Shelly's+Wiki

project by: Kim, Ianthe & Donna

Shelly is a happy, well adjusted, 6th grade student who likes school. She has issues with organization, ADHD, and is highly distractible. During English class, Shelly needs extra time to read and process. She requires frequent breaks and time lines to keep her on track. She benefits from graphic organizers, summaries, notes, and redirection. Colorful graphics and many hands on activities keep Shelly engaged. We have created a wiki for her so that she has access to all of the tools she needs in one easily accessible place to keep her organized and on task. Research: ** Research shows that students learn best when the classroom experience is enjoyable and relevant. They retain what they learn when it is associated with strong, positive emotion. (Willis) Studies confirm the success of software programs that use the rules of brain plasticity to retrain the visual and auditory systems to improve attention, hearing, and reading. (Jensen)

Emotions and cognition cannot be separated. Emotions can be crucial to the storage and recall of information. Help build a classroom environment that promotes positive attitudes among students and teachers and about their work. Encourage students to be aware of their feelings and how the emotional climate affects their learning.
 * Calendar: **to relieve stress allowing her to focus better and retain more.


 * Graphic Organizer:** to keep Shelly on task

Many adolescents with temporal sequential deficits have trouble making use of stepwise approaches to task completion; they try to think of what to do as they are in the process of completing a task. Instead, students need to plan or preview what the final product may look like, generate multiple alternative strategies that could be used to complete the task, select one strategy, start the task, monitor progress and quality of the product, and modify the strategy or select another when it is no longer facilitating goal attainment. (Levine) The brain performs many functions simultaneously. Learning is enhanced by a rich environment with a variety of stimuli. The brain performs many functions simultaneously. Learning is enhanced by a rich environment with a variety of stimuli.
 * Book on Tape: **Audio book allows Shelly to follow along while looking at the book. Multisensory.

 The production controls of attention help readers construct meaning from the text they are processing. For example, being able to think ahead about a difficult passage (previewing), to judge how well you understand what you’re reading (self-monitoring), and to read at a speed that best fits the passage (pacing) are all monitored by our production controls. In essence, the production controls oversee a student’s progress towards the final goals of reading - understanding and increased knowledge.
 * Photo Story 3:** Multisensory and organized. It engages her attention and the audience’s attention. Shelly loves the computer and uses it whenever possible. Allows her to pace herself and know what needs to be done.

“Previewing, Self-monitoring, & Pacing: Impact of production Controls.” All kinds of Minds. 2008. “How can research on the Brain Inform Education” __Southwest Educational Development Laboratory__. 2000. Jensen, Eric. “A fresh look at brain-Based education.” __Phi Delta Kappan__. 2008. Levine, Melvin. “The Unsuccessful Adolescent.” All Kinds of Minds. Secondary Education & Beyond: Providing Opportunities for Students With Learning Disabilities (1995) “Previewing, Self-monitoring, & Pacing: Impact of production Controls.” All kinds of Minds. 2008. Willis, Judy. “The Neuroscience of Joyful Education.” __Educational Leadership__. Summer

Shelly's Site