I have heard of the 7 1/2 habits of successful people before, so this wasn't new to me. However, getting a reminder is always a great thing. The habits that spoke most to me included teaching others (after all, isn't that everyone's goal no matter their profession!). I believe that the greatest thing you can do for someone else is to help them on their way and teaching others falls right into this category. I think using technology and having a toolbox that you are filling go hand-in-hand. After all, the majority of my new tools are technology-driven because this is what my students know and enjoy. In order to keep them moving in the right direction, I have to have their attention. The easiest way to do this is by using what they know--technology!
Any comments?
Thanks,
Laura
Tuesday, November 11, 2008
Sunday, April 13, 2008
Overall--Workforce Development
The end of Workforce Development has left me sad because the journey to get to the end was rich with so much information about what we should be doing to educate our children. I've discovered that a lot of the standardized testing that we do doesn't mean a thing to our students once we send them out into the real world. If this is the only form of assessment that you provide for your students, you are leaving them poorer beyond a shadow of a doubt. I hear how students aren't prepared when they start their first job, and even though I thought I had an idea why, this course really opened my eyes as to why so many of our young people fail at their first position or struggle immensely and believe they can't do it. I understand that it's often just easier to tell them how to do it or what to do, but doing that is giving them a large disadvantage because they aren't learning how to do it on their own. This is where change needs to happen...
Even though I honestly tried to be "outside of the box" with assessments before this class, taking this class has pushed me even more towards using performance-based assessments and learning more about what my students know and think. I've asked "What would you do?" and "What do you think?" and "Why?" more in the last eight weeks than I have since August. If anything, that shows that I agree with what I have learned.
I used many of the videos that were shown in class with my colleagues and even used two with my students. For me, this was the greatest resource that I could see transferring into my teaching. A lot of the articles were good; however, I struggle to use them in my class because of the technical language of some and others would be over my students' heads. I did use some researching time to find some articles that will fit into my reading classes without leaving my students stumped.
I have used webquests in my classes before; however, I really like the concept of the QuickQuest because it's designed for a lot shorter time in the classroom. In fact, I created a WebQuest during this course titled "Life After College." During that webquest, students had to figure out where they were going to college and what degree they were going to earn. After graduating, their job was to figure out how to live and if they could afford to live by figuring out rent, insurance, taxes, student loan payments, utilities, car payments, etc. I was surprised to see that many of my students thought they would start off with a job paying them $4,000-5,000 a month! Then I have surprised to learn about the number of students that didn't realize that they had more expenses than income and weren't concerned about it...Overall, I believe this webquest opened every person's eyes to what life is really like as an adult and as a student. If you want to learn more, go to the Life After College link in the section below and visit my webquest.
Timing for me was rolling along smoothly until we had a personal tragedy in my family that rocked us all back a little bit. Thankfully, I have been able to get back on track without losing too much time. I stayed the course so well because the resources and assignments held great value to me. I could always see the end product and understand why the process was going the way that it was. Thanks for that!
I wouldn't recommend any changes to this class at all, and I would recommend it highly to others: check out Workforce Development through the University of Wisconsin-Stout. Becky knows how to keep it moving!
Thanks!
Even though I honestly tried to be "outside of the box" with assessments before this class, taking this class has pushed me even more towards using performance-based assessments and learning more about what my students know and think. I've asked "What would you do?" and "What do you think?" and "Why?" more in the last eight weeks than I have since August. If anything, that shows that I agree with what I have learned.
I used many of the videos that were shown in class with my colleagues and even used two with my students. For me, this was the greatest resource that I could see transferring into my teaching. A lot of the articles were good; however, I struggle to use them in my class because of the technical language of some and others would be over my students' heads. I did use some researching time to find some articles that will fit into my reading classes without leaving my students stumped.
I have used webquests in my classes before; however, I really like the concept of the QuickQuest because it's designed for a lot shorter time in the classroom. In fact, I created a WebQuest during this course titled "Life After College." During that webquest, students had to figure out where they were going to college and what degree they were going to earn. After graduating, their job was to figure out how to live and if they could afford to live by figuring out rent, insurance, taxes, student loan payments, utilities, car payments, etc. I was surprised to see that many of my students thought they would start off with a job paying them $4,000-5,000 a month! Then I have surprised to learn about the number of students that didn't realize that they had more expenses than income and weren't concerned about it...Overall, I believe this webquest opened every person's eyes to what life is really like as an adult and as a student. If you want to learn more, go to the Life After College link in the section below and visit my webquest.
Timing for me was rolling along smoothly until we had a personal tragedy in my family that rocked us all back a little bit. Thankfully, I have been able to get back on track without losing too much time. I stayed the course so well because the resources and assignments held great value to me. I could always see the end product and understand why the process was going the way that it was. Thanks for that!
I wouldn't recommend any changes to this class at all, and I would recommend it highly to others: check out Workforce Development through the University of Wisconsin-Stout. Becky knows how to keep it moving!
Thanks!
Thursday, April 10, 2008
Disability QuickQuest
Laura Meyer
DISABILITIES
WHAT WOULD YOU DO?
Your family has been offered a year-long stay at the vacation location of your dreams. The catch is that your family has to take care of the house and property where you will be living during that time and return it to the owner in the shape in which you found it. During that time, your family will have to find jobs, go to school, pay taxes, and work cooperatively with your neighbors. The landowner is willing to help resolve all of these issues for your guarantee that the property will be taken care of as the owner would.
Your parents see this as a wonderful opportunity to live in the city of your dreams while making money to pay off the remaining mortgage of your current home. This monetary situation is a big deal as you will be going to college in two years and can’t attend without some monetary assistance. Your parents see this as a win-win situation.
The problem is that your older brother has special needs and has his own life in your current city. You don’t think it’s acceptable to spend a year away from him; however, he doesn’t want to leave his home, his job, and his friends. He can’t stay in the city without your family.
How will you make this situation work for all members of your family? Research your new home to discover how to make this situation work. Remember to include how your dream location can assist your brother in finding a new job and new friends.
Thinking about the following questions will help you determine some of the important things you should be thinking about while researching your new home.
1. Where is your family moving? Provide at least five basic facts about your new home.
USA Cities: http://www.usacities.com/
Going to this site allows you to discover a multitude of information about individual US cities including homes, schools, jobs, etc.
Use the Disability Resources in the box below to answer the following questions and use the Comprehensive Systems website to help with some of the questions as well.
Comprehensive Systems: www.comp-systems.org/
Comprehensive Systems is one of the largest programs to help those with disabilities find a job, find transportation, housing, and make new friends.
2. Define your sibling’s disability.
3. Describe how the three symptoms of your sibling’s disability affect their life and the lives of those around them.
4.Give examples of how your sibling is/has been discriminated against in society.
5.Calculate how this disability will affect your sibling long term.
6.Demonstrate how disabilities can help and hurt a family.
7.Outline your sibling’s day and what you think the future holds.
8.Examine the struggles your sibling has with their disability and with your family’s expectations.
9.Appraise how society helps aid and hinder someone with disabilities.
10.Select and support a plan that would help make your sibling’s life easier.
11.Create a plan for a place of residence for your sibling.
Disability Resources
LD Online: http://www.ldonline.org
The site deals with learning disabilities and ADHD. It offers the basics on these disabilities as well as idea on how to help students with these issues while supporting the parents and educators of these students.
Learning Disabilities Association of America: www.ldanatl.org
This site includes information on all learning disabilities for those with learning disabilities, their family and friends, educators, and others.
DisabilityInfo.Gov: www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderld=500
This site has a lot of information for those with a disability including employment, education, technology, health, communication, etc.
AAPD (American Association of People with Disabilities): www.aapd-dc.org
This site offers information and technical assistance concerning employment, leaderships, education, activities and events, and even a place to lodge complaints about others’ noncompliance.
NICHCY (National Dissemination Center for Children with Disabilities): www.nichcy.org
This site is strictly for those dealing with education as it deals with disability information, IDEA (law that authorizes special education), No Child Left Behind, and research-based practices concerning effective practices.
Medline Plus (Disabilities): www.nlm.nih.gov/medlineplus/disabilities.html
www.nod.org
Disabilities affect one in every five people in the United States. This site provides numerous information about the various disabilities including nutrition information and the financial aspect of being disabled.
Homes & Communities U.S. Department of Housing and Urban Development: www.hud.gov/groups/disabilities.cfm
The Fair Housing rights that exists for all are listed here as well as decribing how this policy works for those that are disabled. Information is also provided about renting or buying homes or vehicles as well as home improvement issues.
Disability Resources on the Internet: www.disabilityresources.org
Disabilities at all ages are covered here as well as providing information for those afflicted at specific ages with these disabilities.
Disability Resource Center: www.access-disability-deaf.neu.edu
The site is created mostly for individuals suffering from various disabilities; however, information is provided for parents and educators. Support services are also provided here as well as rights for the disabled.
Childhood Learning Disabilities: www.learning-disabilities.org
The basics of disabilities are included here as well as how they are caused, identified, diagnosed, and the educational options for the different disabilities. A section is also provided about families and coping.
Learning Disabilities Unplugged: www.learning-disabilities-unplugged.com
National Center for Learning Disabilities: www.ncld.org
This site provides information for all grade levels plus parents and advocates for those with learning disabilities. The site includes several different available programs as well as scholarships and other informational sources that might be needed by those with disabilities or close to those with disabilities.
Other Resources
www.learningdisabilities.org.uk
www.speld.org.nz
www.ninds.nih.gov/disorders/learningdisabilities/learningdisabilites.htm
www.LD.org
www.section508.gov
www.geocities.com/aneecp/distypes.htm
www.cdc.gov/ncbddd/disabilities.htm
www.disabilityhelper.com
www.cdc.gov/nchs/fastats/disable.htm
www.cdc.gov/ncbddd/dd/default.htm
www.opm.gov/disability
When you have decided on your best case scenario for your family, please send an e-mail to mrs_lmeyer@hotmail.com explaining your choices and the reasoning behind those choices.
To see the Disabilities rubric, click <"http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1559553&">here
DISABILITIES
WHAT WOULD YOU DO?
Your family has been offered a year-long stay at the vacation location of your dreams. The catch is that your family has to take care of the house and property where you will be living during that time and return it to the owner in the shape in which you found it. During that time, your family will have to find jobs, go to school, pay taxes, and work cooperatively with your neighbors. The landowner is willing to help resolve all of these issues for your guarantee that the property will be taken care of as the owner would.
Your parents see this as a wonderful opportunity to live in the city of your dreams while making money to pay off the remaining mortgage of your current home. This monetary situation is a big deal as you will be going to college in two years and can’t attend without some monetary assistance. Your parents see this as a win-win situation.
The problem is that your older brother has special needs and has his own life in your current city. You don’t think it’s acceptable to spend a year away from him; however, he doesn’t want to leave his home, his job, and his friends. He can’t stay in the city without your family.
How will you make this situation work for all members of your family? Research your new home to discover how to make this situation work. Remember to include how your dream location can assist your brother in finding a new job and new friends.
Thinking about the following questions will help you determine some of the important things you should be thinking about while researching your new home.
1. Where is your family moving? Provide at least five basic facts about your new home.
USA Cities: http://www.usacities.com/
Going to this site allows you to discover a multitude of information about individual US cities including homes, schools, jobs, etc.
Use the Disability Resources in the box below to answer the following questions and use the Comprehensive Systems website to help with some of the questions as well.
Comprehensive Systems: www.comp-systems.org/
Comprehensive Systems is one of the largest programs to help those with disabilities find a job, find transportation, housing, and make new friends.
2. Define your sibling’s disability.
3. Describe how the three symptoms of your sibling’s disability affect their life and the lives of those around them.
4.Give examples of how your sibling is/has been discriminated against in society.
5.Calculate how this disability will affect your sibling long term.
6.Demonstrate how disabilities can help and hurt a family.
7.Outline your sibling’s day and what you think the future holds.
8.Examine the struggles your sibling has with their disability and with your family’s expectations.
9.Appraise how society helps aid and hinder someone with disabilities.
10.Select and support a plan that would help make your sibling’s life easier.
11.Create a plan for a place of residence for your sibling.
Disability Resources
LD Online: http://www.ldonline.org
The site deals with learning disabilities and ADHD. It offers the basics on these disabilities as well as idea on how to help students with these issues while supporting the parents and educators of these students.
Learning Disabilities Association of America: www.ldanatl.org
This site includes information on all learning disabilities for those with learning disabilities, their family and friends, educators, and others.
DisabilityInfo.Gov: www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderld=500
This site has a lot of information for those with a disability including employment, education, technology, health, communication, etc.
AAPD (American Association of People with Disabilities): www.aapd-dc.org
This site offers information and technical assistance concerning employment, leaderships, education, activities and events, and even a place to lodge complaints about others’ noncompliance.
NICHCY (National Dissemination Center for Children with Disabilities): www.nichcy.org
This site is strictly for those dealing with education as it deals with disability information, IDEA (law that authorizes special education), No Child Left Behind, and research-based practices concerning effective practices.
Medline Plus (Disabilities): www.nlm.nih.gov/medlineplus/disabilities.html
www.nod.org
Disabilities affect one in every five people in the United States. This site provides numerous information about the various disabilities including nutrition information and the financial aspect of being disabled.
Homes & Communities U.S. Department of Housing and Urban Development: www.hud.gov/groups/disabilities.cfm
The Fair Housing rights that exists for all are listed here as well as decribing how this policy works for those that are disabled. Information is also provided about renting or buying homes or vehicles as well as home improvement issues.
Disability Resources on the Internet: www.disabilityresources.org
Disabilities at all ages are covered here as well as providing information for those afflicted at specific ages with these disabilities.
Disability Resource Center: www.access-disability-deaf.neu.edu
The site is created mostly for individuals suffering from various disabilities; however, information is provided for parents and educators. Support services are also provided here as well as rights for the disabled.
Childhood Learning Disabilities: www.learning-disabilities.org
The basics of disabilities are included here as well as how they are caused, identified, diagnosed, and the educational options for the different disabilities. A section is also provided about families and coping.
Learning Disabilities Unplugged: www.learning-disabilities-unplugged.com
National Center for Learning Disabilities: www.ncld.org
This site provides information for all grade levels plus parents and advocates for those with learning disabilities. The site includes several different available programs as well as scholarships and other informational sources that might be needed by those with disabilities or close to those with disabilities.
Other Resources
www.learningdisabilities.org.uk
www.speld.org.nz
www.ninds.nih.gov/disorders/learningdisabilities/learningdisabilites.htm
www.LD.org
www.section508.gov
www.geocities.com/aneecp/distypes.htm
www.cdc.gov/ncbddd/disabilities.htm
www.disabilityhelper.com
www.cdc.gov/nchs/fastats/disable.htm
www.cdc.gov/ncbddd/dd/default.htm
www.opm.gov/disability
When you have decided on your best case scenario for your family, please send an e-mail to mrs_lmeyer@hotmail.com explaining your choices and the reasoning behind those choices.
To see the Disabilities rubric, click <"http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1559553&">here
QuickQuest
I have created webquests before, but I have to admit that I'm a fan after creating my first QuickQuest. I decided to create my quest about disabilities as my 7th graders were studying this concept. The quest will be used when students are finished reading their disabilities novel. Each novel addressed different disabilities; therefore, different family situation, problems, and solutions were addressed as well. The QuickQuest I created asked my students to put themselves in the shoes of a family member that has to relocate to a new city while making sure their disabled brother is taken care of as well. I expect the quest to push students to new ideas because the majority of my students have no experience with dealing with a disability in any way, shape, or form much less living with a disabled sibling. Check it out at http://web.mac.com/mrs_lmeyer/Mrs._Meyer__N-P/Disabilities.html.
Thanks!
Thanks!
Tuesday, April 8, 2008
Communication
Hi all,
Today, I'm going to spend a little bit of time talking about communication tools that I have used to provide information or share information with others.
Blogging: http://mrslmeyer.blogspot.com/
I will start with blogs as this is a tool that I use least; however, I can see the validity of blogging as long as the sources are valid. The Polish family history blog that mirrored the Holocaust that I evaluated was amazing. The author had spent a large amount of time and gathered so many resources in one place. The best part about a blog is that you can share information while providing the pros and cons in a conversational manner. Anyone that has an e-mail address (if you pick that option) can view and comment on your blog. In my opinion, this is a very valid use, and I hope to use blogging more personally and for class in the future.
Wikis: http://mrslmeyer.wikispaces.com/
Wikis are extremely valuable when the desire is there to share work between students. As long as students are saving, the information can't get lost or left at home. The administrator of the wiki can decide how to set the area up as well as create multiple pages under one topic. With the wiki, students have to be granted permission to access the page but can make their changes right at the computer on the Internet. I have used wikis for mini-reports so that students have to show me how they find, organize, and create information. So far, my wikis have been siimple and not used very much because of the lack of available computers at my location.
Rollyo: http://rollyo.com/index.html
Rollyo is a great source that I discovered several years ago. Rollyo is a personalized search engine that will only allow a user to look for a topic inside the sites provided. The reason I use Rollyo so much is because I have several students that aren't allowed to do Internet searches on their own--I have to provide the websites for them. Rollyo has saved me so much time, energy, and frustration because of how well it works.
I hope the above information is helpful to you if you are looking for tools to use while working with technology personally and professionally. Each of the above tools provides the opportunity for students to participate in their own learning as well.
Thanks,
Laura M.
Today, I'm going to spend a little bit of time talking about communication tools that I have used to provide information or share information with others.
Blogging: http://mrslmeyer.blogspot.com/
I will start with blogs as this is a tool that I use least; however, I can see the validity of blogging as long as the sources are valid. The Polish family history blog that mirrored the Holocaust that I evaluated was amazing. The author had spent a large amount of time and gathered so many resources in one place. The best part about a blog is that you can share information while providing the pros and cons in a conversational manner. Anyone that has an e-mail address (if you pick that option) can view and comment on your blog. In my opinion, this is a very valid use, and I hope to use blogging more personally and for class in the future.
Wikis: http://mrslmeyer.wikispaces.com/
Wikis are extremely valuable when the desire is there to share work between students. As long as students are saving, the information can't get lost or left at home. The administrator of the wiki can decide how to set the area up as well as create multiple pages under one topic. With the wiki, students have to be granted permission to access the page but can make their changes right at the computer on the Internet. I have used wikis for mini-reports so that students have to show me how they find, organize, and create information. So far, my wikis have been siimple and not used very much because of the lack of available computers at my location.
Rollyo: http://rollyo.com/index.html
Rollyo is a great source that I discovered several years ago. Rollyo is a personalized search engine that will only allow a user to look for a topic inside the sites provided. The reason I use Rollyo so much is because I have several students that aren't allowed to do Internet searches on their own--I have to provide the websites for them. Rollyo has saved me so much time, energy, and frustration because of how well it works.
I hope the above information is helpful to you if you are looking for tools to use while working with technology personally and professionally. Each of the above tools provides the opportunity for students to participate in their own learning as well.
Thanks,
Laura M.
Friday, April 4, 2008
Clusty and Rollyo
Laura Meyer
Module 6
When I started my search, I decided to start with Clusty because I had never even heard of it. I am impressed with the media aspect of this source. I marked it to come back to on future searches for information for my classes. I then continued on with Rollyo which is a personalized search engine that seems to be a well-kept secret. I use Rollyo with my students because it helps keep my students in a contained area where the resources have been checked already and are safe. Many schools are going to be policy where teachers have to provide the sites for students to go to, and Rollyo is the tool teachers need to provide this service to all without having to look up a new resource for the student.
I used http://clusty.com/ to find my sources.
I created my search engine at http://rollyo.com using the title Disabilities.
Terms: disabilities, learning disabilities, physical disability, disability help
I provided annotations for several sources below. Then, for the sake of time, I included other sources I included in my Rollyo but did not annotate every source.
Clusty provided the most accurate resources for me; however, I created the search engine in Rollyo to provide that guidance for my students. I plan on using these sources with a webquest for my students. Time provided the least amount of useful information for me because I wasn’t looking for specific situations or people. It’s a good source, but I needed to start off on a more general level.
LD Online: http://www.ldonline.org
The site deals with learning disabilities and ADHD. It offers the basics on these disabilities as well as idea on how to help students with these issues while supporting the parents and educators of these students.
Learning Disabilities Association of America: www.ldanatl.org
This site includes information on all learning disabilities for those with learning disabilities, their family and friends, educators, and others.
DisabilityInfo.Gov: www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderld=500
This site has a lot of information for those with a disability including employment, education, technology, health, communication, etc.
AAPD (American Association of People with Disabilities): www.aapd-dc.org
This site offers information and technical assistance concerning employment, leaderships, education, activities and events, and even a place to lodge complaints about others’ noncompliance.
NICHCY (National Dissemination Center for Children with Disabilities): www.nichcy.org
This site is strictly for those dealing with education as it deals with disability information, IDEA (law that authorizes special education), No Child Left Behind, and research-based practices concerning effective practices.
Medline Plus (Disabilities): www.nlm.nih.gov/medlineplus/disabilities.html
www.nod.org
Disabilities affect one in every five people in the United States. This site provides numerous information about the various disabilities including nutrition information and the financial aspect of being disabled.
Homes & Communities U.S. Department of Housing and Urban Development: www.hud.gov/groups/disabilities.cfm
The Fair Housing rights that exists for all are listed here as well as decribing how this policy works for those that are disabled. Information is also provided about renting or buying homes or vehicles as well as home improvement issues.
Disability Resources on the Internet: www.disabilityresources.org
Disabilities at all ages are covered here as well as providing information for those afflicted at specific ages with these disabilities.
Disability Resource Center: www.access-disability-deaf.neu.edu
The site is created mostly for individuals suffering from various disabilities; however, information is provided for parents and educators. Support services are also provided here as well as rights for the disabled.
Childhood Learning Disabilities: www.learning-disabilities.org
The basics of disabilities are included here as well as how they are caused, identified, diagnosed, and the educational options for the different disabilities. A section is also provided about families and coping.
Learning Disabilities Unplugged: www.learning-disabilities-unplugged.com
National Center for Learning Disabilities: www.ncld.org
This site provides information for all grade levels plus parents and advocates for those with learning disabilities. The site includes several different available programs as well as scholarships and other informational sources that might be needed by those with disabilities or close to those with disabilities.
www.learningdisabilities.org.uk
www.speld.org.nz
www.ninds.nih.gov/disorders/learningdisabilities/learningdisabilites.htm
www.LD.org
www.section508.gov
www.geocities.com/aneecp/distypes.htm
www.cdc.gov/ncbddd/disabilities.htm
www.disabilityhelper.com
www.cdc.gov/nchs/fastats/disable.htm
www.cdc.gov/ncbddd/dd/default.htm
www.opm.gov/disability
Module 6
When I started my search, I decided to start with Clusty because I had never even heard of it. I am impressed with the media aspect of this source. I marked it to come back to on future searches for information for my classes. I then continued on with Rollyo which is a personalized search engine that seems to be a well-kept secret. I use Rollyo with my students because it helps keep my students in a contained area where the resources have been checked already and are safe. Many schools are going to be policy where teachers have to provide the sites for students to go to, and Rollyo is the tool teachers need to provide this service to all without having to look up a new resource for the student.
I used http://clusty.com/ to find my sources.
I created my search engine at http://rollyo.com using the title Disabilities.
Terms: disabilities, learning disabilities, physical disability, disability help
I provided annotations for several sources below. Then, for the sake of time, I included other sources I included in my Rollyo but did not annotate every source.
Clusty provided the most accurate resources for me; however, I created the search engine in Rollyo to provide that guidance for my students. I plan on using these sources with a webquest for my students. Time provided the least amount of useful information for me because I wasn’t looking for specific situations or people. It’s a good source, but I needed to start off on a more general level.
LD Online: http://www.ldonline.org
The site deals with learning disabilities and ADHD. It offers the basics on these disabilities as well as idea on how to help students with these issues while supporting the parents and educators of these students.
Learning Disabilities Association of America: www.ldanatl.org
This site includes information on all learning disabilities for those with learning disabilities, their family and friends, educators, and others.
DisabilityInfo.Gov: www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderld=500
This site has a lot of information for those with a disability including employment, education, technology, health, communication, etc.
AAPD (American Association of People with Disabilities): www.aapd-dc.org
This site offers information and technical assistance concerning employment, leaderships, education, activities and events, and even a place to lodge complaints about others’ noncompliance.
NICHCY (National Dissemination Center for Children with Disabilities): www.nichcy.org
This site is strictly for those dealing with education as it deals with disability information, IDEA (law that authorizes special education), No Child Left Behind, and research-based practices concerning effective practices.
Medline Plus (Disabilities): www.nlm.nih.gov/medlineplus/disabilities.html
www.nod.org
Disabilities affect one in every five people in the United States. This site provides numerous information about the various disabilities including nutrition information and the financial aspect of being disabled.
Homes & Communities U.S. Department of Housing and Urban Development: www.hud.gov/groups/disabilities.cfm
The Fair Housing rights that exists for all are listed here as well as decribing how this policy works for those that are disabled. Information is also provided about renting or buying homes or vehicles as well as home improvement issues.
Disability Resources on the Internet: www.disabilityresources.org
Disabilities at all ages are covered here as well as providing information for those afflicted at specific ages with these disabilities.
Disability Resource Center: www.access-disability-deaf.neu.edu
The site is created mostly for individuals suffering from various disabilities; however, information is provided for parents and educators. Support services are also provided here as well as rights for the disabled.
Childhood Learning Disabilities: www.learning-disabilities.org
The basics of disabilities are included here as well as how they are caused, identified, diagnosed, and the educational options for the different disabilities. A section is also provided about families and coping.
Learning Disabilities Unplugged: www.learning-disabilities-unplugged.com
National Center for Learning Disabilities: www.ncld.org
This site provides information for all grade levels plus parents and advocates for those with learning disabilities. The site includes several different available programs as well as scholarships and other informational sources that might be needed by those with disabilities or close to those with disabilities.
www.learningdisabilities.org.uk
www.speld.org.nz
www.ninds.nih.gov/disorders/learningdisabilities/learningdisabilites.htm
www.LD.org
www.section508.gov
www.geocities.com/aneecp/distypes.htm
www.cdc.gov/ncbddd/disabilities.htm
www.disabilityhelper.com
www.cdc.gov/nchs/fastats/disable.htm
www.cdc.gov/ncbddd/dd/default.htm
www.opm.gov/disability
Monday, March 10, 2008
Bloom's Taxonomy and the Big 6 TM
I have used Bloom’s Taxonomy for several years whereas the Big 6TM is a fairly new concept for me. The main relationship I see between Bloom’s Taxonomy and the Big6TM is the upward movement of the questioning that is used. The student starts on an upward spiral that doesn’t stop until they reach the top level of their thinking. This, to me, is what has always been the best part about Bloom’s and now the Big 6TM as well. Bloom’s and the Big6TM are used as organizers; however, this is why they are so valuable. The majority of teachers know the types of questions to ask to get students thinking more; however, it can be hard to go from A to D without some assistance. Both of these models provide the assistance that educators have been looking for. The Big 6TM provides the organizer that I need to make sure my lessons provide every step of the way while Bloom’s Taxonomy provide the language that my students need every step of the way.
Thursday, February 28, 2008
Problem-Based Learning
Most of us know that we want to create as many real-world examples in class as is possible; however, this is definitely easier said than done. Sometimes we think we are creating a unit that will "make" the students step out of their comfort zone and create something new. Alas, we discover that this isn't often the case. This same situation happens to me more than I care to admit. This week I learned a process for developing problem-based learning, and that process (though hard to grasp at first) really opened my eyes to how I've done this before. Before I started the process, I wanted to develop something that I could use in my classroom as well. I teach a unit on disabilities to one grade while teaching the Holocaust to the other. The Holocaust unit already has a webquest that I created several years ago. Therefore, I wanted them to match. What I developed has a sibling having to help the entire family move to their dream location while helping a special needs brother settle in as well. All members of the family need to find jobs, go to school, etc. The kicker is that the brother doesn't want to move, and the family can live rent-free for one year which will help them pay off their house.
I'm also going to create a "Life After College" spreadsheet activity for my computer class. The students are all college graduates that need to find a job and a place to live while being able to pay their bills. They will create a budget for a year, and have to decide if they can cut it where they want to go. This idea was hatched by my husband's employees (some don't realize how much cost of living is).
Both activities will be implemented within the next month. I expect that some of my students will be surprised that all communities don't have areas designed for special needs people, and not all jobs pay enough for a person to live on their own. Any thoughts for me?
I'm also going to create a "Life After College" spreadsheet activity for my computer class. The students are all college graduates that need to find a job and a place to live while being able to pay their bills. They will create a budget for a year, and have to decide if they can cut it where they want to go. This idea was hatched by my husband's employees (some don't realize how much cost of living is).
Both activities will be implemented within the next month. I expect that some of my students will be surprised that all communities don't have areas designed for special needs people, and not all jobs pay enough for a person to live on their own. Any thoughts for me?
Thursday, February 21, 2008
Bloom's Taxonomy-Oct 7-13, 2007
I have always been a huge fan of using Bloom's Taxonomy in my classroom. I believe that using the levels and the words help ensure that I'm reaching multiple levels with my students. I can also target a path with my students, so that they receive the help they need along the way to develop a better understanding of the content. I didn't realize until this week that Bloom's has been revised. Now I am anxious to recreate my questions at the new levels and try them with my classes. I'm curious as to the results that I receive from my students.
Thanks!
Thanks!
Wednesday, February 13, 2008
Professional Development
Hi all,
I just found this short video about professional development. It seems like most of our districts are moving in the right direction...
Download Video: Posted by sylviagenyes at TeacherTube.com.
Thanks!
I just found this short video about professional development. It seems like most of our districts are moving in the right direction...
Download Video: Posted by sylviagenyes at TeacherTube.com.
Thanks!
Tuesday, February 12, 2008
The Framework: What Already Works
My school district is the most advanced in professional development as far as the concept of letting teachers work on what their need to. We are allowed to pick an area of a choice that we believe needs to be improved. The school will provide limited funds that can be used to cover substitute pay or materials. The funds are enough to cover about four days. The money can only be used with prior approval by the administration. Once approval has been provided, the teacher is responsible for any additional cost that wasn’t written into the plan.
We are behind in professional development because of the increasing costs and availability of some classes. We have to spend a lot of time looking for classes that are available to continue our education as only a select amount are posted in the employee break room.
I hope to be teaching online soon. I take steps towards this every day as I see what benefit this has for all students. I also see how interested students are in working with technology, and how they need to be taught to use technology appropriately. I see how students need to learn problem solving using technology because their future will require this sort of education.
Thanks!
We are behind in professional development because of the increasing costs and availability of some classes. We have to spend a lot of time looking for classes that are available to continue our education as only a select amount are posted in the employee break room.
I hope to be teaching online soon. I take steps towards this every day as I see what benefit this has for all students. I also see how interested students are in working with technology, and how they need to be taught to use technology appropriately. I see how students need to learn problem solving using technology because their future will require this sort of education.
Thanks!
Monday, February 4, 2008
MILE Guide Online Assessment
Upon completing the MILE Guide Online Assessment, my district is considered to be at the transitional stage in all three sections: Learning and Teaching, Leading and Managing, and Partnering.
One of the recommendations my district was given was to develop priorities for 21st Century Skills. One of the critical factors that are necessary here is to create a group of people that already do some of this and have some skills so that a program can be created for the district. A barrier to this is the time factor. Because I work in a smaller district, it is a struggle to find people willing to do this that already have some of the skills. In my district, some people are really involved while others do nothing. Those that would be needed to meet this recommendation are already maxed out on ideas and time; therefore, we are stretching our staff even thinner than usual. The biggest support that we could provide to our teachers would be to provide time in which teachers can work and an assignment that needs to be completed to determine practice. Other support that would be needed would be to have laptops available with wireless connections in all the classrooms. This would enable teachers to take that step forward with technology. Learners would need support that would require all teachers to become versed in technology. If the technology is not up-to-par, all other preparation would be wasted.
The second recommendation was to make sure that all technological advances and assessments are aligned in regard to the 21st Century Skills. The main critical factor here would be having the 21st Century Skills available to every teacher so that alignment could be checked. In my district, we would have to talk about what those skills mean for our classes and provide examples to every teacher to help out. We would also have to provide multiple training on every aspect of the available technology as some faculty members can’t even turn their computers on and off. This lack of knowledge is the biggest downfall my district has as it slows everyone down, and not just those that don’t want to participate. The biggest practice that would have to change would be the method of assessment. The majority of the tests that are given are paper-and-pencil which are not how business assess their employees. Inquiry-based learning in all classes would be a welcome change as students demonstrate their thinking process while finding their answer.
Thanks,
Laura
One of the recommendations my district was given was to develop priorities for 21st Century Skills. One of the critical factors that are necessary here is to create a group of people that already do some of this and have some skills so that a program can be created for the district. A barrier to this is the time factor. Because I work in a smaller district, it is a struggle to find people willing to do this that already have some of the skills. In my district, some people are really involved while others do nothing. Those that would be needed to meet this recommendation are already maxed out on ideas and time; therefore, we are stretching our staff even thinner than usual. The biggest support that we could provide to our teachers would be to provide time in which teachers can work and an assignment that needs to be completed to determine practice. Other support that would be needed would be to have laptops available with wireless connections in all the classrooms. This would enable teachers to take that step forward with technology. Learners would need support that would require all teachers to become versed in technology. If the technology is not up-to-par, all other preparation would be wasted.
The second recommendation was to make sure that all technological advances and assessments are aligned in regard to the 21st Century Skills. The main critical factor here would be having the 21st Century Skills available to every teacher so that alignment could be checked. In my district, we would have to talk about what those skills mean for our classes and provide examples to every teacher to help out. We would also have to provide multiple training on every aspect of the available technology as some faculty members can’t even turn their computers on and off. This lack of knowledge is the biggest downfall my district has as it slows everyone down, and not just those that don’t want to participate. The biggest practice that would have to change would be the method of assessment. The majority of the tests that are given are paper-and-pencil which are not how business assess their employees. Inquiry-based learning in all classes would be a welcome change as students demonstrate their thinking process while finding their answer.
Thanks,
Laura
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