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Game gerdara 
If you're trying to learn Greek Articles you will find some useful resources including a course about Definite and Indefinite Articles... to help you with your Greek grammar. Try to concentrate on the lesson and notice the pattern that occurs each time the word changes its place. Also don't forget to check the rest of our other lessons listed on Learn Greek. Enjoy the rest of the lesson!

 Teaching Commons: “an emergent conceptual space for exchange and community among faculty, students, and all others committed to learning as an essential activity of life in contemporary democratic society” (Huber and Hutchings, 2005, p.1) What Is the #iteachmsu Commons?    You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find blog posts, curated playlists, educator learning module pathways, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond. How Do I Contribute to the #iteachmsu Commons? Content is organized by posts, playlists and pathways.

Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.
Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.
Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing.

There are two ways to add your contribution to the space:

Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.
Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines. Posts could be:




About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)
Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).
Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.
About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.
Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.



What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate.  We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:

Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.
Do not share private or confidential information via shared content on the #iteachmsu Commons.

Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University. What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.  

Early education ensures free, integral and harmonious development of the child's personality, according to his rhythm and needs. The education provided has to ensure the differentiated stimulation of children, aiming the intellectual, emotional, social and physical development of each child and targeting to achieve the following results of early education (from birth to 6/7 years old):


The free, integral and harmonious development of the child's personality, according to his own pace and general needs, supporting his autonomous and creative training.


Development of the capacity to interact with other children, with adults and with the environment to acquire new knowledge, skills, attitudes and behaviours; encouraging exploration, exercises, tests and experiments, as autonomous learning experiences.


The discovery, by each child, of his/her own identity and autonomy and the development of a positive self-image.


Supporting the child in the acquisition of knowledge, abilities, skills and attitudes required for his school entry and throughout life.


All activities with young children should respect child's right to play - viewed as a form of activity, method, procedure and means of achieving educational approaches at early ages, as well as a method of stimulating the capacity and creativity of the child, as a right of him and as an opening to freedom to choose, according to his/her own needs.

Global Education
Global education helps students develop their capacity to be informed, open-minded, and responsible people who are responsive to diverse perspectives. Global education prepares us to address the world’s most pressing issues collaboratively, equitably, and sustainably. Global education helps students understand that pressing issues must be faced in an interdisciplinary way, given the complexity of environments and competing needs and interests.
Through global education, students will prepare to thrive and lead change in an interconnected world. Students will engage in dimensions of cultural diversity to reach common understandings and goals. Through a stronger awareness of global issues, students will be able to address today’s greatest challenges and make a difference in the world, both collaboratively and equitably.

MSU IT offers a number of valuable tools and services that can help you create an experience that facilitates student success regardless of bandwidth, time zones, or class size. To make an appointment with an instructional technologist, fill out the appointment form located at https://tech.msu.edu/service-catalog/teaching/instructional-design-development/ or e-mail the MSU IT Service Desk at ithelp@msu.edu and request a consultation with Instructional Technology and Development. If you prefer the phone, you can also contact them at (517)432-6200. 

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.

Do you zone out during long business meetings? Did your husband forget to pick up your child at baseball practice, even though you called to remind him on his way home? Problems with attention result in poor listening skills in many adults with ADHD, leading to a lot of missed appointments and misunderstandings.
 
Link test  :https://www.bigcommerce.com/ecommerce-answers/what-is-an-alt-tag-and-how-does-it-impact-seo/
 
 

Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet
Iteach MSU : Get started
 
ADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015). 
 
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous estimates.

Ages 2-5: Approximately 388,000 children
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children