A visual illustration of the hierarchy of skills required in children’s reading skills
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Despite difficulties with eye contact, most children with Aspergers and High-Functioning Autism (HFA) are visual learners. Visual learners need to see the information. The whiteboard, texts for reading, or information on the computer all help these children succeed in the classroom. It's important to distinguish that some visual learners prefer the written form of the language (e.g., a book that explains grammar or vocabulary). This preference is similar to an “analytical approach.” Other visual learners prefer diagrams or charts that illustrate grammar or vocabulary. This preference is similar to a “global approach.” Both types of visual learners may need to write down information in order to remember it. Although some teachers believe notes aid memory, visual learners see notes as a prerequisite to memory. In other words, if they don't write down the information and/or draw charts and diagrams, then they won't remember the information. Information or ideas heard may not be retained as well as if the Aspergers or HFA child had been able to take notes. Visual learners should be allowed to write notes or draw charts and diagrams in the class, perhaps with the teacher providing a minute or two after an explanation or presentation to take down the information. Longer recall times to activate the language will prove necessary if visual imagery doesn't accompany explanations. The 7 learning styles: Aural (auditory-musical): Student prefers using sound and music. Logical (mathematical): Student prefers using logic, reasoning and systems. Physical (kinesthetic): Student prefers using his/her body, hands and sense of touch. Social (interpersonal): Student prefers to learn in groups or with other people. Solitary (intrapersonal): Student prefers to work alone and use self-study. Verbal (linguistic): Student prefers using words, both in speech and writing. Visual (spatial): Student prefers using pictures, images, and spatial understanding. Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. For example: Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music. Logical: The parietal lobes, especially the left side, drive our logical thinking. Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement. Social: The frontal and temporal lobes handle much of our social activities. The limbic system also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression. Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style. Verbal: The temporal and frontal lobes. Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation. Teachers should remember the following when working with Aspergers and HFA students: 1. Flashcards with pictures and/or words are an excellent tool for visual students. If flashcards aren't available, then the child can make his own. Alternatively, when encountering new words, the child can picture the object in his/her head. 2. Listening skills are a primary component of oral communication. Extra opportunities should be given to build listening ability, with many opportunities for visual learners to hear and process the information. 3. Visual students may struggle with pronunciation, intonation, tone, register, and other aural skills. 4. The child with Aspergers or HFA tends to have the following traits: • Arrives at correct solutions intuitively • Creates unique methods of organization • Develops own methods of problem solving • Develops quite asynchronously • Enjoys geometry and physics • Generates unusual solutions to problems • Has good long-term visual memory • Has visual strengths • Is a good synthesizer • Is a late bloomer • Is a whole-part learner • Is better at math reasoning than computation • Is creatively, mechanically, emotionally, or technologically gifted • Is turned off by drill and repetition • Is very sensitive to teachers’ attitudes • Learns best by seeing relationships • Learns complex concepts easily, but struggles with easy skills • Learns concepts all at once • Learns concepts permanently • Learns whole words easily • Masters other languages through immersion • May have very uneven grades • Must visualize words to spell them • Prefers keyboarding to writing • Reads maps well • Relates well to space • Sees the big picture, but may miss details • Thinks primarily in pictures 5. The child with Aspergers or HFA tends NOT to have the following traits: • Attends well to details • Can show steps of work easily • Can sound out spelling words • Can write quickly and neatly • Develops fairly evenly • Excels at rote memorization • Follows oral directions well • Has auditory strengths • Has good auditory short-term memory • Is a step-by-step learner • Is an analytical thinker • Is an early bloomer • Is comfortable with one right answer • Is well-organized • Learns by trial and error • Learns in spite of emotional reactions • Learns languages in class • Learns phonics easily • Learns well from instruction • May need some repetition to reinforce learning • Progresses sequentially from easy to difficult material • Relates well to time • Thinks primarily in words ==> Teaching Students with Aspergers and HFA
Microlearning is a learner-centric approach that can be leveraged in corporate training. Effective microlearning design follows these 7 characteristics.
Detailed Conjunctions List in English Comparision Evidently Eqaully As with Likewise In the same way Similarly Like Of contrast Conclusion To conclude In conclusion Finally On the whole Summarizing Overall To sum up Despite this In comparison In contrast Even though illustration For example Such as For instance Such as In other words An instance As revealed by To show that In the case of As an example For one thing Conclusion To conclude In conclusion Finally On the whole Summarising Overall To sum up Evidently Cause & Effect Because Since For So Consequently Therefore Thus Hence Owing to
“You’ve travelled the world for 5 years, you must speak at least two languages, right?” “You guys lived in China, you must be able to speak quite a bit of Mandarin.” “You’re from Canada, so you obviously speak French and English.” People often assume that just because we’ve travelled a lot and lived in a ... Read more
I have really enjoyed chatting with teachers on Twitter lately about DOK (Depth of Knowledge) levels. Part of what I teach in my college class to
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Great graphic from @MarzanoResearch via@Larryferlazzo. Most effective, high yield strategies. #studentengagement
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In patterning our life after the Savior's we should seek for opportunities to serve those around us. In Mosiah 2:17 it states, "...when ye are in the service of your fellow beings ye are only in the service of your God." As Relief Society sisters, we have tremendous opportunity to watch out for those around us that need that loving hand of help. When we feel impressed to help someone we need to listen to those promptings and act upon them. We can provide service to others individually or we can do this as a family. Teaching our children the importance of unselfishness, love, and sacrifice. One thing that we did with our kids a few months back was thirty days of service. Each day we did an act of service for thirty days. It was fun to see them serve others and discuss the happy feelings we each individually felt from doing so. Here are some ideas:
Our school has used quite a few Character Education programs throughout the years, but sometimes I find myself looking for more practical, concrete ways to help students deal with conflicts. These are not the larger, bullying-type conflicts that we discuss often in the Character Ed programs, these are the daily recess squabbles, the bickering/arguing, and the tattling that can occur throughout the week. With these types of conflict, I don't want to be the constant referee, negotiating both sides in every disagreement. I want to empower my students to choose between a variety of strategies and develop these necessary skills themselves. While looking for some of these online, I was contacted by Kelso's Choice and couldn't believe my luck. This program seemed to be addressing the skills I was looking for in a very kid-friendly, concrete method. I am excited to share this product review in case you are looking for a similar program. Disclaimer: Although Kelso's Choice sent me these items, all opinions are 100% honest and my own, and I never recommend something I wouldn't or haven't used in my own class. Kelso's Nine Choices The main character in this Character Ed program is a cartoon frog named Kelso. He is present in every K-3 lesson, but not in the lessons for grades 4-5, which I appreciate. He demonstrates all of the strategies that students can choose to solve a small (not big) problem. In grades 2-3, there is a wheel with all of the available choices and I absolutely love that visual. There are nine choices and lessons to introduce each one, along with a story from Willow Pond to help students role-play and solve these small problems for the animal characters. While there are nine choices, the program is very explicit that a student should try two and then get an adult if the conflict persists. There is an entire lesson at the beginning about small and big problems to help students differentiate what needs immediate adult intervention versus something they can work together to solve. The program also emphasizes that students are strong enough and smart enough to solve these small problems-- I love how much it is repeated throughout the teacher guide. Large posters accompany the product and I appreciated the ongoing visual. They cover each of the nine choices: Go to another game Talk it out Share and take turns Ignore it Walk away Tell them to (please) stop Apologize Make a deal Wait and cool off As you can see, these are common strategies that many of the students have used before, often in combination with each other. What I was grateful for was the common, explicit instruction around all nine of these to create a system in the classroom, on the playground, in the lunchroom, and beyond. Plus, the explicit instruction can do a world of good for our students who struggle with these choices and social skills. Working together as a class on each of these in a systematic way can let every single student be "in it together" and have a common language and framework to use as a group. Program Materials Included in the Conflict Management set was everything you could ever need to launch this with your classroom. There is a very comprehensive Leader Guide filled with grade-specific lessons, extensions, reproducibles, parent and staff letters, and stories. Lessons are in-depth, but quick, and encourage you to engage in some meaningful conversations with your students. Take a peek at the Table of Contents HERE. A CD helps with making copies for your classroom. Two frog puppets are also included: Kelso and Lily. Since I teach third grade, I offer these up as an option, but not as a requirement. My daughter is in second grade, and she is still loving any and all activities with a puppet, so I'm glad they were included for the K-3 group. Additional cut-out characters can help bring the stories and role-plays to life. There are also some great lessons provided to help use the puppets with your class. Inside the Leader's Guide are the Willow Pond stories, but they are also compiled in a full-color book that would be perfect for your classroom library. The font is large and these stories could even be used as a shared reading opportunity. The provided DVD has an animated Kelso reviewing all of the choices and how they can be used in students' lives. And, most importantly, there are huge posters to display in your classroom, hallway, lunchroom, etc. You can see the difference between the K-3 version and the 4-5 version above. There are five of each and they are BIG at 24x36"! If you are teaching grades 4-5, the authors knew that Kelso the frog would not be as big of a hit with the older grades, and the lessons are adjusted accordingly. There are photos of real kids and much more in-depth scenarios and questions. Even "Share and take turns" has been removed and choices are divided up into verbal and nonverbal. It's a nice jump and will keep kids engaged even if they've been learning these choices since Kindergarten. One of the components to this program that I really love is the inclusion of every staff member and family member in the program. They realize that a lot of these small conflicts arise outside of a structured classroom environment, and this program is designed to work for just those scenarios. Included are reproducibles that the on-duty adult can use to support and/or congratulate those students who used the choices to solve a conflict. There are letters and activities for students to take home to help educate the parents and certificates of achievement for every student as they complete the program. There's even a song they can learn and maybe even sing schoolwide? The authors, Barbara Clark, PhD and Diane Hipp, CPS not only knew what they were doing when it came to conflict resolution, they knew how to implement it into a schoolwide system and make it doable for teachers and staff. There is no extra fluff to dig through, nor are there scripted lessons that kill meaningful learning. The lessons are packed with goodness and could easily give students new experiences with these choices for their entire elementary experience. Overall Thoughts I really like Kelso's Choice Conflict Management program and could see it becoming a part of a successful school's character education collection. It is practical, simple in its use but effective in its strategies, and is a one-stop-shop for an entire elementary school. I can imagine School Counselors loving this program as a way to help give all kids common language and skills about solving small problems in an empowering way. There are plenty of activities to keep this a yearlong and elementary career-long program for students. Especially with its extensions into 4th and 5th grade, I can see how kids of all ages can use these simple, but powerful choices to solve their ever-changing conflicts. With every adult in their daily sphere reiterating these choices, it gives students a solid framework to address small conflicts and feel empowered instead of frustrated. Find more information at: https://kelsoschoice.com. There are free downloads and loads of extra information for you to peruse. There is also information about a 30-day Free Trial, if you think you would like to experiment before you make the schoolwide decision. Have you used Kelso's Choice in your school? I would love to hear about your experiences with it in a schoolwide system!
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Hi there! I'm sure you've all heard your teachers asking you to use more complex vocabulary, and avoid using words like nice, good, say, ask, etc. Indeed, as we advance in our language learning, we have to be more specific and avoid 'empty words' like the ones I mentioned before. How can we do that? A very good idea is to compile a list of synonym words and include some linguistic variation when we talk/write. Here I post an example: My suggestion is that, for every word, you choose two or three synonyms that you've never used before. Circle/underline them and make an effort to use them in the next few weeks. That way you'll enrich your vocabulary little by little! Let me know how it goes! :)
