 https://www.scribd.com/document/343398987/Preparing-for-Life-After-High-School-VOL-2
These findings highlight some differences in the challenges that youth with an IEP faced in the decade after IDEA 2004, depending on their disability. Although the characteristics and experiences described capture only a subset of those discussed in this volume, prior research suggests that they could be important indicators of students’ later outcomes (see, for example, Mazzotti et al. [2016]; Zablocki & Krezmien [2012]). Youth in disability groups that are less likely to perform typical daily living tasks; engage with friends and in school activities; or prepare for college, careers, and independent living might be at higher risk for not making the kinds of postsecondary transitions that IDEA 2004 promotes.
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 According to Dr. Weimer, there’s a lot of talk these days about evidence-based instructional practices. Seven studies were examined (and listed at the end). Not all of the studies report the same positive results, but if they are viewed collectively, the use of quizzes seems to yield some impressive benefits.
But the devil is in the details, as in the specific combination of factors and conditions that produced the results. When I looked closely at this subset, I was amazed at the array of details that could potentially affect whether quizzes improve learning.  Good games can provide immersive experiences for students. Like novels, films, plays, and other media, games can be high-quality materials a teacher uses to enable students to access the curriculum. Classrooms with high-functioning game-based learning are not ones in which the teacher hands a game to students to play. Nor do the teachers "gamify" their rooms, turning them into a game. Instead, effective game-based classrooms involve each of these components. Students are provided with learning experiences driven by play.
The following are three approaches to bringing game-based learning to your classroom. They’re not distinct from one another - so try mixing two or all three. 1. Games as Shared Experience In 2015, Benjamin Stokes compared the experience of playing games to taking a class on a field trip. With a field trip, you first let students know what to expect and then give them freedom to explore an out-of-school location. Back in the classroom, you facilitate connections to the curriculum. Games, like field trips, provide meaning for students. You can put students in Minecraft and have them build structures. When night comes and creepers attack, only the students who stayed in fortified structures survive. After play, discuss the difficulties of setting up a colony in a hostile environment, like Jamestown. Students understand the dangers of settling new worlds because they have experienced them.  Source: Social Media
Whether you're living with ADHD or just have trouble focusing from time to time, today's world is full of concentration killers. Psychologist Lucy Jo Palladino, PhD offers a few tips to manage distractions, starting with social media. It's easy to connect with friends -- and disconnect from work -- many times an hour. Every status update zaps your train of thought, forcing you to backtrack when you resume work. Social Media Suggestion Avoid logging in to social media sites while you're working. If you feel compelled to check in every now and then, do it during breaks, when the steady stream of posts won't interrupt your concentration. If you can't resist logging in more frequently, take your laptop someplace where you won't have Internet access for a few hours. Source: Email Overload There's something about an email -- it shoots into your inbox and itches to be answered immediately. Although many emails are work-related, they still count as distractions from your current project. You won't make much progress if you constantly stop what you're doing to reply to every message. Email Overload Suggestion Instead of checking email continuously, set aside specific times for that purpose. During the rest of the day, you can actually shut down your email program. This allows you to carve out blocks of time when you can work uninterrupted. Source: Your Cell Phone Perhaps even more disruptive than the ping of an email is the ringtone on your cell phone. It's a sound few of us can ignore. But taking a call not only costs you the time you spend talking -- it can also cut off your momentum on the task at hand. Cell Phone Suggestion Put caller ID to good use. If you suspect the call is not urgent, let it go to voicemail. If you're working on a particularly intense project, consider silencing your phone so you're not tempted to answer. Choose specific times to check voicemail. Listening to all your messages at once can be less disruptive than taking every call as it comes in.  Create free educational games, quizzes, activities and diagrams in seconds! Host them on your own blog, website or intranet! No signup, no passwords, no charge! Just Click on the picture above
www.classtools.net  The Condition of Education 2016 presents 43 key indicators on important topics and trends in U.S. education. These indicators focus on population characteristics, such as educational attainment and economic outcomes; participation in education at all levels; and several contextual aspects of education, including international comparisons, at both the elementary and secondary education level and the postsecondary education level.
https://www.scribd.com/doc/314107868/Highlights-2016-Condition-of-Education  Students can use it to help them with reading comprehension. The way it works is easy: you paste your text, customize some of the tool’s settings and click on ’summarize’. Smmry does the rest and provides you with a synopsis of the text containing few topic-focused sentences. The second application is an iPad app called Clipped and is especially ideal for news readers. Clipped summarizes long news articles into bullet points extracting unnecessary information and data leaving you only the gist of the story. Smmry SMMRY's mission is to provide an efficient manner of understanding text, which is done primarily by reducing the text to only the most important sentences. SMMRY accomplishes its mission by: • Ranking sentences by importance using the core algorithm. • Reorganizing the summary to focus on a topic; by selection of a keyword. • Removing transition phrases. • Removing unnecessary clauses. • Removing excessive examples.’   The American College of Pediatricians urges educators and legislators to reject all policies that condition children to accept as normal a life of chemical and surgical impersonation of the opposite sex. Facts – not ideology – determine reality. 1. Human sexuality is an objective biological binary trait: “XY” and “XX” are genetic markers of health – not genetic markers of a disorder. The norm for human design is to be conceived either male or female. Human sexuality is binary by design with the obvious purpose being the reproduction and flourishing of our species. This principle is self-evident. The exceedingly rare disorders of sex development (DSDs), including but not limited to testicular feminization and congenital adrenal hyperplasia, are all medically identifiable deviations from the sexual binary norm, and are rightly recognized as disorders of human design. Individuals with DSDs do not constitute a third sex. 1 2. No one is born with a gender. Everyone is born with a biological sex. Gender (an awareness and sense of oneself as male or female) is a sociological and psychological concept; not an objective biological one. No one is born with an awareness of themselves as male or female; this awareness develops over time and, like all developmental processes, may be derailed by a child’s subjective perceptions, relationships, and adverse experiences from infancy forward. People who identify as “feeling like the opposite sex” or “somewhere in between” do not comprise a third sex. They remain biological men or biological women. 2,3,4  The study, published in the Journal of Child Neurology, is the first of its kind to link nighttime instant messaging habits of American teenagers to sleep health and school performance.
"We need to be aware that teenagers are using electronic devices excessively and have a unique physiology," says study author Xue Ming, professor of neuroscience and neurology at Rutgers New Jersey Medical School. "They tend to go to sleep late and get up late. When we go against that natural rhythm, students become less efficient." The American Academy of Pediatrics reports that media use among children of all ages is increasing exponentially; studies have found that children ages 8 to 18 use electronic devices approximately seven-and-a-half hours daily. Ming's research is part of a small but growing body of evidence on the negative effects of electronics on sleep and school performance. But few studies, Ming says, have focused specifically on instant messaging. "During the last few years I have noticed an increased use of smartphones by my patients with sleep problems," Ming says. "I wanted to isolate how messaging alone - especially after the lights are out - contributes to sleep-related problems and academic performance." To conduct her study, Ming distributed surveys to three New Jersey high schools - a suburban and an urban public school and a private school - and evaluated the 1,537 responses contrasting grades, sexes, messaging duration and whether the texting occurred before or after lights out. She found that students who turned off their devices or who messaged for less than 30 minutes after lights out performed significantly better in school than those who messaged for more than 30 minutes after lights out.  Most students study by rereading their notes, PowerPoints, or books. The problem is that rereading is the most ineffective way of studying there is! Why? Because reading is visually taxing and is the hardest way in which the human brain learns information. Reading is also passive. It’s kind of like learning to play basketball while watching your coach play. It won’t work. Research shows that the number one way to study is to make a practice test. Try to predict what your teacher may have on the exam. Look at your study guide, pull out old quizzes, find important parts of your notes, and ask others in your class what they think is important. Then, create a practice exam.
GREAT RESOURCE https://quizlet.com/ Other Strategies Don’t cram. Instead, spread out three hours of studying over four days, 45 minutes per night. This works for two reasons. The first is that when you review the material multiple times you gain more familiarity with it. Secondly, and most importantly, sleep on it. That’s right, sleep helps you learn. Studies show that you remember more when you take 10-15 minutes to review what you studied or learned earlier in the day just before you go to sleep. This doesn’t mean that you should do all your studying just before bedtime, but it does mean that reviewing those notes again just a few minutes before bedtime allows you to process the information as you sleep. You will remember more on test day if you reviewed it more often and have those memories stored during your sleep. Thirty minutes of cardio a day, 4-5 days a week is an optimal strategy to improve learning. Aerobic exercise can improve focus as much as a low dose of a stimulant medication to treat ADHD. If you are a student athlete, study on the bus or the car as you travel home from an event. Consider studying right after practice, too. And if you don’t play a sport, run with your dog or shoot some hoops right before you sit down to do schoolwork. Most people need to sleep 7.5-9 hours per night in order to encode memories, but teenagers typically need more, about 9.25 hours. Thirty minute afternoon naps can help, because your brain actually goes into a sort of sleep pattern in the early afternoon. Be sure these afternoon siestas aren’t too long since extended naps can interfere with sleep at night. Breaks also help. In fact, studies show that students remember more when they have breaks between study sessions that when studying straight through for an extended period of time. Having downtime allows your brain to review information even when you don’t think you’re really processing it! |