Engagement Strategies

This document summarizes a presentation about autism in pre-school classrooms. It discusses how autism is often not diagnosed until around age 5.7, despite signs being noticeable earlier. It also provides perspectives from teachers on the challenges and rewards of working with autistic children. The core deficits of autism - social deficits, communication deficits, and restricted/repetitive behaviors - are outlined. The teacher's role in early recognition of signs, making appropriate referrals, and assisting with educational plans is also discussed.

Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.

This document provides information from a presentation on engaging middle school students. It includes strategies to incorporate movement, music and interactive activities into lessons to increase student engagement and retention. Charts are included that outline the benefits of cooperative learning, using multiple intelligences and brain-compatible classrooms. Tips for making instruction rigorous and relevant are also presented, along with examples of implementing songs, chants and raps into the curriculum. The goal is to demonstrate how to design lessons to actively involve students and improve outcomes.

This document discusses strategies for promoting independence for students with 1:1 paraeducators. It begins by noting some detrimental effects that can occur when independence is not fostered, such as students being unable to complete basic tasks without assistance. The document then outlines how shifting mindsets among teachers, paraeducators, students, and parents can support independence. Specific strategies are provided, including using prompts from most to least assistance and fading assistance over time. The importance of teaching students to work independently for short periods is also discussed. Overall, the document advocates for an approach where paraeducators focus on connecting students to the classroom rather than doing everything for them.

This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.

The document discusses characteristics of intelligent behavior such as effective thinking, decision making, and follow through. It also discusses how students can apply knowledge from school to real-life situations by drawing on past knowledge, applying knowledge to new situations, recognizing and solving problems. Additionally, it discusses how students can develop skills like creating, imagining, innovating, understanding and empathy, impulse control, persistence, questioning and problem posing to become successful learners.

This document provides an overview of key concepts in curriculum planning, including the three elements of curriculum - content (what), learner (who), and instructional process (how). It discusses different philosophies around the focus of curriculum, such as emphasis on the learner's interests versus subject matter. The document also covers curriculum definitions, essential questions, enduring understandings, standards, and the backwards design process of identifying desired results, determining acceptable evidence of learning, and planning instructional experiences.

1) The document discusses Self Organized Learning Environments (SOLEs), which are student-led learning spaces where children can explore topics independently using the internet. 2) It traces the origins and growth of the SOLE concept from Sugata Mitra's initial "Hole in the Wall" experiment in 1999 to a global movement today involving various research projects. 3) Key benefits of SOLEs discussed include developing important skills like problem-solving, engaging disconnected students, and addressing limitations in traditional education systems, especially in developing countries. However, challenges in evaluating complex self-organized learning are also noted.

The following tex talks about the way students( children, adolescents, adults) learn. It also mentions the differences each have among them and their characteristics. Teacher's role is also stated.

Ormond Simpson (former OUUK) gave a presentation about Theories of Student Support for Retention as part of the online events by expert pool Student Support within EMPOWER.

This document discusses building thematic units around enduring understandings and essential questions. It provides examples of enduring understandings and themes that could be used to develop units, such as humanity, tolerance, identity, and justice. Essential questions are presented as a way to engage students and get at enduring understandings, with examples like "Is human nature inherently dark?" and "What makes us who we are?". The document concludes by asking what essential questions could be used to think about the provided themes and encourages contacting the presenters for more information.

This document discusses key considerations for educating gifted children. It outlines common issues parents face getting their gifted child's needs met in school, including teachers not providing appropriate challenges. While most teachers aim to support all students, few have gifted training. The document recommends parents evaluate a school's gifted policies, programs, and willingness for subject or grade acceleration before enrolling a gifted child. It also provides an overview of learning models and strategies that are effective for gifted students, emphasizing higher-order thinking skills.