TECHNIQUES BY LEARNING DISABILITY This section provides strategies and techniques for supporting students with Learning Differences and Disabilities. Click to jump to a section: ADHD DYSLEXIA DYSCALCULIA DYSGRAPHIA PROCESSING DEFICITS ADHD Strategies for Distraction/Focus management (Hart Barnett, 2017): Environment: -standing desk -low distraction location -work area clear of all non-relevant items Instructional: -strategic pausing -workload reduction -embedded physical movement Dyslexia Multisensory Method Phonological Intervention Cognitive Training MULTISENSORY METHOD Effective multisensory instruction is based on the following key principles (from Dylexia.org): Teaching using all learning pathways in the brain (i.e., visual, auditory, kinesthetic- tactile) simultaneously or sequentially Being Systematic and Cumulative in the Instruction of Concepts. Multisensory language instruction requires that instruction begins with the easiest and most basic concepts and proceeds gradually to more complex material. Each new concept should be related to the concepts already learned. Concepts should be reviewed regularly to strengthen memory. The progress tracker can be used to guide this review. Direct Instruction: The inferential learning of any concept cannot be taken for granted. Multisensory language instruction requires direct teaching of all concepts with continuous student-teacher interaction. Diagnostic Teaching: The teacher must be adept at flexible or individualized teaching. The teaching plan is based on careful and continuous assessment of the individual‚Äôs needs. The content presented must be mastered step by step for the student to progress. Synthetic and Analytic Instruction: Multisensory, structured language programs include both synthetic and analytic instruction. Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into its component parts. Comprehensive and Inclusive: All levels of language are addressed, often in parallel, including sounds (phonemes), symbols (graphemes), meaningful word parts (morphemes), word and phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragmatics). https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/ Orton-Gillingham is considered a multi-sensory approach: … the constant use of associations of all of the following: how a letter or word looks, how it sounds and how the speech organs or the hand in writing feels when producing it’ (Gillingham and Stillman, 1956, p. 17) -phonological intervention Resource on Phonological Awareness and Dyslexia: https://gsa.memberclicks.net/assets/documents/2016-Convention/Handouts/brode%20delashmit%20pigottposterhandout.pdf From: Phonological Remediation Program for Students with Learning Difficulties https://doi.org/10.1590/S2179-64912011000100006 The program had a total of 18 cumulative sessions, that is, each session was worked on a new activity associated with the activities of the previous session. The sequence in which the program's activities are carried out is described below: 1) Identification of the sound and the letter: all the letters of the alphabet were presented on A4 paper and the students should name them and identify the sounds of the alphabet. 2) Identification of words within a sentence: seven affirmative sentences were orally presented so that students could divide the sentence into words, marking them with palms. 3) Identification and manipulation of syllables in the word: two words were presented orally so that the students could identify which were the same syllables contained in it. Students were also asked to manipulate syllabic segmentation to form new words in initial, medial and final positions. In each session, six words were provided. 4) Phonemic synthesis: seven words were presented orally separated by sounds and students should recognize them. 5) Rhyme: the students were asked to identify words that ended with the same sound and pictures whose names rhymed with these words. 6) Identification and discrimination of phonemes: a phoneme was presented orally and students were asked to say a word that begins with this sound. Afterwards, seven words were presented orally and the students were asked about the presence of the target phoneme in each one of them. The phonemes were presented considering the sequence of speech and language development. 7) Phoneme segmentation: a word was presented orally and the students were asked to say all the phonemes contained in it. Colored sheets were used to help students in the segmentation of sounds. In each session, seven words were provided. 8) Phoneme subtraction: six words were presented to students to remove the final phoneme and then six words to remove the initial phoneme. 9) Phoneme replacement: a word was presented orally and students were asked to remove the initial phoneme and replace it with another, thus forming a new word. In each session, seven words were given to the students. 10) Phoneme transposition: students were asked to speak the words in reverse order to form new words. Applied in “Phonological remediation in students with ADHD and dyslexia” https://doi.org/10.1590/2317-1782/20192019086 “The phonological remediation program contributes to the development of phonological processing, reading and text comprehension in this population.” Martins et al. 2020 -cognitive training -must go beyond literacy skills and address cognitive function (Nurul et al. 2018) Dyslexia and handwriting: “learning to spell better results in children writing better overall. In short, the value of teaching spelling to children with dyslexia extends beyond reading into written composition.” Hebert et al. 2018. -phonetic breakdowns -Reading Recovery System Dyscalculia “A meta-analysis on this topic has shown that symptom-specific interventions, in which persons with dyscalculia are mainly given mathematical tasks to practice, yields markedly better improvement in all areas of mathematical performance than no intervention at all or non–symptom-specific interventions that mainly train other skills (e.g., working memory)” Haberstroh 2019. “Other clinically relevant symptoms and disorders that might affect mathematical performance should also be taken into account in choosing suitable interventions. If such symptoms/disorders are present, it is important to differentiate whether they are functionally linked to dyscalculia (e.g., math anxiety) or not (e.g., ADHD). In all cases, any comorbid mental disorder must be considered in the design of a suitable treatment plan.” Haberstroh 2019 “Treatment should be provided in individual sessions of at least 45 minutes’ duration. Treatment was found to have a weaker effect if provided in a group setting (-0.19 [-0.37; -0.01]) or in sessions lasting less than 45 minutes (-0.49 [-1.02; 0.04])”. Haberstroh 2019 “Preschool children who are held to be at risk for developing dyscalculia should receive supportive treatment as early as possible, as this has been found to have a beneficial effect on the later development of mathematical competence and on scholastic performance (31 , 32 ).” Haberstroh 2019 Research-supported dyscalculia interventions (from Haberstroh 2019) Also from Haberstroh 2019: The treatment of dyscalculia Koponen et al. (e131 ): A non-randomized controlled study comparing two groups (an intervention group and a waiting-list control group), each consisting of 62 Finnish children with dyscalculia, in the 2nd to 4th grades, to test the efficacy of rule and strategy training for to promote rapid recall of math facts. The intervention was in a small-group setting and consisted of two weekly sessions of 45 minutes each for a total of 12 weeks. The intervention group performed significantly better in recalling facts relating to addition tasks, as well as on a test of fact knowledge in the basic arithmetic operations. The improvement of performance on subtraction tasks was not significant. Within the intervention group, a switch was observed from counting strategies to breakdown strategies and direct fact retrieval. Kohn et al. (e132 ): A non-randomized controlled study comparing three groups (an intervention group, a control training group, and a waiting-list control group), each consisting of 22 or 23 German children with dyscalculia, in the 2nd to 5th grades, to test the efficacy of computer-based training of numerical and quantitative processing, and of arithmetic. The intervention consisted of five practice sessions per week lasting 20 minutes each for a total of 6–8 weeks. The control training group received computer-based training in spelling. The intervention group performed significantly better than the other two groups on subtraction and number line tasks. The improvement of performance on addition tasks was not significant. Dysgraphia -may require intervention of Occupational Therapist -develop hand and wrist strength (play with clay, manipulatives, fine motor games, etc) -cursive may be easier than printing -practice formations and general base movements (strokes vs circles etc) -tracing practice -use outlines and pictorial planners for writing Processing Deficits Visual processing -discuss requirements and steps verbally -use blank paper to cover unnecessary text or other visual information while reading Auditory processing -provide visual guides and instructions Auditory acuity is the ability to detect the presence of sounds at various levels of intensity and frequency. It’s only one of many auditory abilities, yet it’s the only competency many teachers consider when evaluating a child’s listening skills. Other auditory abilities are not as widely understood and not as easily addressed. Auditory attention is the ability to direct and sustain attention to preferred sound messages. Those with auditory attention problems have difficulty selecting relevant from irrelevant sounds (poor auditory figure-ground ability). Auditory memory is the ability to remember auditory sound patterns. Children build a reserve of previously learned sound patterns from which they recall and then interpret and integrate their auditory environment. Auditory discrimination is the ability to detect similarities and differences between sounds. Those with poor discrimination may not, for example, be able to hear the difference between the words took and book. Auditory synthesis (integration) is the ability to blend independent sound units into complete aural units (words) such as c-ar-t, or t-a-ble. Auditory comprehension is the ability to decode and derive meaning from sound messages. This requires competence in several auditory abilities: attention, memory, discrimination and integration. Auditory-visual integration is the ability to integrate auditory and visual messages. Because sound is fleeting, visual stimuli often support the interpretation of sound. Associating a picture or the printed word with the spoken word is an auditory-visual integration activity. Children who have auditory processing deficits often find reading, writing and spelling difficult because these skills require an ability to: recognize and distinguish between sounds in words; blend them together; separate words into syllables; and, follow auditory sequences. Many children with Central Auditory Processing Disorder (CAPD) also have speech and language deficits such as low vocabulary, poor flexibility of vocal patterns and articulation problems. https://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/about-learning-disabilities/auditory-processing-deficits/ Learning Disabilities Association of Ontario See Gonçalves, F. A. (2018). Effect of auditory-motor training on auditory processing of school children. Einstein /, 16(4). https://doi.org/10.31744/einstein_journal/2018AO4359 https://www-ncbi-nlm-nih-gov.proxy1.lib.trentu.ca/pmc/articles/PMC6276812/#app01 For possible interventions References Dyslexia.org https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/ retrieved 2021 Hart Barnett, J. E. (2017). Helping Students with ADHD in the Age of Digital Distraction. Research, Advocacy, and Practice for Complex and Chronic Conditions, 36(2), 1–7. https://doi.org/10.14434/pders.v36i2.23913 BACK TO MANUAL COACHING PORTAL

< Back Educational History with Canada’s Coolest Women Journey through the history of education in Canada via historical and modern Canadian women to celebrate Women’s History Month Previous Next Aristos Education Services October 2023 Newsletter Educational History with Canada’s Coolest Women Journey through the history of education in Canada via historical and modern Canadian women to celebrate Women’s History Month Dear Aristos Community, October is a month of great significance in Canada, as we come together to celebrate Canadian Women's History Month. This is a time to reflect upon and honor the invaluable contributions of Canadian women to our society, particularly in the realm of education. Join us as we pay tribute to the remarkable women who have shaped Canada's educational landscape. 1645: Jeanne Mance - Canada’s First Hospital Born in 1606, Jeanne Mance was a woman ahead of her time. In an era when women were confined to traditional roles, she defied societal expectations and embarked on a mission that would change the course of Canadian healthcare forever. Her vision was clear: to establish a place of healing and care, irrespective of gender or social status. Jeanne arrived in Canada among the founders of New France in 1642. She provided hospital care out of her own home until 1645, when she established Hôtel-Dieu de Montréal - Canada’s first hospital. She did most of the care directly herself until 1657, when she hired her first employees, three sisters of Religieuses hospitalières de Saint-Joseph, so she could take a director role. Her unwavering commitment to providing healthcare to the sick and vulnerable set a groundbreaking precedent. Jeanne Mance's hospital was not just a place of medical treatment; it was a symbol of empowerment and a harbinger of women's liberation and place among healthcare. 1853: Mary Ann Shadd Cary - First Black Newspaperwoman in North America Born in 1823, Mary Ann Shadd Cary was a woman of unwavering conviction. In the tumultuous 19th century when Black folks and women were denied basic rights and often relegated to the margins of society, she refused to accept the status quo. Determined to challenge the prevailing norms, she embarked on a remarkable journey of activism and journalism. Mary’s family was heavily involved in the abolition of slavery and the Underground Railroad. Growing up, her family home was a safe haven for escaped slaves. Her parents believed in the importance of education, and would run an informal school for the folks they cared for. But when it became illegal to educate Black children in the state of Delaware, the family moved to Pennsylvania, dedicated to pursuing freedom for Black folks in North America. In 1840, she would found her own school in East Chester, Pennyslvania, inspired by the staunch activism of her parents and her own education at a Quaker school.In 1850, the Fugitive Slave Law was passed, putting Mary and her family in jeopardy. In order to continue their work, they moved to Canada. Soon after, Mary established an integrated school to bring education to the Black folks of Windsor, and by 1853, she had founded "The Provincial Freeman," a newspaper dedicated to advocating for the rights of Black people and marginalized communities. This groundbreaking publication served as a platform for her voice and the voice of Black Canadians, advocating not only for the abolition of slavery but also for women's rights and empowerment. Mary Ann understood that women's liberation was inextricably linked to broader social justice movements, and she fearlessly championed both causes, regardless of the risk and danger she faced. 1981: Joy Kigawa - Publishing of Obasan Born in 1935 in Vancouver, Canada, Joy Kogawa grew up in a world marked by prejudice and injustice. Her family's internment during World War II, and her subsequent experience as a Japanese Canadian woman left her with a lot to say. It was through her writing that she found a voice to articulate the profound impact of these issues, and became an enduring symbol of women's liberation and the transformative power of education. In "Obasan," Kogawa's seminal novel published in 1981, she sensitively explores the experiences of Japanese-Canadian women during and after the internment. Through the eyes of the protagonist, Naomi Nakane, Kogawa paints a vivid picture of the hardships endured by women, highlighting their resilience, strength, and capacity for liberation in the face of adversity. Joy’s work not only sheds light on the injustices faced by Japanese-Canadian women but also underscores the vital role of education in understanding and overcoming systemic discrimination. Joy went on to produce more works for both children and adults including Itsuka/Emily Kato (1992/2005), The Rain Ascends (1995), and Naomi’s Road (2005). Joy also produced poetry throughout her life, published in various poetry selections including A Garden of Anchors: Selected Poems (2003). 1985: Mary Two-Axe Earley - Passing of Bill C-31 Born in 1911, Mary Two-Axe Earley was a proud Mohawk woman from the Kahnawake Mohawk Territory in Quebec. Her mother, a nurse and teacher named Juliet Smith, died treating patients while they were living in South Dakota when she was young, leaving her to her grandparents at Kahnawake. It became her true home as she developed a deeper connection to the community during the rest of her childhood. After she married, herself to a non-native man, Mary Two-Axe Earley became a vocal advocate for Indigenous women's rights, particularly concerning the archaic Indian Act, which stripped Indigenous women of their status and rights if they married non-Indigenous men. This rendered these women incapable of passing indigenous status to their children and of owning land and living in their own communities. Mary traveled extensively, tirelessly lobbying Canadian policymakers to rectify the discriminatory provisions. Her efforts culminated in the passing of Bill C-31 in 1985, which restored status and rights to Indigenous women and their descendants, marking a monumental victory for women's liberation and Indigenous rights. Throughout her campaign, she stressed the importance of spreading the word, giving many talks and submitting works to educate folks on the nature of the issue. Later, she would serve on the board of directors for the Canadian Research Institute for the Advancement of Women. Local Resources and Events about Women’s History Month Hamilton Public Library Link to Women’s History Month page for 2023: https://www.hpl.ca/womens-history Indigenous Market at Central branch HPL: Saturday, October 15 - 10:00am-4:00pm Artist Talk: Ellen Ryan at Dundas branch HPL: Friday, October 14 - 2:00pm-3:00pm Make Art for teens (Program) at Waterdown HPL: Monday, October 2 - 6:00pm-7:00pm Canadian Women's History Month is a reminder of the progress we have made and the work that still lies ahead. By honoring the contributions of Canadian women in education, we ensure that their legacy continues to inspire future generations. International Cybersecurity Awareness Month This month we also want to call attention to international Cybersecurity Awareness Month. Cybersecurity Awareness Month, observed every October, serves as a critical reminder of the importance of safeguarding our digital lives. In an era of increasing cyber threats, this annual campaign seeks to educate individuals and organizations about the ever-evolving landscape of online security. It promotes best practices, encourages vigilance against phishing scams, malware, and data breaches, and underscores the significance of strong passwords, regular software updates, and two-factor authentication. By raising awareness, Cybersecurity Awareness Month empowers people to take proactive measures in protecting their sensitive information and digital assets, ultimately contributing to a safer and more secure online environment for all. Cyber-Hygeine Tips Strong Passwords: Use unique, complex passwords for each online account, combining letters, numbers, and symbols. Consider using a trusted password manager to store and generate strong passwords. Two-Factor Authentication (2FA): Enable 2FA wherever possible. This adds an extra layer of security by requiring you to provide a secondary verification method, like a text message or authentication app code, in addition to your password. Regular Updates: Keep your operating system, software, and applications up to date with the latest security patches and updates. Cybercriminals often exploit known vulnerabilities. Beware of Phishing: Be cautious of unsolicited emails, messages, or links. Verify the sender's identity and avoid clicking on suspicious links or downloading attachments from unknown sources. Phishing is a common method for cyberattacks. Thank you for entrusting Aristos with your educational goals. We hope to educate folks of all ages on the importance of security when using the internet. And we hope to foster a deeper appreciation for Canadian women's history and empower students to create a more equitable future. We are here to support you every step of the way. Should you have any questions, please don't hesitate to reach out to us. Happy learning! Warm regards, READ MORE ON OUR WEBSITE info@aristoseducation.ca (365) 889-3756Admin: contact@aristoseducation.ca (289) 858-6065

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TECHNIQUES BY ACADEMIC SKILL Assistive Technology resource tree at ATSelect.org (list options or tree) Homework Completion Homework completion is a common area of concern and requires a number of skills and strategies for consistent success. Tools for success: DUE DATE TRACKING One of the first skills a student needs to complete homework is to learn, record, and plan according to the due date. An agenda is usually the best resources for due date tracking in the early grades, but other options such as a wall calendar or a digital calendar on a device are options, depending on the student. Effectiveness should be the ultimate criteria and students may need to be open to changing methods if one does not work well. -estimate of time needed (will need to develop this skill) -scheduled time (broken into manageable sessions) -rubric -text or reference material -make use of any accommodations from IEP Test Prep Test preparation, when done effectively, is a complex process that requires many of the EF skills discussed. Some students think that studying means just reading over the material. The best studying is active studying. The more involved, or active, with the material, the more likely it is to be understood and retained. Having a plan in place helps to alleviate stress and can avoid activating procrastination if the preparation is in manageable sections well in advance of the test or exam Tools for Success: -review previous tests for a) types of questions, b) common errors, c) teacher particularities -review unit material and estimate time needed to study -plan what kind of studying technique is best for each type of content -schedule specific times that include a) the specific time frame, b) the material to be covered, c) the study method employed (flash cards, short answer composition, etc) -E.X. Wednesday 4pm-5pm, Outsiders novel study short answer prep, create 4 mind-maps BACK TO COACHING PORTAL

INTRODUCTION The purpose of the Academic Behaviour Coaching (ABC) program is to develop and supplement Executive Function (EF) skills in elementary aged students. Part of the motivation for this is improved academic performance and the building of life-skills that are necessary for professional and social success This is accomplished in 3 ways: 1) the instruction of skills on a conceptual level, 2) the application of those skills to daily life and routine, including academic responsibilities, and finally, 3) the development of habits and behaviours that support and extend these skills. The role of the academic coach in this process is to serve as instructor, guide, and supporter of the students. The coach must be knowledgeable, not only regarding these concepts and skills, but also how those skills are developed into behaviours and habits. It is the goal of this manual to provide a reference to support the coach in developing and promoting these skills in elementary students. The manual strives to provide clear direction for the effective development of executive function skills in elementary students. Background: Academic Behaviour Coaching is a system of executive function development for elementary school aged children; it shares a theory of personality and psychopathology with Cognitive Behaviour Therapy and implements research-driven, evidence-based practices. Academic Behaviour Coaching also implements elements of Cognitive Behaviour Play Therapy which has been shown to be effective with younger students (Hirshfeld-Becker et al. 2010, Freeman et al. 2008) Academic Behaviour Coaching is designed to build executive function skills such as those that may be identified to be deficient by a Psycho-educational Evaluation or relevant care-giver survey. BACK TO MANUAL CONTENTS

Executive Function refers, generally, to the skill sets of cognitive flexibility, inhibitory control, and working memory. Deficits in these areas are common to students diagnosed with ADD, ADHD, and Autism Spectrum Disorder but can occur independently of such a diagnosis.

SESSION STRUCTURE AND CONTENT First Session One of the key goals of the first session is for the student to understand how these sessions will help and to feel positively about the coaching relationship. It is the best opportunity for the coach to understand how the student is thinking and feeling about academics and also to demonstrate to the student that the coach is going to be of help to the student. The first session primarily has 4 objectives: to learn pressing needs from the student to establish confidence in, and rapport with, the coach to inform the student of how the session will help and what kinds of skills will be developed to engage the student to feel positively about the session Depending on student attitude and optimism about the program, the first session may contain no substantive EF activities but be spent exclusively discovering needs, rapport building, and discussing the skills to be developed. Some games and fun activities should be used so the student gets some idea of the play-based approach that will be used to help develop certain skills. It is important the the coach establish an understanding in the student that the coach and student compose a team that will be working together to achieve the student’s goals. The student should be introduced to goal setting by discussing a personal, non-academic goal that the student has. This can be used to introduce how planning and breaking the goal down into steps can help the student achieve personal goals as well as academic goals. Some students will struggle with identifying an appropriate goal. The coach should learn about the student’s hobbies and interests to help uncover or suggest a relevant goal for the student. Some students may also choose goals that reflect a habit of doing just enough to get by, rather than a goal that reflects a desire to accomplish. The coach should allow the student to choose the first goal but guide the student to identify a goal that is possible but also requires some additional effort from the student for future goals. Subsequent Sessions Sessions should be scheduled for multiple times in a given week, ideally 2-3. Sessions will need to be appropriate to the attention span of the individual and age group. Usually 30 minutes per session will be the norm but cues should always be taken from the particular student. While there is no maximum number of weekly sessions, a minimum of 2 sessions and 60 minutes of contact time per week should be achieved to expect meaningful skill development. There is evidence to support intensive sessions to accelerate skill development The total number of sessions needed by a particular student will depend on a number of variables, including the quantity and severity of the deficits needing to be addressed, the frequency and consistency of the session meetings, and the rate at which the student understands and adopts the techniques and behaviours. The structure within each session and the longer-term goals of the sessions should be clear to the student in a level of complexity appropriate to their age and comprehension. The outside session work (do not use term “homework” this will have specific, often negative, connotations for the student) that is assigned is not discursive but rather play-based or directed toward noticing opportunities to apply session skills. This should be called practice, rather than homework, to extend the idea of skill development, rather than extra work. Session Components : -welcome/Rapport building -follow-up on previous session and interim activities -check-in about new and current needs -plan/describe session with/to student -content: skill instruction/ review/ application -skill progress tracking toward mastery -review and conclude session -write and submit session notes Welcome/Rapport Building Each session should begin with a few minutes of small talk based on the interests of the student. The topics should not include any topics that will be, or often are, the subject of the session’s content. The coach should connect with the student as a person with specific interests and values not related to school or the area of support. Follow-Up The session should always begin by following-up on the previous session and anything that was supposed to be accomplished (assignments, skill development) between that session and the current one. Often this will include following-up to see if the agreed upon plan from the previous session was followed. If some aspect was not completed (study session did not happen, skills was not practised as agreed), use this as an opportunity to develop problem solving and demonstrate cognitive flexibility. Have a discussion about uncovering the reasons why the plan did not work (Was the time slot selected not appropriate? Was the student not motivated to start? Was the work area not adequate?...). The coach should acknowledge that it sometimes happens that plans are not followed, we should be prepared for this eventuality and develop the skill of adapting with a new plan. A new plan needs to be made that accounts for the cause of the previous plan not being accomplished. The student should be involved in the planning as much as is appropriate to the level of this skill in the client. Use Socratic questioning to help guide the student toward possible solutions. If the student successfully followed the agreed upon plan, specific praise and reward points should be awarded, and the success should be recorded in the skill mastery tracker. Check-in: New and Current Tasks Once all previous work and plans have been addressed, the coach will check-in with the student regarding ongoing projects and all new assignments and due dates. Coaches with regular teacher contact may already have this information but it is important to habituate the student to being aware of, retaining, and reporting this information. Reward all new reports with specific praise and reward points. For students developing the scheduling skill, additional points should be awarded if new items were independently recorded. Relevant records can be made on the skill mastery tracker. Plan and Explain Current Session Content Once the coach understands what was and was not accomplished since the last session, and has any new information from the teacher and student, a coherent plan for the current session can be made. The session plan should always be shared with the student and student input should be welcomed and incorporated to an appropriate degree. The long-term goal is to have the student confident with the skills and knowledge necessary for setting the agenda for the meetings but early sessions will need to be organized by the coach. The plan for the session should be very clear to the student and should be repeated as each section of the session is completed. A session will be a combination of introducing new skills demonstrating the application of skills, and opportunities for independent application play-based applications and games Introducing New Skills The number of skills being developed at a time should reflect the coach’s ongoing understanding of what is appropriate for a student but generally should range from 1-3 skills at a time. The student will have a complete list of skills needing development, from this list of total skill needs, 1-3 will be prioritized to be actively worked on. These ‘active’ skills Are worked through to mastery and then a new skill from the total needs list will be made active and worked on during the sessions. A coach should not introduce more than one new skill in a single session. When introducing a new skill, a description of the skill should always include the way it applies to the student’s current needs. This component of the session is the most one-directional as the coach is teaching a new concept to the student. It may be necessary to go beyond examples and incorporate applications to help the student understand the mechanics of a particular skill. 2. Demonstrating the Application of Skills Once a student has an understanding of the concept of the skill, the coach must demonstrate how that skill is applied. This is best done by direct application to the student’s work whenever possible. If no appropriate school material is available, draw on material that is age and ability appropriate and reflects the interests of the student. The demonstration of how skills are applied is the main component of the sessions. It is here that the student learns how to properly employ the skills being developed. Consistent repeated demonstration of application is the core of developing skills that the student will be able to apply independently in the future. Use of the Skill Mastery Tracker will help ensure the correct skills are focused on for the correct amount of time. The focus of the sessions can sometimes be pulled in multiple directions simultaneously Consider the following example: A student has begun progress on a particular skill, paragraph writing for example, but an urgent need is discovered in the form of a multiple-choice test at the end of the week; multiple choice questions being an area of need equal to writing. In the interests of serving both the long-term and short-term needs of the student, it is appropriate to defer the planned writing focus for another session in order to work on multiple-choice question tips. It is the role of the coach to adapt to pressing needs and so it is appropriate to put a skill on hold to address a more pressing need. The Skill Mastery Tracker will ensure that the coach returns to the prioritized skill. 3. Opportunities for Independent Application The ability to recognize opportunities to apply skills in novel or extended contexts is itself a skill that needs development. Students need to be able to identify how a skill can be implemented more broadly in their life. After each application session, the coach should invite the student to think of ways to apply the skill independently. The coach should guide the student with Socratic questioning if needed. After completing the requisite demonstration sessions for a skill, applying the skill independently should be among the student’s scheduled responsibilities between sessions. 4. Play-based Applications and Games Elementary students respond very well to instruction delivered through play. Some developmental psychologists consider play to be the primary means of conceptualization and communication among elementary students. Additionally, skill instruction lends itself particularly well to play-based instruction and demonstration. The use of play and games has also been shown to improve and maintain student engagement in instruction and produce a positive attitude toward sessions. For these reasons, play-based instruction is to be used whenever possible and games that develop the relevant skills should be used as rewards to be played as the final activity of a session. Skill Tracking Skill Tracking template in Word Skill Tracking template in pdf The tracking of progress toward skill development is important for a number of reasons. It provides clarity and structure to the content of the sessions, it provides clarity for the student on what to expect from the sessions, it provides a record of student progress, it can alert the coach when a new strategy is needed to help a student with skill progression. For each skill developed, the following is recorded: Date and content of initial skill instruction Date and context of first shared application of the skill (usually same date as initial skill instruction) Date and context of subsequent shared applications Date and context of independent applications Dates of re-introducing skill (if needed) Date of Mastery Date of Short-Term Retention Check (within 2-4 weeks) Date of Mid-Term Retention Check (within 2-3 months) The student should be aware of and involved in the skill mastery tracker’s use. The mastery tracker allows the student to be an active participant in knowing which skills are being worked on and the progress that is being made in each skill. Reward points should be awarded for progress along the mastery tracker as well as for effort and engagement in general. It is also important for the student to be aware that ‘backsliding’ and other setbacks are to be expected in the development of a skill. It is important that the student understands that this is a normal part of the process and does not reflect a failure on the part of the student or the sessions. Appropriate analogies to video games and sports should be made: sometimes you have to try a level or play a team multiple times before a successful strategy is discovered. In the majority of cases, at least 3 successive examples of independent skill application should be recorded before a skill is considered mastered. This guideline will vary by skill and student, and the ultimate decision of demonstrated mastery should be deferred to the coach’s judgement. Review and Conclude Session Time should be reserved at the end of the session to review the material that was covered in the session and to reaffirm the planning and scheduling for the coming week, month, and term. It is important for the student to complete the session on a positive note. For this reason the last interaction with the coach should once again, as with the welcome/rapport building component, be informal discussion of things the student enjoys: hobbies, upcoming events. The final minutes of the session should be spent connecting with the student as a person, discussing topics that put the student at ease. Session Notes After each session the coach completes a brief summary of the session to be shared with the parent or caregiver. The notes should contain: -information on the skills developed in the session -a report on student engagement -an update on skill mastery progression for each active skill Given the young age of the students, the coaching notes provide important insights into the coaching sessions for the parents. Students are not always able to completely report on what was covered in the session (though the session review is intended to help with this) and so parents rely on these notes to stay informed and assured that progress is being made through the assigned skill set. See example session notes in the Appendix. BACK TO MANUAL CONTENTS

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< Back Arctic Animals Welcoming the winter with some help from cold-faring creatures to the North. Previous Next Aristos Education Services November 2023 Newsletter Dear Aristos Community, As the winter chill sets in, we're embarking on an exciting educational journey to the Arctic Wonderland! This month, we're diving into the frosty landscapes of the Arctic region to explore the incredible world of Arctic animals. Join us as we discover the fascinating adaptations, survival strategies, and unique behaviors that make these creatures thrive in one of the harshest environments on Earth. The Majestic Polar Bear Step into the frozen kingdom of the Arctic, where the magnificent polar bear reigns as the undisputed monarch of the ice. With its pristine white fur and powerful presence, the polar bear is not just an icon of the North; it's a symbol of resilience and adaptation. These incredible creatures are masterful swimmers, seamlessly navigating icy waters for days at a time in pursuit of seals, their primary prey. Polar bears spend so much time in the water, they’re classified as marine mammals, like whales! Known for their remarkable intelligence and resourcefulness, polar bears face unprecedented challenges due to climate change, which threatens their icy habitats. But polar bears persist as our beautiful bear neighbors to the north. Polar Bear Fun Facts: Polar bear’s skin is black and their fur is transparent! Polar bears are the largest bear species and largest land carnivore in the world! Polar bears can smell up to a kilometer away! Beneath the Ice: Mysteries of Arctic Whales Dive into the depths of the Arctic Ocean as we uncover the secrets of awesome Arctic whales. From the massive bowhead whale to the elusive narwhal with its legendary tusk, explore the unique adaptations that allow these marine giants to navigate icy waters. The Arctic houses 17 species of whale, including dolphins and porpoises. These include year-round residents like the beluga, bowhead, and narwhal as well as travelers like humpbacks, white-beak dolphins, and grey whales. Beluga Whale The Beluga whale has a striking appearance - smaller than most whales and sporting bright white skin and a bulbous forehead. Belugas are social animals, as many whales are, and travel, live, and hunt in pods. They communicate with an impressive collection of sounds usually unique to each pod, like languages, giving them the nickname “Canaries of the Sea”. Belugas also have a unique ability to turn their neck in all directions! White-Beak Dolphin The white-beak dolphin is a rare sight among humans, but has a mysterious population across a large range that spans all of the North Atlantic. White-beaks are grey dolphins with white markings on their sides and a short snout. White-beaks are known to be highly athletic and playful, often riding waves and breaching. Their exact population is unknown, but scientists believe they have numbers in at least the hundreds of thousands, concentrated in the eastern part of the North Atlantic. Narwhal Narwhals are small whales that live year-round in Arctic waters. They are best known for their trademark swirled “horn”, a trait of male Narwhals. The horn is actually an over-sized canine tooth or a tusk. Narwhals use the tusk to sense things about the water like temperature and pressure. Narwhals have other teeth that are now vestigial, meaning they don’t use them to eat their usual diet of fish. Though Narwhals keep to Arctic waters, they do migrate with the changing seasons to escape icy waters. Masters of the Sky and Sea: Arctic Birds Contrary to popular belief, penguin-like birds aren't just inhabitants of the Antarctic. Discover the lesser-known Arctic-dwelling birds, such as the adorable little auks or snowy owls. Learn about their resilient nature, nesting habits, and how they navigate icy waters in search of food. Auks Even though Auks are bipedal (walk on two feet), have slick black and white feathers, and swim better than they fly, they aren’t penguins. No penguins are found in the Arctic area, but their absence makes space for other, fascinating cold-loving avians. Biologically, Auks share more in common with the fan-favorite Puffin, but in behavior, they truly are the penguins of the North. Auks are wing-propelled pursuit divers, using their slick bodies and strong wings to swim toward prey as deep as 330ft. And they form life-long monogamous pairs that care for the eggs and Auklets. Snowy OwlsSnowy owls or arctic owls are unlike any other owls on earth. They share many traits, like their preferred prey (small mammals) and social structures (solo), but they have a number of unique adaptations their warmer counterparts lack. For example, snowy owls are one of the largest species of owl and one of the only to not be wholly nocturnal. Additionally, like many Arctic animals, they possess a striking white colouring for camouflage. Snow owls are unpredictable travelers, sometimes showing up in large groups to the south. Though they once ruled the skies of the Arctic, scientists believe their numbers are dwindling due to climate change. A Moment for Computer Literacy In 2001, an Indian computer company called National Institute of Information Technology (NIIT) saw the result of a study showing that the majority of computer users were adult men. They sought to remedy this discrepancy by launching World Computer Literacy Day. In our rapidly advancing world, computer literacy has evolved from a valuable skill to an indispensable asset. Understanding and harnessing the power of technology is no longer a choice but a fundamental necessity for societal and personal success. Computer literacy opens doors to a universe of possibilities, enabling individuals to communicate, create, and collaborate on a global scale. It is the key to unlocking educational opportunities, bridging information gaps, and fostering innovation. In the workplace and at school, computer-savvy individuals are equipped to navigate the digital landscape, enhance productivity, and adapt to the ever-changing demands of the modern job market and culture. At Aristos, we recognize the transformative impact of computer literacy. Join us on the journey to digital fluency, where knowledge becomes empowerment and every keystroke propels you towards a brighter, technologically enriched future. Winter Holiday Scheduling Please remember to discuss holiday scheduling with your coaches or administration ( contact@aristoseducation.ca ) . Consider what date you’d like to discontinue lessons for the holidays and which date you’d like to return to lessons. Contact us with any concerns or questions. Additionally, exams are right around the corner for some of our students. Aristos provides detailed recommendations for exam prep, and we’d be happy to help. It is recommended students start thinking about exam prep 3-4 weeks in advance of the exam. Ask your coach or administration for more information. Thank you for entrusting Aristos with your educational goals. We are here to support you every step of the way. Should you have any questions or need assistance, please don't hesitate to reach out to us. Happy learning and Happy Holidays! Warm regards, Aristos Administration Sources: World Wild Life Fund Canada - https://wwf.ca/ Knowledge Flow - https://knowledgeflow.org/event/world-computer-literacy-day/ Economic Times - https://economictimes.indiatimes.com/news/new-updates/world-computer-literacy-day-significance-and-history-here-are-all-you-should-know/articleshow/95938484.cms - Created with assistance from chatgpt - info@aristoseducation.ca (365) 889-3756Admin: contact@aristoseducation.ca (289) 858-6065

ONLINE COACHING Online coaching sessions have the same objectives, techniques, and structure as in-person sessions with some contextual differences. The majority of material sharing and coach demonstrations will occur via screen sharing and some materials may need to be sent to clients in advance of the sessions. In order to ensure we are providing the best possible support for both our online and in-person clients, there are a few key points to keep in mind. Attention and Engagement We want to be as effective as possible during our coaching sessions and facilitating student engagement is an important component of our efficacity. Many of the students we see struggle with attention and this struggle can be compounded in the context of online sessions. We want to take all possible steps to reduce and mitigate attention issues resulting from coaching in an online environment. -become familiar with the session delivery software (zoom, etc), there are usually tutorials available online if needed -ensure parents can provide a distraction reduced space for the online session -have the student come prepared with any and all regular materials (writing/drawing supplies, frequently used manipulatives, Technical Issues We seldom have technology without technical issues. The best way to deal with technical issues is through anticipation and preparation. Here are some tips to help prepare for and address the most common technical issues -always do a dry run before the lesson if your are trying something new, whether this is a new website or a new type of document you want to screenshare -be the host of the meeting, there are some things you will want to do, like screen share, that you usually need to be the host of the meeting to accomplish -have a parent contact number handy, if the session is suddenly interrupted, this allows you to coordinate a solution with the clients -have alternate analog materials and activities at the ready in case of issues with digital materials BACK TO MANUAL CONTENTS

< Back Celebrating International Day of Education Highlighting the importance of education and its impact on the world. Previous Next Dear Aristos Community, As we usher in the new year, we are delighted to bring your attention to a significant event that holds great importance in our mission to empower minds and better lives – the International Day of Education. On this special occasion, we reflect on the pivotal role education plays in shaping individuals, communities, and the world at large. We’ll also visit a few important birthdays of this first month of the year. What is the International Day of Education? The International Day of Education, observed annually on January 24th, was proclaimed by the United Nations in 2018 to acknowledge the power of education in eradicating poverty, fostering peace, and building sustainable societies. It is a day to celebrate the fundamental human right to education and to promote inclusive, equitable, and quality learning opportunities for all. A note about International Days: The United Nations says International Days and Weeks are, “occasions to educate the public on issues of concern, to mobilize political will and resources to address global problems, and to celebrate and reinforce achievements of humanity.” International Days give convenient outlets to discuss the importance of things we sometimes take for granted or forget to reflect on. 2024’s Theme - Transformative Education This year, the UN has a message of transformation. Many folks around the world have been denied access to education and the UN believes a transformation is necessary to change that. They highlight the rapidly-changing world and the importance for education to keep up. The UN’s recent summits on Education have been very successful and productive, giving us an optimistic look at the future of education for all. Important Birthdays This January, we wanted to take a moment to honor a few giant historical figures whose birthdays are this month. Join us in a brief history of them and their mark on their world. Martin Luther King Jr. - January 15 1929 Dr. Martin Luther King Jr., a towering figure in the American civil rights movement, dedicated his life to the pursuit of equality, justice, and peace. A Baptist minister, visionary leader, and eloquent orator, Dr. King advocated for nonviolent resistance to combat racial segregation and discrimination. His famous "I Have a Dream" speech, delivered during the 1963 March on Washington, remains an iconic call for racial harmony and equality. Dr. King's tireless efforts and profound contributions earned him the Nobel Peace Prize in 1964, making him the youngest to ever receive the prize. His legacy continues to inspire generations, reminding us of the power of compassion, unity, and the ongoing quest for a world where everyone is judged by their character rather than the color of their skin. We celebrate him yearly on the third Monday of January, though his birthday was January 15th. Isaac Newton - January 4th 1643 Isaac Newton, a brilliant mathematician, physicist, and astronomer, stands as one of the most influential figures in the history of science. Born in 1643, his groundbreaking work laid the foundation for classical mechanics and revolutionized our understanding of the natural world. Newton's laws of motion and the law of universal gravitation remain cornerstones of physics, showcasing his unparalleled ability to unravel the complexities of the cosmos. Beyond his scientific prowess, Newton also made significant contributions to mathematics, optics, and philosophy. His insatiable curiosity and analytical mind not only shaped the Scientific Revolution but continue to inspire scientists and thinkers across disciplines to this day. Isaac Newton's legacy endures as a beacon of human intellectual achievement and the relentless pursuit of knowledge. J.R.R. Tolkien - January 3rd 1892 J.R.R. Tolkien, a literary luminary born in 1892, crafted a rich and enchanting tapestry of fantasy that has captivated readers worldwide. Best known for his masterpieces "The Hobbit" and "The Lord of the Rings" trilogy, Tolkien transported us to Middle-earth, a realm teeming with intricate languages, epic quests, and mythical creatures. A philologist and university professor, Tolkien's imaginative prowess extended far beyond his academic pursuits. His ability to weave intricate narratives and create deeply immersive worlds has left an indelible mark on the genre of fantasy literature. Beyond the allure of elves, dwarves, and hobbits, Tolkien's works delve into themes of friendship, heroism, and the enduring struggle between good and evil. As we journey through the pages of his creations, Tolkien's legacy endures, inspiring generations of readers and writers alike to explore the boundless realms of imagination. A Moment for Logic World Logic Day, observed annually on January 14th, is a celebration of the crucial role that logic plays in shaping our understanding of the world. Established by UNESCO and the International Council for Philosophy and Human Sciences (CIPSH), this day recognizes the significance of logic in fields such as philosophy, mathematics, computer science, and beyond. Logic, the study of reasoning and argumentation, serves as the foundation for rational thinking and problem-solving. On World Logic Day, scholars, educators, and enthusiasts around the globe come together to appreciate the beauty and power of logical reasoning. It's a day to highlight the importance of critical thinking and to promote the understanding of logic as a universal language that transcends cultural and disciplinary boundaries. Join the celebration by exploring the wonders of logic, engaging in philosophical discussions, and recognizing the impact of logical reasoning on our daily lives. Let's celebrate World Logic Day as a tribute to the timeless pursuit of clarity, coherence, and reason in our quest for knowledge and understanding. Winter/Spring Scheduling and Exam Prep This time after New Year is a time of big changes for us all! If you’d like to change your schedule for the rest of the Winter or are thinking ahead to Spring, feel free to reach out to Administration at contact@aristoseducation.ca , or discuss it with your coach. We also want to remind you that Aristos provides detailed recommendations for exam prep, and we’d be happy to help. It is recommended students start thinking about exam prep 3-4 weeks in advance of the exam. Ask your coach or administration for more information. Thank you for entrusting Aristos with your educational goals. We are here to support you every step of the way. Should you have any questions or need assistance, please don't hesitate to reach out to us. Happy learning and Happy Holidays! Warm regards, Aristos Administration Sources: UN - https://www.un.org/en/observances/education-day UN - https://www.un.org/en/transforming-education-summit Nobel Prize - https://www.nobelprize.org/prizes/peace/1964/king/biographical/ PBS - https://www.pbs.org/wgbh/nova/article/newton-legacy/ The Tolkien Society - https://www.tolkiensociety.org/author/biography/ - Created with assistance from chatgpt - info@aristoseducation.ca (365) 889-3756Admin: contact@aristoseducation.ca (289) 858-6065