Through online learning there are a variety of support and interventions that can be utilized in courses to enable students with a 504 plan and/or IEP to have a successful learning environment. Stakeholders would be in contact and have the ability to monitor student progress. Individualized feedback would be given with grades on assignments. Differentiated learning would be set up based on the plan established for the student. A variety of learning styles and supplemental materials would be set forth in the course. Through synchronous sessions, the student would have access to the teacher and when needed individualized one-on-one instruction.
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A student with social anxiety disorder suffers as social interaction cause anxiety, fear, embarrassment, and self-consciousness. This student has a fear of being judged and therefore feels inadequate and inferior. She is fearful of humiliation and can become depressed when confronted with the thoughts of social interaction such as speaking out in class. This anxiety can lead to absenteeism and avoidance of class on certain days.
Reflect: Consider the general best practices and specific strategies presented in this lesson.
Choose two of the student scenarios. First, identify at least two difficulties each student may be experiencing in their online class. Then, discuss two best practices or specific strategies that might be helpful to each student.
Backward Thinking with Fiscal and Monetary Policy Arrrrrrrgh You Hooked? Part 3 In this lesson, The Mnemonic Hook and The Backward Hook are used in reviewing aggregate demand and supply with fiscal and monetary policy. To test students understanding of fiscal and monetary policy as well as aggregate demand and supply, a series of “backward” prompts are created. In a Jigsaw session, students will use the whiteboards in the breakout rooms and the main room to draw and label the graphs. The graphs will illustrate the series of events that will transpire in order to achieve the end result stated in the prompt.
Prior to the Backward Lesson,
All The World Is A Choice
Arrrrrrrgh You Hooked? Part 2
The pursuit of a choice requires forgoing all other potential choices. Opportunity cost is simply what is given up when a choice is pursued. This is an important concept, as it provides guidance as to where scarce resources will be more productive.
Having students connect to opportunity cost with their own interests and scenarios is a great way for them to better understand and remember opportunity cost.
What does it take to make a good (economic) decision?
How does this song relate to choices?
While students are entering the room and answering the opportunity prompt in the Chat box, High Hopes will be playing in pane 1. The song can also be used to discuss economic choices.
Choices
Which box will it be? The Mystery Bag Hook
To peak student interest and nurture a discussion on opportunity cost, gifts will be shown in pane 2 while students are entering the room. If the students choose the teal box, what will they possibly be giving up in the blue box? If they choose the blue box, what will they possibly be giving up in the teal box?
Get Moving With Supply and Demand Arrrrrrrgh You Hooked? Part 1 "Get Moving With Demand and Supply" can supplement graphing on the whiteboard in either the main room or the breakout rooms, while incorporating movement into the lesson with The Kinesthetic Hook and The People Prop Hook. Use it as a warm-up to collaboration on the whiteboards. The students will need to get up and out of their seat for this activity. Acting as the prop for demand and supply curves, students will take steps in various directions to represent the shifts of the curves as well as the increase and decrease of price and quantity. Music is incorporated into the Powerpoint Presentation in order to incorporate The Mozart Hook. Students can all text in the Chat Box where they ended up in relation to their initial spot.
After completion of the "Get Moving With Demand and Supply" activity, students can be placed in their breakout rooms in order to create their graphing scenario to present back in the main room. Using The Picasso Hook, students will draw the graph for their scenario in order to better understand and retain the material. Group scenarios and graphs will then be presented in the main room. To continue the lesson for extra points, have students draw and submit the graphs to the "Get Moving With Demand and Supply" activity as well as the Table with their steps represented on it. And to get one last hook in the students, use The Safari Hook. Have the students take pictures of substitute and complement items and submit for extra points. The students could submit the images as well as a discussion of their connection, graphs with explanations of the shifts and their impacts. In order to jumpstart my school year and grow in my skills, I attended the 2018 Lunch and Learn Jigsaw Session. While I found so many great ideas and suggestions, I was especially interested in the screencasting information. Moving forward, I want to create and utilize the screencasting tools over a wide range of topics with my classes. Taking advantage of the screencasting tool will not only allow the students to gain a better understanding of the content and instruction, but will give them a sense of who I am as we connect as a community.
Mary Ellen shared a great number of resources will the group. The Screencasting Lunch and Learn 18 PDF shows the information that was covered and the Screencasting_Resources.pdf will link you to the various resources. Her presentation helped to inspire me to use screencasting in multiple ways throughout my course. Below are two of the ways I have used it thus far. Artifact 1 Description: The first artifact is a Screencast-O-MATIC video I add to a discussion post that I pinned to a discussion forum. I have included my discussion post and graphs as well as the video. While the discussion is included in the Microeconomic Module on supply and demand, I wanted to include the connection of the oil market on Macroeconomics module on aggregate demand and aggregate supply as well. So many of the articles and student posts were unknowingly referencing aggregate material and I wanted to show them a smooth transition from the oil market impact of one industry to that on the overall economy. Utilizing screencasting to discuss graphs and reference shifts help to give students a better understanding of the material. Artifact 1: Microeconomics: Discussion Post with Screencast-O-MATIC Video Discussion Post Information included with Screencast-O-MATIC video Artifact 2 Description: The second artifact is a Screencast-O-MATIC video that I have used as a news item to review links to “How To” videos, etc. I only have 18 week students, and the Welcome Bulletin Board had been posted for a number of weeks. After changing the bulletin board, I wanted to post a news item to remind and refresh students knowledge of how to access needed resources. The Screencast-O-MATIC tool allowed me to record a video as I toggled between pre-made visuals, the Economics Homepage, and the Student Information Notebook. With the use of the video, students now have a “how to” resource and reminder of access points from their homepage. Artifact 2: "How To" News Item Images included with the Screencast-O-MATIC "How To" News Item Video
I have utilized and I am working to utilize these tips as I continue to make screencasting videos to enhance and expand my course. I hope that my videos will improve with each new creation as I apply the tips and become more comfortable in the video creation process. Future GaVirtual Impact: As I develop screencasting videos for the use in my current course, I will be building a library of various videos that can be reused in future courses. Some videos can also be shared and utilized by other instructors. Using Screencast-O-Matic is a great way to enhance and review content knowledge. Screencasting videos can also establish best practices and instructions for students as they navigate their course. Screencast-O-MATIC videos can be used in News Items, assessment feedback, emails, Jigsaws, and discussion posts. While some students are auditory learners, others are visual learners. With screencasting videos students are more apt to have a better understanding of the material being presented. I look forward to making more screencasting videos to help my students. Through the process I expect to improve my use of the Screencast-O-MATIC options available as well as the tips that Mary Ellen offered in the Lunch and Learn. As a result, I see an overall enhancement of my courses through GaVS as well as the possibility of enhancing other teacher’s courses through sharing of the video library.
Pane 1: Music Video on Supply and Demand and Pane 2 Demand and Supply Intro. Power Point
My aspiration will be to one day have all students participate in a synchronous discussion where all voices are truly heard. But, to begin with we will use the pane 3 Group Notes for a written discussion/dialogue activity. When it is time for the activity, I will go over the directions and start the activity by: 1) prompting the story for a student to build upon and 2) using the Numbers pptx to create the order in which student will participate. As the Next Up Numbers pptx is used, the person with the specific number will add to the story found in pane 3. The dialogue will continue to involve everyone in the session. The story can then be shared among the participants. I am trying to think of ways to build community and have every voice heard. The Group Notes located in pane 3 can be used to involve the whole class in a team building activity as well as an activity for supporting content development and real world experiences. One example would be to have students give an example of opportunity cost they have faced over the past week. There are lots of scenarios that students can relate to in their decision making. And all students are usually comfortable giving an example of opportunity cost they have faced involving their time, money, or energy. The Next Up Numbers pptx located in pane 2 can be found below in a slide show and as a link. I created an image that can be inserted into pane 4 and shared with students as an attachment. The image labeled Jigsaw Controls shows the different features available on Jigsaw and is located as an option in pane 3.
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A High School Social Science Teacher BlogFischer's Corner is a place where online resources can be shared for high school social science teachers and students to strengthen their proficiency in both content and technology. About Mrs. FischerApril Fischer is a high school social science teacher with over 20 years experience in public and private high schools. While teaching AP and college prep classes she is always looking for ways to improve her classroom. Categories
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