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Children with autism are visual learners, and Rebecca uses this ability to teach social skills in unique and fun ways. Here area few of the things you will be able to teach easily with this helpful resource.
"This book expands upon the knowledge base and provides a compendium of intervention strategies to support and enhance the acquisition of social skills and children and youths with visual impairments ... Part 1 ... addresses social skills from a first-person perspective. The second part ... examines how theory seeks to explain social development and influences assessment and practice ... Part 3, ties personal perspectives and theory to actual practice. Finally, Part 4 ... offers numerous examples and models for teaching social skills to students who are blind or visually impaired, including those with additional disabling conditions."--Introduction.
In this examination of the social interactions of children with visual impairments, theory and research are combined to explore how these children can be helped to succeed socially. Innovative practical strategies are provided for educators, researchers, and families on how to assist children in the development of social skills. Qualitative ethnographic approaches demonstrate how classroom teachers can work effectively with individual children and present valuable insights about children's interactions.
"What’s going on in this picture?" With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way. Philip Yenawine, former education director of New York’s Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art—as well as poems, primary documents, and other visual artifacts—to increase a variety of skills, including writing, listening, and speaking, across a range of subjects. The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centered environments where students at all levels are involved in rich, absorbing discussions.
Use eye-popping visual tools to energize your people! Just as social networking has reclaimed the Internet for human interactivity and co-creation, the visual meetings movement is reclaiming creativity, productivity, and playful exchange for serious work in groups. Visual Meetings explains how anyone can implement powerful visual tools, and how these tools are being used in Silicon Valley and elsewhere to facilitate both face-to-face and virtual group work. This dynamic and richly illustrated resource gives meeting leaders, presenters, and consultants a slew of exciting tricks and tools, including Graphic recording, visual planning, story boarding, graphic templates, idea mapping, etc. Creative ways to energize team building, sales presentations, staff meetings, strategy sessions, brainstorming, and more Getting beyond paper and whiteboards to engage new media platforms Understanding emerging visual language for leading groups Unlocking formerly untapped creative resources for business success, Visual Meetings will help you and your team communicate ideas more effectively and engagingly.
The purpose of the volume is to explore the theory, development and use of visual displays and graphic organizers to improve instruction, learning and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies. The volume is divided into four sections. Section 1 provides a conceptual overview of previous research, as well as the contents of the current volume. Section 2 includes theoretical perspectives on the design and instructional uses of visual displays from major theorists in the field. These chapters discuss ways that visual displays enhance general cognition and information processing. Section 3 provides eight chapters that address the use of visual displays to enhance student learning. These chapters provide examples of how to organize content and use visual displays in a variety of ways in the real and virtual classroom. Section 4 includes three chapters that discuss ways that visual displays may enhance the research process, but especially improved data display.
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Discover comprehensive strategies and techniques in this revised and updated edition and unlock the power of visual aids and supports to help neurodiverse students (autism, ADHD and related learning needs) succeed in communication, social opportunities and life routines.
NOTE: This storybook includes a read-aloud option which is accessible on Google and IOS devices. Blast off with the gang to an alien planet in outer space. In storybook 3 of the We Thinkers! Vol. 1 social emotional learning curriculum for ages 4-7, Molly, Evan, Jesse, and Ellie learn how to communicate with friendly aliens by thinking with their eyes since they don’t speak Bleep! Bleep! Bloop! They quickly learn that our eyes are like arrows that point to what we are looking at and probably thinking about, too. They figure out what the aliens might be thinking and feeling by using their eyes to follow what the alien’s eyes are pointed toward and the expression on its face. It’s so much fun to figure out what’s going on in a situation, communicate, and make new friends—all by using our eyes! Continue building on this important social concept with the fundamental concepts taught in storybooks 4-10, which align with the corresponding teaching units within the related curriculum. Best practice: teach these concepts in order, starting with storybook 1 of 10 while using the corresponding curriculum.
