We found 98 results that contain "practical fba"
Posted on: #iteachmsu
ADHD and School interventions
School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.
Here are several of these practices:
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.
Here are several of these practices:
Posted on: #iteachmsu
ADHD and School interventions
School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
preventive and intervention strategies.
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
NAVIGATING CONTEXT
Posted on: #iteachmsu
Classroom Supports
The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
NAVIGATING CONTEXT
Posted on: #iteachmsu
Incorporating Global Education into Practice
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.
The primary aim of Global Citizenship: Education (GCED) is nurturing respect for all, building a sense of belonging to a common humanity, and helping learners become responsible and active global citizens. GCED aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive, and secure world. Education for global citizenship helps young people develop the core competencies which allow them to actively engage with the world and help make it a more just and sustainable place. It is a form of civic learning that involves students’ active participation in projects that address global issues of a social, political, economic, or environmental nature.
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.
The primary aim of Global Citizenship: Education (GCED) is nurturing respect for all, building a sense of belonging to a common humanity, and helping learners become responsible and active global citizens. GCED aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive, and secure world. Education for global citizenship helps young people develop the core competencies which allow them to actively engage with the world and help make it a more just and sustainable place. It is a form of civic learning that involves students’ active participation in projects that address global issues of a social, political, economic, or environmental nature.
Authored by: chathu
Disciplinary Content
Posted on: #iteachmsu
Practical advice on maintaining a healthy diet
Fruit and vegetables
Eating at least 400 g, or five portions, of fruit and vegetables per day reduces the risk of NCDs (2) and helps to ensure an adequate daily intake of dietary fibre.
Fruit and vegetable intake can be improved by:
always including vegetables in meals;
eating fresh fruit and raw vegetables as snacks;
eating fresh fruit and vegetables that are in season; and
eating a variety of fruit and vegetables.
Video link:Embedded links:
Eating at least 400 g, or five portions, of fruit and vegetables per day reduces the risk of NCDs (2) and helps to ensure an adequate daily intake of dietary fibre.
Fruit and vegetable intake can be improved by:
always including vegetables in meals;
eating fresh fruit and raw vegetables as snacks;
eating fresh fruit and vegetables that are in season; and
eating a variety of fruit and vegetables.
Video link:Embedded links:
Authored by: Vijayalaxmi Santosh Mhetre
Pedagogical Design
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A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
What if I told you about this magical teaching practice that, done even once, produces large improvements in student final exam scores[1], helps narrow the grade gap between poorly prepped and highly prepped first year college students[2], and might even result in more positive course reviews[3],[4]? What if I also told you this magical teaching practice is something you already know how to do? What if I told you, the secret to increasing your students’ success and overall satisfaction is……more TESTS!?
Okay…well to be fair, it’s a little more nuanced than that. While adding just one test to a class does indeed improve final exam scores, it turns out that more frequent, graded exercises in general improve learning outcomes for students [2],[5]. Even better – if these exercises are low stakes, they can improve learning outcomes without increasing student anxiety [4],[6].
We often view testing as an unpleasant but necessary way to assess student performance. It may be time for us to instead view testing as a useful teaching tool and to implement an assessment system that maximizes the potential learning benefits. In this post I will discuss the important known benefits of frequent, low stakes assessments as well as some practical tips for how to maximize these benefits without adding undue stress to your life or the lives of your students.
Benefit #1: “Thinking about thinking”
Testing can improve a student’s metacognition, or their ability to “think about thinking.” A good metacognitive thinker understands how their thought processes work and can pay attention to and change these processes [7]. A student with strong metacognitive skills can therefore more successfully monitor, evaluate, and improve their learning compared to students lacking these skills. Unfortunately, many students struggle with metacognition and must contend with “illusions of mastery” (or thinking they understand a subject better than they actually do). Self-testing is a good way to prevent illusions of mastery, but many students do not incorporate self-testing into their studying, instead electing more passive modes of exam preparation such as rereading texts[8]. Incorporating more testing into the curriculum forces students into the position of making mistakes and receiving feedback, allowing them to frequently measure their learning in relation to expectations and adjust accordingly. Again, note that providing feedback is an essential part of this process.
Benefit #2: Practice Remembering
Testing can improve a student’s long term memory of information presented in class by forcing students to recall what they’ve learned through a cognitive process called active retrieval. Active retrieval strengthens neural pathways important for retrieving memories, allowing these memories to be more easily accessed in the future.
While any sort of retrieval practice is useful, it is most beneficial when it is effortful, spaced, and interleaved. An example of effortful retrieval practice includes testing which forces students to provide the answers (i.e. Short answer and fill in the blank questions as opposed to multiple choice). More effortful retrieval also occurs with spaced and interleaved practice.
Spaced practice is testing that occurs after enough time has elapsed for some (but not complete) forgetting to occur (i.e. Present the information and then wait a couple months, days, or even just until the end of class to test students on it). Interleaved practice incorporates different but related topics and problem types, as opposed to having students practice and master one type at a time (e.g. cumulative testing where you mix problems from different units together). Interleaved practice can help students learn to focus on the underlying principles of problems and to discriminate between problem types, leading to more complex mental models and a deeper understanding of the relationships between ideas[6].
How to Implement More Assessments (Without Losing Your Mind)
So, all you have to do now is come up with a ton of quiz and test questions and free up a bunch of class time for assessments! Don’t forget you also need to grade all of these! After all, feedback is an important part of the process, and frequent (even low stakes) grading has the added benefits of enhancing student motivation, attentiveness, and attendance.I know what you busy teachers (ie. all of you) out there are thinking….“Your ”magical” teaching practice is starting to sound like a hugely effective pain in my butt.”
Don’t give up on me now though! There are some fairly simple ways to add more assessments to your curriculum. Furthermore, you should be able to do this sans student rebellion because these assessments are low-stakes. Frequent, low-stake assessments as opposed to infrequent, high-stakes assessments actually decrease student anxiety overall because no single test is a make it or break it event. In fact, several teachers have reported a large increase in positive student evaluations after restructuring their classes in this way[3],[4],[6]!
Below I lay out some tips for getting the most out of shifting your assessment practices while maintaining both your own and your students’ sanity:
1) Know that “effortful” testing is not always necessary
While effortful testing is best for retrieval practice, even basic, easily graded recognition tests such multiple choice questions still offer benefits, such as helping students remember basic (but important!) information[6],[9].
2) Create different assessment questions
You can also make assessments more effortful by creating questions that engage higher cognitive processes. Now you can sit back, relax, and indulge in one of my personal favorite pastimes (watching student brains explode) without the stressful grading!
3) Make use of educational technologies to ease your grading
For instance, clicker tests are a quick way to test students and allow you to provide feedback for the class all at once.
4) Make assessments into games
If your students need a morale boost, make a quiz into a trivia game and give winning groups candy. Some good old competition and Pavlovian conditioning may make students reassess their view of testing.
5) Assess participation
Doing something as simple as a participation grade will still provide students with incentive without overburdening them or yourself. For instance, this type of grading would work in conjunction with #3.
6) Keep graded assessments predictable
Making assessments predictable as opposed to utilizing pop quizzes helps students feel at ease.6 Furthermore, if they students KNOW an assessment is coming, they are more likely to study and pay attention.
7) Find ways to revisit old material in your assessments
Making assessments cumulative is an effective way to space out your review of material and has the added benefit of making problems interleaved and effortful, all of which maximize retrieval practice[6].
8) Have students reflect on mistakes
You can help students develop metacognitive skills by giving them opportunities to reflect upon and correct their mistakes on assessments. For instance, have students take a quiz and then discuss their answers/thinking with their classmates before receiving feedback. You can also give students opportunities to create keys to short answer questions and grade their own and several (anonymous) classmates’ answers. This will allow them to think through what makes an answer complete and effective.
9) Break large assessments into small ones
Instead of creating new assessments, break up large ones into multiple, lower-stakes assessments. For example, consider replacing big tests with several quizzes. Consider scaffolding large projects such as independent research projects and term papers. Ask for outlines, lists of references, graphs, etc. along the course of the semester before the final project is due. This might cause more work for you in the short term but can help prevent complete disasters at the end of the semester, which can be time consuming.
10) Utilize short daily or weekly quizzes
If you don’t want to adjust a big project/test or lose class time by adding time-consuming assessments, consider adding short daily or weekly quizzes. These grades can add up to equal one test grade. One could consider dropping the lowest score(s) but allowing no make ups to reduce logistical issues.
These are only a few of the many strategies one can use to transition to a frequent, low-stakes assessment system. What are your experiences with low stakes assessments? Have you made use of any which seem particularly effective in enhancing student learning?
Related Reading:
Much of the information about the benefits of testing is from:
Brown, P.C., Roediger III, H.L., McDaniel, M.A. (2014). Make it Stick: The Science of Successful Learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Okay…well to be fair, it’s a little more nuanced than that. While adding just one test to a class does indeed improve final exam scores, it turns out that more frequent, graded exercises in general improve learning outcomes for students [2],[5]. Even better – if these exercises are low stakes, they can improve learning outcomes without increasing student anxiety [4],[6].
We often view testing as an unpleasant but necessary way to assess student performance. It may be time for us to instead view testing as a useful teaching tool and to implement an assessment system that maximizes the potential learning benefits. In this post I will discuss the important known benefits of frequent, low stakes assessments as well as some practical tips for how to maximize these benefits without adding undue stress to your life or the lives of your students.
Benefit #1: “Thinking about thinking”
Testing can improve a student’s metacognition, or their ability to “think about thinking.” A good metacognitive thinker understands how their thought processes work and can pay attention to and change these processes [7]. A student with strong metacognitive skills can therefore more successfully monitor, evaluate, and improve their learning compared to students lacking these skills. Unfortunately, many students struggle with metacognition and must contend with “illusions of mastery” (or thinking they understand a subject better than they actually do). Self-testing is a good way to prevent illusions of mastery, but many students do not incorporate self-testing into their studying, instead electing more passive modes of exam preparation such as rereading texts[8]. Incorporating more testing into the curriculum forces students into the position of making mistakes and receiving feedback, allowing them to frequently measure their learning in relation to expectations and adjust accordingly. Again, note that providing feedback is an essential part of this process.
Benefit #2: Practice Remembering
Testing can improve a student’s long term memory of information presented in class by forcing students to recall what they’ve learned through a cognitive process called active retrieval. Active retrieval strengthens neural pathways important for retrieving memories, allowing these memories to be more easily accessed in the future.
While any sort of retrieval practice is useful, it is most beneficial when it is effortful, spaced, and interleaved. An example of effortful retrieval practice includes testing which forces students to provide the answers (i.e. Short answer and fill in the blank questions as opposed to multiple choice). More effortful retrieval also occurs with spaced and interleaved practice.
Spaced practice is testing that occurs after enough time has elapsed for some (but not complete) forgetting to occur (i.e. Present the information and then wait a couple months, days, or even just until the end of class to test students on it). Interleaved practice incorporates different but related topics and problem types, as opposed to having students practice and master one type at a time (e.g. cumulative testing where you mix problems from different units together). Interleaved practice can help students learn to focus on the underlying principles of problems and to discriminate between problem types, leading to more complex mental models and a deeper understanding of the relationships between ideas[6].
How to Implement More Assessments (Without Losing Your Mind)
So, all you have to do now is come up with a ton of quiz and test questions and free up a bunch of class time for assessments! Don’t forget you also need to grade all of these! After all, feedback is an important part of the process, and frequent (even low stakes) grading has the added benefits of enhancing student motivation, attentiveness, and attendance.I know what you busy teachers (ie. all of you) out there are thinking….“Your ”magical” teaching practice is starting to sound like a hugely effective pain in my butt.”
Don’t give up on me now though! There are some fairly simple ways to add more assessments to your curriculum. Furthermore, you should be able to do this sans student rebellion because these assessments are low-stakes. Frequent, low-stake assessments as opposed to infrequent, high-stakes assessments actually decrease student anxiety overall because no single test is a make it or break it event. In fact, several teachers have reported a large increase in positive student evaluations after restructuring their classes in this way[3],[4],[6]!
Below I lay out some tips for getting the most out of shifting your assessment practices while maintaining both your own and your students’ sanity:
1) Know that “effortful” testing is not always necessary
While effortful testing is best for retrieval practice, even basic, easily graded recognition tests such multiple choice questions still offer benefits, such as helping students remember basic (but important!) information[6],[9].
2) Create different assessment questions
You can also make assessments more effortful by creating questions that engage higher cognitive processes. Now you can sit back, relax, and indulge in one of my personal favorite pastimes (watching student brains explode) without the stressful grading!
3) Make use of educational technologies to ease your grading
For instance, clicker tests are a quick way to test students and allow you to provide feedback for the class all at once.
4) Make assessments into games
If your students need a morale boost, make a quiz into a trivia game and give winning groups candy. Some good old competition and Pavlovian conditioning may make students reassess their view of testing.
5) Assess participation
Doing something as simple as a participation grade will still provide students with incentive without overburdening them or yourself. For instance, this type of grading would work in conjunction with #3.
6) Keep graded assessments predictable
Making assessments predictable as opposed to utilizing pop quizzes helps students feel at ease.6 Furthermore, if they students KNOW an assessment is coming, they are more likely to study and pay attention.
7) Find ways to revisit old material in your assessments
Making assessments cumulative is an effective way to space out your review of material and has the added benefit of making problems interleaved and effortful, all of which maximize retrieval practice[6].
8) Have students reflect on mistakes
You can help students develop metacognitive skills by giving them opportunities to reflect upon and correct their mistakes on assessments. For instance, have students take a quiz and then discuss their answers/thinking with their classmates before receiving feedback. You can also give students opportunities to create keys to short answer questions and grade their own and several (anonymous) classmates’ answers. This will allow them to think through what makes an answer complete and effective.
9) Break large assessments into small ones
Instead of creating new assessments, break up large ones into multiple, lower-stakes assessments. For example, consider replacing big tests with several quizzes. Consider scaffolding large projects such as independent research projects and term papers. Ask for outlines, lists of references, graphs, etc. along the course of the semester before the final project is due. This might cause more work for you in the short term but can help prevent complete disasters at the end of the semester, which can be time consuming.
10) Utilize short daily or weekly quizzes
If you don’t want to adjust a big project/test or lose class time by adding time-consuming assessments, consider adding short daily or weekly quizzes. These grades can add up to equal one test grade. One could consider dropping the lowest score(s) but allowing no make ups to reduce logistical issues.
These are only a few of the many strategies one can use to transition to a frequent, low-stakes assessment system. What are your experiences with low stakes assessments? Have you made use of any which seem particularly effective in enhancing student learning?
Related Reading:
Much of the information about the benefits of testing is from:
Brown, P.C., Roediger III, H.L., McDaniel, M.A. (2014). Make it Stick: The Science of Successful Learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Posted by: Chathuri Super admin..
Navigating Context
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Para checking with bullet points
Practice self-forgiveness: For starters, don’t beat yourself up too hard. Self-forgiveness can help you feel better about yourself. In fact, it lowers the likelihood of future procrastination.
Reward yourself: If you manage to complete your tasks on time, treat yourself to a nice meal at a restaurant or something similar.
Turn off your phone: This one may sound redundant, yet if you delve deeper and look at the University of Chicago's study on cellphones, which shows that even the mere presence of a wireless device badly impacts our cognitive capacity, you might want to reconsider.
Day-to-day organizing, task prioritizing, and planning ahead are primary time management skills essential for using your time wisely. You should be able to assign levels of importance to different tasks, devise solid plans for their accomplishment, and stick to the strict schedules you set for yourself.
Seemingly unrelated parts of your life, such as regular exercise, eating healthy and getting enough sleep, directly impact your overall efficiency and hence your ability to manage your time. These can be called secondary time management skills.
Effective time management helps you organize your daily activities around your priorities. So, before you start working on improving your time management skills, take some time to identify your key and secondary priorities.
When you're clear on what is most important to you, you can start discovering your preferred method for organizing your time. One effective method you could use is the Eisenhower Matrix.
A variety of time management software exists to help you out in organizing tasks and tracking your overall productivity. Two very helpful tools are Rescuetime and Toggle Track.
To make the best use of your time, you should focus on both core and secondary skills that we've discussed (including your overall health and stress levels).
When you master effective time management, you shall enjoy more time for yourself, reduced stress, enhanced work-life balance, and more stamina to start achieving your dreams!
Effective time management helps you organize your daily activities around your priorities. So, before you start working on improving your time management skills, take some time to identify your key and secondary priorities.
Reward yourself: If you manage to complete your tasks on time, treat yourself to a nice meal at a restaurant or something similar.
Turn off your phone: This one may sound redundant, yet if you delve deeper and look at the University of Chicago's study on cellphones, which shows that even the mere presence of a wireless device badly impacts our cognitive capacity, you might want to reconsider.
Day-to-day organizing, task prioritizing, and planning ahead are primary time management skills essential for using your time wisely. You should be able to assign levels of importance to different tasks, devise solid plans for their accomplishment, and stick to the strict schedules you set for yourself.
Seemingly unrelated parts of your life, such as regular exercise, eating healthy and getting enough sleep, directly impact your overall efficiency and hence your ability to manage your time. These can be called secondary time management skills.
Effective time management helps you organize your daily activities around your priorities. So, before you start working on improving your time management skills, take some time to identify your key and secondary priorities.
When you're clear on what is most important to you, you can start discovering your preferred method for organizing your time. One effective method you could use is the Eisenhower Matrix.
A variety of time management software exists to help you out in organizing tasks and tracking your overall productivity. Two very helpful tools are Rescuetime and Toggle Track.
To make the best use of your time, you should focus on both core and secondary skills that we've discussed (including your overall health and stress levels).
When you master effective time management, you shall enjoy more time for yourself, reduced stress, enhanced work-life balance, and more stamina to start achieving your dreams!
Effective time management helps you organize your daily activities around your priorities. So, before you start working on improving your time management skills, take some time to identify your key and secondary priorities.
Posted by: Super Admin
Disciplinary Content
Posted on: #iteachmsu
Resources for new Spartans: Campus Life and Services
Berry, R. W. (2009). Meeting the challenges of teaching large online classes: Shifting to a learner-focus. MERLOT Journal of Online Learning and Teaching, Boettcher, J. (2011). Ten best practices for teaching online. Quick Guide for New Online faculty.255
Authored by: Berry, R. W. (2009). Meeting the challenges of teaching large online classes: Shifting to a learner-focus. MERLOT Journal of Online Learning and Teaching, Boettcher, J. (2011). Ten best practices for teaching online. Quick Guide for New Online faculty.255
Assessing Learning
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Description is the pattern of narrative development that aims to make vivid a place, object, charact
Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practiceDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practiceDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice.
Authored by: Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice
Pedagogical Design
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Description is the pattern of narrative development that aims to make vivid a place, object, charact
Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modes.Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modes.
Authored by: MK
Disciplinary Content
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AR-Description is the pattern of narrative development that aims to make vivid a place, object
Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modes.Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modes.
Authored by: University of California, Los Angeles
Disciplinary Content
Posted on: #iteachmsu
What are the famous top 5 children cartoons ?
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.
Here are several of these practices:
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).
No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.
Here are several of these practices:
Posted by: Greg Thomsan
Posted on: #iteachmsu
To practice social or physical distancing, stay at least 6 feet (about 2 arms' length) from other people who are not from your household in both indoor and outdoor spaces.
www.taralaya.org
www.taralaya.org
Posted by: Chathuri Super admin..
Disciplinary Content
Posted on: #iteachmsu
Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modesDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modesDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modesDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modesDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modes.
Posted by: Nicolas Cage
Disciplinary Content
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The educator builds upon the identified considerations for practice by incorporating strategies and activities that support global education practices. The educator reflects and categorizes them according to the four global competencies.
Posted by: Roni Smith
Navigating Context
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PO-Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modesDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modesDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modes.
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
Outdated Syllabus
Knowledge is becoming dynamic and changing quickly due to the era of internet. Things which are taught in the education institutions at the moment might become obsolete of outdated in no time. Here is a quick video about why Indian Education universities need to adopt dynamic syllabus with new technology.
Knowledge management and collaboration tools and features can help institutes to improve practical knowledge of the students. For example, practical conducted using Virtual Reality technology would become more useful to the students as it would create simulated three dimensional environments for the students to carry out their experiments. Therefore, many institutions are likely to adopt education technology in the coming years.
Thus, by the next year, the traditional methods of evaluation or assessment of the students which was based on theory knowledge will be switched to more practical-oriented methods of evaluation. This can be achieved can be with the help of introduction of technology in the education system.
https://www.youtube.com/watch?v=KrOx96FOSIU&ab_channel=MonikaBhowmik-SuccessCoach
https://www.youtube.com/watch?v=KrOx96FOSIU&ab_channel=MonikaBhowmik-SuccessCoach
Knowledge is becoming dynamic and changing quickly due to the era of internet. Things which are taught in the education institutions at the moment might become obsolete of outdated in no time. Here is a quick video about why Indian Education universities need to adopt dynamic syllabus with new technology.
Knowledge management and collaboration tools and features can help institutes to improve practical knowledge of the students. For example, practical conducted using Virtual Reality technology would become more useful to the students as it would create simulated three dimensional environments for the students to carry out their experiments. Therefore, many institutions are likely to adopt education technology in the coming years.
Thus, by the next year, the traditional methods of evaluation or assessment of the students which was based on theory knowledge will be switched to more practical-oriented methods of evaluation. This can be achieved can be with the help of introduction of technology in the education system.
https://www.youtube.com/watch?v=KrOx96FOSIU&ab_channel=MonikaBhowmik-SuccessCoach
https://www.youtube.com/watch?v=KrOx96FOSIU&ab_channel=MonikaBhowmik-SuccessCoach
Posted by: Chathuri Super admin..
Assessing Learning
Posted on: #iteachmsu
What is social distancing?
Social distancing, also called “physical distancing,” means keeping a safe space between yourself and other people who are not from your household.To practice social or physical distancing, stay at least 6 feet (about 2 arms’ length) from other people who are not from your household in both indoor and outdoor spaces.
Social distancing should be practiced in combination with other everyday preventive actions to reduce the spread of COVID-19, including wearing masks, avoiding touching your face with unwashed hands, and frequently washing your hands with soap and water :
Social distancing, also called “physical distancing,” means keeping a safe space between yourself and other people who are not from your household.To practice social or physical distancing, stay at least 6 feet (about 2 arms’ length) from other people who are not from your household in both indoor and outdoor spaces.
Social distancing should be practiced in combination with other everyday preventive actions to reduce the spread of COVID-19, including wearing masks, avoiding touching your face with unwashed hands, and frequently washing your hands with soap and water :
Posted by: Chathuri Super admin..
Disciplinary Content
Posted on: #iteachmsu
Social distancing, also called “physical distancing,” means keeping a safe space between yourself and other people who are not from your household. To practice social or physical distancing, stay at least 6 feet (about 2 arms' length) from other people who are not from your household in both indoor and outdoor spaces.
Social distancing, also called “physical distancing,” means keeping a safe space between yourself and other people who are not from your household. To practice social or physical distancing, stay at least 6 feet (about 2 arms' length) from other people who are not from your household in both indoor and outdoor spaces.
Social distancing, also called “physical distancing,” means keeping a safe space between yourself and other people who are not from your household. To practice social or physical distancing, stay at least 6 feet (about 2 arms' length) from other people who are not from your household in both indoor and outdoor spaces.
Posted by: Chathuri Super admin..
Assessing Learning
Host: MSU Libraries
Best Practices in Data Visualization
Learn general best practices for creating data visualizations. This workshop will describe the overarching goals of data visualization and provide criteria for evaluating the effectiveness of a visualization. This workshop will also offer tool suggestions for beginners exploring data visualization.
Navigating Context
Host: MSU Libraries
Research Data Management: Best Practices for organizing and managing your data
Why is research data management so important? This workshop will help you plan for organizing and managing your data from the outset of your project.
We will look at some basic best practices for:
organizing your data
cleaning/prepping/working with your data
working with multiple data files
storage solutions
long-term archiving and making your data accessible to other researchers
Navigating Context
Host: CTLI
To Be Read: Educator Edition
If you're anything like us, you probably have a long list of "to be read" books. We know that engaging in book discussions fosters a culture of curiosity and intellectual growth, reinforcing the idea that learning is a lifelong journey enriched by the exchange of ideas and insights with others. It is our hope that through thoughtful dialogue and shared reflections on relevant literature, educators not only enhance their own practices but also contribute to a dynamic community that benefits both their students and MSU broadly.
Goals for this program:
Cultivate a curiosity for continuous learning by engaging discussions of relevant teaching & learning publications
Enhance instructional practices and professional growth through the exchange of ideas and insights gained from shared reflections
Contribute to a collaborative community of educators that supports mutual development necessary to provide high-quality, evidence-based learning experiences across all modes of instruction.
Navigating Context
Host: MSU Libraries
Vibe Coding: Introduction to Using GenAI for Coding
Vibe coding refers to using natural language prompts to create usable programming code through generative artificial intelligence (GenAI).
This workshop will provide an introduction to vibe coding, describe current practices and tools, and note the benefits and downsides of vibe coding. The second half of the workshop will demonstrate how to navigate and use GitHub Copilot, offer tips for crafting effective prompts, and provide you with an opportunity to start exploring the tool.
It is recommended to create a free GitHub account prior to the workshop, if you don’t have one already.
Navigating Context
Host: CTLI
A.I. in Teaching and Learning (light breakfast included)
In this hands-on session you'll:
Integrate "levels of A.I. use" into your assignment expectations
Design assessments using backward design principles with A.I. in mind
Explore restrictive and non-restrictive A.I. course guidance
Bring your course materials and leave with practical revisions and peer feedback!
Register now at this link only: https://forms.gle/ztsjn2ryPaz6w5657
The in-person location for this session: is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207. For directions to W207, please visit the Room Locations page.
Navigating Context
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