Teaching model to meet ALL students’ needs
Forest Service Jobs for Students
The Forest Service is hosting a summer job application workshop from 1:00 p.m. to 7:00 p.m. on Friday March 4, 2016 at the CSU, Fresno Engineering East Building, Room 368 (computer lab). The workshop will provide one-on-one assistance with applications and tips on applying to FS internships and/or career positions. Said positions are entry-level or require minimal work experience and education. Students will work 40 hours per week for up to 8 to 12 weeks during the summer (housing is available at most locations for a minimal fee); pay ranges from $11 to $15 per hour.
All majors are encouraged to apply including: business, administration/clerical, engineering, recreation, biology, geology/hydrology, archaeology, firefighting, range, and many more.
Applications will only be available Mon. February 29 – Fri. March 4, 2016 by 8:59pm (PST); student can apply on USAjobs.gov.
Important: Positions will be added on the following link on February 29, 2016: http://www.fs.fed.us/r5/ccc/internship/Internship.positions.shtml
To apply for the positions with the USDA, Forest Service:
1. log on to www.usajobs.gov. Go to “my accounts” on the upper right hand corner and create a “Profile”
2. Create and upload a government standard resume
View the links below for information on how to create a government standard resume
a. Government Resume Guide: http://www.fs.fed.us/r5/ccc/internship/gov.resume.guide.pdf
b. Sample Resume: http://www.fs.fed.us/r5/ccc/internship/sampleresume.pdf
3. Upload valid school transcripts
Transcripts do not have to be official. However, ensure your transcripts or school enrollment verification documents include the following:
a. Must show your full name and the name of your institution
b. Show name of courses and number of units completed as well as courses in progress
c. Current and Cumulative GPA
d. Enrollment dates, term/quarter or semester and year for courses in progress (ex. Spring semester 2016)
e. We encourage students to submit transcripts from all colleges and universities they attended
4. Apply to Positions of Choice
a. Internship (Pathways) Positions – Applications will only be available February 29-March 4, 2016.
Minimum requirements:
· Maintain good academic standing as defined by the school (typically 2.0 GPA or above)
· Be currently attending or enrolled at least part-time Spring 2016 (typically 6 units) at an accredited school or university
· Be eligible to work in the U.S.(Residents, DACA, Citizens, International students all may apply)
For further information please see the attached flyer.
Juan M. Alvarez
Regional Director
United States Department of Agriculture
Hispanic-Serving Institutions National Program
Central & Northern California / Washington
California State University, Fresno
Craig School of Business / Peters Building
5245 N. Backer Avenue, M/S PB-7
Fresno, CA. 93740-80001
Phone: 559.278.8311
Fax: 559.278.8682
Email: Juan.Alvarez@osec.usda.gov
AIMS in March!
Nurse Shortage
How to become a teacher in the USA.
The Glossary of Education Reform for Journalists, Parents, and Community Members
Created by the Great Schools Partnership, the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »
BRAIN-BASED LEARNING
Brain-based learning refers to teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development—how students learn differently as they age, grow, and mature socially, emotionally, and cognitively.
Brain-based learning is motivated by the general belief that learning can be accelerated and improved if educators base how and what they teach on the science of learning, rather than on past educational practices, established conventions, or assumptions about the learning process. For example, it was commonly believed that intelligence is a fixed characteristic that remains largely unchanged throughout a person’s life. However, recent discoveries in cognitive science have revealed that the human brain physically changes when it learns, and that after practicing certain skills it becomes increasingly easier to continue learning and improving those skills. This finding—that learning effectively improves brain functioning, resiliency, and working intelligence—has potentially far-reaching implications for how schools can design their academic programs and how teachers could structure educational experiences in the classroom.
Related terms such as brain-based education or brain-based teaching, like brain-based learning, refer to instructional techniques that are grounded in the neuroscience of learning—i.e., scientific findings are used to inform educational strategies and programs. Other related terms, such as educational neuroscience or mind, brain, and education sciencerefer to the general field of academic and scientific study, not to the brain-based practices employed in schools.
Reform
A great deal of the scientific research and academic dialogue related to brain-based learning has been focused on neuroplasticity—the concept that neural connections in the brain change, remap, and reorganize themselves when people learn new concepts, have new experiences, or practice certain skills over time. Scientists have also determined, for example, that the brain can perform several activities at once; that the same information can be stored in multiple areas of the brain; that learning functions can be affected by diet, exercise, stress, and other conditions; that meaning is more important than information when the brain is learning something new; and that certain emotional states can facilitate or impede learning—among many other findings.
Given the breadth and diversity of related scientific findings, brain-based learning may take a wide variety of forms from school to school or teacher to teacher. For example, teachers may design lessons or classroom environments to reflect conditions that facilitate learning—e.g., they may play calming music to decrease stress, reduce the amount of time they spend lecturing, engage students in regular physical activity, or create comfortable reading and study areas, with couches and beanbag chairs, as an alternative to traditional desks and chairs. They may also encourage students to eat more healthy foods or exercise more—two physical factors that have been shown to affect brain health.
The principles of brain-based learning are also being introduced into teacher-preparation programs, and an increasing number of colleges and universities are offering courses and degrees in the field. For example, Harvard University’s Graduate School of Education now offers a Mind, Brain, and Education master’s-degree program.
Debate
Because educational neuroscience is still a relatively young field, the methods and technologies of cognitive science are still being developed and tested. That said, people are often predisposed to view scientific findings as incontrovertible “facts” rather than complex and evolving theories, so it’s possible that some educators may view scientific findings as being more “solid” than they actually are, or they may misinterpret scientific evidence and act upon findings in ways that would not be recommended by the research. In addition, “neuroscientific myths”—widespread misinterpretations of scientific evidence—can potentially give rise to educational practices of dubious value.
Another point of potential debate is how educators should balance the findings of neuroscience with the practicalities of teaching. For example, some neuroscientists might argue that teachers shouldn’t lecture for longer than ten minutes, but it is probably more practical to interpret that recommendation as a guideline, not a strict instructional prescription. Other findings might support the use of treadmills in classrooms—because the brain is more stimulated during physical activity—but such options may be impractical, unworkable, inadvisable, or financially infeasible in many school settings.
The Glossary of Education Reform by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Your Teenager’s Development Brain
Your teenager’s developing brain
did you know
Scientists once thought that brain development stopped after the first few years of life. Now we know that it keeps going well into adulthood.
As children become teenagers, their brains grow and change. These changes affect their thinking and behaviour. When you understand how, you can better help your child build a healthy teenage brain.
- Brain development: the basics
- Inside the teenage brain
- Building a healthy teenage brain
- Risk-taking behaviour
- Stress and the teenage brain
- Getting help
Teenage brain development: the basics
Children’s brains have a massive growth spurt when they’re very young. By the time they’re six, their brains are already about 90-95% of adult size. But the brain still needs a lot of remodelling before it can function as an adult brain.
This brain remodelling happens intensively during adolescence, continuing into your child’s mid-20s.
Some brain changes happen before puberty, and some continue long after. Brain change depends on age, experience and hormonal changes in puberty.
So even though all teenagers’ brains develop in roughly the same way at the same time, there are differences among individual teenagers. For example, if your child started puberty early, this might mean that some of your child’s brain changes started early too.
Inside the teenage brain
Adolescence is a time of significant growth and development inside the teenage brain.
The main change is that unused connections in the thinking and processing part of your child’s brain (called the grey matter) are ‘pruned’ away. At the same time, other connections are strengthened. This is the brain’s way of becoming more efficient, based on the ‘use it or lose it’ principle.
This pruning process begins in the back of the brain. The front part of the brain, the prefrontal cortex, is remodelled last. The prefrontal cortex is the decision-making part of the brain, responsible for your child’s ability to plan and think about the consequences of actions, solve problems and control impulses. Changes in this part continue into early adulthood.
Because the prefrontal cortex is still developing, teenagers might rely on a part of the brain called the amygdala to make decisions and solve problems more than adults do. The amygdala is associated with emotions, impulses, aggression and instinctive behaviour.
Building a healthy teenage brain
The combination of your child’s unique brain and environment influences the way your child acts, thinks and feels. For example, your child’s preferred activities and skills might become ‘hard-wired’ in the brain.
How teenagers spend their time is crucial to brain development. So it’s worth thinking about the range of activities and experiences your child is into – music, sports, study, languages, video games. How are these shaping the sort of brain your child takes into adulthood?
You are an important part of your child’s environment. You mean a lot to your child. How you guide and influence him will be important in helping your child to build a healthy brain.
You can do this by:
- encouraging positive behaviour
- promoting good thinking skills
- helping your child get lots of sleep.
Encouraging positive behaviour
While your child’s brain is developing, your child might:
- take more risks or choose high-risk activities
- express more and stronger emotions
- make impulsive decisions.
Here are some tips for encouraging good behaviour and strengthening positive brain connections:
- Let your child take some healthy risks. New and different experiences help your child develop an independent identity, explore grown-up behaviours, and move towards independence.
- Help your child find new creative and expressive outlets for her feelings. She might be expressing and trying to control new emotions. Many teenagers find that sport or music, writing and other artforms – either as a participant or a spectator – are good outlets.
- Talk through decisions step by step with your child. Ask about possible courses of action your child might choose, and talk through potential consequences. Encourage your child to weigh up the positive consequences or rewards against the negative ones.
- Use family routines to give your child’s life some structure. These might be based around school and family timetables.
- Provide boundaries, and opportunities for negotiating those boundaries. Young people need guidance and limit-setting from their parents and other adults.
- Offer frequent praise and positive rewards for desired behaviours. This reinforces pathways in your child’s brain.
- Be a positive role model. Your behaviour will show your child the behaviour you expect.
- Stay connected with your child. You’ll probably want to keep an eye on your child’s activities and friends. Being open and approachable can help you with this.
- Talk to your child about his developing brain. Understanding this important period of growth might help teenagers process their feelings. It might also make taking care of their brains more interesting.
Promoting thinking skills
Brain growth and development during these years mean that your child will start to:
- think more logically
- think about things more abstractly – things are no longer so black or white
- pick up more on other people’s emotional cues
- solve more complex problems in a logical way, and see problems from different perspectives
- get a better perspective on the future.
You can support the development of your child’s thinking with the following strategies:
- Encourage empathy. Talk about feelings – yours, your child’s and other people’s. Highlight the fact that other people have different perspectives and circumstances. Reinforce that many people can be affected by one action.
- Emphasise the immediate and long-term consequences of actions. The part of the brain responsible for future thinking (the prefrontal cortex) is still developing. If you talk about how your child’s actions influence both the present and the future, you can help the healthy development of your child’s prefrontal cortex.
- Try to match your language level to the level of your child’s understanding. For important information, you can check understanding by asking children to tell you in their own words what they’ve just heard.
- Prompt your child to develop decision-making and problem-solving skills. Try role-modelling and suggesting a process that involves defining the problem, listing the options, and considering the outcome that leads to the best solution for all involved.
Getting lots of sleep
During the teenage years, your child’s sleep patterns will change. This is because the brain produces melatonin at a different time of the day. This makes your child feel tired and ready for bed later in the evening. It can keep your child awake into the night and make it difficult to get up the next morning.
Sleep is essential to healthy brain development. Try the following tips:
- Ensure your child has a comfortable, quiet sleep environment.
- Encourage ‘winding down’ before bed – away from TVs, mobiles and computers.
- Reinforce a regular sleeping routine. Your child should aim to go to bed and wake up at regular times each day.
- Encourage your child to get an adequate amount of sleep each night. While the ideal amount of sleep varies from person to person, the average amount of sleep that teenagers need is around nine hours.
Risk-taking behaviour
The teenage brain is built to seek out new experiences, risks and sensations – it’s all part of refining those brain connections.
Also, teenagers don’t always have a lot of self-control or good judgment and are more prone to risk-taking behaviour. This is because the self-monitoring, problem-solving and decision-making part of the brain – the prefrontal cortex – develops last. Hormones are also thought to contribute to impulsive and risky behaviour in teens.
Teenagers need to take risks to grow and develop. You can support your child in choosing healthy risks – such as sports and travel – instead of negative ones like smoking and stealing. All risk-taking involves the possibility of failure. Your child will need your support to get over any setbacks.
Stress and the teenage brain
With so many changes happening to your child’s brain, it’s especially important that your child is protected and nurtured.
The incidence of poor mental health increases during the teenage years. It’s thought this could be related to the fact that the developing brain is more vulnerable to stress factors than the adult brain.
Teenage stresses can include drugs, alcohol and high-risk behaviour, as well as things like starting a new school, peer pressure, or major life events like moving house or the death of a loved one.
But don’t wrap your child in cotton wool! Too much parental attention might alienate your child.
Staying connected and involved in your child’s life can help you to learn more about how your child is coping with stress. It can also help you keep an open relationship with your child and ensure that your child sees you as someone to talk to – even about embarrassing or uncomfortable topics.
It’s thought that children are more likely to be open to parental guidance and monitoring during their teenage years if they’ve grown up in a supportive and nurturing home environment.
Getting help
Every child experiences changes at a different rate. If you’re concerned about your child’s rate of development or you have concerns about your child’s changing body, thinking or behaviour, you could start by talking to a school counsellor or your GP. If you’re really worried, you could look for a counsellor or psychologist. You don’t need a referral, but you might prefer to have your GP recommend someone.
STLMOMS share great apps!
STL Moms- Educational apps and websites for children
POSTED 9:00 AM, JANUARY 15, 2016, BY DAN CARCIONE
ST. LOUIS, MO (STLMoms)- There’s an app for everything these days, including apps to teach our children.
Pediatrician Dr. Kathleen Berchelmann of the St. Louis Children’s Hospital shared with us her top children’s educational apps for 2016:
1. Khan Academy: Khan Academy now collaborates with the U.S. Department of Education and myriad public and private educational institutions to provide ‘a free, world-class education for anyone, anywhere’. Cost: Free; Ads: None
2. Awarded Google`S ‘Best of the best’ in 2013, Your progress is displayed in a graph form after every lesson. Cost: Free; Ads: None
3.EdX: EdX provides college and high school courses from leading universities online for free.Cost: Free, extra fees apply for official transcripts and college credit; Ads: None
4.IXL (website and app): IXL has been massively updated in the past year to incorporate more subjects and allow kids to skip through content if they get enough questions right. Your child can do a few sets of problems per day for free, or you can subscribe for $9.99 per month or $79 per year for a family membership. Cost: Free limited use or $9.99/month; Ads: None
5.Typing.com: Typing.com offers a comprehensive keyboarding/touch typing course that is appropriate for children from Kindergarten through college. . Cost: Free; Ads: May be removed for $15
6.Scratch and Scratch Jr.: Scratch is a free online tool and app designed by MIT to help kids learn programming. Cost: Free; Ads: None
7.BiblioNasium: Now used in many schools, this website will convince even the most reluctant reader to love reading. Cost: Free; Ads: Digital books are recommended and sold on site
8.Dragon Box: Better than anyone else, Dragon Box has succeeded in making math into a very fun game. Cost: $4.99-$7.99 in the App Store
9.Hooda Math: Hoodamath.com is a free online game site with more than 700 math and logic games. Cost: Free; Ads: Present throughout site but not offensive
10.Quizlet AND Brainscape: These two separate companies provide a similar free service: create-your-own flashcards and quizzes and then practice your content online.
11.PBSKids: Every young child I know plays PBSKids; it’s loaded with characters they know and it`s free with no ads.
12.ABCMouse: ABCMouse.com is a preschool and Kindergarten online educational website that offers a more comprehensive curriculum
13.Bitsboard: Alligator Apps is a company that has created an entire line of early childhood learning apps,
14.Stack the States and Stack the Countries: Voted best kids app for iPad,
15.Classic games with two or more players: Chess, Checkers, Connect 4, Othello, Battleship, and all those classic logic games you played as a child are available on tablets.
16.Time to get off the computer and do some chores!