Topic Sheet – Fun Math Activities for Parents to Prevent the Summer Slide — with thanks to Jennifer Harrison for this resource
Tips and ideas for parents with young children (PreK-6) to practice math, boost skills, AND have fun

Excerpt:

Thursday, May 17, 2018 — For stories on the Summer Slide, math education experts at ORIGO Education have compiled a list of activities and resources for parents to do with their young children.?

The Summer Slide is a very real issue, especially in mathematics instruction where students lose an average of 2.6 months of learning.

Quotes
From Debi DePaul, elementary mathematics consultant from ORIGO Education

  • “Summer is an ideal time to mix fun with learning. Parents can mix up math in the kitchen, on the sidewalk, even at the beach!”
  • “All children, but especially young children, need to keep practicing math in summer. But, this practice time should be fun!”
  • “Parents can turn playtime into learning time with some simple tweaks on the classic games and toys.”
  • “The best math activities involve using multiple senses like smell and touch. This multisensory play time cements deeper understanding of fundamental math skills like recognizing proportions, estimation skills, measurement skills, and number sense.”

Additional Ideas 

  1. Download the ORIGO EducationNum Fu apps in addition, subtraction, multiplication or division for free on the App Store.
  2. Sort, Count and Stack Legos – Sort Legos by color or shape. Stack and measure height of different Lego stacks.
  3. Mix and Match Buttons – Group buttons by color. Make piles of 5 and 10 and add.
  4. Grocery Store – Make lists with quantities needed. Count and subtract from a list as items are added to the cart.
  5. Egg Carton – Mark egg carton slots 1-12. Insert two marbles, close the lid and shake. Open and add the two numbers together wherever the marbles land. Numbers can also be multiplied or subtracted.
  6. Tell time using a clock with hands.
  7. Practice adding and subtracting with Monopoly money.
  8. Use different shaped geometric shaped cookie cutters to cut and make patterns in Play-doh
  9. Sculpt 3-dimensional shapes
  10. License Plate road games: Add up total numbers or closest to a target number
  11. Play card games like Blackjack
  12. Count dots on a group of Dominos and add, match dots on groups of 2s, 3s and so on
  13. Play Cribbage
  14. Visit a museum and create number- or shape-themed scavenger hunts

 

 

Assistive technology to help students with developmental delays succeed academically — from thetechedvocate.org by Matthew Lynch

Excerpt:

Developmental delays can affect almost every area of a child’s life. This broad issue can cover any possible milestone that a child doesn’t meet according to the expected timeline, including speech or movement. While children with developmental delays can still be successful, it will require some additional help from patient teachers. Educators would do well to research the available assistive technology that can help to bolster a child’s education and encourage academic success.

What tools are available to help students compensate for their developmental delays? Here are just a few of the top technologies that parents and teachers have found to be successful in the classroom.

 

 

Assistive technology to help students with articulation disorder succeed academically — from thetechedvocate.org by Matthew Lynch

Excerpt:

Some students encounter extraordinary challenges when it comes to forming the sounds of everyday communication. This may be due to a structural problem with the mouth or a motor-based issue. Collectively, these difficulties are considered to be articulation disorders. They can make classroom education extremely hard for both teachers and students. However, there are some ways that teachers can help students with articulation disorders still succeed academically.

If you want to help your student with articulation disorder succeed, you will need some of the best assistive technology available. You can see the recommendations for the top assistive technologies used with this disorder below.

 

 

 

Alexa creepily recorded a family’s private conversations, sent them to business associate — from usatoday.com by Elizabeth Weise

Excerpt:

In this instance, a random series of disconnected conversations got interpreted by Alexa as a specific and connected series of commands.

It doesn’t appear that the family members actually heard Alexa asking who it should send a message to, or confirming that it should be sent.

That’s probably a function of how good the Echo’s far field voice recognition is. Each speaker has seven microphones which are arrayed so the cylindrical speaker can pick up voice commands from far away or even in noisy rooms with lots of conversations going on.

Amazon says it is evaluating options to make cases such as happened to the Portland family less likely.

But given that Forrester predicts by 2020 almost 50% of American households will contain a smart speaker, expect more such confusions in the future.

 

 

 

 

Five things parents should know about end-of-year testing — from/by Hilary Scharton, Vice President of K-12 Product Strategy for Canvas by Instructure; with thanks to Ann Noder, CEO/President Pitch Public Relations, for this resource


Every spring, schools across the nation give students millions of standardized tests. Students sit for hours, filling in answer bubbles with their number two pencils for an exam that may span days. They’re told the tests are “important”, they need to “do their best”, and that they have “one chance” to show what they’ve learned. For any child–much less one with test anxiety, ADHD, or learning disabilities–it can be a painful process.

Should we let our students take these tests? In 2015, over 650,000 students (1) nationwide opted out of standardized tests. In some parts of the country, up to 20% of students did not participate. What can a test tell us about how our kids are doing? Here are five things parents should know about end-of-year testing:

1. Tests don’t measure what we think they do
We expect tests to tell us how much students have learned. However, significant evidence shows tests aren’t great at figuring out what you know or what your potential is.

Consider the Scholastic Aptitude Test (SAT). For many of us, it was a rite of passage that evaluated your entire school career and gave colleges a way to predict whether or not you’d be a successful student. However, the best prediction you can make from an SAT is how much money your parents earn.(2) Your score will go up 30 points for every $10,000 in your parents’ yearly income.

In addition, scoring well on the SAT has almost no correlation with success in college. The best predictor is high school grades.

2. Tests are designed to be efficient and compare groups
Most tests are designed to make efficient comparisons between groups, not tell us about individuals. Group comparisons are valuable because they give us data about curriculum efficacy and how to allocate funding.

However, if we want efficient group measures, there are limitations. These tests won’t cover every topic students learned and will need to be easy to give and grade.

That means test authors have to use questions like multiple guess choice and leave out questions that might get at more important skills like critical thinking or creativity. If you’re only doing multiple choice, you’re rewarding passive and superficial learning like memorizing facts or formulas. When the last time was your job let you pick the right answer from a list?

3. Test prep is often antithetical to learning
In states where testing is king, it often comes with an emphasis on “accountability.” The idea behind the accountability movement is that we, as taxpayers, should be able to ensure we’re getting the highest educational value for our tax dollar. If that’s our ultimate goal, it makes sense to set up rewards (and penalties) so teachers and districts get the best performance possible from their students.

In these states, we see more time devoted to teaching test-taking skills. Teachers and students learn which kinds of questions and topics are covered and dedicate class time to practice. That’s not intended to game the system, but to give students tips about how to be a good test taker. (Ever learn that if you don’t know the right answer, pick B? How often have you used that knowledge since you left school?)

The positive is that it usually works. Students score a little better on the state exam. However, research shows that states that focus on accountability perform much worse on nationwide and international tests than states that place less emphasis on accountability. It turns out the time your teacher spent in class talking about answer B and #2 pencils would have been better spent teaching you more academic content.

4. Different tests tell us about individual learning
So if our current tests aren’t telling us what we need to know about individual students, what can we do? In short, we need to do more testing, which sounds crazy. We need to make sure we’re doing different kinds of testing so we get good group data AND good individual data. We can best measure individual growth with authentic tests that are integrated into learning. Assessment is authentic when it asks students to apply their knowledge to real-world, meaningful problems.

Imagine you’re back in geometry class and need to learn about volume. Would you rather have your teacher tell you the formula and give you a worksheet to practice (how we’d learn if standardized test grades were the goal) or could you learn more if your teacher gave you a project to come up with a better juice box that minimized shipping costs and maximized profits?

Likely the latter would not only make you more interested in learning about volume (“When will I ever use this?”), but you’d also have the opportunity to work on other important skills. Project-oriented, goals-driven group learning is an engaging way to teach students how to apply what they’ve learned, while also giving them practice working cooperatively, being creative, and dealing with messy problems that might not have one “right” answer. It gives students opportunities to apply their knowledge and a glimpse into what adults do in the workplace.

Teachers do this kind of assessment almost reflexively, whether students are raising their hands to answer a question, working in small groups, or doing independent research. One of the difficulties with this kind of assessment, however, is that the rich experiential data in classrooms is often lost. Fortunately, schools more often have access to technology that will help teachers do assessment, quickly see results, and then make important decisions about what students know.

5. How can I make sure my child is doing well?
Be involved. Districts are great at letting parents know when and how students will participate in standardized tests, but the only way to know about what’s happening in the classroom is to talk with your child’s teacher.

Teachers are experts–they know how important assessment is and how to do it well. Don’t be afraid to ask how your child will be graded on what they learn, what success looks like, or how much time will be spent preparing for standardized tests.

If you live in a state that emphasizes accountability, let your local representatives know that you care about more than test scores. Ask for teacher and school ratings to connect to other metrics like college acceptance, AP completion/pass rates, or student engagement. We, as parents, know what’s best for our individual children and must feel empowered to ask for it.

1. http://www.fairtest.org/more-500000-refused-tests-2015
2. http://media.collegeboard.com/digitalServices/pdf/research/2013/TotalGroup-2013.pdf

 


Hilary Scharton loves education and has worked in it, in some form or another, for her entire career. She currently serves as the Vice President of K-12 Product Strategy for Canvas by Instructure, the open online learning management system (LMS) that makes teaching and learning easier. In her role, she sets the strategic vision for how Canvas makes its products even more awesome for students and teachers across the globe, while focusing on leveraging technology to support improved instruction and equitable access for all students.


 

 

 

 

The scary amount that college will cost in the future — from cnbc.com by Annie Nova

Excerpt:

Think college is expensive now? Then new parents will probably want to take a seat for this news.

In 2036, just 18 years from now, four years at a private university will be around $303,000, up from $167,000 today.

To get a degree at a public university you’ll need about $184,000, compared with $101,000 now.

These forecasts were provided by Wealthfront, an automated investment platform that offers college saving options. It uses Department of Education data on the current cost of schools along with expected annual inflation to come up with its projections.

 

Excerpted graphic:

 

From DSC:
We had better be at the end of the line of thinking that says these tuition hikes can continue. It’s not ok. More and more people will be shut out by this kind of societal gatekeeper. The ever-increasing cost of obtaining a degree has become a matter of social justice for me. Other solutions are needed. The 800 pound gorilla of debt that’s already being loaded onto more and more of our graduates will impact them for years…even for decades in many of our graduates’ cases.

It’s my hope that a variety of technologies will make learning more affordable, yet still provide a high quality of education. In fact, I’m hopeful that the personalization/customization of learning will take some major steps forward in the very near future. We will still need and want solid teachers, professors, and trainers, but I’m hopeful that those folks will be aided by the heavy lifting that will be done by some powerful tools/technologies that will be aimed at helping people learn and grow…providing lifelong learners with more choice, more control.

I love the physical campus as much as anyone, and I hope that all students can have that experience if they want it. But I’ve seen and worked with the high costs of building and maintaining physical spaces — maintaining our learning spaces, dorms, libraries, gyms, etc. is very expensive.

I see streams of content becoming more prevalent in the future — especially for lifelong learners who need to reinvent themselves in order to stay marketable. We will be able to subscribe and unsubscribe to curated streams of content that we want to learn more about. For example, today, that could involve RSS feeds and Feedly (to aggregate those feeds). I see us using micro-learning to help us encode information and then practice recalling it (i.e., spaced practice), to help us stop or lessen the forgetting curves we all experience, to help us sort information into things we know and things that we need more assistance on (while providing links to resources that will help us obtain better mastery of the subject(s)).

 

 

From DSC:
As important as being able to effectively communicate with others is, I think we could do a better job throughout the entire learning continuum of proving more coaching in this regard. We should provide far more courses, and/or e-learning based modules, and/or examples where someone is being coached on how best to communicate in a variety of situations. 

Some examples/scenarios along the continuum (i.e, pre-K-12, higher ed and/or vocational work, and the workplace) might include:

  • For children communicating with each other
    • How to ask if someone wants to play (and how best to find an activity everyone wants to do; or how to handle getting a no each time)
    • How to handle a situation where one’s friend is really angry about something or is being extra quiet about something
    • How to listen
  • For children communicating with adults (and vice versa)
    • How to show respect
    • How to listen
    • Not being shy but feeling free to say what’s on their mind with a known/respected adult
  • For highschoolers
    • Wondering how best to interview for that new job
    • For communicating with parents
    • How to handle issues surrounding diversity and showing respect for differences
    • How to listen
  • For college students
    • Wondering how best to interview for that new job
    • Encouraging them to use their professors’ office hours — and to practice communication-related skills therein as well
    • For communicating with parents, and vice versa
    • How to listen
  • For those entering the workplace
    • How to communicate with co-workers
    • For dealing with customers who are irate about something that happened (or didn’t happen) to them
    • How to listen
  • For managers and their communications with their employees
    • How to encourage
    • How to handle disciplinary issues or change behaviors
    • How to listen
  • For leaders and their communications with their departments, staffs, companies, organizations
    • How to inspire, guide, lead
    • How to listen

I intentionally inserted the word listen many times in the above scenarios, as I don’t think we do enough about — or even think about — actively developing that skill.

The manner in which we deliver and engage learners here could vary:

  • One possible way would be to use interactive videos that pause at critical points within conversations and ask the listeners how they would respond at these points in the scenarios. They might have 2-3 choices per decision point. When the video continues, based upon which selection they went with, the learner could see how things panned out when they pursued that route.
  • Or perhaps we could host some seminars or workshops with students on how to use web-based collaboration tools (videoconferencing and/or audio only based meetings) and/or social media related tools.
  • Or perhaps such training could occur in more face-to-face environments with 2 or more learners reading a scene-setting script, then pausing at critical points in the conversation for students to discuss the best possible responses
  • ….and I’m sure there are other methods that could be employed as well.

But for all the talk of the importance of communications, are we doing enough to provide effective examples/coaching here?

 


Some thoughts on this topic from scripture


James 1:19-20 (NIV)
Listening and Doing
19 My dear brothers and sisters, take note of this: Everyone should be quick to listen, slow to speak and slow to become angry, 20 because human anger does not produce the righteousness that God desires.

 

Proverbs 21:23 (NIV)
23 Those who guard their mouths and their tongues keep themselves from calamity.

 

Proverbs 18:20-21 (NIV)
20 From the fruit of their mouth a person’s stomach is filled; with the harvest of their lips they are satisfied. 21 The tongue has the power of life and death, and those who love it will eat its fruit.

 

Proverbs 12:18-19 (NIV)
18 The words of the reckless pierce like swords, but the tongue of the wise brings healing. 19 Truthful lips endure forever, but a lying tongue lasts only a moment.

 


 

 

 

Students are being prepared for jobs that no longer exist. Here’s how that could change. — from nbcnews.com by Sarah Gonser, The Hechinger Report
As automation disrupts the labor market and good middle-class jobs disappear, schools are struggling to equip students with future-proof skills.

Excerpts:

In many ways, the future of Lowell, once the largest textile manufacturing hub in the United States, is tied to the success of students like Ben Lara. Like many cities across America, Lowell is struggling to find its economic footing as millions of blue-collar jobs in manufacturing, construction and transportation disappear, subject to offshoring and automation.

The jobs that once kept the city prosperous are being replaced by skilled jobs in service sectors such as health care, finance and information technology — positions that require more education than just a high-school diploma, thus squeezing out many of those blue-collar, traditionally middle-class workers.

 

As emerging technologies rapidly and thoroughly transform the workplace, some experts predict that by 2030 400 million to 800 million people worldwide could be displaced and need to find new jobs. The ability to adapt and quickly acquire new skills will become a necessity for survival.

 

 

“We’re preparing kids for these jobs of tomorrow, but we really don’t even know what they are,” said Amy McLeod, the school’s director of curriculum, instruction and assessment. “It’s almost like we’re doing this with blinders on. … We’re doing all we can to give them the finite skills, the computer languages, the programming, but technology is expanding so rapidly, we almost can’t keep up.”

 

 

 

For students like Amber, who would rather do just about anything but go to school, the Pathways program serves another function: It makes learning engaging, maybe even fun, and possibly keeps her in school and on track to graduate.

“I think we’re turning kids off to learning in this country by putting them in rows and giving them multiple-choice tests — the compliance model,” McLeod said. “But my hope is that in the pathways courses, we’re teaching them to love learning. And they’re learning about options in the field — there’s plenty of options for kids to try here.”

 

 

 

 

OVER ONE-THIRD OF UNIVERSITY STUDENTS ARE FACING FOOD AND HOUSING INSECURITY, SAYS A NEW REPORT — with thanks to Angela Baggetta for this resource

PHILADELPHIA, PA (April 3, 2018)—A new report led by Temple University Professor Sara Goldrick-Rab and her team at the Wisconsin HOPE Lab finds that over one-third of university students have faced food and housing insecurity in the past year. Nine percent of university students also have been homeless.

“Still Hungry and Homeless in College” is the third report issued by the Wisconsin HOPE Lab assessing food and housing insecurity among college students across states. This year’s study surveyed 43,000 students at 66 community colleges and universities in 20 states and the District of Columbia (list of participating institutions follows). Previously the reports focused only on community colleges; this year the report also includes data from more than 20,000 students at 35 universities (30 public and 5 private) in 14 states and the District of Columbia.

“While the report does not include estimates that are ‘nationally representative,’ it is currently the best source of information on the prevalence of basic needs insecurities at colleges across the country,” said Dr. Sara Goldrick-Rab, who conducted the research with her Temple colleagues Joel Schneider and Clare Cady, and her Wisconsin colleagues Jed Richardson and Anthony Hernandez. “Other studies have focused on single systems of higher education within states, or draw on household surveys (where college students are often missed) to look only at food insecurity. But food and housing insecurity and homelessness are overlapping issues that are best understood together. Until we do so, we can’t formulate lasting and effective solutions to promote degree completion.”

The report finds that overall:

  • 36% of university students were food-insecure in the last 30 days, as were 42% of community college students.
  • 36% of university students were housing-insecure in the past year, as were 46% of community college students.
  • 9% of university students were homeless in the past year, as were 12% of community college students.
  • Less than half of all students surveyed reported being completely secure, meaning they did not experience any food or housing insecurity, or homelessness, in the past year.

The report also finds a disparity in risk endured by certain types of students. For example:

  • More than 60% of former foster youth were both food and housing insecure, and 24% had experienced homelessness in the last year.
  • Students identifying as non-binary and those who are homosexual or bisexual were greatly overrepresented among students enduring basic needs insecurities.
  • African-American and Native American students were much more likely than non-Hispanic white or Asian students to experience food or housing insecurity.
  • The Pell Grant does not provide sufficient protection: Compared to non-Pell recipients, Pell recipients are 14-20 percentage points more likely to experience food and housing insecurity, and 4-6 percentage points more likely to experience homelessness.

While university students are more likely than community college students to have access to on-campus housing and meal plans, even these supports do not shield students from these challenges. For example, the report finds that 26% of university students with a meal plan and 26% of university students living on campus experienced food insecurity within the last 30 days. And 7% of university students who dealt with homelessness said that they struggled because residence halls were closed during breaks.

Students who experience basic needs insecurities are clearly committed to school and are trying to work to make ends meet. But their academics still suffer. The study found that:

  • At both community colleges and universities, rates of food and housing insecurity were higher among students who worked longer hours. For example, 34-38% of students working 6-20 hours per week were food insecure, compared to 48-51% of students working 40 hours or more per week. Moreover, community college students who were unemployed but seeking work exhibited rates of food and housing insecurity comparable to those of students working 40 hours or more per week.
  • The amount of time committed to college—both time spent in class and time spent studying—is very similar for students whose basic needs are secured and those who are enduring food and/or housing insecurity.
  • But that time commitment does not translate into similar levels of success. Among students who reported receiving D’s and F’s in college, more than half were food insecure, with more than 40% at the very lowest level of food security. Rates of housing insecurity among these students were even higher: over the last year, more than 55% were housing insecure, and more than one-fifth were homeless.

Despite the evidence that food and housing insecurity and homelessness are real challenges to students today, there are precious few support systems in place at community colleges, universities, or in the broader community. Only 26% of food insecure students at 2-year colleges and 12% at 4-year colleges received SNAP. And of the students who experienced homelessness in the past year, only 8% of 2-year students and 5% of 4-year students received housing assistance.

The full report can be found here:
http://wihopelab.com/publications/Wisconsin-HOPE-Lab-Still-Hungry-and-Homeless.pdf

And the companion FAQ can be found here:
http://wihopelab.com/publications/Wisconsin-HOPE-Lab-Still-Hungry-and-Homeless-FAQ.pdf

 

Also see:

Hunger And Homelessness Are Widespread Among College Students, Study Finds — from NPR.org

Excerpt:

As college students grapple with the rising costs of classes and books, mortgaging their futures with student loans in exchange for a diploma they’re gambling will someday pay off, it turns out many of them are in great financial peril in the present, too.

More than a third of college students don’t always have enough to eat and they lack stable housing, according to a survey published Tuesday by researchers at Temple University and the Wisconsin HOPE Lab.

Overall the study concluded 36 percent of college students say they are food insecure. Another 36 percent say they are housing insecure, while 9 percent report being homeless. The results are largely the same as last year’s survey, which included fewer students.

 

 


Addendum on 4/18/18 — from Angela Baggetta:



COLLEGE STUDENTS BATTLING HOMELESSNESS, HUNGER, AND OTHER FINANCIAL AND ECONOMIC CHALLENGES INVITED TO 
SHARE THEIR STORIES IN NATIONAL CALL TO ACTION

 #RealCollege: Voices for Change Kicks off April 18

PHILADELPHIA (April 18, 2018)—College students across the country who have encountered hunger, homelessness, and other financial and social roadblocks as they pursue their studies are invited to share their stories in a national awareness and education campaign kicking off on Wednesday.

#RealCollege: Voices for Change was created by Temple University’s Sara Goldrick-Rab and her team at the forthcoming HOPE Center for College, Community, and Justice.  The HOPE Center, which launches in September, will be an evolution of the Wisconsin HOPE Lab, also founded by Dr. Goldrick-Rab. She is the nation’s leading expert on the many financial burdens facing college students today, and best known for her research finding widespread food and housing insecurity among college students.

“Many people harbor stereotypes and misunderstandings of today’s college students. They think they don’t work, abuse financial aid, or are otherwise lazy and academically adrift. Data contradict those assumptions,” said Dr. Goldrick-Rab. “Our goal is to provide students who often feel invisible with a platform to have their voices elevated and heard, so that they can help correct the story. There are so many aspects of being a college student that are just not known by administrators, professors, parents, and other policymakers.”

Students will become teachers by providing submissions that can educate people about the challenges of attending college today. Some of the students who submit their stories will be asked to attend and speak at the #RealCollege conference at Temple University this September. Others will be invited to testify about their experiences before lawmakers and policymakers at the local or national level.

“As a longtime practitioner, I can tell you that students’ voices matter in how we do our work—and they should matter even more than they do now,” said Clare Cady, Director of Research Application and Dissemination at the HOPE Center.

Students can submit their audio stories on the #RealCollege website under the “Voices for Change” tab: https://realcollege.org/voices-for-change/submissions/. A full list of eligibility requirements can also be found on the site. Stories will be accepted from April 18 through August 17, 2018. To be eligible to submit their stories, students should have been enrolled at least half time in an institution of higher learning during spring, summer, or fall of 2018. That said, it is acceptable for the student to have left school for any reason. In fact, that may be an important part of their story.

Students also may record their audio stories in person at two events this spring. The first takes place April 18 on the campus of Temple University in Philadelphia, and the second takes place May 10 on the campus of Bunker Hill Community College in Boston.

Mary Enoch Elizabeth Baxter is a Community College of Philadelphia student, and soon-to-be graduate, who is working with the HOPE Center team. “I’m a returning citizen and was homeless during college.  But you won’t find stories like mine on TV.  We need to change that,” she said.

Sponsors of #RealCollege: Voices for Change include Boston Foundation, New Profit, and PayPal.

 


 

 

 

Record numbers of college students are seeking treatment for depression and anxiety — but schools can’t keep up — from impactlab.net by Thomas Frey

Excerpt:

Spigner is one of a rapidly growing number of college students seeking mental health treatment on campuses facing an unprecedented demand for counseling services. Between 2009 and 2015, the number of students visiting counseling centers increased by about 30% on average, while enrollment grew by less than 6%, the Center for Collegiate Mental Health found in a 2015 report. Students seeking help are increasingly likely to have attempted suicide or engaged in self-harm, the center found. In spring 2017, nearly 40% of college students said they had felt so depressed in the prior year that it was difficult for them to function, and 61% of students said they had “felt overwhelming anxiety” in the same time period, according to an American College Health Association survey of more than 63,000 students at 92 schools.)

But most counseling centers are working with limited resources. The average university has one professional counselor for every 1,737 students — fewer than the minimum of one therapist for every 1,000 to 1,500 students recommended by the International Association of Counseling Services. Some counselors say they are experiencing “battle fatigue” and are overwhelmed by the increase in students asking for help. “It’s a very different job than it was 10 years ago,” says Lisa Adams Somerlot, president of the American College Counseling Association and director of counseling at the University of West Georgia.

As colleges try to meet the growing demand, some students are slipping through the cracks due to long waits for treatment and a lasting stigma associated with mental health issues. Even if students ask for and receive help, not all cases can be treated on campus. Many private-sector treatment programs are stepping in to fill that gap, at least for families who can afford steep fees that may rise above $10,000 and may not be covered by health insurance. But especially in rural areas, where options for off-campus care are limited, universities are feeling pressure to do more.

 

 

 

From DSC:
Why aren’t we further along with lecture recording within K-12 classrooms?

That is, I as a parent — or much better yet, our kids themselves who are still in K-12 — should be able to go online and access whatever talks/lectures/presentations were given on a particular day. When our daughter is sick and misses several days, wouldn’t it be great for her to be able to go out and see what she missed? Even if we had the time and/or the energy to do so (which we don’t), my wife and I can’t present this content to her very well. We would likely explain things differently — and perhaps incorrectly — thus, potentially muddying the waters and causing more confusion for our daughter.

There should be entry level recording studios — such as the One Button Studio from Penn State University — in each K-12 school for teachers to record their presentations. At the end of each day, the teacher could put a checkbox next to what he/she was able to cover that day. (No rushing intended here — as education is enough of a run-away train often times!) That material would then be made visible/available on that day as links on an online-based calendar. Administrators should pay teachers extra money in the summer times to record these presentations.

Also, students could use these studios to practice their presentation and communication skills. The process is quick and easy:

 

 

 

 

I’d like to see an option — ideally via a brief voice-driven Q&A at the start of each session — that would ask the person where they wanted to put the recording when it was done: To a thumb drive, to a previously assigned storage area out on the cloud/Internet, or to both destinations?

Providing automatically generated close captioning would be a great feature here as well, especially for English as a Second Language (ESL) students.

 

 

 

Looking for something?

Use the form below to search the site:

Still not finding what you're looking for? Drop a comment on a post or contact us so we can take care of it!

© 2018 | Daniel Christian