Block schedule Search Results

Episode 231 Transcript

…executive functions has nothing to do with their character, and that in fact, these skills can be and should be taught, not only with students who demonstrate a need for them, but with all students. The challenge with teaching these skills, however, is time. Teachers already have enough to do without adding more to their plate, so a whole separate curriculum on executive functions wouldn’t be realistic. That’s where my guest today comes in. Mitch Weathers has developed a system for embedding executive functions into any teacher’s regular schedule. It doesn’t take a lot of time, it’s not particularly difficult…

Episode 264 Transcript

…have lifelong insomnia now, which I haven’t even been in the classroom in 20 years, but I still have that brain of just, like, there’s more to do. I’m behind, I’m behind, I’m behind, I’m behind. KIRCHER-MORRIS: Always. GONZALEZ: The thing that I also really struggled with, and this is where you got into a little bit of the autism stuff was the sensory stuff. I have big struggles with “just block out the noise.” And I was just like, nope. And I can remember when my kids would start to get noisy, I would, like, just yell back at…

Episode 50: Using Playlists to Differentiate Instruction

…you’ve got them working through all different parts of developing that. Do you give different versions of this playlist to different students? ENOS: Well each student starts off with the regular playlist, it’s almost like a building block, like a pattern that we’re going to be following, and then I kind of tailor it to the kid’s needs as we go individually. And I started off, you mentioned short stories, I started off … the short story playlist was the first one that I made, because this year in my class, I have three different collaborative settings. I’ve got some…

Episode 91: Twelve Ways to Upgrade Your Classroom Design

…got stuff up on their dry erase board. They’ve got things taped up there that block that space. So even getting some of that stuff off and saying, “This is your space to write and process things.” DILLON: Yeah, it’s funny. Just what you said there is really important. Being able to name what the spaces are for and be able to give kids permission, just say, “Hey, that table back there is when you need time to concentrate and focus.” GONZALEZ: Yeah. DILLON: That space over there is when you just want to go draw something, get some ideas…