
• taking notes
• stickies app (https://itunes.apple.com/ca/app/stickies/id455507673?mt=8)
• visual schedule
• organise thoughts (mind maps)
• use it or lose it

July 10

K

·         Develop good, positive relationships with students

·         Get as much information as possible from students and all stakeholders

·         Program for all needs

·         Tap into prior knowledge (constructivism)

·         Regular feedback and support for families after 2 weeks after IPP set up (home programming)

W

·         How to effectively program for a combination of curriculum, life skills and learning strategies

·         How to inspire reluctant readers within a class as a resource teacher

·         How to transition students back to school who have been absent with behaviour issues

·         How to overcome under achievement when it is fed from the home

·         How to program daily for gifted students

L

·         Laws vs guidelines

·         Inclusion for NS is based on provision and placement

·         Colorosa: a bendable backbone not a wall or a jellyfish

·         Resource - Kathleen Kryza: Differentiation for real classrooms

The teacher understands, appreciates, and builds upon student differences.

Assessment and instruction are inseparable.

Students participate in respectful work.

Students and teachers are collaborators in learning.

Flexibility is the hallmark of differentiated assessment.

Assessment:

·         Rubric that shows top level only

·         Give students an exemplar

·         1: don’t get it, need help

·         2: kind of get it

·         3: got it

·         Exit cards

·         Parade and reflection (supportive/critical)

·         Evernote pictures

Tests and quizzes

·         Multiple choice is very difficult

·         Vocab is essential

·         Assess how they learn

·         Timed tests: be careful for the at risk

·         What do I want to assess?

IPP Development

Outcomes and what are the big ideas in that curriculum subject

Formative and summative assessment (video)

Formative is the most important because it informs instruction

Descriptive feedback raises the assessment value

What goes unlearned when formative assessment is not done

Rick Wormelli video