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The story behind the film.

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by Mark Willis

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Film inspired by true story

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Freedom Writers (2007) Trailer #1 | Movieclips Classic Trailers

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by Pablo Neruda

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Get to know your students during the first week back with this imaginative 'Shoe About You' art and writing resource.
This is an ideal creative 'getting to know you' ice breaker for both boys and girls.

It's a really unique way for teachers and students to learn more about each other.

Invite students to respond to the prompts and questions in a personal and imaginative way, using doodles, words and illustrations to create fabulous shoes, reflecting their uniqueness.
A Shoe About You - Design Activities:
Choose from a selection of shoe / sneaker / high top templates to create unique artworks. Students can express their individuality here - for example, their love of art, music, nature, sport etc
A Shoe About You - Writing Activities
Sole templates with written prompts are included to encourage self exploration,

Name, age, grade, favorite color, subject, book, sport, movie....
All About Me Questionnaire
30 questions - on shoe laces!
Posters and Garlands:
Students can decorate a selection of posters to make the classroom colorful and inspiring.
Early Finisher Activities:
Shoe lace doodle pages

Shoe lace bookmarks
Photographs of Finished Examples:
Photographs of completed examples are included in the packet, using a black pen and colored markers to create a modern, illustrative style to appeal to slightly older children, grade 5+

The shoe templates are designed to fit US Letter and A4 paper size for printing.

UK/Can/Aus spellings of colour, favourite are included on templates.

The finished shoes make a fabulous display, on the bulletin board or pegged up on a line as a garland.
You might like to view my collection of creative Back to School resources or click on the resource links below: A Ball About Me A Bee About Me A Box About Me A Hoodie About Me A Phone About Me A Robot About Me A T Shirt About Me Connect with Diane @ The ImaginationBox visit my website and blog regular new art ideas on facebook follow me on pinterest for inspiration follow me on instagram
All original artwork ©The ImaginationBox/Diane Pagan 2019

Follow my store on TPT to receive notification of new products, where I will be offering a 50% discount for the first 48 hours after they are posted.

Don't forget to leave feedback on resources - you will earn points towards your next TPT purchases :-)

Please contact me if you have any questions regarding this resource, I am always keen to help,

Thanks!

Diane

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Get to know your students during the first week back with this imaginative 'Shoe About You' art and writing resource.This is an ideal creative 'getting to know you' ice breaker for both boys and girls. It's a really unique way for teachers and students to learn more about each other.Invite students ...

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Give your students access to the literacy support tools they need to succeed when working online or within Google files including Docs and Slides.

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Benefits of Student Choice in Assessment

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Benefits of Student Choice in Assessment

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The majority of teachers in high schools today have a set curriculum and a set type of assessment. This could be tests, papers, projects, or anything of the sort. But what if having a concrete form of assessment is not helping our students, but hurting them? What if having only one type of assessment is not accurately portraying student knowledge? How can we fix this dilemma?

One solution is to give students the option to choose which type of assessment they will take part in. This solution allows students to express creativity in projects, such as creating a music video related to an academic topic, or to stick with more traditional assessments, such as tests. This wide range of assessments also allows students to feel more empowered and more engaged with the material. Baynard Woods, author of The Right to Think: Giving Adolescents the Skills to Make Sense of the World, states that it is our responsibility as educators to "empower students to think by helping them see the role that thinking plays in the world" and to "give them time and opportunities to reflect on their own work and their own thinking" (p 16). They are not able to do these things fully if they are not given the choice of assessment.

Another benefit, and perhaps one of the most important, is that differentiation in assessment is able to grab the students' attention and get them more involved with the material rather than the students just memorizing facts for a test. The video below is a primary example of how different forms of assessment are helping students actually learn material as well as getting the students excited to learn in New York schools.

According to Mike Anderson, author of the article titled, "Learning to Choose, Choosing to Learn", there are even more reasons to turn to offering choice in the classroom. Anderson states that "choice helps overcome two common challenges: differentiation and apathy" (Anderson). If students are not given differentiation, they are more likely to get bored and mentally check out of class. Differentiation allows the students to feel that spark of interest again which engages them with the material. This also leads the students to becoming more self-driven in the classroom. In order to diminish apathy in the classroom, the educator must spark the interests of the students. Both of these issues can be avoided by allowing students to choose how they will be assessed. It all boils down to appealing to the students' interests.

When it comes to assessment differentiation, the benefits aren't all for the students. This allows the teacher to be more creative with his/her assessments, and it becomes more fun for the teacher. Instead of spending an entire weekend grading tests or papers, the teacher can spend his/her time admiring the creative work of his/her students. The teacher doesn't get bored grading the same things over and over again, and the students become more engaged with the material. It's a win for both parties!

Lastly, an infographic published by EducationWeek.org sums up many of the pros, as well as rebuttals from the opposing side, to allowing a student-driven environment in the classroom (which can be achieved through differentiation assessment). There are hardly any downsides to this method of assessment for a teacher that is willing to work hard and do things out of the ordinary for his/her students.

All teachers should strive to incorporate their students' interests, and this is one of the many ways to do so. Giving students a choice allows class time and grading to become more enjoyable for both the students and the teacher.

Citations

(2013, March 27). Retrieved November 14, 2018, from https://youtu.be/0HjWIxzjcrI (IN CLASS)

Ascd. (n.d.). Chapter 1. The Key Benefits of Choice. Retrieved November 14, 2018, from http://www.ascd.org/publications/books/116015/chapters/The-Key-Benefits-of-Choice.aspx

DeWitt, P. (2017, June 08). Student-Driven Differentiation: Putting Student Voice Behind The Wheel. Retrieved November 14, 2018, from http://blogs.edweek.org/edweek/finding_common_ground/2017/06/student-driven_differentiation_putting_student_voice_behind_the_wheel.html

Plaut, S., & Plaut, S. (2009). The Right to Literacy in Secondary Schools: Creating a Culture of Thinking(p. 16). New York: Teachers College Press. (IN CLASS)

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The Benefits of Offering Students Choice in Assessment

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The majority of teachers in high schools today have a set curriculum and a set type of assessment. This could be tests, papers, projects, or anything of the sort. But what if having a concrete form of assessment is not helping our students, but hurting them?

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Read Aloud: Reads websites out loud
Dictionary: looks up words in a website for students
Mercury Reader: Eliminates distractions around the text on a website

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See all the wonderful things debra_mcqueen has made

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Toquinho - Aquarela (watercolor) - English Subtitles with Original Sound

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Connect @katienovakudl

Katie Novak, Ed.D. is an internationally renowned education consultant as well as a practicing leader in education in Massachusetts. With over 20 years of experience in teaching and administration, an earned doctorate in curriculum and teaching, and 13 published books, Katie designs and presents workshops both nationally and internationally focusing on the implementation of Universal Design for Learning (UDL), inclusive practices, multi-tiered systems, and universally designed leadership.

Dr. Novak is the author of the best-selling titles, UDL Now! A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms, Innovate Inside the Box, Equity by Design, UDL and Blended Learning, Unlearning, and The Shift to Student-Led.

Novak's work in UDL has impacted educators worldwide as her contributions and collaborations have built upon the foundation for an educational framework that is critical for student success. Partnering with her for professional development will ensure an engaging, motivating experience that will improve the practice of all educators in attendance.

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UDL and Blended Learning: Thriving in Flexible Learning Landscapes

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UDL and Blended Learning: Thriving in Flexible Learning Landscapes [Novak, Katie, Tucker, Catlin] on Amazon.com. *FREE* shipping on qualifying offers. UDL and Blended Learning: Thriving in Flexible Learning Landscapes

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New York Times bestselling author, Lynda Mullaly Hunt's second novel, FISH IN A TREE, is the 2016 ALA Schneider Family Book Award winner, an ALA Notable Book, a Global Read Aloud Choice for 2015, a SLJ Best Book of 2015, a Nerdy Winner, and an SCBWI Crystal Kite Winner. It is now being released in fifteen languages. It will also be a stage show in NYC.

Her first novel, ONE FOR THE MURPHYS (both published by Nancy Paulsen Books/Penguin), is the winner of The Tassy Walden Award: New Voices in Children's Literature, an ABA New Voices Pick, A Nerdy Book Award Winner, and an Editor's Choice Book with Scholastic Book Clubs. It is being released in five languages. Lynda's books have appeared on 37 state award lists thus far.

Lynda considers herself to be SO LUCKY to be writing for and speaking with kids all over the world. She also likes to watercolor paint and juggle :-) For twelve years, she proudly directed the SCBWI-NE Whispering Pines Retreat and is a former teacher and FPS Scenario Writing coach. Lynda lives with her husband, two kids, impetuous beagle and beagle-loathing cat.

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PLEASE SEE FISH IN A TREE Trailer here:

https://www.youtube.com/watch?v=FVhWzVsVVIY

Praise for One for the Murphys:

"An astonishing debut! Lynda Mullaly Hunt's direct style of writing has readers rooting for Carley Connors and all of the Murphys from start to satisfying finish."

~~Leslie Connor, ALA Schneider Family Award-winning author of Waiting for Normal and Crunch.

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"This is a beautiful book, filled with hope. You'll cry and laugh along with Carley as she learns to lower her defenses enough to love-and, more surprisingly, be loved. It's a story you'll long remember."

~~Patricia Reilly Giff, Newbery Honor-winning author of Pictures of Hollis Woods and Lily's Crossing

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"Carley is a modern-day Gilly Hopkins, bright and strong, angry and deeply hurt...The first-person narration allows readers inside Carley's head as she fights against both showing emotion and her growing pleasure in belonging to their world. There's plenty of snappy dialogue as well. By the end of this poignant debut, readers will be applauding Carley's strength even if they're as unhappy as Carley is about the resolution. A worthy addition to the foster-family shelf." (Kirkus-*Starred Review*)

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"...Scenes at home with the Murphy family, as well as those in which Carley builds a tentative friendship at school, are undeniably affecting....Hunt's writing is strong and her characters well-developed and believable...readers will still be drawn into this story of a girl's struggle against the ingrained belief that she is undeserving of kindness and generosity." (Publishers Weekly)

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"...Hunt successfully creates a portrait of a young girl's emerging understanding of the complexities of family and the awareness that loyalty is not the same as ignoring your own wants and needs. Carley's struggles with anger, regret, and self-worth both balance and deepen this coming-of-age tale. The novel speaks to the universal experience of growing up but will especially resonate with readers who have questioned the hands they have been dealt and wonder how to move forward nonetheless. Hunt's novel vacillates between uplifting and heartbreaking as Carley learns to love, be loved, and let go." (Hornbook)

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"In One for the Murphys, Lynda Mullaly Hunt convincingly portrays the personality of a questioning tween as she interacts with those around her. This is a life-affirming middle grade novel-perfect for those struggling with similar issues of fitting in or standing out." (Booklist)

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"...Lynda Mullaly Hunt's debut novel is powerful, honest, and heart-breakingly beautiful. This is a book for every¬one, not just middle-school girls; teens and adults will love it as well." (Sacramento Book Review)

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"One for the Murphys by Lynda Mullaly Hunt shines for its honest portrayal of a girl caught between two worlds: the life she'd love to live and the life she's afraid to leave behind." (Chicago Examiner)

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 Other Review:

One for the Murphys by Lynda Mullaly Hunt is a beautiful poignant story of eighty days in the life of a child placed in foster care with a loving family. It accomplishes the amazing feat of being both realistic and optimistic. The story encourages an empathetic appreciation for each character's struggles, and transformation, as they strengthen in love, understanding, and honesty. With humor and wit, the story is a "must" for foster children and the families that love them.

Nicolette M. Banbury, Nationally Certified Psychologist and Licensed Professional Counselor/Specializing in Play Therapy and Trauma

One for the Murphys skillfully balances the genuine struggles, hopes, joys, and disappointments of a foster child, the foster family that brings her into their fold, and the birth mothers painful choices. The story reveals many of the emotional nuances and coping strategies often found in these circumstances that are, for most, very hard to conceptualize and understand. The humaneness of the story is validating, educating, and compassionate. I would highly recommend it for therapeutic use in psychoeducational formats, with bibliotherapy, and in situations where attachment to parents has been seriously compromised and traumatic.

We all benefit when a book like this one is published.

Nicolette Banbury, NCP, LPC

Marlborough, CT

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Fish in a Tree [Mullaly Hunt, Lynda] on Amazon.com. *FREE* shipping on qualifying offers. Fish in a Tree

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he cinematic language of The Reason I Jump, an ambitious documentary which attempts to simulate the sensory experience of non-verbal autism, is elemental, building up one isolated detail at a time. A living room, for example, emerges from the cascading, metallic tide of an electric fan, from the frisson of sizzling oil in a frying pan, from the wafting glow of sunlight refracted through a plastic water bottle. The scene is an act of double translation: Naoki Higashida's book of the same name, written when he was 13 years old to map his experience of non-verbal autism, reimagined by film-maker Jerry Rothwell into a cinematic approximation of autistic perception - the sensory overwhelm, the hyper-intensity of details, the destabilizing fluidity of memory - for a neuro-typical audience.

The intention of The Reason I Jump, as both a book (originally published in Japanese in 2007 and translated into English six years later by a team including the Cloud Atlas novelist David Mitchell) and a film (which won an audience award at the 2020 Sundance Film Festival) is explicitly didactic, a missive to explain one person's neuro-divergent experience and a broader call to expand one's imagination of human cognition. "My big hope is that by writing this book, I can explain in my own way what goes on in my mind," wrote Higashida, his words recited in voiceover by Jordan O'Donegan as a young Japanese-British child (Jim Fujiwara) runs through a field.

Between a quarter to half of people with autism spectrum disorder experience some limitation of spoken language, from fully non-verbal to utterances. Rothwell's film, with the help of sound designer Nick Ryan and cinematographer Ruben Woodin Dechamps, ambitiously transmutes Higashida's words into an evocative, conscientious portal into a world without speech, through the daily experience of five people with non-verbal autism.

Mitchell, also the film's co-screenwriter and father to a son who is on the spectrum, describes Higashida's writing in the film as "cartography" for a neural experience he has witnessed but struggled to understand. The book "turned on its head, really, a lot of understanding about non-speaking autism that has grown up over the last few decades", Rothwell said. "The idea that Naoki doesn't possess a theory of mind is pretty blown out of the water." A project seven years in the making, Rothwell first envisioned focusing the film on Higashida, whom he met at the author's home in Japan. But the writer did not want to appear on-screen, leading Rothwell to connect Higashida's words to the lives of five different non-verbal autistic people in four different countries. "How do these words that this 12-year-old in a Tokyo suburb has written, how do they relate to other non-speaking autistic people around the world?" he wondered. "Can they help immerse us in different people's lives?"

The five participants "represent a constellation of different takes on an experience of autism", said Rothwell, "but they have massively different skills and challenges, the same as any other group of human beings". Amrit, a young woman in Noida, India, channels the accumulation and arrangement of details, expressions and chaotic scenes from her mind into a seemingly prolific array of abstract paintings. Joss, whose parents Stevie Lee and Jeremy Dear co-produced the film, evinces both the joy and terror of sensory overwhelm, whether from lights (soothing) or adolescent emotions (derailing). Joss's hyper-specific recollection - he has limited verbal communication and can recall details from as early as age two - overlays Higashida's description of autistic memory: "Time is a continuous thing with no clear boundaries, which is why it's so confusing ... I imagine other people's memories are arranged continuously like a line. My memory is more like a pool of dots - memories are all scattershot and never connected in the right order." The film rapidly splices home video with Joss's present, awaiting pizza with his parents, evoking his experience of continuous, destabilizing jolts in time and emotion.

In Arlington, Virginia, childhood best friends Ben and Emma attend progressive home-schooling facilitated by pointing to alphabet letter-boards (the widespread efficacy of this communication method, known as the rapid prompting method, remains controversial in autism research circles, but the film emphasizes neuro-typical people's misguided proclivity to conflate non-speaking with lack of comprehension, and demonstrates the benefit of the method in Ben and Emma's cases). The pair demonstrate a more concrete demand for neuro-divergent recognition and inclusion, be that in education or the basic assumption of competence. "I think we can change the conversation around autism by being part of the conversation," says Ben through the letter-board. The film concludes in Sierra Leone, where Jestina and her parents confront superstition, demonization and lack of understanding metastasized into fear as they work to open the country's first special needs school.

Photograph: Kino Lorber

In each case, the film's more liminal, experimental elements - the heightened sound, the slideshows of closeups - occasionally cede to the perspective of the parents, whose ability to articulate experience and emotions often, in stories of non-verbal autism, inadvertently steers the story in their direction. "The parents have definitely had a huge experience - they've had a child, the child's been diagnosed with autism, they've come to try and understand that," said Rothwell. "That's a big journey, but it's not the autistic person's journey."

One of the biggest challenges in making the film, he added, was balancing the primacy of the non-verbal experience with the useful and grounding context provided by neuro-typical parents. "I do think that there are things about context that are very helpful in watching the film and in understanding the people you're seeing, and what their historical experience has been," he said. "It was a balance and a bit of a struggle in how much to do that."

A trickier balance still is tempering the film's broad call for recognition and empathy, and the general language written by a young teenager, with the innumerable individual experiences of autism and speech limitations. "I'm really wary of even saying the film is about autism," Rothwell said. "I feel like it's about these five people that you meet, and [Higashida], and it tries to kind of immerse you inside of this larger perspective for an hour and a half. Beyond that, it certainly doesn't speak for all autistic people."

Still, Rothwell said he ultimately hopes the film will crack open the imaginations of neuro-typical people, unlink the assumption of non-speaking with non-thinking, and upend "the cultural recognition of the fact that non-speaking doesn't mean you're non-understanding, that you're stupid or that you can't learn."

If the film could point people to Higashida's books, to the writing of other non-verbal autistic people, to a voice "so generally disregarded," he said, "that would be exciting".

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The Reason I Jump: behind a groundbreaking film on autism

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he cinematic language of The Reason I Jump, an ambitious documentary which attempts to simulate the sensory experience of non-verbal autism, is elemental, building up one isolated detail at a time. A living room, for example, emerges from the cascading, metallic tide of an electric fan, from the frisson of sizzling oil in a frying pan, from the wafting glow of sunlight refracted through a plastic water bottle.

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https://www.youcubed.org/

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The overwhelming feedback I received from readers of Mathematical Mindsets was: "you have to get this information out to other people - other subject teachers, parents, and others." I took that advice to heart and this book: Limitless Mind, is the result.

I asked, on twitter, if anyone's lives had been changed by the information I share, and my youcubed team and I interviewed the 62 people who responded. This book shares some of the most exciting and inspirational stories we learned about. People described learning the new research from neuroscience and from education and taking the ideas into many aspects of their lives. Some talk about teaching differently, with incredible results, some talk about parenting differently, and many describe the ways the new ideas had changed the ways they lived their lives. In all cases those I interviewed had taken a limitless perspective.

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The overwhelming feedback I received from readers of Mathematical Mindsets was: "you have to get this information out to other people - other subject teachers, parents, and others." I took that advice to heart and this book: Limitless Mind, is the result.

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Diverse learners with one goal...dance strong,.

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Creating an action plan that is inclusive

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Creating an action plan that is inclusive

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an example

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MYP From Planning to Action (IB Educators Chat)

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Where are you?

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Everyone has the right to be able to learn how to communicate and share their ideas no matter their ability

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Inclusive Education in Action

Welcome to your one-stop resource base on inclusive education. Browse the case studies section to discover interesting practices around the world and visit the resources page where you will find comprehensive information on a wide range of topics relating to inclusive education.

Building more inclusive, just and fair societies must start with inclusive education systems. UNESCO's Sustainable Development Goal 4 on education emphasizes inclusion and equity as the foundation for quality education.

Bienvenue dans votre base de ressources sur l'éducation inclusive. Parcourez la section sur les études de cas pour découvrir les pratiques interessantes à travers le monde et visitez la page des ressources où vous trouverez des informations complètes sur un large éventail de sujets liés à l'éducation inclusive.

La construction de sociétés plus inclusives, justes et équitables doit commencer par des systèmes éducatifs inclusifs.

L'Objectif de développement durable (ODD) 4 des Nations Unies en matière d'éducation met l'accent sur l'inclusion et l'équité en tant que fondements d'une éducation de qualité.

Bienvenido a tu base de recursos sobre la educación inclusiva. Explora la sección de estudios de caso para descubrir prácticas interesantes y visita la página de recursos donde encontrarás información completa sobre una amplia gama de temas relacionados con la educación inclusiva.

La construcción de sociedades más inclusivas y justas debe comenzar con sistemas educativos inclusivos. El Objetivo de Desarrollo Sostenible 4 de la UNESCO sobre educación enfatiza la inclusión y la equidad como la base para una educación de calidad.

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European Agency for Special Needs and Inclusive Education

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Inclusive Education in Action Welcome to your one-stop resource base on inclusive education. Browse the case studies section to discover interesting practices around the world and visit the resources page where you will find comprehensive information on a wide range of topics relating to inclusive education.

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Here's a story for you. We had a completely different video to post as our first, but we scrapped it. Yesterday morning Brad wrote this. We immediately filmed it. Now here it is. It's a story about a bird named Rodney, but maybe it's also about you. Or someone you love.

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The Sheltered Instruction Observation Protocol (SIOP) model is a research-based method of instruction that addresses the academic needs of English language learners (ELLs).

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"strengths vs. stretches'

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Hey! The Five Moore Minutes team has some exciting things in the works! Shelley launched a new website and we're currently working on a new place to access all of the Five Moore Minutes resources. Until it's ready, we're leaving this site up.

Learn Moore about Five Moore Minutes and Dr. Shelley Moore on the new website.

Access the full Five Moore Minutes Video and Podcast Library on the Five Moore Minutes YouTube Channel.

Thanks for stopping by!
-5MM Team, October 2023

What is Five Moore Minutes?

Inspired by a little bowling video ...Five Moore Minutes is a website with videos dedicated to empowering schools and classrooms to support ALL Learners! Created by Shelley Moore, this website is designed with teachers in mind. As educators, we don't always have a lot of time, so this website and video series offers resources, research, professional development activities and inspiration in 5 minute chunks!

Click here to watch the project's video introduction!

How often will content be released?

Between October through June, a new video episode will be released every month, and each episode will connect with one or more guiding questions of inclusion:

Following each video episode, supplementary content will be released following this schedule:

Week 1 - Video Release

Week 2 - Podcast: Interviews & Conversations

Week 3 - Video Strategy

Week 4 - Podcast: Interviews & Conversations

How can I use the website and video episodes to support professional development?

Along with the videos, resources connected to each episode will support school and district staff to inquire into inclusive concepts and ideas through discussion questions and follow up activities. For those that want to go deeper, supporting scripts, research & resources will also be linked.

It is a one stop pro d shop for today's busy teachers!

Is this website useful for parents?

If you are a parent, these resources can also be helpful tools for advocacy! Feel free to share with others to help clarify the message and support the goal to make education accessible to your child, regardless of ability!

Who is the heck is Shelley Moore?

Originally from Edmonton, and now based in Vancouver, British Columbia, Shelley Moore is a highly sought after teacher, researcher, consultant and storyteller and she has worked with school districts and community organizations throughout both Canada and the United States. Her research and work has been featured at national and international conferences and is constructed based on theory and effective practices of inclusion, special education, curriculum and teacher professional development.

Her first book entitled, " One Without the Other" was released in July 2016 to follow up her TEDx talk hosted in Langley in January 2016.Shelley completed an undergraduate degree in Special Education at the University of Alberta, her masters at Simon Fraser University, and is currently a SSHRC funded PhD candidate at the University of British Columbia. To learn more about Shelley's research, take a look at her graduate profile.

How can I ask a question or share a great inclusive story?

Do you have something to share, email Shelley at fivemooreminutes@gmail.com

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Hey! The Five Moore Minutes team has some exciting things in the works! Shelley launched a new website and we're currently working on a new place to access all of the Five Moore Minutes resources. Until it's ready, we're leaving this site up.

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Finding value in day to day practice...bowling analogy

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Research topic Transforming Inclusive Education for Students with Significant Intellectual and Developmental Disabilities in Secondary Schools

Learn more about Shelley's research

Get key application advice, hear about the latest research opportunities and keep up with the latest news from UBC's graduate programs.!

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Shelley Moore: Transforming Inclusive Education for Students with Significant Intellectual and Developmental Disabilities in Secondary Schools

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When considering students with intellectual and developmental disabilities, especially as they move into secondary schools, it is not likely that they will be included in content area classes with peers (e.g. science, social studies, etc.). Instead these students are typically taught in separate settings without access to content area specialists or conceptually-rich curricula (Milsom, 2006).

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Getting to know others to establish relationships and to recognize our strengths and what makes us special.

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Ages 0-100 Answer: What is Your Superpower?