ReadWriteThink: Lesson Plan: Scaffolding Comprehension Strategies Using Graphic Organizers

In this lesson, collaborative strategic reading (CSR) is initially presented to students through modeling and whole-class instruction. To facilitate comprehension during and after reading, students apply four reading strategies: preview, click and clunk, get the gist, and wrap-up. Graphic organizers are used for scaffolding of these strategies while students work together in cooperative groups.
Category: Learning Scaffolding

Learning Disabilities

Non-verbal Learning Disorder Poor motor coordination, visual-spatial organization and/or a lack of social skills may characterize non-verbal learning disorders. For a student with a learning disability, auditory, visual, or tactile information can become jumbled at any point during transmission, receipt, processing, and/or re-transmission. For example, it may take longer for some students who have learning disabilities to process written information. Lengthy reading or writing assignments and tests may therefore, be difficult to complete in a standard amount of time. This may be due to difficulty discriminating numerals or letters because they appear jumbled or reversed. Inconsistencies between knowledge and test scores are also common. Some students who have learning disabilities may be able to organize and communicate their thoughts in a one-to-one conversation but find it difficult to articulate the same ideas in a noisy classroom. Other students may experience difficulties with specific processes or subject areas such as calculating mathematics problems, reading, or understanding language. People with learning disabilities may have difficulty spelling and subsequently have difficulty creating or editing text or otherwise communicating in writing. Difficulties with attention, organization, time management, and prioritizing tasks are also common.
Category: Disability Learning

Indiana Dunes Environmental Learning Center

Dunes Learning Center was established in partnership with Indiana Dunes National Lakeshore in 1998. Since then, over 35,000 students of all ages participated in our unique educational programs. Dunes Learning Center is proud to carry on a tradition of learning in the dunes that began more than 100 years ago. Following in Dr. Henry Chandler Cowles’ footsteps, students use the Indiana Dunes, one of the nation’s most biologically diverse National Parks, as their classroom for interdisciplinary learning.
Category: Lakeshore Learning

Unique Educational Toys from Learning Express of Omaha, NE

W e take great pride in calling ourselves "Your Neighborhood Toy Store" because we are just that: a hub of activity, a meeting spot for kids and families, a place where we get to know you by name and where going the extra mile for you is the norm. We try to seek out unique toys that catch our eyes for lots of play value. Our store is filled with learning toys, infant toys, baby toys ... unique toys that will delight children of all ages. Some of our favorite products are from the companies that you know: Arts and Crafts by Alex, Webkinz, Callico Critters, Creativity For Kids, Groovy Girls, Shining Stars, Melissa and Doug, Rokenbok, Thomas and many more.
Category: Learning Toy

Learning Theories/Organizational Learning: Practice - Wikibooks, collection of open-content textbooks

The authors go on to define learning tools as “instruments or interventions designed to bring about one or more of the process phases involving the various dimension of organizational learning (system levels, learning types, and learning modes)” (Pawlowsky, Forslin, & Reinhardt, 2003, p. 776). In other words, there is no single learning tool or practice that will suffice for all learning applications. Looking forward, this definition and the framework of learning dimensions described above, allow for empirical study on the effectiveness of specific tools for various learning opportunities, learning types, and steps in the learning process. Critical factors for organizational learning Garvin (1993) cites three critical factors that are essential for organizational learning in practice: meaning, management, and measurement, each further defined as follows: Meaning. For learning to be a meaningful organizational goal, it must be widely understood, have application to the work being performed, and be supported by the organizational leadership. A key means of support is the tolerance of mistakes or failures. The organizational culture must embrace reasonable risk-taking such that mistakes or failures become learning opportunities that can be spread throughout the organization. Management. The generation of new ideas does not necessarily indicate an organization’s abilit Until those new ideas, or knowledge, are accompanied by a change to the way an organization performs work, then only improvement is taking place. For an organization to learn, a change must take place and that newly gained knowledge must be intentional and managed.
Category: Learning Organizational