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Kristie L. Holley Posts: 3
7/2/2020
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One way I have successfully adapted an assessment in my high school theatre classroom was for an ESE student who struggled with reading and writing. Rather than write a script for a play writing assessment himself, I had the student use his memo app on his phone to record his ideas and his dialogue. He then had a partner transcribe the script and read it back to him so that he could revise.
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carol Posts: 6
7/28/2020
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WOW Classic | Phase 5 Content Patch is Now Available on the PTR
World of Warcraft: Classic aims to replicate the Vanilla WoW experience, which means keeping all the events that the original game loaded. Soon, the door of Ahn'Qiraj will open again, and classic wow gold players will have the opportunity to experience this legendary event again. PTR now provides upcoming patches and content. As a reminder, the stage 5 content patch includes: Buy wow classic gold
Tier 0.5
Ahn’Qiraj War Effort
Ruins & Temple of Ahn’Qiraj (AQ40 is not available on the PTR)
In addition, they also made some changes to people's use of game mechanics, which was undesirable at the time. The next patch and content unlock for WoW Classic can now be tested in World of Warcraft classic Public Test Realm (PTR).
Ahn’Qiraj
The 20-player raid zone, Ruins of Ahn’Qiraj is now open in the PTR and available for testing.
The 40-player raid zone, Temple of “Ahn’Qiraj will not be available for public testing. This raid will only be available after it is opened on each realm.
The “Sceptre” quest to open the gates is available for testing, however, when the gates are already open, it is not possible to trigger the gate-opening event on the PTR.
Content Updates
The Tier 0.5 dungeon questline, items, and vendor are now available.
This update makes Wizard Oil and Mana Oil available.
Abyss Crystals can now be rewarded from disenchanting epic items.
This update includes WoW patch 1.10 Dungeon loot table adjustments, increasing the drop chance of epic items, and many new caster DPS items.
Several Relics are now available.
Reputation rewards from Warsong Gulch, Alterac Valley, Thorium Brotherhood, and Timbermaw Hold vendors are updated.
Alterac Valley Updates
This patch includes many bugfixes for issues found in the 1.12 version of World of Warcraft. These were issues that were clearly unintended by the design of the time, and are now fixed:
Terrain exploits
You can no longer climb the waterfall and enter the Frostwolf base near the Relief Hut.
You can no longer climb the cliff and enter Dun Baldar near the Aid Station.
You can no longer bypass Icewing Bunker.
Reputation inconsistencies between Alliance and Horde
Alliance now always receive Reputation and Honor for defeating Captain Galvangar, regardless of whether Captain Balinda Stonehearth is alive.
Developers’ notes: This now correctly mirrors the Horde behavior, which grants them Reputation and Honor for defeating Captain Balinda Stonehearth, regardless of Galvangar’s status.
Alliance Druids can no longer have their actions disrupted by talking to them.
Developers’ notes: This now correctly mirrors the behavior of the Horde Elementalists, who were already just as steadfast in executing their intended actions.
Exploits for defeating the enemy general
The Horde War Masters can no longer be kited far enough to allow General Drek’thar to be engaged and defeated alone.
The Alliance Prospector can no longer be tricked into pulling General Vandar Stormpike out of the bunker so that he can be defeated alone.
Developers’ notes: As always, our intention is to accurately represent the 1.12 design intent of the game, and these bugs are clear examples of behaviors that were never intended.
Addon APIs
Recently, developers have discovered an increase in chat traffic generated by addons that synchronize data between their users. Although most addons are responsible, some plugins may reduce the game service level of all players. They have previously fixed the chat function on the server side of the game to alleviate some problems, but during our investigation, they found common use cases that can be improved for addons developers.
Threat
The community has largely solved the threat computing problem and created powerful tools for displaying the game in the game. Developers want to improve the plugin API so that they can display this data in the plugin without transmitting a lot of chat traffic.
Larger combat log range
The developers initially limited the scope of the combat log in the open world to prevent a larger scouting radius than in the original "World of Warcraft", but this is not a problem in "Dungeon and Assault". As a result, the plug-in authors sent a lot of chat messages to synchronize combat events throughout the raid. In this patch, we will increase the range of combat records in dungeons and raids, so that the damage meter attachment can obtain accurate data without chatting.
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Danielle Akers Posts: 3
8/1/2020
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I think the Cubing method could be extremely helpful in my classroom, especially using the Bloom's Taxonomy of questioning as suggested in the learning material. This would allow my students to analyze one topic from multiple perspectives. I could ask them to complete all 6 prompts, or I could differentiate for students who need more time by asking them to complete 3-4 prompts.
Another method that I would like to implement more is Cornell notes. I had never thought about adding that 3rd column which allows for free expression of opinions, doodles, etc. that go along with the topic. Students who learn best through pictures, key words, etc. would really benefit from the freedom of that 3rd column. And for students who are easily distracted, it gives them a learning-focused, teacher-approved outlet for thoughts, opinions, drawings.
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Christina Goodin Posts: 3
8/18/2020
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One way I have used technology to meet the needs of a student with disabilities in my classroom is through the use of Flipgrid. Flipgrid can be used from any computer with a webcam, or even a cell phone. Instead of having students perform in front of the class, students were able to record their performance to post on Flipgrid. This assisted my student with a disability because it allowed them to have time. They could record their clip as many times as they needed to be comfortable with their performance without feeling embarrassed in front of their peers. The software allows students to edit their recording and redo as much as needed. This provides time, technology practice, and rehearsal for students who need more processing time in class.
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Lori Sessions Posts: 3
8/22/2020
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- I use Cornell notes regularly anytime we take notes on a subject in my classroom. I usually then follow up with a Kahoot or Nearpod review to help the students engage. I would like to try to use the task cards in the future as I think those would be an easier way for me to organize content/tasks for my students.
- I have used technology to meet the needs of a student with a disability in my classroom by allowing students to retake the safety exam via a computer. The student would take the exam, we would review it in small groups and then the student could take it multiple times.
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carol Posts: 6
8/28/2020
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Emily Blevins Posts: 3
9/14/2020
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Differentiating assignments is something used very frequently within my art lessons. At the elementary level, all ESE levels are mainstreamed with non disabled peer classrooms (regular edu) at every grade level. All the art assignments for the ESE students are differentiated if needed. Most times, lowering the number of steps required for students and altering the complexity of the assignment works really well with most of the standard based ESE kids. Allowing extended time also gives the students great opportunities for success in completing the work of art.
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Arthur Quinn Posts: 3
9/25/2020
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One way that I have used technology to meet the needs of a student who was visually impaired was allowing them the use of their device during rehearsal times. I would email them digital copies of their scripts that they could use their device to either enlarge the text or use the device to read the text to them.
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Martin Rohleder Posts: 3
10/29/2020
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Technology definitely would help my student with intellectual and language disabilities. Being able to listen to music while reading aloud would allow him to focus on the words and less on the noise around him. If he had a tablet, he could interact with vocabulary term better through an app. He already accesses information through Google Classroom, but having a tablet to carry with him as he works would be more connecting for him than a laptop.
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carol Posts: 6
10/30/2020
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Mary Elrod Posts: 2
11/2/2020
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I teach a K-6th Drama class. I have a child with autism that has a very difficult time working in groups with other students. I allow him to work on his own with a Chrome book. He has done varying assignments ranging from research about a topic to making notes about the production we are doing that we can share with the class at a later time.
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Jeanie Wilks Posts: 1
11/3/2020
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I am teaching theatre this year and had a young lady audition. As we began working on the show, I noticed that her social skills were not particularly strong but had placed her in a small scene ensemble from The Scottish Play . The student director is a compassionate student who walked her through each step . The student director would talk with me after each rehearsal to clarify or modify. In passing one of the guidance and counseling staff members stopped to chat and shared that the young lady was on the autistic spectrum . At a later rehearsal, I found the young lady playing video games on the phone with other cast members during a break and marveled at the easy and unknowing acceptance and what it had unveiled.
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Faran Fagen Posts: 3
11/13/2020
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I have computers in my classroom. At times, in order to reinforce a lesson, I've been able to have students with special needs type notes, create a contract, or do a pro con list.These are some of the methods I've used technology so that these students can express themselves, organize their work or complete an assignment.
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Katie Neal Posts: 3
12/11/2020
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In my classroom, I can implement graphic organizers, especially Venn Diagrams when discussing different characters in a story. This can help students with disabilities see the similarities and differences between two characters. I have can use Cooperative Learning to allow students with disabilities the chance to discuss questions in a controlled environment with the support of a peer.
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Karen Klein Posts: 7
12/16/2020
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I utilize Epson projectors whenever I am teaching lessons. The projector allows for the lesson to be larger than life and to focus the students attention. I project artworks, power points, videos, etc, as well as the students work if they allow me to. It is a great motivator to project the students work for all the class to see and focus on. As well, I use computers to give any written assessments, tests, etc.
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Karen Klein
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Michelle Petrucci Posts: 3
1/1/2021
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We are all using technology now more than ever while teaching hybrid during the pandemic. Meeting the specific needs of our kids both in person and online is paramount. One way I've used technology for students needing additional support and more scaffolding during a lesson is to provide additional resources on our google classroom. Usually, this is a video of broken down choreography in chunks, slowly, with counts, with music, etc. so students have access to the choreography in many different ways. Using our webcam, tripod and projectors, we are able to see each student dance and they are able to see me whether in class or recorded. Video links to original choreography from broadway shows are also helpful so they can see the movement within the actual show.
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Beth Bedee Posts: 4
1/5/2021
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Two strategies that could be implemented in an elementary theatre class are tiered lessons and learning centers. In a class with multiple ages and abilities working on acting scenes, a pair of eight-year-olds with limited reading ability could work on a short scene with shorter sentence structure. A pair of independent reading 10-year-olds might work on longer scenes with more complex sentence structures. The focus of building character and playing off a partner are the same in either situation. Likewise, while students work with their scene partner, a learning center with the instructor could focus on blocking the scene or comprehending the text.
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Holly Harris Posts: 3
2/12/2021
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
Cubing: I use cubing for differentiated group discussions and activities, specifically when digging into scene work and plays. This is a great way to activate student participation and interest for each student's readiness level.
OneNote: I use the OneNote digital note-taking app to help all my students organize their music, scripts, scene work, character analysis, and critiques. It's been very helpful for my unorganized students and a great way to collaborate among student partners with added teacher input. My students separate class notes into different notebooks and pages within those notebooks. They have added audio notes, linking, and hand-drawn notes into their pages.
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April Morales Posts: 3
2/16/2021
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Option 2 response:
I have 2 hearing impaired students. I use an amplifier for music, create recordings along with written lyrics and dialogue, and use plenty of video references to help reinforce what they are able to hear and do. I post everything on Google Classroom for the entire class to utilize. It works well for all my visual learners, as well as my 2 students.
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Suzi Hupfer Posts: 2
2/26/2021
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The two strategies I would use in my theatre class would be cooperative learning and mnemonic instruction. Cooperaative learning provides a perfect opportunity for students to write a short play or skit and then present it to the class. I would structure the requirements so they would be considering the plot, setting and characters in their dialogue. Mnemonic instruction would help those that have trouble with memorizing lines by using association and keyword strategy.
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