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kiddomhearts · 5 years ago

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Ordinary Days

Summary: An ordinary day for the Hart Family. AO3 link

“Although my heart may be weak, it’s not alone. It’s grown with each new experience, and it’s found a home with all the friends I’ve made.”

“Be back by lunch!”

Sora quickly scampered down the steps, Xion and Roxas on his heels with goodbyes of their own. It was a race to see who would reach the corner first. Sora’s win streak had been going strong for the past three days but he knew his siblings could easily win if he wasn’t careful.

Of course, at that moment Roxas reached the corner first with Xion in a close second. He swore his siblings could teleport sometimes.

“Yeah Rox!” Xion cheered while their brother gave a tiny, but smug, smile. Sora stuck his tongue out but relented and handed over the gummiphone they shared between the three of them. Vanitas had pitched a fit that they had gotten one when he hadn’t gotten one until he was at least eight. But the triplets were much more outgoing than he had been at their age, their father had pointed out, so gummiphone it is.

Never mind that the triplets were technically supposed to keep together and that splitting up defeated the whole purpose of them sharing the phone.

With a quick wave, the triplets split down their respective paths. Sora was excited for the day ahead of him it was a Beach Day! Everyday was Beach Day except for Hospital Days, School Days, Party Days—well, most days were Beach Days. But this Beach Day was special because Namine was finally allowed out of the house!

What a perfect morning!

“Best friends are supposed to be honest with each other!”

“Aw, c’mon Rox! Lighten up a bit, it’ll be fine.”

Roxas leveled his best disbelieving stare at Lea. Too bad the redhead was too busy setting up his glowworm pile to notice. He tried not to give a weary sigh, he really did! He didn’t want to be mistaken for Isa after all who had already sighed for the fifth time just that second. But Lea made it hard not to sometimes.

“I don’t think Roxas believes you,” Xion commented distractedly. Her hands were already busy with her newest project (matching crochet scarves for the four of them) so she wasn’t really paying attention to them in the slightest.

Lea turned around dramatically, hand placed on his heart. “Oh Roxas, how you wound me! Do any of you have any faith in your old friend?”

“No,” Isa responded flatly. Roxas couldn’t very well verbally agree with Isa so he settled for glaring extra hard.

Then the smell hit him.

“Lea, is that lighter fluid?” Isa sharply asked. Xion’s head snapped up, throwing her project into her bag and scrambling away from the blast radius. Roxas had already put five feet between the glowworm monstrosity at the unfamiliar smell and put in an extra five at the name of the culprit.

“No?” Lea chuckled weakly. The matchbox in his hand wavered.

“Lea no.”

“Lea yes.”

Roxas wondered if Ienzo had any plans for before noon as he left the soon-to-be crime scene.

“You’re both my best friends.”

“Ta-da! What do you think?”

Xion clapped her hands together in amazement as Kairi showed off her latest friendship bracelet. It was a pink and white crocheted thing that resembled a mit more than a bracelet. But Kairi was still learning and they knew that any of her friends would wear it with pride anyway.

“It’s a bit wide,” Namine laughed. Kairi pouted and stuck out her tongue but couldn’t keep up her expression as they all descended into giggles. Xion was glad that Kairi and Namine decided to stick around after lunch. It was a shame that Aqua couldn’t be there too.

Dusk gave a soft bark from where he laid at Xion’s feet, tail wagging a staccato beat against the floor. Xion reached down to pet his head, earning a few licks in return. She’d have to walk him soon.

“And done.” Namine sat back and clutched her sketchbook to her chest. They waited patiently for the blonde to show off her latest work, knowing she was notoriously shy about it. The wait proved fruitful when she finally turned the sketchbook around to them.

The drawing was of Xion, Kairi, and Namine, all done in the finest crayons hand-me-downs and couch cushions could buy. They were holding hands at the beach with smiles on their faces. Although…

“Why am I in a coat?” Xion questioned. Namine shrugged. It had just seemed right at the time.

A nudge at her foot was all the warning she could get before Vanitas poked his head in from down the hall. He seemed surprised, probably not expecting the visitors. He picked up Flood as the irritable rabbit hopped back to him with his mission accomplished.

“Hey, uh… keep it down in here, okay?” And with that, he left just as quickly. Xion figured that wasn’t what her brother wanted to say but Kairi and Namine made him uncomfortable. He’ll come to her later though.

Packing things up, Xion went to grab the leash for Dusk. It only took a few moments before they were ready and out the door. Chatting among themselves, they kept close to the shaded areas as they met up with Sora and Riku.

It was a nice afternoon walk.

“Hmph, it’s always about your friends, isn’t it?”

“Cut it out, I know you’re hungry.”

Flood honked at that, already in the deserted kitchen and parked right next to the fruit bowl. Hareraiser was running circles around Vanitas and forcing him to take careful steps unless he wanted to trip. He would glare at the insufferable rodents but it had long since had an effect.

“Yeah, yeah, whatever you little lump of evil,” he muttered. Flood huffed at that but at least Hareraiser had stopped. They both stared expectedly at him as he grabbed a banana. Quickly peeling and breaking off half of it, he grabbed a butter knife (stupid Ven and his stupid safety rules) and divide the half into little pieces. The smaller pile then went into Flood’s bowl while the larger bile went into Hareraiser’s bowl.

Flood gave him the stink eye but he rolled his eyes at that. The little rat could sulk all he wanted, he wasn’t getting his favorite today. (Because Vanitas had forgotten to add strawberries to the grocery list last week.) But oh how his tune changed when Hareraiser gave his bowl an experimental sniff.

Rabbits situated, Vanitas sat down at the empty kitchen table. It had been a boring day with Ven not around except for lunch. But even that was awkward since Ven’s ‘besties’ (barf) had tagged along. He had hid stayed in his room for the most part.

It was warm in here, he realized. Had someone turned off the AC? Probably Xion, she was all about going green or whatever it was. Or Ven, he was always the responsible one… Maybe Roxas, he was…

A soft but firm nip jolted him back to awareness. He had slumped a bit onto the table as he had begun to nod off. Flood sat attentively at his heels, the nipper in question, while Hareraiser had hopped into his lap. A glance at the clock showed that he was only out for a few minutes at most.

Scratching Flood then Hareraiser (between the eyes and down the back, respectively), he stood up and headed for his room. At least if he fell asleep in there, he’d have his bed. But he already knew he was going to be up for at least a couple of hours, feeling refreshed even with that small nap.

At least it was a quiet evening.

“At least I have some!”

“Look, look! A shooting star!”

Ventus hopped around excitedly, too wired from his short nap earlier to properly peer through the telescope. Aqua and Terra chuckled at his antics as they had already expected this. Eraqus had turned in for the night a while ago.

The picnic blanket beneath them was soft when Ven finally tired and flopped down onto it. His eyes were still trained above him though. Meteor showers, while not common, still seemed to happen unnaturally often on the shores of Destiny Islands.

He could hear the far off sounds of Sora’s shrieking laughter and the faint splashes from the tiny wavepools that Xion and Roxas were exploring. It was a shame that Vanitas didn’t stay for longer. But he knew how shy (no matter how much his brother denied it) his brother was. He’d bet that Vanitas was already holed up in his room at home with those spoiled (another thing his brother denied) rabbits of his.

A faint brush across his head had him tilting his head back. Aqua smiled at him, continuing brushing her hand through his hair, and he grinned in return. Terra mumbled something off to the side and Ventus bet that he had already somehow messed up the telescope settings in those five seconds.

“It’s nice, isn’t it?” Aqua asked rhetorically. Ventus just nodded at that, not wanting to break the calm mood. It was Terra’s increasingly frustrated cries that eventually had them leaving their nice spot.Within moments, Aqua had the telescope sorted out.

“I tried that.”

“Obviously not.”

“It’s like a bunch of dandelions,” Ventus interrupted, looking back up at the night sky. The two blinked and then looked at each other with fond expressions. Ventus had a soft spot for the plants, even going so far as to have a special spot for them in his little garden in the back of his house. But…

“They’re still weeds Ven,” Terra teased, Aqua shaking her head.

Before he could reply, there was a sharp whistle that cut through the air before the sky lit up further. With colors this time. The two conspicuously absent troublemakers were found not far down the beach, especially as Isa’s roar filled the air.

“LEA!”

Another ordinary night for another ordinary day.

#kingdom hearts #ventus #vanitas #sora #roxas #xion #kiddom hearts #fics #((snippet to show the general feel of the au))

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endevia · 6 years ago

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The Importance of SEL to Education Success

Life is much simpler when you — as a parent or teacher — can point to one solution for a problem, solve it, and everything is golden. Success in school was like that when grades were the barometer and studying harder was the tool. Now, we know academic achievement is much more complicated.

“Students are telling us there’s a big missing piece in their education” –John Bridgeland, CEO of Civic

Today’s educators realize learning has as much to do with academics as how students get along with themselves and others. This is called “Social Emotional Learning” or SEL. It’s akin to the importance of play in teaching preschool kids to socialize with others, develop tenacity, and learn respect for those around them. If you’re not convinced of the importance of SEL, here’s what students say:

“Students and young adults believe SEL schools would create a more positive social and learning environment” — report by the Collaboration for Academic, Social and Emotional Learning (CASEL)

A positive attitude about themselves and others is linked to not only academic success but correlated to lessening the negative impact of future-ending problems such as drug use. It should surprise no one that as of mid-2018, two states have passed SEL measures, sixteen SEL-related bills and resolutions have been introduced, and twenty-three states are working on SEL standards.

What is SEL

–Image credit: https://casel.org/

SEL — social emotional learning — is not something even considered the responsibility of schools until recently but now, with the logarithmic uptick in violent issues at schools not to mention neighborhoods, education professionals are realizing that managing emotions, staying positive despite challenges, and making good and healthy decisions is not intuitive to many students.

SEL, according to CASEL is defined this way:

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Frameworks, a not-for-profit group whose mission is to teach youth to manage their emotions, develop healthy relationships, and make good decisions for academic, career and personal success, defines it as:

“Social and emotional learning (SEL) is a positive youth development framework that refers to the building of skills needed to recognize and manage emotions, develop care and concern for others, make responsible decisions, establish and maintain positive relationships, and handle interpersonal situations effectively. These capabilities are critical foundations for academic learning and for a person’s long-term personal and professional success.”

You notice in neither of these definitions is there anything about academics, playing sports, or studying hard. SEL revolves around managing the effect of emotions on lives — and that’s huge.

Why teach SEL in schools?

Learning to manage emotions is positively correlated to many of the predictors for a successful life — improved academic achievement, getting better jobs, suffering less criminal activity, and achieving more robust mental health. The real question is why has this become the responsibility of schools?

First, students spend a good portion of each day at school. If they model appropriate SEL in those 8-10 hours, it will carry over into all parts of their lives. It will become a habit — the normal way they act.

Second, SEL provides a foundation for safe and positive learning and enhances the students’ ability to succeed. If it defines the school environment, students will get much more out of their learning time.

Third, combining SEL skills with academic development creates high-quality learning experiences and environments that empower students to be more effective contributors in their classrooms today and in their workplaces and communities tomorrow.

Finally, if SEL is practiced at school, it’s a natural next step to make parents partners in this learning approach. Parents can model the kinds of skills, attitudes, and behaviors they want their kids to master, knowing that effort is support by the child’s teacher. And with home advocacy, SEL will work better, faster, and more effectively.

SEL exercises

Dovetail Learning has put together a selection they call Toolbox

to assist students in emotional coping. Here are a few of them, mixed with other suggested exercises from teachers who use SEL training in their classes:

breathing — exactly what it says: Use this natural process to calm yourself and check in on your wellness.

Four at the Door — once a week, Marcia Mihalovic greets a class of third-graders at St. Stanislaus Elementary School with “Four at the Door.” She looks students in the eye. She says their name. She shakes their hand, and she gives them a hug.

let it go — “Don’t stress the small stuff and it’s all small stuff,” according to one of the foremost experts in happiness and stress reduction, Dr. Richard Carlson.

listening — pay attention not just with your ears but with your eyes and your heart. Be aware of what’s going on around you.

please and thank you — remember these kind words that show respect for others even when you’re busy

decoding faces — have students look at pictures of emotional faces and see if they recognize what the person is feeling.

SEL Resources

There are a variety of popular SEL resources available to teachers as they turn toward an SEL-oriented program. Here are three to get you started:

Toolbox

by Dovetail Learning is a Kindergarten through 6th-grade SEL program that supports children in understanding and managing their emotional, social, and academic success.

Sunburst SafeSchools has three K-12 curricula focused on SEL — Mightifier, Q Wunder, and reThinkIt. Which is best for you will depend upon your students’ and your school’s needs.

Kiddom, an all-in-one school ecosystem to plan, assess, and analyze student learning, has long focused on the importance of teaching the whole child. As part of this approach, they integrate many SEL tools into their program and make a variety of SEL-related teacher tools available for free such as the SEL 101 and SEL rubric.

Vocabulary

When discussing SEL with colleagues, you’re bound to be confronted with vocabulary specific to this topic. Here are two common words you’ll hear and what they mean:

Whole Child Development — this learning approach ensures that all parts of a child are supported in learning — academic, physical, emotional — not just what goes into the brain, with the understanding that all of these work together to contribute to a student’s long-term success.

Emotional Intelligence (EI) — the student’s aptitude for skills related to communicating well and getting along with others. This is often equated with Emotional Quotient (EQ).

***

Theodore Roosevelt once said:

“No one cares how much you know until they know how much you care.”

That’s why — out of dozens of reasons for success — only one will be “How smart are you?” Doesn’t it make sense to teach those “other” skills to students?

For more on SEL, check out this infographic from Sunburst Safeschools:

— published first to TeachHUB

More on SEL

Empatico-Build Global Awareness in Students

New from Kiddom: SEL Rubrics

Beyond Digital Literacy: How EdTech Fosters Children’s Social-Emotional Development

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

The Importance of SEL to Education Success published first on https://medium.com/@greatpricecourse

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corpasa · 6 years ago

Text

The Importance of SEL to Education Success

“Students are telling us there’s a big missing piece in their education” –John Bridgeland, CEO of Civic

“Students and young adults believe SEL schools would create a more positive social and learning environment” — report by the Collaboration for Academic, Social and Emotional Learning (CASEL)

What is SEL

–Image credit: https://casel.org/

SEL, according to CASEL is defined this way:

You notice in neither of these definitions is there anything about academics, playing sports, or studying hard. SEL revolves around managing the effect of emotions on lives — and that’s huge.

Why teach SEL in schools?

SEL exercises

Dovetail Learning has put together a selection they call Toolbox

to assist students in emotional coping. Here are a few of them, mixed with other suggested exercises from teachers who use SEL training in their classes:

breathing — exactly what it says: Use this natural process to calm yourself and check in on your wellness.

let it go — “Don’t stress the small stuff and it’s all small stuff,” according to one of the foremost experts in happiness and stress reduction, Dr. Richard Carlson.

listening — pay attention not just with your ears but with your eyes and your heart. Be aware of what’s going on around you.

please and thank you — remember these kind words that show respect for others even when you’re busy

decoding faces — have students look at pictures of emotional faces and see if they recognize what the person is feeling.

SEL Resources

There are a variety of popular SEL resources available to teachers as they turn toward an SEL-oriented program. Here are three to get you started:

Toolbox

by Dovetail Learning is a Kindergarten through 6th-grade SEL program that supports children in understanding and managing their emotional, social, and academic success.

Sunburst SafeSchools has three K-12 curricula focused on SEL — Mightifier, Q Wunder, and reThinkIt. Which is best for you will depend upon your students’ and your school’s needs.

Vocabulary

When discussing SEL with colleagues, you’re bound to be confronted with vocabulary specific to this topic. Here are two common words you’ll hear and what they mean:

Emotional Intelligence (EI) — the student’s aptitude for skills related to communicating well and getting along with others. This is often equated with Emotional Quotient (EQ).

***

Theodore Roosevelt once said:

“No one cares how much you know until they know how much you care.”

That’s why — out of dozens of reasons for success — only one will be “How smart are you?” Doesn’t it make sense to teach those “other” skills to students?

For more on SEL, check out this infographic from Sunburst Safeschools:

— published first to TeachHUB

More on SEL

Empatico-Build Global Awareness in Students

New from Kiddom: SEL Rubrics

Beyond Digital Literacy: How EdTech Fosters Children’s Social-Emotional Development

The Importance of SEL to Education Success published first on https://medium.com/@DLBusinessNow

0 notes

evnoweb · 6 years ago

Text

The Importance of SEL to Education Success

“Students are telling us there’s a big missing piece in their education” –John Bridgeland, CEO of Civic

“Students and young adults believe SEL schools would create a more positive social and learning environment” — report by the Collaboration for Academic, Social and Emotional Learning (CASEL)

What is SEL

–Image credit: https://casel.org/

SEL, according to CASEL is defined this way:

You notice in neither of these definitions is there anything about academics, playing sports, or studying hard. SEL revolves around managing the effect of emotions on lives — and that’s huge.

Why teach SEL in schools?

SEL exercises

Dovetail Learning has put together a selection they call Toolbox

to assist students in emotional coping. Here are a few of them, mixed with other suggested exercises from teachers who use SEL training in their classes:

breathing — exactly what it says: Use this natural process to calm yourself and check in on your wellness.

let it go — “Don’t stress the small stuff and it’s all small stuff,” according to one of the foremost experts in happiness and stress reduction, Dr. Richard Carlson.

listening — pay attention not just with your ears but with your eyes and your heart. Be aware of what’s going on around you.

please and thank you — remember these kind words that show respect for others even when you’re busy

decoding faces — have students look at pictures of emotional faces and see if they recognize what the person is feeling.

SEL Resources

There are a variety of popular SEL resources available to teachers as they turn toward an SEL-oriented program. Here are three to get you started:

Toolbox

by Dovetail Learning is a Kindergarten through 6th-grade SEL program that supports children in understanding and managing their emotional, social, and academic success.

Sunburst SafeSchools has three K-12 curricula focused on SEL — Mightifier, Q Wunder, and reThinkIt. Which is best for you will depend upon your students’ and your school’s needs.

Vocabulary

When discussing SEL with colleagues, you’re bound to be confronted with vocabulary specific to this topic. Here are two common words you’ll hear and what they mean:

Emotional Intelligence (EI) — the student’s aptitude for skills related to communicating well and getting along with others. This is often equated with Emotional Quotient (EQ).

***

Theodore Roosevelt once said:

“No one cares how much you know until they know how much you care.”

That’s why — out of dozens of reasons for success — only one will be “How smart are you?” Doesn’t it make sense to teach those “other” skills to students?

For more on SEL, check out this infographic from Sunburst Safeschools:

— published first to TeachHUB

More on SEL

Empatico-Build Global Awareness in Students

New from Kiddom: SEL Rubrics

Beyond Digital Literacy: How EdTech Fosters Children’s Social-Emotional Development

The Importance of SEL to Education Success published first on https://medium.com/@DigitalDLCourse

0 notes

statrano · 6 years ago

Text

The Importance of SEL to Education Success

“Students are telling us there’s a big missing piece in their education” –John Bridgeland, CEO of Civic

“Students and young adults believe SEL schools would create a more positive social and learning environment” — report by the Collaboration for Academic, Social and Emotional Learning (CASEL)

What is SEL

–Image credit: https://casel.org/

SEL, according to CASEL is defined this way:

You notice in neither of these definitions is there anything about academics, playing sports, or studying hard. SEL revolves around managing the effect of emotions on lives — and that’s huge.

Why teach SEL in schools?

SEL exercises

Dovetail Learning has put together a selection they call Toolbox

to assist students in emotional coping. Here are a few of them, mixed with other suggested exercises from teachers who use SEL training in their classes:

breathing — exactly what it says: Use this natural process to calm yourself and check in on your wellness.

let it go — “Don’t stress the small stuff and it’s all small stuff,” according to one of the foremost experts in happiness and stress reduction, Dr. Richard Carlson.

listening — pay attention not just with your ears but with your eyes and your heart. Be aware of what’s going on around you.

please and thank you — remember these kind words that show respect for others even when you’re busy

decoding faces — have students look at pictures of emotional faces and see if they recognize what the person is feeling.

SEL Resources

There are a variety of popular SEL resources available to teachers as they turn toward an SEL-oriented program. Here are three to get you started:

Toolbox

by Dovetail Learning is a Kindergarten through 6th-grade SEL program that supports children in understanding and managing their emotional, social, and academic success.

Sunburst SafeSchools has three K-12 curricula focused on SEL — Mightifier, Q Wunder, and reThinkIt. Which is best for you will depend upon your students’ and your school’s needs.

Vocabulary

When discussing SEL with colleagues, you’re bound to be confronted with vocabulary specific to this topic. Here are two common words you’ll hear and what they mean:

Emotional Intelligence (EI) — the student’s aptitude for skills related to communicating well and getting along with others. This is often equated with Emotional Quotient (EQ).

***

Theodore Roosevelt once said:

“No one cares how much you know until they know how much you care.”

That’s why — out of dozens of reasons for success — only one will be “How smart are you?” Doesn’t it make sense to teach those “other” skills to students?

For more on SEL, check out this infographic from Sunburst Safeschools:

— published first to TeachHUB

More on SEL

Empatico-Build Global Awareness in Students

New from Kiddom: SEL Rubrics

Beyond Digital Literacy: How EdTech Fosters Children’s Social-Emotional Development

The Importance of SEL to Education Success published first on https://seminarsacademy.tumblr.com/

0 notes

prettywitchiusaka · 8 years ago

Text

Mages Next Door AU

I’ve talked before about my Mages Next Door AU, but I figured I’d make a few posts about it here.

Enjoy!

The Mages Next Door takes place in the land of Kiddom; an alternate reality ruled by kids, though adults DO exist and have similar roles to their normal jobs in our normal reality. Aside from being ruled by kids, what makes Kiddom special is that everyone is born with a special power called a Magic Base that they are bonded to at birth. These Magic Bases can be anything from the most useful power like controlling vegetation, to the most useless power like controlling toothpicks or the like. Basically, you have to work with what nature gives you to be happy in this world, is what I'm saying.

Of course, not all is peaceful in Kiddom. There are still many adults, and even kids, who don't like the system of this world and will often try to rebel. That's where the Mages Next Door come in; they are basically the defenders of this land, born with special powers that allow them to handle any kind of magic thrown at them. Let's have a breakdown of the main players. The characters are basically the same as they are in the regular universe, though I will bring up any alterations that may (and will) come.

The Mages Next Door

Nigel Uno/Numbuh 1 - The son of the legendary Zero Mage, and leader of the current generation of Mages. His Magic Base is Fire, which allows him to be warm at all times. Practices archery, and eventually uses a bow and arrow as his standard weapon. Hoagie P. Gilligan Jr./Numbuh 2 - The main technology guy and brains of the Mages. His Magic Base is Water, which allows him to breathe under water. Hoagie is a bit upset that he doesn't Air powers like his father did (he wanted to fly), but he learns to accept and get creative with his own powers later on. His standard weapon is a pair of weaponized claws that are water proof. Kuki Sanban/Numbuh 3 - The Distractionst and nurse of the Mages. Her Magic Base is Nature, which allows her to talk to plant life. Her standardized weapon is a pair of tonfa. She also practices ballet. Wallabee Beatles/Numbuh 4 - The main hand to hand combatant of the Mages, and possibly one of the strongest (if not thee strongest) in all of Kiddom. His Magic Base is Earth, which allows him to control the ground beneath him using his feet. As you can imagine, he has to keep his temper under control, less he (inadvertently) cause an earthquake. His standardized weapon is an axe. Abigail Lincoln/Numbuh 5 - The second in command and voice of reason among the Mages. Her Magic Base is thunder, which allows her to be safe during an lightning storm. Practices the art of sword fighting, and uses a sword as her standardized weapon. Alexandria Dawson/Numbuh 273 - The knowledgeable one among the Mages. Her Magic Base is Light, which allows her to talk to animals and the dead. Her standardized weapon is a gun, which she can make as big as she wants. Also practices ballet.

The Palace of Kiddom

Rachel McKenzie/Numbuh 362 - The Queen of Kiddom. Her Magic Base is Light, which allows her to see brief glimpses of the past and future. She has a hard time controlling this power, though, and she often falls asleep whenever this happens. Her standardized weapon is a spear, and will change into a protective armour when engaged in battle. Practices ballet. Fanny Fulbright/Numbuh 86 - Rachel's best friend, and right hand Knight/bodyguard. Is trained in both the art of swordsmanship and gunmanship, but prefers to use guns in combat. Her Magic Base is sound waves, which allows her voice to never get tired. Also practices ballet, and is in love with Rachel. Patton Drilovsky/Numbuh 60 - Rachel's other best friend, and Knight/bodyguard. Has no Magic Base, a rarity in Kiddom. He also has no past memories, either. He just woke up one day, and could only remember his name. Was rescued by Rachel, who gave him the life he has now. He eventually falls in love with Rachel, and becomes Fanny's main rival for her heart. Herbie/Numbuh 65.3 - The Grand Vizier, and Rachel's secretary. His Magic Base is Technology, which allows him to go into any computer system he wishes to seek out any information he'd like to find. Charlie/Numbuh 20,000 - The Captain of the Guard. His Magic Base is Molecules, which he can manipulate into just about anything, though his standardized weapon is a bow and arrow. Virgina Sims/Numbuh 23 - A skilled soldier. Her Magic Base is Fireworks, which she activates using a stack of dynamite sticks, though they're not limitless like you may think. Bartie Stork/Numbuh 35 - A skilled soldier. His Magic Base is Flowers, much to his dismay. Though he does make good use of his powers in combat, what with his knowledge of botany. Jeffery Simmon/Numbuh 600 - A clumsy soldier who becomes great friends with Patton. His Magic Base is Air, which allows him to levitate just a few feet off the ground. His standardized weapon is his trusty sword. Lizzie Devine - A worker in the castle, and Nigel's girlfriend. Her Magic Base is Candlelight, so she only works nights given her abilities.

The Mages Next Door (The Next Generation)

Harvey McKenzie/Numbuh 363 - Prince of Kiddom, and leader of the Next Generation of Mages. His Magic Base is Light, though he has not discovered any secondary powers as of yet. Sonia/Numbuh 83 - The Sweets and Snacks Officer and nurse of the Next Generation of Mages. Her Magic Base is Ice, which allows her to breathe ice from her mouth. Lee/Numbuh 84 - The Yo-Yo Specialist and Second in Command of the Next Generation of Mages. His Magic Base is Thread, which allows him to manipulate the strings on his twin yo-yos however he pleases. Tommy Gilligan/The Tommy - The newest member of the Next Generation of Mages, and general pain in the neck. He is gifted with two Magic Bases; water and air. Much like Harvey, he too is still learning about his powers. Matt/Numbuh 101 - The oldest, and most knowledgeable of the Next Generation of Mages. His Magic Base is Energy, which allows to be active at all times.

Father's Crew

Benjamin Uno/Father - The arch enemy of both the Mages, and the Monarchy. His Magic Base is Fire, which gives him an endless list of abilities. The Delightful Mages - Former Mages who were permanently brainwashed by Father. Each one can control a basic, natural element, and energy. Their arch enemies are the Mages. Cree Lincoln - A former Mage who turned traitor after she became a teenager, has a rivalry going on with her younger sister, Abigail. Her Magic Base is Thunder, which allows her to create thunderstorms at will. Chad Dickson - An undercover Spy who is pretending to be a traitor to the Monarchy. He too, has no Magic Base, but more than makes up for it with his skills as a combatant and weapons expert.

Others

Albert/Numbuh 19th Century - The Prince of a neighbouring country, and will often assist the Monarchy whenever possible. Was meant to be a suitor for Rachel, but fell in love with Fanny instead, much to her dismay. His Magic Base is Illusions. Heinrietta and Heinrich - A twin Duke and Duchess pair who are often rivals with Abigail when it comes to hunting for rare candy. Heinrietta is a bit softer on Abigail, but Heinrich is not as generous. Monty Uno/Numbuh 0 - Once the Legendary Zero Mage, now he is a hardworking businessman who lives a happy life with his wife, Minnie, and his son, Nigel. His Magic Base is Fire, and his standardized weapon is a gun that becomes a sword. Grandfather - Monty and Ben's all powerful father, who is on par with the Devil. He too, has two Magic Bases; Fire and Reality Warping. After facing off with him one day, the Mages sealed him away. What they actually did, was seal away his soul fragments to other parts of their dimension, and now they're on the hunt for them.

A few other Headcannons I have for this universe include;

Harvey is a little upset that he'll never be able to become King of Kiddom, but he loves his sister too much to do anything about it, so he decides to settle for being a Mage, instead. Still doesn't stop him from acting like a brat, though.

The dynamic between Albert/Numbuh 19th Century and Fanny reminds Kuki and Alex of Rhett Butler and Scarlett O'Hara in Gone With the Wind, right down to even them quoting certain scenes from the film every now and then.

Rachel's family are actually descendants of a race of being called The Pure Ones, who are said to be the original founders of Kiddom. All Pure Ones have Light Magic Bases, much like their ancestors.

Grandfather despises The Pure Ones for reasons that are never really elaborated on.

Alex is actually half Pure Being on her mother's side.

Kuki's smile can often soften even the most hardened of hearts.

Being somewhat of a scientist, Grandfather was often experimenting for ways to cheat death and become immortal. He found the answer to that by creating various artificial human shells (each with different looks and names and with very little sentience outside GF’s influence). If something ever happened to him, he could just simply crawl into one of those bodies and continue living. Patton is one of those shells, hence why he has no memories or Magic Base.

Being Half Pure One, Alex is able to sing the songs and chants of the old ones (which are really just Yoko Kanno and Yuki Kajiura pieces that are known as ancient text in this universe).

Kiddom runs on the Tsubasa/XXXHolic idea of parallel universes; that a person can live a completely different life in another world, but their soul remains the same.

Magic Users can in fact converge their magic to form attacks or other useful things, but it can only be done through the use of dance. Any dance will do, but it has to be in sync with who these people are and their level of comfort with each other.

For example:

- Abby and Alex love each other like sisters, and are capable of fusing their two seemingly different Magic Bases with ease

- Nigel and Lizzie often have trouble fusing their power because of their numerous problems. But when they trust in each other completely, they are a force to be reckoned with.

- Wally and Kuki have difficulty fusing their powers together at first due to their romantic tension. They find a compromise though by using their friendship as that basis.

- Rachel and Fanny can fuse their powers with ease, but for Rachel, it is always strong friendship she feels. For Fanny, it’s always the intimate love she feels for her Queen. Because Patton has no Magic Base, the dances he shares with Rachel are always intimate on both parties (because they’re in love), which drives Fanny up the wall.

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careerexpansion · 7 years ago

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8 Free Classroom Apps to Try This Fall (For the 2017-2018 School Year)

For this year's installment of "Free Classroom Apps to Try This Fall" I decided to round up a collection of apps that might be somewhat lesser known, but still offer lots of classroom potential. Additionally, I tried to find apps that could be used across grade levels and/or subject areas. If you're interested in checking out our previous lists of free apps, here they are:

2016's List | 2015's List | 2014's List

2017's Free Classroom Apps to Try This Fall

Kiddom: A Collaborative Platform for Teachers and Learners

Kiddom is a free platform for teachers and students that is perfect for classrooms using standards-based or competency-based grading. Teachers can create assignments, collaborate with other teachers, and track performance related to specific standards (CCSS, NGSS, state, or customized). Plus, students can gain a better understanding of their own achievement levels. In short, Kiddom offers an easy way to plan, assess, and analyze student learning. Teachers use one collaborative platform for planning, assessment, communication, and analytics. You can also plan curriculum and differentiate learning pathways for groups or individual students. Kiddom also offers a huge content library of standards-aligned resources that teachers can use and modify.

Read our Kiddom Review

Generation Global: Preparing Students to Navigate Difference

Generation Global is a completely free resource that is designed to help students learn how to work across cultures. Cross-cultural dialogue is at the core and heart of what they do and how they believe we can better counter conflict and violence around the world. They have an excellent collection of resources and a wonderful platform for helping to bring students together to begin discussions. Within that overarching mission of helping students learn how to navigate difference, Generation Global focuses on three specific approaches:

To equip teachers with resources to better prepare students with dialogue skills (all free)

To connect students through a secure online platform to engage in dialogue

To connect students through facilitated video conferences and/or cross-cultural dialogues with each other.

Read our Generation Global Review

Quill.org: Free Interactive Writing and Grammar Activities for K-12

Quill.org is a free tool that is designed to help K-12 students develop their writing skills by providing activities and feedback as they progress through a variety of activities. In its current state, the tool is designed to help students begin constructing complex sentences, but in the future the team has plans on expanding that to include thesis and essay writing. Quill was founded as a nonprofit with the singular goal of helping struggling writers, particularly in low-income schools, improve their writing abilities. As so much of successful communication depends on writing, I couldn’t agree more with their mission.

Read our Quill.org Review

TinyTap: Create Games and Interactive Lessons for preK-12 Students

TinyTap is a preK-12 educational platform that can be used to create interactive games and then share and sell those games through their online marketplace. While TinyTap does offer a Pro version, the free version of the platform has a lot to offer and can be a great classroom resource for teachers and students alike. TinyTap can even be used by students to create their own interactive games as a way to present and share what they’ve learned. Where I think TinyTap truly shines is in its potential use as a student creation tool. By asking students to create their own interactive activities and presentations, you can open up unlimited possibilities for how the creation app can be implemented in the classroom. Plus, you can do all this for free!

Read our TinyTap Review

Workbench: A Comprehensive Platform for Project-Based Learning

Workbench is a platform that provides teachers and students with everything they need to organize, create, and share projects, equipment, and student project portfolios. The Workbench team provides a place where teachers can get ideas, students can find new ways to use products, and everyone can share code, lessons, experiences, and tips with the community. Overall, Workbench is an absolutely wonderful platform. Implementing Project-Based learning can be an enormous challenge, even for experienced teachers. By using Workbench, teachers can get ideas of what has been successful for others, use and remix existing lessons, create their own lessons, and communicate with other teachers to share ideas and get tips. For a completely free platform, Workbench has a lot to offer for both teachers and students.

Read our Workbench Review

CommonLit: Free Literacy Resources and Progress Tracking Tools

CommonLit is a completely free literacy resource design for 5th - 12th grade classrooms. The resource is accessible on any internet-enabled device and offers a growing collection of literacy resources, questions, and tools for helping students improve their ELA skills. Overall, CommonLit is incredibly user friendly, and for a free resource, it offers a wealth of possibilities for the classroom. The overall goal of CommonLit is to provide teachers with a free collection of readings that they can use to address a wide variety of topics in 5th - 12th grade classrooms. If you are in need of high quality ELA lessons for your classroom that are aligned to the CCSS and come with a variety of pre-built assessments addressing both lower and higher order thinking skills, CommonLit is absolutely worth exploring.

Read our CommonLit Review

Science in the Classroom: Annotated Research Papers & Teaching Materials

Science in the Classroom (SitC) is an online resource from that folks at the American Association for the Advancement of Science. The resource is meant to provide students with access to annotated research papers from Science’s journals, as well as provide teachers access to a wide variety of teaching materials that can be used to support the use of these articles in the classroom. Overall, Science in the Classroom is a completely free, mobile-friendly resource for teachers and students that is grant-funded by the NSF. The primary audience for the resource is undergraduate students and advanced high school students; however, I think it can definitely be a useful resource throughout many secondary science classrooms as well.

Read our Science in the Classroom Review

Flipgrid: Use Student Videos to Promote Discussion and Engagement

Flipgrid is a new K-12 resource that is designed to promote open discussion between all students within your classroom. Teachers post topics, videos, or links for discussions and students respond to the prompt and to each other with short video reflections. It’s a wonderful resource, and Flipgrid's free plan offers a wide range of functionality and classroom possibility. Overall, Flipgrid is meant to provide a digital space for students to share and reflect on ideas with their teacher and with their peers. It’s a wonderful way to get students participating equally in discussions, and for students to hear their peers voices and insights.

Read Our Flipgrid Review

That's it for this year's post! I hope you find these resources helpful, and always feel free to email me with any questions you might have! If you're interested in more free apps, don't forget to check out our posts below from previous years. Have a wonderful school year everyone! -Mike

2016's List | 2015's List | 2014's List

8 Free Classroom Apps to Try This Fall (For the 2017-2018 School Year) posted first on http://ift.tt/2tX7Iil

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kiddomhearts · 5 years ago

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Hart Family Profiles

(( Profiles of my Kiddom Hearts AU for the Hart Family aka Ven, Van, Sora, Roxas, and Xion! Feel free to send in asks but make sure to read the rules and about pages first!))

Ventus Hart

Titles: Ven, Actual Oldest, One of the Not-Twins, Junior Member of the Chess Club

Age: 10

Birthday: March 20

Relationships: Terra and Aqua (best friends, sees them as older siblings), Eraqus (mentor), Braig (mutual Dislike™), Lea and Isa (friends)

Pets: None, helps the others with theirs

Likes: Vanitas, Gardening

Dislikes: Braig, White Halls

Additional Info: Narcoleptic (type 2, +sleep apnea and memory problems), Wants to be a healer of some sort when he grows up, Has an imaginary(?) friend, Not-twins with Vanitas

Vanitas Hart

Titles: Van, Vani, Bunitas, Self-Proclaimed Oldest, One of the Not-Twins

Age: 10

Birthday: September 23

Relationships: Terra and Aqua (tolerance…?), Braig (???)

Pets: Flood and Hareraiser (rabbits, Netherland Dwarf and English Lop respectively)

Likes: Ventus, Rabbits

Dislikes: Expectations, Cages

Additional Info: Narcoleptic (type 1), Also wants to be a healer of some sort when older but would rather die than admit it, Has an imaginary(?) friend, Not-twins with Ventus

Sora Hart

Titles: Sor, Oldest of the Triplets, Middle Child, First Place “Second Place Winner,” Neighborhood Sweetheart, Honorary Member of the Chess Club, The Heart

Age: 6

Birthday: March 28

Relationships: Riku and Kairi and Namine (best friends!!!!), Donald and Goofy (babysitters and tutors)

Pets: Meow Wow (cat… dog…? …puppycat)

Likes: Making Friends, Cooking

Dislikes: Grandfather, Bitter Foods

Additional Info: Everybody knows him but no one knows how, On the Kidz Struggle Team, Born at the Exact Same Time as his cousin (which freaks everyone out), Wants to an adventurer when he grows up

Roxas Hart

Titles: Rox, Middle of the Triplets, Zombie, Killer, Number XIII, Sea Salt Maniac, The Body

Age: 6

Birthday: March 28

Relationships: Lea and Isa (best friends, fellow members), Braig (pure unadulterated loathing disdain), The Twilight Crew (aka Hayner, Pence, and Olette, different fellow members), Namine (fellow mischief maker), Ienzo (science buddy), The Rest of the Org ( ;) )

Pets: Dusk (collie, joint-custody with Xion)

Likes: Ice Cream, Science™

Dislikes: Piñatas, Braig

Additional Info: Ambidextrous, Plays the drums, On the Kidz Struggle Team, Member of the Organization of Bleeding Hearts, Member of the Twilight Town Paranormal Club

Xion Hart

Titles: Xi, Baby of the Triplets, Baby of the Family, Number XIV, Seashell Maniac, The Soul

Age: 6

Birthday: March 28

Relationships: Lea and Isa (best friends, fellow members), The Twilight Crew (aka Hayner, Pence, and Olette, different fellow members), Namine and Kairi and Aqua (craft friends!), The Rest of the Org ( ;) )

Pets: Dusk (collie, joint-custody with Roxas)

Likes: The Beach, Deep Sea Animals

Dislikes: Dolls, Frilly Things

Additional Info: Craft Genius, Plays any instrument, On the Kidz Struggle Team, Member of the Organization of Bleeding Hearts, Member of the Twilight Town Paranormal Club

#kingdom hearts #ventus #vanitas #sora #roxas #xion #kiddom hearts #((super excited yall!!))#((I left plenty of things in the profile vague wink wink))

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evnoweb · 4 years ago

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Curriculum-based Assessments–A Powerful Diagnostic Tool

Curriculum-Based Assessment (CBA), often equated with Curriculum-Based Measurement (CBM), is any form of assessment that measures progress toward fulfillment of a stated curriculum. More succinctly:

“…repeated, direct assessment of targeted skills in basic areas using materials taken directly from the teaching curriculum”

While CBA is assessment based on the curriculum, it isn’t chapter tests from a text. The latter measures student achievement of a particular set of lesson knowledge while the former measures student achievement of the broader class goals. CBAs are useful not only to measure student learning within a unit but over time toward larger goals.

How does it work

There is no setup required to start using CBA — no website signup or software download. What you will have to do — and may already do — is identify the criterion you are committed to accomplishing with students. These will be beyond what is required of the State or National standards and may or may not align perfectly with the textbooks you use. They are developed by you, likely in conjunction with grade-level teammates and your school administration. They help you identify your goals and the resources required to achieve them and then measure progress toward their completion.

Once these are in place, you devise the assessments — formative and summative — that will provide the evidence of achievement. This is done exactly as you would normally develop assessments during a unit of inquiry to evaluate progress and — at the end of the unit — to evaluate success with one big difference: Curriculum based assessments evaluate progress toward broad learning goals rather than textbook chapters or lesson plans.

You continue to teach classes as you normally would, with lesson plans, projects, and resources aimed to teach critical standards laid out by the school, the State, or the nation. These may be augmented with a scope of criterion — sometimes replaced with a Scope and Sequence or Curriculum Map — to be used as references in measuring learning. Here you will carefully identify the criterion CBA will use to provide and measure evidence of learning. These can be 1) measured against what is expected (called “benchmarks”), or 2) measured against prior assessments.

CBAs are typically designed by the educator but in some cases are available for download from the curriculum provider for free or fee.

Benefits

When used in conjunction with other evidence, CBA provides vital data to allow the education team to make decisions about a child’s learning. CBA are useful for both formative and summative assessments:

Formative assessment: administer a quick two-five minute CBA during instruction to determine if students are learning as predicted and if changes are required to achieve the curricular goals

Summative assessment: administer a longer CBA at the end of a unit of instruction to determine its overall effectiveness in meeting not just the unit goals but broad curriculum standards

CBA is designed to be diagnostic — provide information specific to each student’s performance and current needs. It is also idiosyncratic in that the information provided can be compared to the past performance of each student.

Teachers often have difficulty seeing much less documenting the progress made by a struggling student. This can cause the teacher to continue using a program or instructio

nal strategy that may not be working well which in turn can contribute to the student feeling discouraged and unmotivated. Because CBA can be administered often, and in just a few minutes, it will document these changes, based on what the teacher inputs, and provide the concrete evidence required for decision making. Required changes can be noticed before a bad strategy has continued too long.

One important benefit is broader in measure but may be the most useful of all to schools and districts. CBA provides evidence for data-based decision making that many schools require when applying for grants, to validate funding sources, determine direction, and/or measure success. Because it occurs formatively and summatively, the data is comprehensive, providing a wide-ranging picture of student growth. By providing data of a problem, it arms the teacher with clear evidence that a solution and/or intervention is or isn’t needed. This is useful not only for educators but for parents to see the academic picture of their child’s work.

Drawbacks

Like taking a child’s temperature isn’t enough to call him/her well or sick, so too is this sort of program. CBA does an exemplary job of identifying a problem but it doesn’t identify reasons except for those based on data. For example, if your student, Korella, is reading twenty wpm slower than the rest of her second-grade classmates, CBA can’t tell the teacher if that’s because she doesn’t like reading, finds the books boring, or has a physical issue that interferes with reading. What it will do is tell the teacher there is an issue so that the teacher can investigate solutions.

Classroom applications

At the heart of CBA is the change to a quantitative mindset rather than adopting the latest educational wonder tool. Here are some ways you’ll use it in your classroom:

Students read a text passage for, say, a minute. You record the number of words read correctly and compare that data over time.

Students write a short two-four minute piece. You record how much they produced in a minute, how many errors, and possible quantification of how they applied their writing knowledge. This data can be compared and contrasted over time.

Use the data collected over time and apply it to decisions about the efficacy of your teaching, strategies used, and tools employed.

Apply formative data throughout the school year to determine 1) progress toward unit goals, and 2) progress toward curricular goals.

Use data collected as one piece in screening for challenged or gifted students, to identify those at risk of failing or boredom.

Use the collected data as evidence in the creation or update of yearly goals, to validate that they are achievable and reasonable.

Use the collected data to assist in group placement where appropriate.

CBA, while it doesn’t provide explanations of why or solutions, does help to identify issues and measure the success or failure of selected strategies. In conjunction with other strategic tools, it is an invaluable tool in ensuring student success.

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