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9 tips for transitioning teens from middle school to high school

(via adventuresofastudentteacher)

Source: gjmueller
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What's up with split infinitives?

theyuniversity:

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Some people make a big fuss about splitting infinitives, but most experts do not. As long as the meaning of your sentence doesn’t change depending on where you place the adverb, you’re fine.

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TL;DR: Split infinitives are no longer viewed as errors.

Source: theyuniversity
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markct:

nasa-ismy-truelove:

trigonometry-is-my-bitch:

Scientists from MIT Developed a Trillion frames per second slow motion camera that can show light moving through a bottle. Ramesh Raskar presents femto-photography - For comparison, the imaging of a bullet captured at this many frames per second would last a year as explained in thepresentation by Professor Ramesh Raskar of MIT.

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^ what you have witnessed above is light travelling in slow motion.

OOOOOOOOOH MY GOD

Yama… hama

Source: trigonometry-is-my-bitch
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wake-n-ache:

[Image: Four infographics, each with a brain in the center, surrounded by different colored circles. The brains each name a kind of learning disability: Dyscalculia, Dyspraxia, Dyslexia, and Dysgraphia. The circles are describing the different kinds of symptoms for each disorder.]

This is incredibly hard to read for an infographic on learning disabilities :P So here’s the transcription, sorry if I missed something! (btw this seems to be written for ppl working with children, hence the classroom mentions, but it’s spot on if you’re looking for info for yourself) (also I added some things in brackets)

DYSPRAXIA

Classroom Issues:

  • problems note taking/copying from board
  • affected by background noise
  • poor listening skills
  • difficulty getting ideas on paper

Organisation:

  • memory difficulties
    - [such as with] sequences
    - [and] rules
  • needs visual reminders
  • finds planning tricky

Gross Motor:

  • physical issues
    - [with] balance
    - [climbing] stairs
    - getting dressed
  • co-ordination issues
    - hopping
    - sports
    - running

Fine Motor:

  • handwriting issues
    - [having proper] pencil grip
    - [letter/word] spacing
    - formation [of letters/numbers]
  • manipulation difficulties
    - [doing up] buttons
    - [using] classroom equipment
    - [tying] shoelaces

Concentration:

  • limited focus:activities need to be broken down
  • easily distracted and fidgety
  • poor memory skills


DYSLEXIA

Writing:

  • can’t find the right word
  • organisational problems
  • difficulty getting ideas on paper

Spatial/Temporal:

  • difficulties with telling time
  • left/right confusion
  • gets lost easily
Memory Difficulties:
  • dates
  • sequences
    - alphabet
    - times tables
    - phone numbers
Motor Control:
  • co-ordination difficulties
  • handwriting difficulties
  • difficulty copying
Reading:
  • moving or overlapping text [words, letters, sentences shifting as you look at the text or changing places each time you look]
  • needing to re-read [to comprehend the text]
  • losing place in text
Spelling:
  • similar sounds cause confusion
  • difficulty ‘hearing’ sounds
  • can’t remember what words look like
Listening:
  • find background noise distracting
  • problems note taking

DYSGRAPHIA

Classroom Management:
  • activities and instructions need to be broken down
  • may need support with syntax structure and grammar
  • requires extra time when writing
  • benefits from assistive technology/other methods of recording
    - voice recorder
    - speech to text
    - [using images/graphics or charts]
Organisation:
  • benefits from visual support
    - key word vocabulary [I think this means like, flash card style learning]
    - checklists
  • requires time to plan visually
    - story map
    - mind map
  • needs time for proofreading
Fine Motor:
  • handwriting difficulties
    - [letter] formation
    - spacing [between letters, words, or paragraphs]
    - sizing [of writing]
  • manipulation difficulties
    - using equipment [aka handling anything that requires fine motor skills]
    - pencil grip [improperly or pain from using]
Concentration:
  • difficulty thinking of words to write
  • tires quickly when writing [this can be mentally, or physically from hand/arm cramping]
  • trouble keeping track of thoughts

DYSCALCULIA

Measures:
  • problems handling money - working out change, etc
  • struggles to understand [some or many] mathematical concepts - speed, time, etc. 
Spatial/Temporal:
  • map reading difficulties
  • difficulties with telling time
  • left/right confusion
  • [difficulty distances properly]
  • [difficulty measuring things or guessing measurements]
Memory:
  • cannot accurately recall number[s or] facts
  • constantly re-learning and recapping skills
  • organisation issues [forgetting where things belong etc]
Counting:
  • difficulty navigating back and forth along a number, line, or sequence
  • can lose place easily
  • finds counting in [groups of numbers such as] twos or threes problematic
Calculations:
  • lack of confidence in answers [weird phrasing? anyway this means often getting the wrong answer (to mathematical problems) despite having the correct math or the right answer despite having incorrect math or being unsure of how it was achieved]
  • problems transferring information: e.g 3 + 2 = 5 therefore 3 +2 = 5  [difficulties with transposing numbers]
Numbers:
  • struggles to understand chronology
  • issues with place value [with adding things up to 10s or 100s etc, moving decimal points, etc]
  • [moving or overlapping numbers, as in numbers shifting as you look at them or changing places each time you look]

(via wwbioteach)

Source: weareteachers
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