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Copy of My Desktop template

Thank You for your SUPER MOTIVATING support - in response I created another template you can use, its a PARLA-like story board. .Enjoy.
by

Denni MacKay

on 29 May 2013

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Transcript of Copy of My Desktop template

A. DIMITRIADES Term 4 Aim: Make addition and subtraction fun!

You Will Need:
10 empty water bottles ('pins')
1 ball
a 'score sheet'

Method:
1) Arrange bottles in a triangle shape.
2) Stand 2m away.
3) Roll ball and count how many fall. (eg. 4)
4) Subtract from the total pins. (eg. 10-4=6)
5) Repeat steps 3 & 4 (eg. 6, 10-6=4)
6) Now add how many pins have fallen altogether (eg. 4+6=10) and subtract from how many pins total have been standing throughout the game (eg. 20-10=10). Addition/Subtraction
Bowling Alex Dimitriades Hypotheses Alex They Moved to Australia in 1999 Retaining their Greek culture _ _ _ _ _ _ _ _ _ Problem Based Learning By Denni Mackay, Chaelee Dawson, Chiara Cocchiarella, and Jessica Stratfold A. DIMITRIADES Step by Step Recommendation two
(physical, cognitive) Recommendation one
(cognitive, social) Alex is to repeat year three in a year 3/4 composite class.
Close friends are to be put into same class to stabilize his social and emotional well-being. Solution! Alex should receive counseling.
Support network.
Parents must include Alex in decision making.
Alex, his parents, grandparents, teacher and school board must be in agreement about his situation and future Recommendation three
(emotional) The Cost to Acquire a Customer (CAC) exceeds the Life Time Value (LTV) a customer brings us. This is my third go-around selling to large enterprises, SkyStream, Kontiki and now Qumu.

I like to explain to you the problem the way I see it, the changes I suggest to avoid making the same mistake again. and Research for Recommendations VIDEO ARCHIVE Back on the right track Test for any undiagnosed learning disabilities and establish his current academic level.
Alex shows great motor skills therefore a program should be designed to incorporate hands on activities.
A tutor or SSO in or outside the classroom is vital. CREDITS Greece Adelaide Sydney


Full Name: Alessandro Dimitriades
D.O.B.: 12/06/05
Grade: 3
Age: 8

Siblings: -
Mother: Edvokia Dimitriades
Father: George Dimitriades
Recently Seperated - father lives in Sydney
Alex lives with mother and grandparents (Greek is main language spoken at home)


Former School: Lower North Shore Primary School, Sydney
Also Attends: Greek school after hours at Sturt Street Community School Term 3 enrollment 2013 May have communication difficulties Alex may be nervous about starting a new school as curriculum between last school and Everett may be different, also leaving his friends and father could make him feel anxious. low-income: has not worked in last 12 months

* Alex is not coping academically, especially in literacy and numeracy.

* He is at year 2 level in these areas and so I suggest relocating him to a more appropriate class.

* Alex's parents do not want him relocated to a Year 2 Class as they feel he is finally settled, and don't want to disrupt his new friendships.

* We agree to leave Alex in the current class.

* I will soon have to make a recommendation for class placements for each student for next year. Interview with both parents

* Prepared class activities to help Alex settle and to help the other students to get to know him.

* Three weeks into term 4 Alex is not coping with year 3 work, particularly maths and literacy.

* He is good at physical games.

*Alex has made friends in class, and has settled in socially.

* Need to interview with parents to discuss Alex's academics. Notes Alex is showing poor academic performance which could be because of the interstate move (resulting in many absent days), a language barrier, and a recent parental separation. Also a possible undiagnosed learning disability and a new overall environment could be affecting him. A. DIMITRIADES a p p e Notes a) create a composite class (social, emotional) b) tutor, SSO, extra classes (cognitive) In short make learning simple and fun f) sporting team (social) e) strong support network (emotional) d) electronic learning (eg. fun phonics - cognitive) c) Physical learning (physical, cognitive) Possible solutions for Alex 3 Hypothesis one:
Alex may have anxiety brought on by the possible different curriculum to his former school, leaving his friends and father, and the new social situation. Alex's Story Starts in Greece For Flinders University: Learners and their Development Hypothesis Two:
Alex is showing poor academic performance possibly due to the interstate move (resulting in many absent days), a language barrier, and a recent parental separation. He may also be affected by a possible undiagnosed learning disability. Have I done enough to support him during such a difficult time? Are all his needs met? 1. POSSIBLE ANXIETY:
'Anxiety leads to poor academic performance and under-achievement, High anxious children in grade 1 are 10x more likely to be in the bottom 1/3 of the class by grade 5.'( Gamble, A. /Macquarie University (n.d.). Anxiety and Education).

'As the new study published in the Journal of Social and Personality Psychology documents, frequent moves are tough on kids and disrupt important friendships. These effects are most problematic for kids who are introverted and those whose personalities tend toward anxiety and inflexibility' (Darling, N. (July 11, 2010). Moving is tough for kids).

2. MOVE:
'Teachers, in particular, have children come through their doors everyday, who are negatively affected by a move, socially, emotionally or academically. Research supports that moving has negative consequences on learning. Students who change schools often are more likely to fall behind in reading, because they miss lessons in the march from school to school.' (Steele, W. Sheppard, C (2003). TRAUMA AND LOSS: Research and Interventions.)

LANGUAGE BARRIER:
'Language barriers can have long-term negative effects on a student's academic performance' (Elsworth, S. (2013). Do Language Barriers Affect Student Performance in School?)

LEARNING DISABILITY:
'The first sign of a learning disability may be noticed by observing delays in the child's skill development around language, attention and learning in the early years. For example, children may show difficulties in following directions, or may have a short attention span or memory problems. Therefore, it is important if parents or teachers suspect that a child is experiencing difficulties in learning that the child is referred for detailed assessment.' (Australian Psychological Society. (2013).What signs suggest that someone might have a specific learning disability?)

KEEP IN MIND: “Students with severe and widespread difficulties often need a highly individualized program and intensive special education support. If they repeat a year level they may still need virtually identical levels of assistance and modification of the classroom program. In this situation repeating a year level should only be considered on the basis of social and developmental needs, not on curriculum issues.” (Hannell, G. (2006). REPEATING
A SCHOOL YEAR: A difficult decision).”

3. MASLOW'S HIERARCHY
'Children's basic needs must be met before they can be motivated to
learn' (Duchesne, S. McMaugh, S. Bochner, S. Krause, K.
(2013). Educational Psychology for Learning and Teaching) * Alex is to repeat year three.
* A year 3/4 composite class will allow Alex to remain close with his fellow students and age group.
* It would improve his confidence socially, by remaining in the same class as his peers, and academically, by remaining at a familiar and more suitable cognitive level.

"Teachers of multi-age classes may be more likely to see their students as diverse than as similar and to provide developmentally appropriate, that is, differentiated, curricula," she wrote in a research paper.

“A Herald investigation last year of public primary school class sizes found about 80 per cent of schools had composite classes, most commonly two grades grouped together, such as years 3 and 4 (Doherty, L. ( 2003, December 5). A class of their own).”

"Make the best match possible between the student and available teachers. Give very careful consideration to the peer group that the student is placed in... Ensure that any strengths that the student has are known about and developed during the repeated year. Deal with the issue openly and positively at school. Where possible the student should own the choice to repeat a year and the decision described to classmates as the student's own choice (Hannell, G. (2006). REPEATING A SCHOOL YEAR: A difficult decision). Recommendation 1 Recommendation 2 * Test for any undiagnosed learning disabilities and determine the level he is at.
* Using a tutor or SSO in or outside the classroom is vital. Allowing Alex to have more one on one support/guidance during the subjects in which he has difficulty in.
* Include motor skill based learning into classroom activities for literacy and numeracy (such as Jolly Phonics, MultiLit and ball games).

"Jolly Phonics is a fun and child-centred approach to teaching literacy through synthetic phonics. It has shown evidence of accelerated children’s acquisition of phoneme awareness and of phonics knowledge, and their ability to apply these in reading and writing. Furthermore, early concentration on teaching phoneme awareness and phonics can radically improve reading and spelling standards in inner city second language learners" (Jolly Learning, Educational Publisher (1987).

MultiLit approach is to "find out what skills students do have and which areas are cause for concern and to fill in their knowledge with direct, systematic and intensive teaching and/or tutoring of these skills" (Wheldall, P. K. (2013). MultiLit). *Alex must receive counseling.
*He has experienced a lot emotionally and mentally in the last year which could be contributing to his poor academic performance.
*Possible anxiety and depression which then contributes to school work performance.

"The American Counseling Association states that: 'Professional Counselors offer help in addressing many situations that cause emotional stress: family and relationship issues, adapting to life transitions, anxiety, and social and emotional difficulties relating to disability.'" (American Counseling Association (2012). When should you seek counseling?)

"Teachers, in particular, have children come through their doors everyday, who are negatively affected by a move, socially, emotionally or academically. Research supports that moving has negative consequences on learning. Students who change schools often are more likely to fall behind in reading, because they miss lessons in the march from school to school" (William Steele, Caroline H. Sheppard. (2003). TRAUMA AND LOSS: Research and Interventions.) Recommendation 3 Research Alex's basic needs - security of family and property; belonging in family and friends; and esteem - are not being met. As a result Alex cannot achieve his potential. Conclusion The move has been extremely tough on Alex, it has changed every aspect of his life. I have not given him the support he needed in the short time he has been in my class as I left him to 'settle' throughout term 3. Retaining Alex in year 3, despite his current demonstrated ability in literacy and numeracy at year 2 level, is best for his social and developmental needs. A composite 3/4 class will provide a suitable cognitive environment that will also support his emotional and social needs. A composite class would not only be useful for Alex but the many others in my class that are struggling some due to their disabilities, or multicultural backgrounds. Alex will still need a tutor/SSO to support him in literacy and numeracy and a special program developed.He has shown aptitude for physical learning and so this should be incorporated as much as possible into class activities and SSO work.Alex will receive counseling for the possible anxiety/depression issues and to help work through any issues resulting from the move, separation etc. It is important that throughout everything Alex maintains a strong support network and his parents, grandparents, school board and myself provide a stable environment for him to grow and learn. not really Alex One of the ACARA Year 3 Mathematics Curriculum aims suggests that students can ‘recognise and explain the connection between addition and subtraction’ (ACMNA054) American Counselling Association (2012). When should you seek counselling?. Retrieved May 23, 2013, from www.visioncounselling.com.au/index.php/counselling/about-counselling/when-should-you-seek-counselling

Australian Psychological Society. (2013). What signs suggest that someone might have a specific learning disability?. Retrieved May 23, 2013, from http://www.psychology.org.au/publications/tip_sheets/learning/#s3

Darling, N. (July 11, 2010). Moving is tough for kids. Retrieved May 23, 2013, from http://www.psychologytoday.com/blog/thinking-about-kids/201007/moving-is-tough-kids

Doherty, L. (2003, December 5). A class of their own. Retrieved May 23, 2013, from http://www.smh.com.au/articles/2003/12/04/1070351719035.html

Duchesne, S. McMaugh, S. Bochner, S. Krause, K. (2013). Educational Psychology for Learning and Teaching

Elsworth, S. (2013). Do Language Barriers Affect Student Performance in School?. Retrieved May 23, 2013, from http://everydaylife.globalpost.com/language-barriers-affect-student-performance-school-5911.html

Gamble, A. Macquarie University (n.d.). Anxiety and Education. Retrieved May 19, 2013, from http://www.cheri.com.au/CHERIAnxandEd_final.pdf.pdf

Hannell, G. (2006). REPEATING A SCHOOL YEAR: A difficult decision. Retrieved May 19, 2013, from http://marklemessurier.com.au/main/articles/repeating.shtml

Jolly Learning, Educational Publisher (1987). Jolly Learning, Educational Publisher. Retrieved May 19, 2013, from http://jollylearning.co.uk/overview-about-us/

Steele, W. Sheppard, C. (2003). TRAUMA AND LOSS: Research and Interventions. Retrieved May 23, 2013, from http://www.tlcinstitute.org/Moving.html

Wheldall, P. K. (2013). MultiLit. Retrieved May 23, 2013, from http://www.multilit.com/about/our-approach-to-reading/
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