recursal/Fanatic-Fandom huggingface dataset:
Ella: working with gifted students in the Vietnamese classroom

Ella is an 8th grade student at a Vietnamese private bilingual school in Hanoi. She is 13. She wants to become a doctor "to help people in need". She is, however, struggling to adjust this year. As a teenager she is desperately trying to fit in. Being unable to do so, she is in great distress, feels like an outsider and her grades are deteriorating as a a result.

The problem is Ella is studying on a scholarship, a reward for high academic standard in her previous school. If she loses it, her parents will not be able to afford the kind of quality education she gets at a private bilingual school. Transition to teenage-hood is proving difficult for Ella: she lacks motivation to study and keep getting good grades. Since she is not following the program as closely as she should, she doesn't find it as interesting as she used to, which compounds her problem.

Intervention:

1. **Assessment**. Teachers discuss Ella's recent academic performance.
2. **Team building.** Since she is feeling a bit left out by the more affluent students, one should encourage group work in class, possibly pairing her up with the more affluent kids.
3. **Stress management.** Teachers who know her from previous years could intercede with administration in order to postpone her funding evaluation. She suspects all is lost: knowing she will get a second chance might give her the motivation to try harder.
4. **Motivation**. Ella is driven by a great and sincere desire to help others. This could be used in her behalf, perhaps assigning her as group or class leader.
5. **Motivation 2**. Ella is a gifted student who finds the pace of the lessons a bit too slow. She is in a bit of a conundrum because she can't fit in and stand out at the same time. She could perhaps be given extra responsibilities in class: acting teaching assistant, for example, which would give her something more challenging to do and the need to learn the topics in more depth.
6. **Assessment 2**. Teachers discuss Ella's recent academic performance and re-evaluate strategies as needed.
Strategies for Differentiation

**SCENARIO** **: Middle school Physical education (Gr.6 and 8) Volleyball unit t**

teacher: Jeffrey Kirk Long

**classroom size: 35 students**

1. **Student 1: Not physically coordinated**- *process-* students will start learning basic footwork and movements and skills without actually hitting the ball. ex. three steps before you spike, moving your feet to get into a position to receive the ball or bump the ball.
2. **Student 2: Interpersonal student (works best alone)**- *product*- assign a reflection paper or evaluate a skill or their peer or classmate to show level of understanding towards the sport (volleyball).
3. **Student 3 : Student is highly athletic and into sports**-*learning environment*- despite the different characteristics of students, the class should allow a fun yet challenging atmosphere by setting up the court with everything volleyball needs to reach each students maximum potential. (net, lines, cones, scoreboard etc)
4. **Student 4: Student does not speak English-** *content*- teacher should demonstrate while speaking instead of purely speaking in english when giving instruction on subject matter about volleyball.
Ed Brandao - Instructional Strategies for Differentiation

**Scenario#1: High school/ Middle School Math (grades 7-12) classroom: 25 students**

**1. Student is hearing impaired:**Learning environment– Student should have an unobstructed view and access to essential learning materials, provided in visual and/or tactile form as much as possible. Teacher should learn as much as possible about a fairly common condition (arguably a cultural minority) and, if necessary, learn at least rudimentary ASL.

**2. Student has ADHD:**Process – Lessons should engaging, not sedate. Student should have access to many different instances of the same information, ideally using different media. The idea is orienting the student's distraction.

**3. Student has a reading disability:**Learning environment – teacher and other students should point their browsers to http://geon.github.io/programming/2016/03/03/dsxyliea to experience how it is like to be dyslexic. Using a dyslexic-friendly font in learning materials may also help.

4. **ELL Students - 1 at the Speech Emergent Stage, 2 at the Intermediate Fluency Stage, and 2 at the Advanced Fluency Stage: Product**- An effort should be made to distinguish language ability from the knowledge of the topic. This is of course quite difficult, and more so for subjects in which there's significant overlap. A few ideas: questions should be simply phrased; diagrams and drawings should be provided whenever possible; if necessary, answers in the student's native language should be considered (employing a translator if necessary), as well as answers in non-language specific different formats (or less language-reliant).
Case Study 2: Lucy

Lucy is a tenth grade student who has just moved to America following a relocation of her family. English is not Lucy's first language, and a few of her classmates make fun of her accent. This continues for a while, and slowly escalates to include making fun of her hair, clothing, etc. These classmates then take their bullying behavior even further by stalking Lucy online, and using her social media posts as further ammunition in their verbal abuse.

As no one else in the school speaks Lucy's first language, she feels increasingly isolated. It would have been hard enough to make friends with the language barrier, but now no one wants to talk to her as they fear backlash from the group that bullies her.
Role of teachers in confronting bullying

1. Some schools have organized "lunch bunches" , where a school therapist or a special-education teacher will gather together a group of kids who may be sitting by themselves at opposite ends of the cafeteria. Sometimes the teacher will ask typical kids to join them at the table for a week and guide conversation among the kids. Sometimes she’ll simply create a safe place, a sanctuary lunch table, for the autistic kids to sit. These “lunch bunches” are organized differently at different schools, but the daily presence and guidance by a trained adult is an essential component. I think that a program like this would be very useful in Harry's situation.
2. The school could have the teachers make a bullying punishment guide, since there is no one specific type of bullying. Each offense would have a specific punishment. This could help the determent of bullying if the teachers are authorized to dish out punishment.
3. Teachers should conduct classroom activities around bullying, helping theirclasses identify bullying in books, TV shows and movies, and discussing the impact of that bullying and how it can be resolved. Holding class meetings in which students can talk about bullying and peer relations can help Lucy out of her isolation and bring her back into the fold.
Differentiation Strategies - Jonathan Barford

**Scenario #1: High school/ Middle School (grades** 7-12) classroom: 25 students

**Student is hearing impaired** - Content: have lesson notes and other relevant materials available for download prior to the lesson. Another option is for the teacher to record relevant parts of lesson for the student to listen to on headphones if the student is only partially hearing impaired.

**Student has ADHD** - Affect: have the student sit at the front of the room to avoid potential distractions from other students. Keep interactions with the student continually positive and allow the student to take short frequent breaks.

**Student has a reading disability** - Process: have text-to-speech software available in the classroom. Give the student extra time on reading-heavy work. A fellow teacher in my school claims that using green paper rather than white helps students with dyslexia read with better fluency.

**ELL Students** - Product: Rather than lengthy written essays, students can turn in work in an outline format or as a powerpoint. If the students have an interest in art, the students could submit illustrated work in the style of a comic strip.
Paul Moon - Instructional Strategies for Differentiation

**Scenario#1: High school/ Middle School Social Studies (grades 7-12) classroom: 25 students**

**1. Student is hearing impaired:** Content – Teachers should avoid audio heavy content. Music, speeches (unless available in print), and other audio content could provide a challenge for hearing
impaired students.

**2. Student has ADHD:** Process – Lessons should incorporate some form of movement or physical activity. Student should be given the opportunity to learn and demonstrate knowledge with short kinetic activities.

**3. Student has a reading disability:** Product – Student should be allowed to produce work that does not heavily rely on a written product. Evaluation can be done verbally or with images crated by the student.

4. **ELL Students - 1 at the Speech Emergent Stage, 2 at the Intermediate Fluency Stage, and 2 at the Advanced Fluency Stage:** LearningEnvironment- The classroom should reflect the inclusive environment of the class. The cultures of these ELL students should be respected and seen as an educational opportunity.
Ed Brandao

**Math is real:**

Why word-problems are not the solution to math real-world math education:

https://mathwithbaddrawings.com/2015/01/28/the-word-problem-problem/

Math visualizations:

http://metrocosm.com/about/

**Teach Now related:**

Differentiated, adaptive Common Core-aligned problems (I only did explore math problems):

http://www.ck12.org/assessment/ui/browse/index.html

More adaptive learning by US Team Math Olympiads coach Po-Shen Loh:

https://www.expii.com/about/mission

Curated problem sets, organized by theme and grade:

http://www.aplusclick.com/

I get interesting insightful problems from the Eton College entrance examinations:

http://www.etoncollege.com/KSpapers.aspx

**PLN:**

 All fora in the Art of Problem Solving. The books are great for differentiated instruction and to get new ideas.The community is really helpful. There's a wealth of resources in there, too long to list. Great for all math instructors.

http://artofproblemsolving.com/

Terry Tao's blog is an amazing resource. He is the foremost mathematician of our time and often shares his thoughts on math education and research. As a teacher, I think I should at least have an idea of what the current mathematical frontier is. Comments to individual posts are sometimes as good as the post itself.

https://terrytao.wordpress.com/2010/10/21/245a-problem-solving-strategies/

**Problem driven instruction:**

Project Euler has been around for a while. It posts easy to understand problems (number theory mostly), which can initially be solved by hand and later using a programming language of choice. A good introduction to computer science and number theory, and something I would like to adapt to high school math one day. Maybe calculators could be replaced with computers + basic coding skills?

https://projecteuler.net/archives

Desmos is a step in that direction,

https://www.desmos.com/about

as is

https://www.geogebra.org/about,

but not quite there yet.

I also like MIT's http://mathlets.org/

And also interactive math:

http://www.intmath.com/

Becoming a headteacher by leading a challenging school:

http://www.future-leaders.org.uk/programmes/future-leaders/

In case I missed anything, a list of curated resources (like r/random but occasionally useful), because it's refreshing to look at something other than math!

http://www.randomusefulwebsites.com/
Case Study 1: Harry

A traumatic birth injury left "Harry", a Vietnamese fourth-grader, with a host of permanent physical and learning disabilities. He has a speaking disability, limps, and finds it harder than most to focus in class and to learn.

When he first arrived in our school, other students found him "funny". Now he gets called "weird" and "freak" all the time in the hallways. He tries hard to fit in: his family is wealthy and buys him all the latest gadgets, which then he then permanently "lets" to his friends in school.

Teachers noticed he was acting increasingly goofy in class and during breaks. He was always being teased by other students, but laughing and seemingly happy. When asked what was going on, he would reply that everything was O.K.. Noticing he was always sitting alone in the cafeteria, a teacher went to talk to him. Harry told her what was going on. He said he was feeling very sad and asked for her guidance and advice.
Susan Granberg

As an Art teacher and a theater teacher my resources might look different than others, however my personal learning goals should be similar with other educators.

Goals:

* Continually learn and identify different strategies for classroom instruction, assessment, and standards
* locate and attend different professional development opportunities
* Connect with other educators to collaborate and grow as an individual as well as an educator, to share and gain knowledge
* Become part of a community of educators who also want to continually learn, develop professionally, and to collaborate.

Resources:

* www.theartofed.com
* www.Theaterfolk.com
* www.thedramanotebook.com
* @minimatise http://minimatisse.blogspot.hk/
* #k12Artchat
Differentiation Using Project Based Learning

Another technique that teachers can use to address differentiation and keep their classroom learning student-centered is project-based learning.

First, a definition: Project-based learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. PBL can be done individually or in groups, but here we'll focus only on group PBL to keep with the spirit of collaboration.

PBL is student-centered, as the students generally develop their own problem or question, engage in an extended process of asking questions, researching, and applying information gathered in new and creative ways. Students guide how they work and what they create. After a project is completed, students reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them. Students also give, receive, and use feedback to improve their process and products.

Differentiation can be achieved through creative grouping of students. For example, in a novel- or literature-based PBL project, it might be appropriate to differentiate by grouping into reading level. You can differentiate groups for academic ability, collaboration skills, social-emotional purposes, or student interest and passions, among many other options. This allows teachers to more effectively circulate between groups and direct their attention where it is needed most. Teachers can also pull certain groups or individuals aside for mini-lessons.

Differentiation can also be achieved in how students present their finished work. Teachers can allow students to show what they know in a variety of ways. Oral, written, graphic organizer, mind map, etc. By allowing students flexibility in how they work, how they are assessed, and what they focus on, your project based learning is both student-centered and differentiated at the same time.

Adapted from:

Why Project-Based Learning (PBL)? (2016). Retrieved from http://bie.org/about/why\_pbl

6 Strategies for Differentiated Instruction in Project-Based Learning (2016). Retrieved from http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller
Vegetoid

Previous versions can be found here.

Vegetoid is a 3/3/3 monster of Base rarity. It belongs to the Plants. On death, they restore 5 HP to the owner.

## Strategy

Vegetoid is most used in beginner decks. They are the best option for healing a player out of the base set of cards, however they are generally replaced by better options like MTT Fountain later on. Vegetoid can still find some use due to them being apart of the plant tribe, as well as them having a dust effect. When used in Plant decks, Vegetoid acts as a cheap healing option compared to the more expensive Ruins Tree and the conditional Tree. In combination with cards like Call of the Grave and Abstract Art they can heal the player by a much greater amount than when played normally. Overall Vegetoid can find some use in cheaper dust decks and the occasional plant deck, but they are often replaced by more impactful healing cards as players build up their collections.
Michael Simzak - PLN

**Online Personal Learning Network**

**Identification:**

I am currently a Middle School Social Studies Teacher at St. Augustine Catholic
School in Washington, DC. As a relatively new teacher, I am looking for new
ways to increase the effectiveness of my instruction. I am particularly interested in new instructional methods, resources, and activities that will
enhance a digital classroom.

**Objectives:**

* To access and aggregate resources related to

teaching and learning in the digital age classroom.

* To increase my knowledge of tools, topic, and trends utilized in 21st century classroom in order to improve as an instructor
* To pass along the information I collect to others
* To develop professionally through collaboration
* To access new techniques and activities for use in the classroom from a variety of sources in order to increase the effectiveness of my instruction.

**Activities:**

* Mystery Skype: I was introduced to this activity last year and found it to be an innovative way of teaching and practicing critical thinking and geographical skills: http://psolarz.weebly.com/how-to-set-up-and-run-a-mystery-skype-session.html,

* Constitution Happened Here: I worked on this project while at the National Constitution Center in Philadelphia and think that it would be a good Project Base Learning approach to teaching Local History: http://chh.constitutioncenter.org/

**Resources:**

* iCivics: A web based resource with games and lesson plans for teaching civics: icivics.org

* National Constitution Center: A resource with activities and lesson plans for teaching the Constitution: http://constitutioncenter.org/learn/educational-resources/

* Smithsonian: Digital collection of Smithsonian artifacts. Great for using primary sources to teach history: http://collections.si.edu/
John Doyle

My Personal Goals

1)  By the end of the first quarter I will learn and master providing guided reading lessons to second grade students of varies reading levels.

2)  Within the first two months of the school year, I will teach my students to perform the Daily 5 independently.

3)  Throughout this first year of teaching at Yangon International School, I will continue to work on being more professional when communicating with administration and colleagues.

At this time the activities I wish to engage in are all within my current school. I am acting as the Facilitator for my personal learning community at YIS which has taken up a lot of my extra time professionally. I also am active in coaching primary sports and starting a club for lower elementary school students. With all of these activities and Teach Now, I am feeling very overloaded and not currently looking to get involved in other activities digitally. Although I'm not currently looking to be more active in a PLN, I will be looking to attend the ERCOS Conference in Malaysia this year or a similar conference within Asia or the Middle East as additional PD.

The tools and resources I am currently using to achieve my goals are my Student Teaching Mentor, Mrs. Deanna who is also my Principle and my Professionalism Mentor Dr. Brook. Both of these wonderful and intelligent women are located at my school and they both make time to meet and provide me with resources and lessons when I need them, or when they find things they feel will help me. Another resource I have been using to improve my teaching and reach my goals has been YouTube. YouTube has amazing education videos that allows me to see what other professionals do with guided lessons so that I can emulate their expertise. Along with these resources, I also look to my wife who has been in education for three years and studied early childhood education at KU. She is a passionate educator who is currently getting her masters degree in International Counselling.
Differentiation Strategies

**Scenario #1: High school/ Middle School (grades**
7-12) classroom: 25 students

**1 IEP: Student is hearing impaired.** *Process:*
Teacher will provide written version of content provided in class. *Affect:*
Teacher will find nonverbal ways to communicate with student including learning
sign language. *Learning Environment:* Student will be seated in front of class
to facilitate lip reading when necessary All directives in IEP will be
followed.

**1 IEP: Student has ADHD.** *Process:* Teacher will
develop verbal and nonverbal cues to refocus student. Student will be given
opportunity to stand during class. *Learning environment:*
Student will be seated in front of class. Student will be allowed to move
whenever possible and given activities that incorporate movement. All
directives in IEP will be followed

**1 IEP: Student has a reading disability.** *Product:*
Student will receive modified assessments and assignments. Student will be
allowed to complete assignments and assessments on a modified scale. *Learning environment:*
Student will be seated with learning buddy, a higher perfoming student who will work with this student during class. All directives in IEP will be
followed.

**5 ELLs: 1 at the Speech**
Emergent Stage, 2 at the Intermediate Fluency Stage, and 2 at the Advanced
Fluency Stage. ***Learning Environment:* Students will be paired with language**
buddies who will sit next to them and work with them during class. *Product:*
Allow students at lower stages to complete modified assignments. Allow students
to complete work in native language if possible *Process:* Present students with
written version of material presented in class
Karak Stalker

The **Karak Stalker** is a Karak military unit that has some special passive abilities. Also is the only of the 3 karak vespene unit that retains it's ability to cliffjump.

They can be morphed from male and will still be able to procreate. The stalkers look like default Karaks but with a dark orange tint.

The Stalker passive gives multiple boons:

* Movement speed upon damaging enemy.
* Everytime they hit a massive unit, Karak Stalkers gain a temporal damage boost.
* No longer gains day buff, but now has a nightbuff that s far superior to the default Karak day buff.

### Tips

* Get Stalkers if the enemies are massive like bears or Ursadak. Else go for the Armored Karaks.
* Karak Stalkers can pair up with Herdleaders to do skirmish attacks with their massive combined mobility.
Screening

Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.

In screening, attention should focus on fidelity of implementation and selection of evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.

Sources:

http://images.slideplayer.com/16/5115866/slides/slide\_21.jpg

http://www.rti4success.org/essential-components-rti/universal-screening
Michael Simzak- Collaborative Learning

A student centered classroom will incorporate a number of
methods for collaboration into the learning environment as collaboration is an
essential element of a student centered classroom. In order to facilitate
collaboration students can be divided into differentiated teams that are
comprised of students from different demographic groups and ability levels. An
example is a classroom that is arranged in teams of four students and in each
team a below average, low average, above average, and high achieving student.

While group seating may be one component of a student
centered learning environment, collaborative work is another important element
of a student centered classroom. Collaborative work may involve the class as a
whole or work in smaller teams but in each case it is important that the
students be involved in the process. Collaboration can begin at the beginning
of the year by having the class work together to develop a contract that will
have the rules, procedures, rewards, and consequences for the year. This way
the students are actively taking a guided role in the administration of the
class and will take agency in facilitating a productive learning environment.

Collaboration will take the form of group assignments. As
collaborative learning is a process, it may be necessary to introduce
collaborative learning gradually, beginning with small group assignments and
gradually evolving into project based learning with groups working on various
topics to create a group project. In each case it is necessary to have a group
leader and differentiated elements to the assignment that bring different
ability levels and interests into to assignment.

Through collaborative learning in a student centered
classroom, students will develop a team centered approach to problem solving
and take greater agency in the learning process and environment.

 How Student Centered Is Your Classroom? (2015). Retrieved July 30, 2016, from http://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber

 Teaching Strategies. (n.d.). Retrieved July 30, 2016, from https://www.facinghistory.org/resource-library/teaching-strategies
Satio Bathory

Satio Bathory is the second progenitor of Nyxis, who rules the kingdom of Tempest.

## Appearance

Satio has black hair and wears a red and back robe.

## Personality

Satio is really loyal to the Hiragi family as he serves them truthfully.He hates humans as he thinks of them as a food source for keeping his race alive. He has so much pride and a sadist to both humans and to the vampires.

## Background Story

Satio is a vampire who has lived for more than 3000 years. He is older than Quardrei but not stronger than him, because of him being weak against Quardrei he earned the place as the 2nd progenitor.
Student-Centered Approaches or Techniques for Reading

Student-centered learning focuses on students being an
active participant in their learning. Students learn through experience and
collaboration with peers in order to build upon their existing knowledge. The
role of the teacher in a student-centered classroom is to be a partner to the
student and develop and organize experiences that students learn from. What
follows is an example of a student-centered teaching strategy that focuses on
reading.

Pre-Reading activity

As an introduction to a historical resource book this
pre-reading strategy can help introduce students to new information. Making
predictions about the text can help spark a student’s interest as well. First,
students should be asked to inspect the outside of the book for clues about the
theme or themes of the book. Next, students should be asked to open and skim the
text. Certain parts of the book, such as the table of contents or index, can be
brought to the student’s attention to help make predictions. After students
have looked over the book, inside and out, a short discussion can be had about
what predictions students have made.

Sources

Iowa Core. Characteristics of effective Instruction: Student-Centered Learning. Retrieved from http://www.iglls.org/files/classroom\_brief.pdf

Facing History and Ourselves. Introducing a New Book. Retrieved from https://www.facinghistory.org/resource-library/teaching-strategies/introducing-new-book
Delia Hiragi

JUlia Hiragi (big sister)

Delia Hiragi is the daughter of Yuhiro and Kurme Hiragi and the sister to Julia Hiragi. She is the 2nd pureblood princess of Nyxis.

## Appearance

Delia has a big appearance to her big sister Julia. She has wavy long blode har that goes up to her waist. She has crimson red eyes and short fangs. She wears different types of clothes.

## Personality

Delia is an itelligent and brave young girl. She despises other species especially humans and dragons. Delia is a very hard working young girl who has tried to keep up with her parents expations. She looks down on other vsmpires due to fact of being a pureblood. Delia has two sided personality smiliar to her sister, she she shows her good side to people she likes and shows her bad side to the people she hates. She has hatred towards her sister as she always wants to supass her sister to prove people that she is better than her sister.

## History

Delia was born as the second princess of Nyxis. She had great potential which led her to join the pureblood council  and to train with the vampires at a very young age. She was famous for pulling out difficult spells with ease, until Julia pulled out her first spell. Her parents gave most of their attention to Julia, causing Delia to hate her sister. Julia and Delia were taken to the Dragon realm, Oron to meet with their princess. They soon became friends. The princess of the dragon Realm became close friend seith Julia. This made Delia mad as she casted a spell to kill her sister, during the spell the dragon princess sacrificed her memories to save Julia. This caused an instable relationship between Julia nd Delia.

## Abilities

### Natural Abilities

Delia has all the abilities of a vampire, due to the rank of being a pureblood Delia has enchanced abilities. She is much stronger than the progenitors.

### Abilities

It is unknown whether Delia can pull of dark arts or any other magic. But it is said that she can pull of spell at ease.

## Triva

* The sword of the vampires is meant to go to Delia but Julia gained possession of it.
* delia's eyes are naturally blue.
Dark Arts

Dark Magic

Dark Arts is a form of magic that can utilise and meddle with darkness. This form of magic is mostly used by Vampires and dark mages.

## Capabilities

Users can utilise Dark Arts a form of magic typically used for selfish, self-serving and for criminal purposes. Though it is not necessarily "evil" magic, dark arts tend to focus toward destruction, harming, cursing and otherwise complicating the lives of other people while advancing the user's own state. They embrace magical techniques and practices that would traditionally be viewed as taboo and are generally willing to go farther than most would even consider if it serves their end.

## Abilities

Dark Arts mages have the ability to:

* Chaos Magic - Create chaos magic
* Chaos Manipulation - Control chaos
* Destruction Magic - Create destruction magic
* Dark Element Manipulation - Control dark elements
* Dark Energy Manipulation - Control dark energy
* Energy utilisation- to utilise energy
* Spell Creation - Create spells
* Curse creation - Create curses

## Limitations

* Dark Arts may be highly addictive and leave the user susceptible to negative influences.
* Dark magic tends to get out of hand even if treated with respect.
* White Arts may be especially effective against this power.
Jeffrey Long

Short- term Goals

* Follow educational leaders on Social Media to be fed constant helpful reminders and new tips
* Practice using new digital technology in my lessons at least once ever semester (creating new PowerPoint, using a new app, finding a helpful website to help students learn)

* Find apps and websites to use for studying for my Praxis II In PE and Health and pass the test

* Finish the Teach now Program
* Receive my full teaching license in Washington DC but also in Guam

Medium term Goals

* Attend at least one conference every year to enhance my knowledge as a PE teacher.
* Become certified as a lifeguard and in a CPR training, and sports related injuries like concussions
* Gain experience and knowledge of other sports that I am not yet as comfortable with yet
* Develop a solid PE curriculum for my current school to use in future years

Long term Goals

* Complete a masters program in Physical Education or Sports Administration
* Be qualified to be hired as an Athletic Director for High Schools and Universities
* Establish a solid PLN with former colleagues and classmates

One goal I have is to follow educational leaders
on social media who will be able to present me with information for becoming a
better teacher. I hope to get new ideas for my classes as well as reminders of
important characteristics of how I may be successful as a teacher.

Following through with my first goal can help me
reach my second goal of incorporating a new lesson every semester using digital
technology.  This could be creating a new
power point to teach a certain topic, or finding a new app/website that my
students can use to learn.

Attending at least one conference/event every
calendar year to help me grow in knowledge as a teacher. Especially now that I
am starting to teach PE there are several things I feel I should learn. I
should take a CPR class, learn how to be a lifeguard so I can teach swimming,
as well as continuing to sharpen other skills that all teachers need in a
classroom.

In five years from now I hope to have spent time
with experts or professionals in at least twelve different sports that I may
teach through my PE teaching career. This could be done casually through just
making an acquaintance, through my participation in a new sport, or attending
an even like a game to learn more about it. My school does not offer hardly any
professional development in my field, but with a free summer I know there are
conferences and events that I would be able to afford and have the time for.

https://twitter.com/pecentral

conference:

http://www.independentcoacheducation.co.uk/conferences/pe\_and\_sports\_coaching\_conference\_singapore-ice2932

masters program:

https://www.ohio.edu/education/academic-programs/recreation-and-sport-pedagogy/undergrad/physical-education/
Skylare Anne Maria

Skylare Anne Maria is one of the HeavensWIng characters who joins HeavensWIng at the end of the 2nd book. She is the cousin to Selena Nebula Obsidian and a half eagle and half human.

## Appearance

Skylare has chocolate brown hair that is usually let out and clipped. Her eyes are green as emerald, and remind you of the forest, full of life. Usually her attire consists of shorts and tank tops (with colours that always matches her mood) as it makes her feel free and comfortable. There is an welcoming and outdoor vibe to her as she loves going outdoors and is really fit. She usually wears her signature black boots with her outfit, and always carries her camera everywhere with her.

## Personality

Skylare's character is very social and loves going outdoors.She is someone that can cheer up anyone and will always put a smile on anybody's face every time they see her.Though, she knows when to act serious and mature when the time comes.All her friends wish they'd known her sooner, but all her enemies wish they'd never known her, that is her style. Skylare has a passion for photography and owns a camera that was given to her on her birthday by her family. She is someone that is loyal and trustworthy, and have a welcoming and outdoor vibe. Skylare has a strong hate towards all dragons as she thinks they ruined her life.

## History

Since a young age Skylare has grown up with a deep hatred toward all dragons. This is because of her village Aymth, was destroyed by an army of dragons.During the uproar she got an glimpse of men in suits taking her somewhere unknown to be experimented on, before she lost all consciousnesses. These men were part of an big organisation called 'The Nemesis',who are working on a project known as 'Project X' to experiment on people with special abilities or powers. When she came back to, Skylare found herself in a cell, and was surprised to have found wings sprouted on her back.Later, she escaped the cell and returned to her now destroyed village. Skylare comes to find that her family has died during the one sided war, only finding an camera given to her on her sweet sixteen one month ago by her family. She blamed the dragons for all her misfortune and loss and swore to get her revenge sooner or later.

## Abilities

**Mind control-** Able to control the minds of others and use their powers.

**Eagle wings-** Acts as armour against powerful magic,extreme heat and extreme cold.It can be summoned anytime, and can go up to outstanding height levels. Also able to create powerful wind strong enough to destroy whole islands.

**Senses-** Has very sharp hearing and smelling, and and can sense if any being dead or alive is in a 5 meter radius of location.
Spider Sign

* Sign
* Croissant
* Donut

Previous Versions of the Sign can be found here. For those of Donut, check here. Croissant hasn't changed yet

Spider Sign was added as Season 46 (Beta 46.0)'s only Epic card for this update and for the new Arachnid Tribe.

When played, all Spiders in your hand and deck turn into Spider Croissants and Spider Donuts (50/50 chance each), making it a more easily usable version of Spider Bakery and a very good combo card with Spider Reporter and Muffet played beforehand as they add Spiders to your deck (the latter also gets +2/+1 from it).

Spider Web can add Spiders to your hand, making an Arachnid Perseverance Deck work very well.

## Card Skins

* What is it this time (by Shionbluu)
	+ Spider Decorated Croissant
	+ Spider Frosted Donut
		- All are originally available through Spider Party Bundle.
Differentiated Strategies

Eugene Malloy
**Scenario #1: Elementary (grades K-6) classroom: 23**
students

**Student has dyslexia:** The Student will have
Notes from the class lesson prepared in audio format for them. The teacher can
use free time for one on one lessons to make sure the student is receiving and
comprehending the lesson plan.

**Student has dyscalculia**: This
student will have frequent use of the Tablet to do their work on. The Teacher
can find various math apps and games to help the student coupe with learning
the lesson.

**Students have ADHD:** This
student will permanently be seated in the front row of the class. The student
will also be one of the class helpers to help keep their mind focused. The student
will also br engaged in class discussion at random times to see if they are
paying attention and not losing focus.

**6 ELL’s: 3 at the Intermediate**
Fluency Stage and 3 at the Advanced Fluency Stage: **The**
teacher will need to discover exactly how much English each student knows so
individual lesson plans can be made. Once all information is obtained the
Teacher should immerse the student in as much English they can handle.
Link

Link was the one handed sword originally used by Link of the Leaf. Much like the other sacred weapons it was passed down to the strongest of the village. In Link's case it was passed down to the shinobi of the leaf. Lao used it often, but after his death is was passed on to Yasuo. Yasuo refused to use it, but carried it with him by obligation. When Arceus was reawakened Tristan sealed the sage into the blade, infusing it with his power. Tristan carried it with him for the rest of his life until passing it onto his son, Ike.

## Owners

Link

Lao

Yasuo

Tristan

Ike
Kirito Amethyst

Kirito is one of the main characters of the HeavensWing series. He is the brother to Roxy Amethyst and the 2nd heir to the Amethyst family who serve the Obsidians.

## KIrito Amethyst

### Affiliation

Amethyst mansion (former)The secret Council

## Appearance

Kirito has steel blue hair and sky blue eyes. he wears a white shirt with a dark blue coat and a sky blue tie.
Koro

Koro is a bat familiar that Julia has. She uses Koro has her pet, but Koro is a familiar who can transform form a bat to a familiar. According to Julia Koro is a dangerous familiar and one of her strongest she has. He can kill an whole army of humans, demons, devils and vampires with one blow. Koro's name means unkillable , which is why Julia named him 'Koro".
Vampire-Demon Transformation

The Vampire-Demon Transformation is a temporary transformation that Julia earns from sucking a demon's blood. This transformation gives her the ability of both a demon and a vampire. She weras a balck armour which is similar to her Vampire-Devil Transformation. This transformation gives Julia black wings and two horns.
Case Study: Huy, the Bored

Huy is an 8th grade student at a private Vietnamese middle/high school in Ho Chi Minh City who is largely uninterested in school. He's discouraged by his consistently average performance, and his parents' reprimands for not having high enough scores in English and Physics.

The best part of school for Huy is seeing his friends. He's bored by classroom instruction, and has received several behavior marks from teachers. He often falls asleep in class, causes disruptions in the classroom, or neglects time given in class for activities and assignments to goof around with his friends.Recently, Huy was penalized at school for using his smartphone in class to send rude messages to others on Facebook. However, Huy excels at phsyical and competition-based activities, like playing sports or doing hands-on experiments.

Huy is an intelligent and creative person, but he spends as little time as possible on his homework assignments. They are hastily and carelessly prepared, sometimes given back to him by teachers becasue they are illegible or incomplete. He is unhappy with most of his scores, but doesn't make a self-motivated effort to improve them. He frequently argues with teachers that his scores should be higher, and directly criticizes the teacher's assessment methods and rubrics.

Student-Centered Techniques to help engage Huy:

-Student Choice: Basically, Huy is bored and unengaged by materials at school, with the exception of PE/active  classes. Educators could help engage Huy in his own learning by encouraging him to share his interests. Students will often be more likely to learn in a way that makes sense to them and features subjects/activities that they are interested in. The Student-Centered practice of offering choice would give Huy a chance to determine his own topics to explore, and develop projects/assignments independently, with guidance from the teacher.

-Cooperation: Huy might benefit from being given a classroom role to perform regularly, like taking attendance, monitoring turn-ins for individual assignments, officiating group competition-based activities such as Quiz Games, have him perform cold-calling drills or conduct random quizzes, or enforcing classroom rules. Teach fairness.

-Autonomy: GIve Huy, and his classmates, a chance to determine the classroom tules and standards the students wish to enforce. Let the students, like Huy, propose their ideas for appropriate assignments, assessment, and evaluations. Introduce peer review.

-Project-Based: Delegate a coordination role to Huy that allows him to be social and collaborative while learning, but also accountable for the work of his group and responsible for turning in the group work.
Yuto Alternae

Yuto Alternae is the first tribrid to come of existence. He is part vampire, part devil and is part god, who is the current King of Tantibus and the former leader of Erebus and the brother to Asuna Alternae and the son to Rosalia Alternae. He has a child with Julia who he is unaware of. He was Julia's first fiancee and lover. He disappeared after his sister's death leading Julia to transform herself into a human being.

## Yuto Alternae

### Alias

Future King of TantibusYute

Yuu (by Julia)

## Vital Statistics

### Race

Vampire (Pureblood)
God
devil

## Personal Status

### Relatitives

Asuna Alternae (older sister) deceased
Nova Akabane (half-brother)
Julia Hiragi (ex-lover/mate/fiancee)

## Appearance

Yuto is a tall muscular man with reddish-brown hair and olive eyes. He usually wears a royal shirt and a black cloak. His eyes intend to glow red, when he is mad.

## Personality

According to Julia, Yuto was a kind, brave and courageous man who did anything to save the people he cared about. He is a risk-taker as he puts other's lives first and his second. He grew stronger for Julia and his sister Asuna. Same as the other vampires he views humans as nothing but livestock and selfish creatures.

As a pureblood he looks down on other vampires and usually reminding them of their place. He is favouored by the Pureblood Council and The Senate. He shows a different side when there is ball or a party where all the Kings and Queens are invited.

He usually gets jealous when someone flirts with Julia. He was really overprotective of her, when they were in a relationship, as he does all the jobs given by the Senate in secret. After Julia killed his sister, Yuto was heartbroken as he vanished leaving to trace.

## History

He was born from a half -devil and half-vampire mother and the demi-god father. His mother was a pureblood vampire who was killed by the gods for marrying a god causing Yuto to despise gods. He later moved in with his mother to Tanibus one of the 8 vampire planets. He was best friends with Ayato as he respected him and thought of him as a big brother. Yuto grew up to be an assassin who was the leader of Erebus. He defeater Julia in the battlefield falling for her beauty. He helped Julia win in the Vampire Weaponry Competition. After Julia's victory they soon dated matting with each other.

After his sister's death, Yuto couldn't forgive himself for not protecting her. He couldn't bring himself to kill Julia for his sister's death as he loved Julia so much. He vanished without a trace.

## Abilities

As a half purblood vampire Yuto is strong and way superior than the vampires who are below him as a tribrid he he one of the strongest worldwide.  According to Julia Yuto has more than 200 familiars. He is able to manipulate his blood, use Dark Arts and has all the vampire abilities. He is also able transform in a devil and control lava and hell flames.
Blood Transformation

Whenever Julai makes contact with blood her hair intends to go surrant red with blonde tips, her ears go more pointer and her eyes are blood red. But when Julia summons her sword Twilight hr hair goes currant red and her eyes blood red. She appearance totally changes as she looks like a new person. Her blood transformation giver her the ability to manipulate blood and type of blood for instance dragon's blood etc. She is also able to absorb blood and gain power from blood.
Heavenswing Wikia/Welcome

The HevensWIng Wiki is a Wikia Community all about the original boo series, HeavensWing created by a group of 5 students. Help and contributions are appreciated, even if you don't have a Wikia account. We are currently editting over 40 articles, please feel free to create pages, include images and edit in our articles.

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Asuno Fernandez

Asuno is one of the main male characters through out the HeavensWIng series. He is the male leader for HeavensWing. He s a sky mage who works for the Secret Council.

## Appearance

Asuno is a handsome young man with fluffy dirty blonde hair and fairly sharp blue eyes. Before joining HeavensWIng, he looked more innocent, but as the years past he changed into looking more mature and serious. He tends to keep more of a straight face and his expressions make it hard for people to read what he's thinking, especially Roxy. Asuno doesn't laugh a lot, but when he does, it's very lively and welcoming.

He usually wears a checked green and white shirt with a red jacket on top with dark blue pants and boots.He has a ear piercing on his left ear.

## Personality

When Asuno was younger he was very outgoing and kind, which made many girls fall in love with him. After his parent's death and other issues he ran into, Asuno changed. He is now more masculine, sarcastic, and rude. He can come off very harsh, even when he doesn't mean too, which sort of makes him hard to talk to. In addition, he has extremely pessimistic views about himself. Despite these changes, it is evident that Asuno is still an overall kind person.

At first, Roxy didn't like Asuno's new personality, she found him very harsh and hard to understand but later she develops feelings for him. Asuno lightens up more around Ryuu, Nova, Kaoru and Kirito.

## Trivia

* Asuno likes the colours blue and black
* He has really good leadership qualities