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ADHD in the Classroom: How to Teach and Support Students with Attention-Deficit/Hyperactivity Disorder

Waterford

A survey of educators found that the majority lack enough information and classroom management strategies for students with attention-deficit/hyperactivity disorder (ADHD), and that they don’t feel capable to help them.[2] Symptoms of ADHD may vary depending on the child’s age and how much treatment they’ve received. Greene, R.W.,

Classroom 195
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How Differentiated Instruction Can Help You Reach Every Student in Class

Waterford

How to Differentiate Instruction in Your Classroom. Content : How the student will access the information. Process : The method of the activities students use to understand the information. Product : Projects or homework that ask the student to practice or apply the information. Landrum, T.J., and McDuffie, K.A.

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How to Design Educational Technology Products to Motivate Students

Digital Promise

Learning games that have compelling, obvious goals are significantly more popular among elementary school children than those that don’t. Riconscente recommends products provide positive, informative feedback that enables the learner to deepen their understanding. what skills need improvement) (4). Instead of saying, ‘That’s wrong!

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How to hire more black principals

The Hechinger Report

A student offers Principal Macquline King-Morris a hug on his way to the gym with his class at Courtenay Elementary Language Arts Center in Chicago. CHICAGO — Principal Macquline King-Morris stepped out of the way of two lines of students heading to the Courtenay Elementary Language Arts Center gym. Photo: Lillian Mongeau.

How To 97
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OPINION: It is time to pay attention to the science of learning

The Hechinger Report

The thing that surprised me most about my teacher preparation program was that we never talked about how kids learn. Instead, we were taught how to structure a lesson and given tips on classroom management. Maybe you have also been surprised to find out that cognitive scientists actually know quite a bit about how we learn.

Learning 145
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The 7 Key Elements of eSpark’s Theory of Learning

eSpark

Such direct instruction videos are interspersed between practice activities to ensure every skill is taught explicitly in a way that students will be able to transfer to independent practice (Fisher & Frey, 2007). For more information about eSpark's curriculum design, contact us below. 4: Direct Instruction Ensures Success.

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Experiences in Self-Determined Learning: Moving from Education 1.0 Through Education 2.0 Towards Education 3.0

User Generated Education

Full of links to resources, curated sites,and discussion forums, this is a valuable ‘how to’ book for the interested practitioner and theoretician alike. Teachers prior to the Internet, as we know it today, were one of the primary gatekeepers of information. Table of Contents. The Basics. Education 1.0 Education 1.0

Education 268