Tag: Class

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Traditional classroom instructor, Mr. Dean Sahbroo, has a great job. He gets to school every morning at 8:00 am, reboots his computer, turns on the projector, and unzips the day’s lesson plans from the mini drive he carries around on his key chain. The computer screen initiates and little icons start appearing, then after a few moments in the middle of the screen a tiny hoop shows a clockwise circulating pulse. Around and around it goes and after about a minute of this Mr. Sahbroo realizes the LED on his mini drive is not flashing. He tries unplugging it and plugging it back in again.

Nothing.

Dean concludes his computer system must be “hung up.” He grabs the mini drive out of his computer and walks over to the administration office to ask the cheerful school assistant, Ms. Dunelle Carple, if she could try loading it on her computer. She obliges. Sure enough the LED starts flashing and a folder image appears on her screen. She clicks on it and then launches a document called “Third Grade Lesson 1&2:”

MAJOR AREA: The Human Body

GRADE: Third Grade (Lesson 1&2)

TOPIC: Circulatory System

EMPHASIS: Anatomy & Physiology – Heart and blood vessels

MATERIALS:PPT. DVD. Worksheet.

CONTENT:

Power Point Lecture

  1. Description of Heart
  2. Hollow muscle
  3. Weight 11 oz.
  4. Size of

*brrympht*. The document closes unexpectedly and after a few moments in the middle of the screen a tiny hoop shows a clockwise circulating pulse.*pop*. A dialogue message box appears “Warning: Removable Drive Unreadable.” Dunelle picks up the phone and calls the help desk. She describes slowly step-by-step what happened on their computers and what she and Mr. Sahbroo have done. Suddenly the normally cheerful expression on Ms. Carple’s face turns ashen.

“Reimage?”

Reimage is a term used in association with computers. Essentially it means your operating system has slowed down or crashes too often because some software became damaged, corrupted or plagued with ‘bugs.’ During the re-imaging process everything on your computer system is removed and then reinstalled or better yet replaced with an upgraded version. Most people are deathly afraid of re-imaging and opt to simply reboot their system by turning it off and on again.

A quality health education class requires more than a simple rebooting process. The above hypothetical scenario of loading a prepackaged health lesson to be taught by someone not professionally prepared to teach health illustrates just one obvious pitfall of over-reliance on one form of technology (for a few more pitfalls see “Death by PowerPoint” from Don McMillan). Technology can certainly help with instruction, but up to this point it has been a great unrealized hope in educational reform.

Other repetitive routines including outdated lectures, recycled worksheets, and over copied quizzes need to be replaced with authentic or lifelike activities and assessments that engage the students. Students do learn what they live. Health topics relate most intimately with a student unlike other traditional class subjects. Leave it those other classes to describe the heart as a ‘hollow muscle.’ Students in health class can feel their own pulse and talk about what it means to “have a heart.”

Once the static lifeless instruction is removed, then the lessons can be resuscitated with the students themselves breathing life into the learning activities. How this sense of authenticity extends beyond words can be found in the lyrics “Unwritten” by Natasha Bedingfield, “No one else can feel it for you, Only you can let it in.” Through in class activities students record their own comprehensive health textbook with an inner voice.

Topics such as eating disorders, alcohol related problems, harmful ways of relating, and childhood obesity to name a few can be discussed in small groups then shared with the whole class. So a student is not alone reading a textbook but supported by peers in a skit creation, a game, a Socratic seminar, or a project. Sometimes the work created can also serve as the assessment. This style also lends itself well to treatment of emerging current wellness topics such as new allergies or diseases.

In review it should be noted that over reliance on power point slides should be …

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Building a connection with the diagnosed ADHD English language learners can be tricky especially with relatively new arrivals and young ELLs. This article will briefly describe the problems, early struggles and troubleshooting techniques.

Using a Variety of Medium in Whole Class Instruction

When introducing the concept of class rules, you can show consecutive pictures of a ‘clock,’ ‘a pencil box and bag of books,’ ‘a picture of a student working,’ and ‘a teacher talking in front of the class’ and try to elicit known vocabulary. Then you can show a poster with the rules and ask students to stick the Velcro picture-related rule of the missing word.

Teach them the commands verbs: ‘listen,’ ‘work,’ ‘come’ in a jazzy chant style slowly adding a few words to each sentence. You can begin the following lessons with this chant as a prelude to reviewing the rules.

When the time comes to focus on introducing the new phonetic word families within a farm theme for example, you can start using flashcards with big bold letters of “look and say” and “look and do” as first prompts for reinforcing the expectation of listening to the teacher.

Students can repeat ‘sleep’ ‘sheep’ as you sing them with funny expressions, sing-song catchy tunes. They raise the number of fingers that corresponds to the number of the picture.

Troubleshooting:

There are no quick and easy recipes to working with ADHD students. It is important however, to identify two main problem areas that interfere with classroom instruction and student performance which can be understanding the task and a lack of appropriate learning strategies. By giving ADHD supports the appropriate support, teachers can help facilitate the process of learning a new language by helping them with processing of new information while attempting to also understand the task.

Using a Variety of Learning Strategies

ADHD students can use individual reading charts to measure how fast they read or, how many words they learned in one lesson, two lessons or one week. They also can practice writing one word. As a homework assignment, I tell them to choose one word. During the next lesson, I ask them to write for me that new word.

In a small tutorial, teachers can explain to the students that they are going to have to listen and remember especially when learning new words. This naturally leads to the next section: teaching modeling and guided instruction.

Teacher Modeling and Guided Instruction.

a) Using a non-threatening white board, teachers can write the task on the board using simple sentences, bolding the key words such as “look” “write” and “copy.” Avoid too many pictures. Too much clutter is distracting.

b) Peer tutoring is also a good idea. Students can write or draw what another student did in terms of the steps s/he did to complete the task.

c) Use of praise and positive reinforcement as a useful management strategy

d) Organizational and study skills. Students need to be taught how to use a looseleaf and a plastic folder.

e) Encourage multisensory instruction. When there is a task to be done,students can work in their own “office corners” or privacy boards. In some cases, they work with earphones to block out noise.

Modifying the Tasks

In some cases, it is necessary to modify the written requirements in terms of: quantity, shortening the length of the assignment, allowing more time, and focusing on quality.

Analyzing Progress

As students put these strategies into practice, teachers can check their language level and coping skills.

Getting ADHD students to function on task is a particularly difficult challenge, but it is possible for them to function successfully in light with language learning once they were provided with the right frame of support. This can help consolidate learning key vocabulary including certain words they should know prior to encountering them in sentences, which is especially important when it comes to dealing with textual knowledge skills.

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Source by Dorit Sasson

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