Hyperactive students tend to have a very high energy level, act impulsively and can be behaviorally distracting. They may fidget, play with objects, tap pencils so loudly against their desk that kids from across the room look over at them, or blurt out answers to teacher questions before the instructor is even finished asking them. When working with students who are hyperactive or impulsive, teachers should keep in mind that these students are very often completely unaware that others view their behavior as distracting or annoying. Teachers working with such children can greatly increase their own effectiveness by clearly communicating behavioral expectations to students, by encouraging and rewarding students who behave appropriately, and by being consistent and fair when responding to problem student behaviors. Here are teacher ideas for managing impulsive or hyperactive students who display problem motor or verbal behaviors:

tudents who have chronic difficulties paying attention in class face the risk of poor grades and even school failure. Inattention may be a symptom of an underlying condition such as Attention Deficit Hyperactivity Disorder. However, teachers should not overlook other possible explanations for student off-task behavior. It may be, for example, that a student who does not seem to be paying attention is actually mismatched to instruction (the work is too hard or too easy) or preoccupied by anxious thoughts. Or the student may be off-task because the teacher's lesson was poorly planned or presented in a disorganized manner. It is also important to remember that even children with ADHD are influenced by factors in their classroom setting and that these students' level of attention is at least partly determined by the learning environment. Teachers who focus on making their instruction orderly, predictable, and highly motivating find that they can generally hold the attention of most of their students most of the time.

Hundreds of scientific articles. Written for middle and high school students. Approved by scientists. Free.

Taking students into the field to conduct authentic science brings science to life. This document shares resources used to facilitate a field experience for 5th grade students both in the classroom and out in the field around a Washington State listed endangered species, the sharp-tailed grouse. The field event took place at the Scotch Creek Wildlife Area near Conconully, WA but the resource can be used and adapted for other locations and other focus species. This resource can be a guide in developing your own STEAM in the field experience for students.

Modules 1 through 4 are organized around essential distance learning topics for anyone who is supporting a student whilst in their care. Each module invites choice and personalization. These self-paced, independent experiences are designed with the hope that you will tailor your online experience to your individual supporting needs and interests.
Module 1: What is a Learning Management System (LMS)
Module 2: Creating an At-Home Learning System
Module 3: Support Like a Coach
Module 4: Encourage a Growth Mindset -Why Struggle is Good for Learning

Habits of Mind Rubric & Self-Assessment lesson including reflection for student's knowledge and skills obtained during prior lesson and/or Habits of Mind activities.

At the University of St. Thomas in Minnesota, this engineering professor and her team demonstrate that science or engineering lessons can be found in almost anything -- and a sense of play can make those lessons accessible and incite young minds.

This 7 th grade life science educational module is designed to provide a hands-on approach to learning how genetics determine the fate of a cell. This is an interactive "student-centered" module that utilizes technology, manipulatives, and hands-on activities to provide exceptional resources for teachers and a dynamic learning experience for students with various learning styles. Specifically, the lesson focuses on understanding how Sickle Cell Anemia is an inherited genetic disorder, illustrates how the structure of the red blood cells affect blood flow, and explains how possible gene combinations can be passed from parents to offspring. This lesson serves as lesson 3 of a 3 lesson plan module. This lesson was created under Tuskegee University Math and Science Partnership Grant (MSP), NSF Funded.

Make grading easier and focus on feedback that feeds forward with single point rubrics. Use this template to insert your own learning objectives connected to student standards. Visit Cult of Pedagogy blog for additional information on the single point rubric.

Students observe cutouts of birds around the classroom, sketch and describe field markings, and use field guides to make identifications.

Educators Guide for this unit:
http://education.eol.org/lesson_plans/2-5_ScienceSkills_BioblitzSkillbuilderOverview.pdf

Lessons in this unit:
Biodiversity Skillbuilder 1: Meet a Creature
Biodiversity Skillbuilder 2: ID That Bird!
Biodiversity Skillbuilder 3: How Diverse is Biodiversity?
Biodiversity Skillbuilder 4: Modeling Classification
Biodiversity Skillbuilder 5: ID Using a Dichotomous Key

This classwide program can help to reduce noise levels and head off disruptive behaviors before they occur.

This checklist is in development to be used across South Orange and Maplewood School District to assess and evaluate resources used in teaching.

This peer-reviewed textbook is designed for the true beginner with U.S. college students in mind. It contains themed chapters, which are divided into 8 sections. Each section has its own set of learning objectives, and is further separated into three types of assignments, Para estudiar en casa (with detailed explanations), Para practicar en casa (homework exercises), and Para practicar en clase (paired and group classwork activities). The explanations and primary input are written to be easily comprehensible. The individual exercises are geared towards acquisition of form and function, and the communicative classwork exercises promote interpersonal exchanges between students. The digital copy includes some embedded audio files, and we are developing a website to house many more resources.

The Spotlighters YouTube channel provides video materials about the science of stress and self-regulation developed in the Spotlighters project. Additionally, general information about the Spotlighters project can be found.

Examples of the content of videos include:
- Practices to cope with stress that can be played for students, such as Square breathing, Progressive muscle relaxation, Snap, Clap, Jump, Pursued lip breathing, Sensing (breathing practise), Belly breathing, Paced breathing.
- All the content videos from the Spotlighters Online Course, such as an introduction to the stress response system, Stress sensations and functions of stress, Stress level, moods, and performance, Stress mindsets and how to change it, Balance (homeostasis) and its role in our stress response, Lifestyles and stress.
- Videos from experts such as Why teach the science of stress and self-regulation in school?

The videos in the Spotlighters YouTube channel are applicable to multiple educational contexts from primary school to higher education. The material has been developed in a collaboration with experts from neuroscience, psychology and education.

The “Four C’s of Quality Course Design” is a professional development workshop for Higher Education Faculty.

The Four C's of Quality Course Design provides a simplified approach to constructing a high-quality online course based on four C’s - course mapping, consistency, community, and critical thinking. The purpose of the workshop is to empower faculty with strategies and resources to develop engaging online courses based on the Universal Design for Learning principles, the Quality Matters Rubric, and the Open SUNY Course Quality Review Rubric (OSCQR).

This workshop is a product of the Creative Commons OER Certification course provided by a grant by the Alabama Commission on Higher Education. The entire workshop is shared by the creator using the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

In this project, you create educational materials for schools. If you like to draw human figures or if you have Poser or DAZ Studio, you can join. The artwork that you will create in this project turns Tux Paint into a storyboarding program. The artwork is a human figure viewed from many angles. Once you have drawn the artwork, you mask the figures so they can be used as "stamps" in Tux Paint for kids to create storyboards for motion pictures. These special stamps allow Tux Paint to work like a simple version of Storyboard Quick and Storyboard Artist. Hopefully, this project teaches you everything you need to know to create storyboarding stamps for Tux Paint.

This online module will provide strategies to manage cooperative and problem-based learning in the classroom

In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

The Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this strategy provides an opportunity for all students to share their thinking with at least one other student which, in turn, increases their sense of involvement in classroom learning. Think-Pair-Share can also be used as in information assessment tool; as students discuss their ideas, the teacher can circulate and listen to the conversations taking place and respond accordingly.

In this strategy guide, you will learn how to organize students and texts to allow for learning that meets the diverse needs of students but keeps student groups flexible.

The research that originally gave credibility to the jigsaw approach—creating heterogeneous groups of students, diving them into new groups to become expert on a topic, and then returning them to their home groups—touted its value as a means of creating positive interdependence in the classroom and improving students’ attitudes toward school and each other.