Bei der Roccat Kone XP Gaming-Maus mit 3D-Beleuchtung kommt die hervorragende Ergonomie des legendären Kone-Designs zum Einsatz. Das durchscheinende Gehäuse der Kone XP bietet ein Lichtspektakel aus 22 LEDs und 8 Lightguides und schafft ein nie dagewesenes, immersives Lichterlebnis. Die Kone XP verfügt über 15 Tasten und mit der Roccat Easy-Shift Technologie bieten sich 29 mögliche Tastenbelegungen. Ideal für Gamer, die umfangreiche Anpassungsmöglichkeiten erwarten. Das Krystal 4D-Mausrad sorgt nicht nur für weitere Eingabemöglichkeiten, sondern setzt auch die RGB-Beleuchtung auf besondere Weise in Szene.
Input - Output Computer Devices helps young students understand the function of computer peripheral devices. Includes Answer sheet.
A Technology project doesn't have to be complicated to be effective. Download a Google Slides template to teach your students some basic technology skills.
TV Inputs and Cables... If you are wondering what all the inputs, ports, and connectors are on the back of your flat panel TV or computer monitor, here is
A Classic Reborn: Design Originated By Vintage Typewriters And Crafted With Ultramodern Features, The Azio Retro Classic Is The Perfect Amalgam Of Past, Present, And Future Genuine & Luxurious: Genuine Leather Or Wood Top Plate. Leather Reflects Taste, Craftsmanship, And Exclusiveness While Emitting A Unique Charm That Inspires Tactile. Clicky. Backlit: The Backlit Mechanical Keys Are Tuned To Be Tactile And "Clicky", Reminiscent Of Vintage Typewriters Forged. Polished. Plated: The Keyboard Frame Is Forged With Aluminum Alloy And Plated Into A Beautiful Chrome/Satin Finish To Accompany The Leather Top Plate
Dahua Technology PFS3006-4ET-60. Tipo interruttore: Non gestito, Livello del commutatore: L2. Tipo di porte RJ-45: Fast Ethernet (10/100), Quantità di porte RJ-45: 6. Dimensioni tavola MAC: 2000 voci, Capacità di commutazione: 1,8 Gbit/s. Voltaggio input DC: 53 V. Connettore di alimentazione: Jack DC-ingresso. Supporto Power over Ethernet (PoE). Montabile a parete.
This is one of my favorite CI games. It is so easy to load them up with tons of language they’re reading and hearing, and they don’t even know it because they’re focused on winnin…
Proprioceptive input activities throughout the day improves sensory integration, self-regulation, and also prevents inappropriate sensory seeking behaviors.
Dahua Technology PFS3006-4ET-60. Switch-Typ: Unmanaged, Switch-Ebene: L2. Basic Switching RJ-45 Ethernet Ports-Typ: Fast Ethernet (10/100), Anzahl der basisschaltenden RJ-45 Ethernet Ports: 6. MAC-Adressentabelle: 2000 Eintragungen, Routing-/Switching-Kapazität: 1,8 Gbit/s. DC input Spannung: 53 V. Netzstecker: DC-Anschluss. Power over Ethernet (PoE). Wandmontage.
C and C++ Cheat Sheet libraries #include input and output functions #include string related functions #include memory allocation, rand, and other functions #include math functions #include time related functions functions returnType functionName( input1Type input1Name, input2Type input2Name, .... ) { // do something return value; // value
Dahua Technology PFS3006-4ET-60. Switch-Typ: Unmanaged, Switch-Ebene: L2. Basic Switching RJ-45 Ethernet Ports-Typ: Fast Ethernet (10/100), Anzahl der basisschaltenden RJ-45 Ethernet Ports: 6. MAC-Adressentabelle: 2000 Eintragungen, Routing-/Switching-Kapazität: 1,8 Gbit/s. DC input Spannung: 53 V. Netzstecker: DC-Anschluss. Power over Ethernet (PoE). Wandmontage.
Weighted pencils can be beneficial for students who do not press hard enough when writing or for students who have poor body awareness and need additional proprioceptive input to increase awareness of their hand. If you've ever taken a look at a therapy catalog, then you are aware of how expensive simple items like a weighted pencil can be. Here's an easy and inexpensive way to make a weighted pencil or crayon on your own. What you need: a pencil (or crayon) two rubber bands some hex nuts Just wrap the rubber band around the pencil to prevent the hex nuts from falling off. Then place the hex nuts on the pencil to create the desired weight. Wrap another rubber band around the pencil at the end of the hex nuts. To find the correct size of hex nut, I recommend just taking a pencil to a home improvement store and to see which size fits best. Now you have a weighted pencil! You can also use this method to create weighted crayons or markers
One of my goals for this school year is to increase communication--with gen ed teachers, parents, administrators, etc. One way I'm doing this is by getting more structured feedback from gen ed teachers about a child when I'm preparing rough drafts of IEPs. Previously, I had gotten my information through emails or discussions, but I didn't have a specific form that I used to collect teacher input. To ensure that I had information in all of the areas I needed, I created my own form. I will hand these out to a child's gen ed teacher a few weeks before the IEP meeting, so they have plenty of time to fill it out and then I will use their information when writing the IEP. It will be very helpful in getting more detailed information about a child's behavior and performance in the general education classroom during this school year! Click below to get a free copy of the form!
Students race to circle the Spanish word Someday I will write a book titled, "101 Ways to Trick your Students into Reading the Same Text Again" or, at the least, submit a conference session proposal on it. I really don't have 88 other posts on this blog on this subject, but I'm willing to bet I have that many ideas that I've used in my Spanish classes in the last 19 years! When I create activities or games, I tend to make ones in which students work with a partner or in groups of three to help keep all students engaged. But I changed it up a bit today. First, I did a MovieTalk of a super short film clip, "El mejor de la clase", with my Spanish 1 students. The instructions and lesson plans are from Martina Bex's (The Comprehensible Classroom) SOMOS 1 Unit 02 curriculum. In the curriculum Martina included a "basic script" of what happens in the video to guide teachers on how to do a MovieTalk. After completing the MovieTalk, I read the script to my students, while clarifying, sketching, gesturing and asking questions as I read the script. Then I asked students to tell me 5 words that they still had a question about or were unsure of. Following that, I noticed the students needed some type of movement. I made an on-the-spot decision (what teacher doesn't do that on a regular basis?) to split the class into two groups and play a game similar to Find It. However, instead of working in small groups, I used the script that was projected on the board. I numbered the students so they could follow the order and keep the game moving (instead of deciding each round which student went next). A student from each team went to the board with a marker in hand. I said the word in English and they had to read the text in order to find the Spanish word. When they found it, they had to circle the word before the other student did in order to earn a point for their team. I kept it moving at a fast pace by not having them erase the circle they had drawn. Each student had several turns at the board and it took 6 minutes or less. It took the place of our 2nd Brain Break today because it had everyone up and moving around. The beauty of using this particular script is that (1) it is comprehensible, of course, and (2) many words are used multiple times throughout the text. When I called out words that were used several times in the text, there was a greater possibility that students wouldn't try to circle the exact same word at the same time (helping to lesson the chances that it would turn into a contact sport).
I originally published this as a guest post the CI Peek blog–which gives you a PEEK into language teachers’ classrooms from around the world with guest posts every Tuesday! Word Clouds are everywhere. We see them in advertising, on merchandise, blog sidebar widgets, and—of course—instructional materials shared by teachers. Word clouds are a method of representing data in a…
Computer devices are components that help to make the computer system interacts within itself. These include input, output, processing, and storage devices.
This 15 page math smartboard lesson covers input - output using a function machine.. This interactive lesson has students coming to the board to write, drag, and click on the correct answers. Made by Scott OToole (Scott OToole) input - output smartboard lesson, smartboard lessons, smartboard le...
“No Finish Line” is Nike’s design vision for the next 50 years. Through exploratory, multilevel conversations encompassing both design and critical inputs to it — like sport research, technology and manufacturing — this research project celebrates 50 years of game-changing design and innovation i...
I LOVE using the game Head's Up. It's great for teaching circumlocution skills. Sometimes students aren't ready to play in the language on their own. So, here are two ways that I tweaked some games to be similar for my classroom, but with a little more help than usual!
The command prompt is still a powerful Windows tool. Here are the most useful CMD commands every Windows user needs to know.
I LOVE using the game Head's Up. It's great for teaching circumlocution skills. Sometimes students aren't ready to play in the language on their own. So, here are two ways that I tweaked some games to be similar for my classroom, but with a little more help than usual!
Inserat an Reverb melden
The last few days my students have read chapters 11, 12, and 13 in the TPRS Publishing, Inc, book, Robo en la noche, by Kristy Placido (@placido on Twitter). Chapter 11 1. We read the chapter together; some classes read it in small groups. 2. I chose a student to be the "all-time artist". 3. The other students formed groups of 3-4. Each group had a marker, a mini-marker board, and an eraser. 4. I had prepared a pack of index cards. On each card I wrote a sentence from chapter 11 (in the TL). Many of the sentences were long so I chose a number from 3-7, wrote it at the top right of the card, and circled it. 5. The artist sketched the sentence on the board and the groups had to look for the sentence in the book. I wrote the circled number on the board and that represented how many words they needed to write in the sentence. (I didn't want to spend time on the students writing long sentences.) 6. To keep the activity moving, after I thought the artist had provided sufficient information in the sketch, I started a timer on the iPad for 1 minute. When the timer went off, I told students to hold up their marker boards and checked for the correct sentence. Spelling and punctuation counted in this activity since they were copying from the book. It also helped to keep everyone in the group involved because they didn't want someone in their group copying incorrectly from the book. Because we are going through Keystone Testing for two weeks, it means my 1st period class is 2 hours and the second class is 26 minutes. They rotate each day so the instruction time is not uneven at the end of the two weeks. I felt I needed a review activity for several of the chapters, so I also created the activity with the sketches (seen at top of the post) and the sheet with statements to be matched to the sketches for chapter 11. I used the same sketches and made a short video using ExplainEverything and then exported the movie to my Dropbox. I now have this available to post on Edmodo for students that were absent. Other possible activities to use with the sketches: - Don't distribute the statement sheet, but rather have the students look for the statements in the book. - The teacher can say a statement and students determine which sketch matches it. - The teacher can retell the chapter, using the sketches as a guide. - Students can retell the chapter to a partner or in small groups, using the sketches as a guide. - Ask students to say as many sentences as possible about each sketch. - Put the sketches in random order on a smartboard program such as Notebook. Students order the sketches. (It may be best to break the sketches into two groups to make it easier to work with the sketches.) - Put the sketches on a smartboard program and let the students guess what happens in the chapter BEFORE they read the chapter. Chapter 12 1. I wrote 12 comprehension questions about information on chapter 12. After students read the chapter, I uploaded the questions to Textivate. 2. The first activity on Textivate the students completed was MultiMatch. 3. The second and third activity they did on Textivate was the Memory 6 (as a practice) and Memory 12. Chapter 13 Order of activities before and after chapter 13 of "Robo en la noche": Preview of chapter 13 1. Several days before reading chapter 13, choose 9 sentences from the chapter that will be easy to illustrate and tells the events of the chapter. 2. Give the sentences to 9 different students. They will sketch them on a small (less than 1/6 sheet) piece of paper. 3. Collect sketches and hold onto them until you are ready to read chapter 13. 4. Put sketches under a document camera. Students describe the sketch in the TL. 5. Put sketches in order. (Remember that this is before you have read the chapter w/ the students.) Teacher chooses the first sketch of the chapter and another one (make it obvious that is happens somewhere other than the first 1/2 of the chapter. 6. Ask students which sketch they think is first in the chapter. 7. After they decide which is first, choose two other sketches and ask which they think is first. 8. Continue until the 9 sketches are in the correct order. In this way, the students basically knew what happened in the chapter which made it (even more) comprehensible to all the students. Reading and After Reading 1. As you read, you can leave the sketches under the document camera and students raise their hand or stand up when we read a sentence that they think matches with the sketch. 2. As soon as you finish chapter 13, instruct all students to close books. 3. Ask which students have seen the following movies: Money Ball, Secretariat, Remember the Titans, etc. Discuss the epilogue that describes what the characters of the story are doing now. 4. Put students in groups of two and tell them to write an epilogue that would be appropriate to play at the end of a movie. Since they didn't read the last two chapters yet, they will need to use their imaginations I used the following 5 characters: Makenna, el Dr. David Parker, Inés, Cecilio, and Juan Carlos. 5. Collect the student-written epilogues. Read them to the class going through all the Makenna scripts first, then el Dr. Parker, etc. Correct the mistakes on the spot which makes students shine. I did the epilogue activity with two of my classes. The more creative the students were the better they liked the activity. I instructed them to be creative but to write logical scenarios. One of my favorites was that Juan Carlos stopped working for the MINAE and decided to enter the Lucha Libre culture as a fighter with the name "El ave". It was nice to hear they remembered that information from when I shared stories that included the culture of Mexico.
I'm pretty sure by now it's well known fact how much I love TocaBoca apps. They not only engage the students I work with but they fully engage me as well. Because there is very little written language or spoken language within them, the apps lend themselves to a plenty of opportunities and motivation for communication exchanges. FYI, TocaBoca is offering a bundle (Toca Toy Box) and Toca Hair Salon can be purchased along with other great TocaBoca apps for a reduced price. Toca Hair salon is not a new release, but it sure is a favorite that never gets old. After you select a character, you can cut, grow, curl, straighten, wash, dry or color the person's hair. Although this app can lend itself to helping learn some specific salon style vocabulary, I chose to use a core words board with limited fringe (more specific vocabulary words) on the top. Before taking a turn using the app, I expect my clients to use a phrase using some of the vocabulary below to convey what he/she would like to do. This board can be found on Boarmakeronline. Often, my clients point to icons as they speak or use their AAC devices. Some of the phrases might be: I/you do it Help me do I cut hair Let's grow it I like it Stop, no like Want different hair Cut different Grow more hair Comb there Cut that Look! (she.. point to character) like it Dry hair Although there are plenty more vocabulary words I could focus on using (e.g. curly, straight, long, short, frizzy, towel dry, hair dryer, clip, bow, colors etc.), I chose to focus on the use of core words (shown as the bigger icons) with basic, more frequently used fringe words (shown as smaller icons on top) that could be used multiple times while playing with the app. Focusing on the core words allows for more practice with the vocabulary within one speech therapy sessions. In addition, because core words are practical, functional words that can be used across multiple settings, practicing them within a fun game will increase the likelihood they will be used outside the game (and in the real world!) as well. I like to think of core words as "make it work" words. For example, I as the speech therapist become a "Tim Gunn" and I encourage my students to say what they want to say with the words that they have in front of them. Of course, if I am to expect this of my students, I myself have to change what I say and "make it work" with what words I have. So the boards not only serve as support for my students, but also for me as a reminder of the most useful words that I should be modeling for my students throughout our speech therapy activities. For more information on core words and AAC, PrAACtical AAC is a great resource! Now, go "make it work!" The Picture Communication Symbols ©1981–2011 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker® is a trademark of Mayer-Johnson LLC.
Generative AI (i.e., AI technology that generates output based on prompted input) has taken the world by surprise and since its mainstream adoption a couple of years ago, we have seen and felt its far reaching impact on various sectors. For us in education, the ripples of this impact are still reverberating across the spectrum.
I generally begin my year teaching place value. This year I decided to mix it up a bit and begin the year with an algebra unit using patterns. In fourth grade, this includes patterns with shapes, symbols, and numbers, and input / output function tables. I wanted to begin the school year with something that would hook my students and allow every child an opportunity to feel confident about math. Since they have been creating and finding patterns since pre-k or before, I figured this unit was a winner! We have completed patterns about any way you can think of. I created a algebra pattern unit this last summer that I am using. It has made my life a bit easier. I created and included an input / output machine named Mumsford with this unit. I am excited that my kids will finally get to meet him next week! I placed magnets on the back so he can be placed on my white board and velcro on his hands and the coordinating pattern cards. I have included a color and black/white version of Mumsford in my unit. If you are interested in viewing this algebra unit, click on any of the links below. There are 93 pages, including vocabulary/word wall cards, the standard and essential questions, 4 daily review 5 Minute checks with assessment, an assessment used for pre and post assessments, activities, recording sheets, and answer keys where applicable. The mini-posters give you an instant focus-walk bulletin board!
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Find out how to make your own stretchy sensory bands for fidgety kids. A great occupational therapy tool for proprioceptive input.
We love people who take a chance and put themselves out there to learn and grow. This video of teacher Amy Powell, who had 2 hours of Minspeak instruction before her “friends” caught he…
Computer Input and Output Devices basic worksheet. You can also purchase the complete workbook filled with worksheets like this one and many more. "Think. Learn. Compute." for ages 5-7 and 7- 11 on Lulu, Amazon, Ingram and Barnes and Noble.
Have you ever thought of how often you hear commands throughout your day or how often you say a command? It has to be one of the most used features of a language. The language of mothers and fathers, especially those with young children, are packed with commands. Are you a fan of cooking shows or DIY shows? Think of the amount of commands you hear during those programs. Likewise, teachers' days are full of commands as they instruct their students and give directions. I doubt teachers realize how often they say a command. Last semester, I wanted to make my Spanish students aware of how often they hear commands during the class period, so I proposed a simple listening competition. When I say a command in Spanish, I will listen for the first student to call out "¡Mandato!". Then I write the student's name on the board with a tally mark. I am repeating The Mandato Challenge again this semester. I started it two days ago and the tally marks are growing. Interestingly enough, some students that are usually quiet in class, are among the high scorers! In other words, the fact that they're quiet does not mean they aren't listening and acquiring the language, but rather that their comfort zone in the second language classroom looks a little different than the students that want to answer every, single question or even comment on things without a question. (To be clear, I do like having those that are like a fountain of language that doesn't have an off switch in class because they add energy and content to our discussions.) If I can't discern which person said ¡Mandato! first, it's a draw and nobody receives a tally mark. A new addition to The Mandato Challenge this semester is if I say a command and nobody hears it, which usually happens if I am speaking to only one student or a small group of students, then I receive a point. I've earned a few points, but I predict next week I'll earn a big 'ole goose egg because they are s-h-a-r-p! Side benefits of The Mandato Challenge An unexpected benefit to this challenge, is that sometimes to avoid saying a command, I say Quiero que ustedes pongan sus papeles en mi escritorio (I want that you all put your papers on my desk) instead of Pongan sus papeles en mi escritorio (Put your papers on my desk), which provides input of the subjunctive in context at a time they are paying close attention! Eventually students notice that many times the words (verbs) are the same when I say "I want that you..." as when I directly tell them to do something. Sometimes when I say a command and one or two, (or sometimes 10 or more), students call out ¡Mandato!, and I add a tally mark, there may be a student that didn't hear it and will ask, "¿Qué dijiste?" (or sometimes they blurt that out in English - we're still in the real world here folks). They asked, so I write what I said on the board for them to see it in print. It's like "pop-up grammar" but they initiate it! Other times after I add a tally mark I'll ask the class to tell me what I just said and then we quickly move on to what we were doing. It adds energy to class because the students are waiting, listening, ready to shout ¡Mandato! which captures everyone's attention. If you want to see how this works, give The Mandato Challenge a try in your classroom. Have FUN with it!
Algorithm examples include sorting, divide and conquer, greedy, recursion, dynamic programming, etc, Algorithm types categorize them.
I LOVE using the game Head's Up. It's great for teaching circumlocution skills. Sometimes students aren't ready to play in the language on their own. So, here are two ways that I tweaked some games to be similar for my classroom, but with a little more help than usual!
