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- Our Objectives are to understand the characteristics of At-Risk Learners
and discuss ways that technology and the internet can help. We then will
apply what we learn to create a workable model of templates and best
practices to implement.
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- Have experienced trauma
- Are more likely to attempt suicide, use drugs, be arrested.
- Blame others for problems
- Have Poor “Impulse Control”
- Have parents who are divorced or separated
- Grow into At-Risk Adults, 23 million adults are functionally illiterate. (Nat’l Ed. Goals Panel, 1994)
- See also: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at5def.htm
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- The greatest number of students are
retained in the first grade. Those who have been held-back are 2+
times are more likely to quit school
- African~American students and Hispanic students are retained twice as
often as Caucasian students.
- 40% of repeaters are in the lowest socioeconomic quartile
- On average, it costs the U.S. $10 billion annually to have students
repeat a grade.
- Over $2 billion is spent in remedial courses in college.
- Edutopia, September/October, 2004
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- Poor Impulse Control
- Has a history of tantrums.
- Makes violent threats when angry.
- Has a background of drug or alcohol abuse.
- Displays cruelty to animals.
- Little or no supervision.
- Blames others for difficulties.
- Has threatened to attempt suicide
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- Increased Instruction Time in Reading & Math
- Closely Monitor Student Progress
- Encourage Parental/Community Involvement
- Maintain High yet Attainable Expectations
- Communicate Expectations Specifically
- Structure a Safe Learning Environment
- Utilize Smaller Schools/Classes/Groups
- Implement New Technologies to Provide Critical Thinking Experiences for
all
- Provide Multiple Repetitions, Untimed Access
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- Browse, Bookmark, Build & Bundle
- Modification Options and Strategies
- Technology Applications to Support
- Higher-Order Thinking à
- ³Analysis, Synthesis, Evaluation
- Activities that Engage Students
in
- Authentic, Complex Tasks
within
- Collaborative Learning
Contexts*
- *(Means, Blando, Olson,
Middleton, Morocco, Remz & Zorfass, 1993)
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- Let the software already present on your computers help you with
modifications for all students, but especially for At-Risk Students.
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- Please review the following modification strategies from the OOPS
webpage:
- http://www.oops.bizland.com/mod.html
- In a Word Document, list at least 5-10 strategies that you can use in
your classroom with your students. Copy these to the OOPS Eboard: www.eboard.com
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- Intrude, Invite, Involve
- Encourage Enjoyment & Fun
- Understand They are Kids First
- Discover and Celebrate Each Individual’s Strengths
- Encourage New Ways of Solving Problems
- Not necessarily one right answer
- Catch Them Being Insightful!
- Note Who Needs Public vs. Private Praise
- Make Time to Win
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- Comments for building, extending attention:
- You’re looking me when I am speaking.
- You are listening without interrupting. I can tell you are listening.
- Your hands and feet are where they belong.
- You waited until I was finished before you spoke.
- Comments for building on-task behavior:
- Whenever I look at you, you are doing your homework.
- You went right on with your work.
- I told you to do your task…..you did it right away!
- Comments for Building Independence:
- You began working right away!
- You tried to figure this out while I was coaching another student.
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- Engender A Positive Place
- Teach Them How They Learn Best
- Assign Meaningful Work
- Technology assistants
- Mentor
- Mouse ball cleaner
- Printer monitor
- Special activity…tutorial etc...
- Hold High Expectations
- Our Students need to believe they can change
- Meaningful Modifications
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- School factors such as narrow curricula, rigid instructional strategies,
tracking, and pull-out programs hinder the academic achievement of many
at-risk students (Hixson and Tinzmann, 1990).
- Lack of challenging, meaningful work containing complex thinking skills
underestimates at-risk students' capabilities, deprives them of a
meaningful context for learning and use (Means & Knapp, 1991).
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- Everyone can be an expert
- Even if they aren’t the best
- (Ever keep losing to the same
- person?)
- Let Them Use that Software
- Let Them Be The Expert
- Let Them Choose!
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- Video/Digital Cameras
- A Day in the Life of
- Very useful in understanding
- Simulations J Floral Shop
- Fontastic
- Stop Rewriting: Word
Process
- Change instead of redo
- Good words look good
- Ideas not words
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- Virtual Field Trips:
- http://oops.bizland.com/vtours.htm
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- Real-time data in Excel
- Go to http://www.refdesk.com
- Click on the AAA link
- Copy and paste data into an Excel spreadsheet. (Notice how the data
appears in individual cells)
- This has applications to other sites that contain data.
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- Please choose at least 2 of the activities you have seen today or heard
about from a colleague and create a template file that you can save and
print to use this school year. You may also choose to visit the 100 Days
of Technology Page at: http://oops.bizland.com/100days.htm
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- www.eduplace.com/kids/hme/k_5/proofread/index.html
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- Open a Word File
- Insert Menu/Picture/AutoShapes, or Drawing Toolbar
- Choose Shape, Resize and Position
- Right Click inside the shape to add text.
- Double Click on the shape to format.
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- Use Ranges
- Alternate Words for Grade A-C
- 3. Utilize a
- Return Section
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- Individualize Assessment Using Rubrics
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- Consider using the Table Feature of MSWord or creating your Rubrics in
Excel.
- Rubric Builder and Citation Machine
- http://citationmachine.net/
- Teach-nology: http://www.teach-nology.com/
- StandardWriter Software. Free download @ http://www.adwizards.com/cp/standardwriter.htm
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- Distribute blank seating charts to students.
- Students use the blank seating chart to fill in the first and last names
of each of their classmates.
- First from memory
- Then by circulating and requesting the names.
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- Students, working in teams of three, combine their Career Interests,
Education, Work History, Interests, Extracurricular Activities, Awards,
& Hobbies to create a composite resume.
- The Name on the Resume is a combination of all last names.
- The Address/Phone is a combination of all three.
- Students must synthesis each of their individual information to create a
coherent resume representation.
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- Product: Your Personal EJournal
- Open a Word Processing File.
- Please respond to the following questions:
- I. Teaching & Modification Methods:
3 Things I Have Learned About At-Risk Kids.....
I will apply this by....
II. Website Investigations:
3 Sites I saw....
I will apply this be...
III. Technology:
The following Technology exists in my classroom
- I will use technology in at least these 3 ways during this school
year....
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