Resplendent: bright, splendid, sublime
"The Resplendent Times" is a blog showing the pleasant times in my life.
It includes my fashion styles, my 'fashion-flip' projects and just other stuff that I see that brings a smile to my face.
Bonjour people of cyberspace! This past week was one for the books. Not because of this class however. It was pretty interesting in different regards. But that story is for another time and another place. Here's the lovely bullet pointed summary of what I learned:
STRESS & ADVERSITY ARE A PART OF LIFE
As future teachers we will sometimes see students who come from very diverse backgrounds.
We need to remember that every student is special and is worth the love and care that our Heavenly Father would show them.
Brain Plasticity--->the ability to mold the brain
Supply elements to a child's brain when they are young to help with brain plasticity
Capacity to navigate life
1/3 of the worlds children never reach their full potential
Children that are stimulated in their brain from a younger age show better educational, emotional and social growth.
Negative stress on the brain that restricts brain development:
Toxic Stress--no buffer for stress, continuous high level of stress
Positive Stress--supportive relationship, social network helps them fail well and built up resilience
Extraordinary Stress--tolerable stress (if love is provided)
YOU HAVE THE POWER TO CHANGE YOUR CIRCUMSTANCE
SWIFT--advances equity and excellence for ALL through the promotion of five core domain areas to support grade level academic and social learning:
Hello fellow educators! Welcome to week 7 of SPED310!! WOOOO!! Here's what I learned this past week. Sorry for the smaller quantity of it. This past week was H-E-double hockey sticks. Stress was coming at me from every angle. Oh joy...anyway, here's what I learned, for your viewing pleasure:
A compatible design for everyone in the classroom, including for those children with special needs.
A variety of teaching and learning strategies that are necessary to meet the range of needs evident in any given classroom
Steps for INCLUDE strategy:
Identify classroom demands
Note students learning strengths and needs
Check for potential areas of student success
Look for potential problem areas
Use information to brainstorm ways to differentiate instruction
Evaluate student progress
Some questions that I wondered about were:
"How can you group all of your students for instruction in inclusive classrooms?"
"How is an inclusive classroom managed?"
"How can you evaluate instructional materials for inclusive classrooms?"