We found 35 results that contain "education"

The coronavirus pandemic continues to hit the US economy, with another 5.2 million Amercians seeking unemployment benefits last week.
More than 20 million Americans have applied for benefits in the last month.
Economists believe that the U.S. economy contracted at its sharpest rate since World War II in the first quarter of the year.



Another 5.2 million more Americans sought unemployment benefits last week, lifting total filings for claims over the past month above an astounding 20 million, which would underscore the deepening economic slump caused by the novel coronavirus outbreak.

 

\Life skills education focuses on equipping individuals with the abilities needed to navigate everyday challenges and lead fulfilling lives. It encompasses a range of psychosocial and interpersonal skills that enable informed decision-making, effective communication, and healthy relationships. This type of education goes beyond traditional academic subjects, emphasizing practical skills applicable to personal, social, and professional contexts. 



 




 


Key aspects of life skills education include:







Developing self-awareness and emotional intelligence:
Understanding one's own emotions and those of others, managing stress and anxiety, and building healthy relationships are crucial components. 



 















 









Enhancing critical thinking and problem-solving:
Learning to analyze information, identify problems, and develop effective solutions is essential for navigating complex situations. 



 












 








Improving communication and interpersonal skills:
Effective communication, both verbal and nonverbal, is vital for building strong relationships and resolving conflicts. 



 












 








Promoting decision-making and goal-setting:
Learning to make informed decisions, set realistic goals, and develop plans to achieve them are important life skills. 



 












 








Fostering adaptability and resilience:
Developing the ability to adapt to change, cope with setbacks, and bounce back from challenges is essential for navigating life's ups and downs. 



 












 








Encouraging responsible citizenship:
Understanding personal responsibility, contributing to the community, and promoting ethical behavior are important aspects of life skills education. 



 

Descriptions:
 
The educator identifies one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability.
 
Introduction
The educator uses a set of guiding questions to identify one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability. The educator then implements the accommodation and evaluates its effectiveness.
Key Method Components
This micro-credential, one of four in the Accommodations stack, addresses timing and scheduling accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements, and are therefore relevant to students in grades K-12 with disabilities.
Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of an accommodation that is likely to benefit a student.

Use behavioral and environmental prompts to increase desired classroom behaviors. For example, pictorial prompts of students attending in class serve as a reminder of the teacher’s expectations for learning and behavior. Electronic visual aids such as interactive whiteboards and document cameras are helpful for capturing the attention of students with ADHD (Piffner, 2011). 
 
https://www.cliffsnotes.com/study-guides/principles-of-management/the-evolution-of-management-thought/behavioral-management-theory
 
Additionally, the use of tablets and computers may engage students more fully in learning activities.
Priming Procedure: Prime the student before an assignment or lesson byreviewing a list of student-identified privileges or reinforcements that can beearned following a specified work period.
Proximity Control: Teacher proximity is highly effective for helping studentswith ADHD maintain attention. For example, the teacher may move closer to thestudent when giving directions and monitoring seatwork.
Timers: Set a timer to indicate how much time remains in the lesson or workperiod. The timer should be clearly visible so students can check remaining timeand monitor their progress.
 
Wristwatch or Smartphone: Teach the student to use a wristwatch orsmartphone to manage time when completing assigned work. Many watches andsmartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand theactivity level appropriate for particular lessons. For example, using quiet classicalmusic for individual learning activities helps block distractions and creates a calmclassroom environment (U.S. Department of Education, 2006).
Children with ADHD require specific and frequent feedback and/or reinforcementimmediately following the demonstration of desired behaviors. When students arelearning new behaviors, it is generally important to reinforce close approximations firstas a way to shape behavior. Once a behavior is established, the frequency ofreinforcement can be gradually decreased. Students with ADHD tend to quickly loseinterest with repetition, so a variety of easy-to-implement reinforcers should beconsidered.Praise, Praise, Praise: Attentiveness and appropriate classroom behavior areprerequisites for learning; therefore, interventions that promote these behaviorsshould be an integral part of the teaching process for all students. When teachersare attentive to positive behavior and specifically praise students for thesebehaviors, they can engage students before their attention drifts while highlightingdesired behavior (U.S. Department of Education, 2006).

Primer text from the College of William & Mary.https://education.wm.edu/centers/ttac/documents/packets/adhd.pdfMany students with ADHD have significant difficulties with organization. 
They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD.The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.Assignment Notebook: Provide the student with an assignment notebook to helporganize homework and seatwork.Color-Coded Folders: Provide the student with color-coded folders to helporganize assignments for different academic subjects.Homework Partners: Assign the student a partner who can help record

Block chain technology allows duplication of data. Thus it can help to store digital copies of the student certificates in the distributed and collaborated environment. Each university can act as node or Validator where any person in authority can validate student documents by requesting for verified information from the students.
 
Such collaborative approach can help solve many issues like loss of original degree certificates or mark sheets, illegal duplication or modification of documents, authentication of student education records etc. This will also help universities to cut down the costs involved in making infrastructure available for storage of students’ important educational documents.

ADHD Students and Classroom Considerations
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,2011). 

Factors that foster attention, positive behavior, and academic and social success includeestablishing positive relationships with students, adopting classroom management techniques,and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a studentwith ADHD (Piffner, 2011). 

The group project is a much-dreaded component of undergraduate courses, doubly so if students are expected to create their own project from scratch. However, instructors consistently return to the independent group project as an exercise that, if done properly, stimulates student inquiry and cooperation. In this post, I reflect on my experiences facilitating student-led group projects in a biology course and relate these experiences to the commonalities of independent group work across disciplines. I outline four common issues related to independent group projects, then provide the rationale for managing each issue to maximize learning outcomes.
Issue #1: Students Don’t See the Value of Independent Projects
With several classes, part-time jobs, extracurricular activities, and a social life to manage, we can imagine why undergraduates may prefer working on a prescribed project rather than one they design themselves. Independent projects require a lot of brainpower and effort, and we are all likely inclined to gravitate toward projects in which we can work on each step in a straightforward manner. Much of the work that students will encounter outside the classroom, however, requires flexibility and creativity. Using inquiry is essential to translate knowledge into new situations, and independent projects are a great opportunity to practice inquiry.
 Tips

Emphasize the real-world skills that students gain. This can be particularly valuable for students who aren’t necessarily interested in the subject matter but can see the benefits they gain in other areas, such as problem solving and managing a team.
Explain how each component of the independent project emulates a real practice in the discipline. This communicates to your students that you are putting them through this experience to help them develop their competencies, not to waste their time.
Treat every pitfall as a lesson, not as an opportunity to point out deficiencies. If something goes wrong, help the students figure out a way to move forward. Then, ask the students what they learned from the experience (e.g., how to better communicate, the value of a contingency plan, time management) and how they might strategize differently if confronted with a similar situation.

Issue #2: Designing and Conducting Independent Projects is Overwhelming
Often, the end product of an independent project seems like an unattainable goal. The concept of an independent project can provide freedom, but the lack of structure can leave students feeling lost and unsure of their path. They key for instructors is to provide structure (e.g., schedules, formatting guidelines) without stifling opportunities for students to be creative and take charge of their own learning. 
Tips

Break down the project into manageable goals. Create a guide for students that details out the specific steps that lead to the end product, which includes due dates for smaller components of the project. This will help students feel competent as they achieve each small task and to better manage their time.
Provide iterative feedback. If the only evaluation students receive on their work is their final project grade, they don’t have the opportunity to improve and learn along the way. Checking in with students as they reach each small goal allows both students and instructor to keep track of progress and to make adjustments if a group has gotten off-course.
Take time in class to praise students for their progress. Students may have trouble perceiving their accomplishments, so bringing them up will help to increase student confidence moving forward with the project.
Help groups work through challenges in a structured manner. Ask groups to bring up challenges they have encountered lately, and run a brainstorming session with the entire class to overcome these challenges. Often, other groups will have encountered similar challenges, so working through them together helps students feel more competent and build a sense of community among classmates.

Issue #3: Group Members do not Contribute Equally
A common issue in group projects is that some students don’t have the time or interest to fully participate. This puts an undue burden on the other group members, who must take on a larger role in the project than intended. Instructors can minimize the incentive to “slack off” and create strategies for teams to manage uncooperative group members.
Tips

Have students create a team contract. Provide students with a general template for a group contract with space to detail procedures for written communication among teammates, goals for the project, and consequences for group members who don’t pull their weight. All students should contribute to the creation of the contract and sign it. If an issue arises at any point during the project, the group has a clear path forward to correct the issue.
Build in opportunities for every member to contribute. The threat of being held individually accountable is often enough motivation for students to pull their weight. Take time in class to consult with each group individually or run brainstorming sessions with the entire class, asking individual students to share their experience or discuss project results.

Issue #4: Group Members Have Disparate Goals
Group projects can be frustrating if students clash with teammates due to differing interests or goals. While it’s impossible to remove all disagreement among group members, creating a positive collaborative atmosphere can help students discuss and pursue their goals in a supportive manner. 
Tips

Form groups based on mutual interests. Ask students to sit in different sections of the classroom based on potential project topics, then organize the students into groups based on their “interest zone.” An added bonus to this approach is that student groups will automatically have something in common, which can help them form social bonds and increase the enjoyment of working together.
Make time at the start of the project for students to discuss goals. Talking about how the project might relate to their goals for the course, their undergraduate education, and/or their career helps students understand the motivations of their teammates. When group members understand each other’s motivations, they can adjust their expectations and support the achievement of a variety of goals.

While your students may not enjoy the long hours, issues with teammates, and frustrations that accompany the independent group project, they may come to appreciate the lessons learned from their experiences. An example of working through a road block on their project could become a scenario they describe in a job interview. Dealing with an uncooperative group member could inform their approach to team management in their career. Engaging in inquiry could become the foundation for a student’s decision to pursue graduate school. Keep these outcomes in mind, and make every effort to put a positive spin on student progress.

Further Reading
Guide: “What are Best Practices for Designing Group Projects?” from Carnegie Mellon University. https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/design.html
Guide: “Group Work: Using Cooperative Learning Groups Effectively” from Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/
Guide: “Successful Group Projects” from University of Leicester. https://www2.le.ac.uk/offices/ld/resources/study/group-projects
Article: Creating Positive Group Project Experiences by Chapman and van Auken. http://journals.sagepub.com/doi/abs/10.1177/0273475301232005