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Differentiating Instruction: It’s Not as Hard as You Think
When some teachers think of differentiation, they imagine having to create a different lesson for every student in the room. In this video, teacher and author Larry Ferlazzo explains that differentiating instruction is really about getting to know your students and making decisions, often in the moment, based on what they need. He offers some low-lift strategies he’s learned over the years for making activities accessible for students with all types of gifts and challenges.
Attention Autism
Gina Davies -This 5-minute lightning talk about strategies for getting, keeping and sharing attention, at the tenth Therapy Ideas Live event. Gina talks through why traditional therapy approaches don't motivate children with autism and offers alternatives.
TVNZ Te Karere
Maori and Autism -Research shows Māori children with autistic spectrum disorder (ASD) are being culturally disadvantaged. It's a disorder that, by nature, limits their involvement in a Māori way of living. While support for the autistic community has slowly increased, it's clear more bicultural and bilingual experts in the mainstream field needed, and education on autism in Māori medium setting.
Education for All
This is a moving story about Holly Ross is 16. She loves school. She hates school holidays. Will Morgan is seven years old. He likes all the same things that kids his age enjoy. Both Holly and Will have cerebral palsy. You look at how their teachers and schools have made sure that they are involved, included and challenged at school. Their teachers talk about the teaching challenges and rewards. They talk about how they've benefited from their relationships with Holly and Will.
Strengths-Based Education for Students on the Autism Spectrum
Key points for teachers and parents regarding "capitalizing on strengths" rather than "repairing deficits" in students with Asperger's and High-Functioning Autism
Visible Teaching Part 1
Visible Teaching Part 2
John Hatte. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.
Part 1 of edited highlights compares the effect on learning of over 100 classroom interventions.
Part 2 of edited highlights he outlines some of the most successful methods to promote learning.