Mr Hammerlund

— Nancy in Lux (@NancyinLux1)  June 29, 2024 This post on X got me .... Let me start over. This Tweet on Twitter got me thinking. I was thinking about how our inclusion learning support team conducts meetings and staff meetings overall. Our faculty meetings use a two-column meeting agenda. In one column is the issue, and in column 2, is how it is responded to. Our SEN team adopted that same template in the beginning of last year.  That meeting agenda did not work for me because it didn't always have an action item. So, I looked around and found a template that had an additional column for action items. We ended up adapting it.   I am still looking for a better meeting agenda template. I think for the time being, we need to put these items on the calendar. before on the left and after on the right Back to the Tweet.  I really like these suggestions from Nancy.  Every decision we make should be about the students or about teaching. I think it is good practice...

I have been taking tennis lessons for over ten years here in Japan. I initially started to improve my Japanese ability, and it eventually grew into a "love of the game". Photo by  J. Schiemann  on  Unsplash It's been more than 10 years off and on of this Japanese language learning strategy. It is helping me understand more vocabulary in tennis and kinesiology, but it is also reinforcing what good, inclusive teaching looks like; albeit through non-examples. Definition from DuckDuckGo, attributed to Wordnik Non-examples are examples that are shown for a clearer example, ie, it's not this, but this. The first time I saw it was in the Frayer Model and I think it fits in well with this tennis lesson since the lesson was not designed to be inclusive. In this lesson: Non Example 1 - Not using Visuals The coach mostly spoke his directions and pointers. Occasionally he would draw on the sand to show positioning, but that was for whole-group instruction. Non Example 2 - Not Mod...

I am currently taking the Senia Certified Educator Level 1 series of courses. In the last course, or maybe it was longer ago now, we were asked to make presentations we could take to the staff to give them more information about different disabilities (autism, ADHD, dyslexia, dysgraphia, etc.). Since we [inclusion support teachers] are taking the Senia course as a team, internally we divided the topics so we could start building a library.  I was hoping to get dysgraphia, but when I chose, last, there were only a few left. I don't remember what they were off the top of my head, but I ended up with executive functioning. I made it for the course, but when it came to what I was going to present to the staff, I had to think of how to make it effective with the 5 minutes I was given to talk.  Yeah, 5 minutes to talk about executive functioning skills and how to teach them.  When thinking about how to organize my presentation, I wondered how I could be most effective. How cou...