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Transcript: Formal Leadership Roles What it can look like: Observing a peers class to provide constructive feedback and a "fresh" look at issues. Being a part of a school wide or department committee that works on examining and analyzing data. Helping to create teacher mentoring programs. In order for it to work teachers need to cooperate, be willing to ask for help and be open to suggestions and new approaches! What does teacher leadership look like and why is it important? What it can look like: Present or attend national or state conferences to learn more strategies, practices, etc. Attend school board meetings and have a voice! Visit other schools within your district and cooperate with them. In order for it to work teachers need to speak out and take the extra time to reach out beyond their individual schools, communication is again key! How Does Teacher Leadership Benefit Across Our School ? Informal Leadership Roles How Does Teacher Leadership Benefit Our Department? Get In Groups! Number off 1-3 where... 1's- Brainstorm a list of ways teacher leadership benefits our department 2's- Brainstorm a list of ways teacher leadership benefits across the school 3's- Brainstorm a list of ways teacher leadership benefits beyond the school How Does Teacher Leadership Benefit Beyond Our School? The Many Faces Of Leadership The Importance: What it can look like: Working with colleagues and specialty teachers to arrange the best schedule for everyone Join and lead in school wide committees that take on initiatives to promoting school wide standards (SIP) Join a school wide committee dedicated to facilitating opportunities for student achievement and involvement outside of school (student council, play, debate, etc) In order for it to work teachers need to communicate with each other and cooperate in collaborative discussions! Conduct A Written Conversation with your table 1) Take out a piece of paper and a writing utensil and write for 1 minutes on why you think teacher leadership is important to implement within schools. 2) Now pass your paper to the person on your right. Read what they have written and respond. (2 minutes) 3) Pass the paper one final time, read the response then discuss with your table what you found. (2 minutes) When everyone has finished 1 person from each table will volunteer to give a synthesis of your groups discussion. - Not Assigned - Can arise spontaneously - Dont hold specific responsibilities Examples: - Cooperating Teacher (PLC) - New Teacher - Anyone Who Takes Initiative - Applied/ elected positions - Require specific training - Contain specific responsibilities Examples: - Department Chairs - Instructional Coaches - Workshop Leaders

Article Presentation

Transcript: WHY? Narrow Viewing: The Vocabulary in Related Television Programs Michael P.H. Rodgers & Stuart Webb TESOL Quarterly Volume 45 Dec. 2011 (cc) photo by Metro Centric on Flickr doodles Vocabulary can be incidentally learned through watching television. notes Budapest San Francisco Results Is this an effective way to learn vocabulary? Notes Stockholm (cc) photo by jimmyharris on Flickr (cc) photo by Franco Folini on Flickr Double click to crop it if necessary L2 learners learned through breadth and depth of their current vocabulary knowledge. Characters Word types Word families This results in increasing the potential for vocabulary learning. What is the potential for vocabulary learning through watching a full season of one television program or an equivalent number of random television programs? Researchers did two studies: Language learners watched 24 episodes of a single television series. Language learners watched 4 episodes from 6 different television series. - 24, Alias, Crossing Jordan, CSI, Grey's Anatomy & House Research outlook Research has shown that L2 learners have more of a potential for vocabulary learning through watching a full season of one television program than random television programs. Is this an effective way to learn new words? photo frame Made gains in vocabulary knowledge and spoken form. Learned anywhere from 27 to 113 new words in 144 television programs. Place your own picture behind this frame! (cc) photo by Metro Centric on Flickr details Research indicates that viewers can learn L1 and L2 words through an entire television series. Assets map Important Details Brainstorm

Article Presentation

Transcript: The effect that social media, smartphones and other digital devices have on children and teens is immeasurable. Because television and other popular forms of social media shape our perception of reality, it is the responsibility of media psychologists to identify potential benefits and problems and promote the development of positive media. Conclusion Ideas Cultivation Theory Technology and Society Notes Staggering Statistics Ideas The generation born between 1980 and 1994 is referred to as "digital natives" or the "Net Generation" Technology Between ages seven and eight kids begin to regularly play video games. Large amounts of television usage can lead unrealistic perceptions known as the cultivation theory. At the age of five more than 50 percent regularly interact with a computer or tablet device. Teens text nearly 3500 times a month and by middle school kids are spending more time with media than parents or teachers. As daily news of cyber crimes such as bullying are reported the importance of deciphering good from bad websites is increasingly important. Ideas By the time American children are 2 years old, 90 percent have an online history. Too much violent program watching may lead to "mean world syndrome"

Article Presentation

Transcript: Stages of second language acquisition proposed by multiple researchers: silent and receptive stage Early production stage Speech emergence Intermediate fluency Advanced fluency code switching* The Additive Attitude: "We know that in appropriate circumstances, all children, even those with language impairment, have the capacity to learn two languages." We should not have a "subtractive" attitude but instead value a diverse society because the loss of a child's cultural identity, values, and beliefs in order to conform is a big price to pay.......... example...... Child Find Espanol* Susan M. Moore, J.D., M.A., CCC-SLP, and Clara Perez- Mendez The BIG picture!! El Grupo de Familias Valuing Diversity Presenter:Jenna Peters Key questions about bilingualism in children with disabilities: Does exposure to two languages interfere with rate of development of both languages for young language learners? Can it be automatically assumed that young children with suspected disabilities should be exposed to only one language? How can we prevent the often isolating effects of language loss and support families? How to distinguish a language DIFFERENCE from a language DISORDER...... Well versed in stages of second-language acquisition and bilingual behaviors Variations in pace or profile (not everyone is the same [monolingual or bilingual] ) & not knowing this can lead to a deficit view of the child's language acquisition. Can happen when SLP and team members do not take the time to consider all of the factors (internal and external) that can influence how a child learns two languages. Study on simultaneous language learning with bilingual children with Speech Language Impairment (SLI) in comparison to monolingual same aged peers with SLI....... Reduced exposure will often lead to delayed language abilities......... *Important to distinguish between patterns suggestive of language difference rather than a deficit of engagement etc. "Examining all the factors helps us to understand what individual variations and patterns of development we might expect to see as children are exposed to or encourages to learn a second language." Almir a premature infant diagnosed with Cerebral Palsy..... What Every SLP Needs to Know: I'm not done yet...... Authentic Assessment "SLP's continue to struggle to implement evidence-bases practices that accurately distinguish a language difference from a disorder and to understand the child in the context of a culture DIFFERENT from their own." Supporting and providing information to parents* Working with Linguistically Diverse Families in Early Intervention: Misconceptions and Missed Opportunities "Exposure to both languages, regardless of language disability, in a systematic way allows the child to use strengths in his or her first language to bootstrap proficiencies in a second language"

Article Presentation

Transcript: At what point do economic benefits outweigh environmental harm? If you were on the federal review panel, what would your stance on the mine plan be? Summary Article Presentation Revised Plan The revamped mine plan was sent to the federal review panel, with the main change being Taseko trying to save Alice Lake. In response, the review panel released a report that found “several significant adverse environmental effects” and said the company’s plans to preserve the lake were not likely to succeed. Taseko argued against the panel saying " the panel erred in its report and misunderstood the mine design" Leona Aglukkaq, the Minister of Environment, had this to say about the final decision, "The Government of Canada will make decisions based on the best available scientific evidence while balancing economic and environmental considerations. The government will continue to make responsible resource development a priority and invites the submission of another proposal that addresses the government’s concerns." Questions The federal government recently ruled that the planned Taseko Mine project in Williams Lake BC would not proceed. The mine would likely cause significant adverse environmental effects that cannot be mitigated and are not justified in the circumstances Vancouver-based Taseko Mines had previously argued the jobs and other economic benefits provided by the $1-billion project would outweigh environmental concerns. By Wendy Stueck Original Plan In January, 2010, the B.C. government approved a mine plan known then as Prosper community in the making of this mine This mine was horrible for environment, and would have entirely taken out Alice Lake for mine purposes (storing rock). However, Ottawa ruled against this plan mainly because of Alice Lake, forcing Taseko to revise the plans. Thanks for listening. Citing environmental risks, Ottawa kills plan for BC gold mine.

Article Presentation

Transcript: Does Linguistic Input Play the Same Role in Language Learning for Children With and Without Early Brain Injury? 53 typically developing (TD) children 27 children with brain injury (BI) All children were involved in the study between the ages of 14 and 46 months Primary caregivers - all were mothers, except for one father TD group: 27 boys, 26 girls, representing 5 ethnic groups, chosen through mailed applications and magazine ads BI group: 18 girls, 9 boys, representing Caucasian and mixed races, chosen from parent support groups Participants were selected to represent the population of the Chicago area in terms of ethnicity and family income Results M.L. Rowe, S.C. Levine, J.A. Fisher, S. Goldin-Meadow Language development is "resilient" when faced with early BI Caregivers' language input is more influential for children with BI than TD children; children with BI are less able to create their own learning experiences from low levels of language input Differences in MLU between TD children and those with BI become more evident around age 3 due to occurence of more complex language Hypothesis for the study is proven true for the later developing aspects of language Hypothesis Generalizations Children and caregivers were visited in the home 9 times over 32 months (4 month intervals), each visit lasting 90 minutes Each visit was videotaped by researchers Children and caregivers participated in common, daily activities, including book reading, playing, and eating Language of both the children and caregivers was transcribed after What are evidence-based strategies to target language for school-aged children and adolescents with traumatic brain injury? Children's brains have large amounts of plasticity, whether affected by injury or not Brain injuries cause a variety of severity levels with regard to language difficulties Severity of language delays is impacted by the size, location, and type of injury that occured Size of lesion affects language growth during young ages The presence of seizures, which may or may not be linked to the TBI, can affect linguistic and cognitive abilities Linguistic environment a child is exposed to influences the linguistic and syntactic growth of that child "[Linguistic] input may be more important in the lanuage development of children with 'atypical biological potentials' than in children who are developing typically." Method Child vocabulary- amount of different words measured through transcription; represented vocabulary growth between sessions Child syntax- the MLU of each child was measured using transcribed data (MLU was measured in the number of words per utterance, not by morphemes per utterance) Parent linguistic input- vocabulary and MLU measured like above; word types produced by caregiver represented linguistic input; MLU of parents represented the syntactic input; relationship between caregiver MLU and amount of complex utterances was observed Parent's education- average length = 15.8 years Characteristics of lesion- location and laterality, size, type, presence of seizures Research Question Background Use of similar strategies for kids with BI of various cultures and regions in language learning Use of similar strategies to target other children with language deficits due to conditions affecting their cognitive abilities Emphasis on linguistic environment children are exposed to- immersion in language is important for all children Limitations Small sample size Associated conditions Limited racial repre-sentation in BI group Participants Measures Conclusions Increase in vocabulary of children; Growth of vocabulary for children with BI was less than that of TD children, but growth took place at similar rates The MLU of both groups of children further developed, especially once children reached the 2-word communication stage Parental linguistic input played a significant role in the development of their children's vocabulary; children from both groups exhibited larger vocabularies with higher growth rates when parents provided high levels of linguistic input Researchers found that parents used similar types of language when speaking to their children, whether their child was TD or had a BI; the only difference was documented in shorter sentence length used with children with BI Parent education had no effect on the amount of linguistic input Larger lesions led to more cognitive and linguistic difficulties; timing of the BI influenced the type of lesion, affecting the extent of deficits; the presence of seizures with BI led to more language difficulties, as well

Article Presentation

Transcript: Article Presentation Uncovering the many misconceptions of Dyslexia - D. Culbertson Created By: Nicole Malakuskie The eitology of dyslexia is the basis of Culbertson's article, Uncovering the many misconceptions of dyslexia (2011-2012). She believes that, "despite the information available, some of the accommodations used by schools are based on faulty myths about the nature of dyslexia. core difficulty is with word recognition and reading fluency, spelling, and writing. typically very intelligent and creative can have low self-esteem confuses numbers excellent long-term memory for experiences, locations, & faces poor memory for sequences, facts and information not experienced. Culbertson, D. (2011-2012) Uncovering the many misconceptions of dyslexia. CEDAR Yearbook, 51-65. y He tells his story as a junior in high school reading at a 4th grade level. " Maybe he just can't read and doesn't know what's wrong. Maybe he's scared, LIke I was." (p.575) " I can't find the words to express how bad it really was. I wanted to die. I'd come home from school screaming, "I'm dumb, I'm dumb - I wish I were dead!" (p.575) Your thoughts? Where do you think dyslexic students should be placed? According to the State of Texas, the best intervention means to adhere to the information-processing model of teaching reading; it is systematic, cumulative, and systemic ( as cited in Culbertson 2011-2012). All instruction is based on word and phonemic/grapho-phonemic skill building, as well as multi-sensory instruction in the way our language works (cited in Culbertson 2011-2012). visual deficit English language v. others Studies were conducted in Norwegian, Swedish, and Chinese. not due to complexity of language Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. So what are the learning characteristics of dyslexia? X I believe that our attitude towards our students is paramount in their self-esteem and ability to succeed. If we don't don't believe they can learn to read, why would they? Section 504 of civil rights code Protects the student with dyslexia from placement into a low-level class because of their reading disability (as cited in Culbertson 2011-12) Tests extended time on tasks books on tape buddy-readers books with highlighted text verbal deficit Cited by Culbertson (2011-2012) According to the International Dyslexia Association (2002), The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Placement colored overlays contrast systems in the eyes Mears-Irlen Syndrome (MIS) What causes Dyslexia? James Gee (1998) proposes we should be moving into a social more interactive practice of literacy . . . When the class uses a social network of readers, the dyslexic student stays in the classroom and experiences joys of reading and learning with their classmates (as cited in Culbertson 2011-2012). Culbertson (2011-2012) believes, "What we are beginning to understand is that students need educators to create dialogue between students, teachers, and researchers to provide appropriate delivery of classroom instruction". regular classroom resource room intervention program Arguments? So what is the best Intervention for dyslexia? On Being Seventeen, Bright, and Unable to Read By: David Raymond students will voice record writing and then type them accept mind maps rather than essays extended time As educators, what should we do? ? According to Scarborough (2005), expressive language interacts with basic reading skills. In classroom instruction, the use of language and the social environment of the classroom in an advantage for students with dyslexia (as cited in Culbertson 2011-2012). D What is sle i Reading Tasks http://www.region10.org/dyslexia/Documents/DyslexiaHandbook11-10-2010.pdf I also feel that we MUST educate ourselves on the disability at hand and view it from our students' perspective in order to be able to appropriately and accurately educate them. “I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race.”- Winston Churchill (The International Dyslexia Association, 2002) window bookmark the way eyes move through text dyslexia readers were found to have impairments Does is cause dyslexia? Is it an effect of having dyslexia? What are the best modifications for

Article Presentation

Transcript: Hypotheses The goal of this study is to examine three factors that might influence the relative number of preference and reason statements occurring in discussion. Findings The article labels this section as “Problems” but it really is an explanation of how individual participants within the study make judgments based on their own preconceived perceptions and ideas. The Representativeness Heuristic Ex. "Steve is very shy and withdrawn. He is invariably helpful, but he has little interest in people or in the world of reality. A meek and tidy soul, he has a need for order and structure and a passion for detail.” Availability Heuristic Decision Framing Conjunction Fallacy Research participants were students in 8 sections of a public speaking course taught at the University of Delaware during their 2008 spring semester Participants signed up for a time period out of 48 time slots. A total of 123 students participated in the 41 group sessions Research Design and Participants Pavitt and Aloia: Reason and Preference During Problem Solving Key Concepts Discussion Questions Persuasive Arguments Theory - Argumentation processes Social Comparison Theory - Comparison Processes H1: Consensus in pre-discussion preferences should lead to a greater proportion of preference statements relative to reason statements than should disagreement. The Importance and Applications Content Analysis Decision Heuristics Framing Group polarization effect Hidden profile Intellective tasks (facts) Judgmental tasks (opinions/values) Group Concepts/ Relative Research H2: Judgmental tasks should lead to a greater proportion of preference statements relative to reason statements than should factual tasks. Problems and Procedures H3: The presence of an individual pre-discussion preference should lead to a greater proportion of preference statements relative to reason statements than should its absence. 1. Do you notice that when your group is in disagreement you use more preference statements or reason statements when reaching a consensus? 2. What types of behavior, similar to the behavior researched, have you seen in your own groups? 3. Do you find in your own groups that pre-discussion helps or hurts the process of reaching a conclusion? Value-diverse-membership is important to have within a group. This causes you to have more discussion in the beginning of group decision making sure you do not run into premature decisions. It is always best for each member of a group to be fully aware of the content that they are handling before collaborating with their group members. This causes the individual to find their thoughts of their own that they would like to voice to the group instead of feeling overwhelmed when all group members are voicing their opinions at once. The individual pre-discussion preferences took about 5 minutes and the group discussion took about 10; at most the sessions were scheduled for 25 minutes Both situations began with participants reading and signing consent forms Both also included six problems among sessions, participants were given a gain frame for one of the last two problems and a loss frame for the other. Problems To insure the largest sample size possible the study used a reliability analysis in order to combine codings for all six problems Judgmental tasks versus Factual/Intellective tasks Preference statements versus Reason statements The presence or absence of individual pre-discussion preferences Unit of Analysis Factual: Asking a mathematical word question. Theory Procedures Judgmental: Asking what profession you think someone has based on their personality traits. Variables Comparison processes (or preference statements) would occur through heuristic-peripheral route processing Argumentation processes would occur though systematic-central route processing These routes are based on the Elaboration Likelihood Model and the Heuristic Systematic Model. Both routes are heavily used to evaluate communication in persuasion and how a person (or group) reaches a conclusion H1: Proportions of preference statements compared to reason statements would be relatively greater for groups beginning in consensus than for groups with disagreement in pre-discussion preferences. H2: Proportions of preference statements compared to reason statements would be greater when groups were solving judgmental problems than when groups were solving intellective problems. H3: Proportions of preference statements compared to reason statements would be greater when groups had the opportunity to form pre-discussion. preferences than when they lacked that opportunity

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