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karen Janowski

karen Janowski's Public Library

about 1 hour ago

Every faculty should watch this @willrich45 Ted Talk together: The Surprising Truth About Learning in Schools - https://t.co/fznER6HgJs

  • How will they make phone calls? Leave messages? Read books? Do research? Tell their boss they are stuck in traffic coming back from that meeting? How will they get their news? Check their bank records? Pay their mortgage? Arrange their vacation? Sell their services? Sell possessions they no longer want? How will they learn the things they need to learn? How will they tell the stories that they need - or want - to tell?

  • Tools matter though. They are the most basic thing about being human.

    We are many things - human beings - but above all we are tool users.
  • he thing about toolbelts though, is that no two people ever really need the same one.

2 more annotations...

Feb 04, 16

4 reasons why you should use @GoogleKeep https://t.co/SnyyvCtTHp #udlchat #edtechchat https://t.co/odcvySXgw9

  • With regard to instructional approaches, there is evidence that children with ASDs benefit from direct instruction (; ), instruction in natural settings using authentic materials and rewards (), usage of many support materials (), peer-mediated () and parent-enhanced () instruction, and computer–assisted instruction (; ).
  • Thus, individuals with autism, who are not adept at recognizing others’ thoughts, are especially challenged to provide appropriate referents for their audience when they tell stories (). But, given written text, individuals with ASDs can be prompted or reminded to read for meaning, to locate antecedent events that caused subsequent events, to generate questions and read to find the answers, reread to repair understanding, to locate referents, and so forth.
  • Although there have been relatively few studies evaluating interventions addressing the particular cognitive processes that make reading for meaning challenging for individuals with ASDs, the results of these few studies are promising. Children with ASDs, through instructional approaches such as DI, collaborative learning, and computer-assisted instruction, can be taught to engage the cognitive processes that undergird reading for meaning. Individuals with ASDs might especially benefit from more research and development to design and evaluate interventions specifically addressing the processes and skills that contribute to reading for understanding. Given the wide range of strengths and weaknesses exhibited among the individuals with ASD, it is reasonable to assume that parents and educators will look to researchers to provide a wide range of interventions to target individual needs.

  • Upload your resource to the Class EDMODO AND the Wiki by Saturday January 30, 2016.

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Jan 23, 16

@KarenJan @jackiegerstein Yes, I wrote the post.. Jackie's piktochart is here https://t.co/LdT2H1Pogn CC By

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