...1 Semester 1 Course: EDDHODJ Assignment No. 597534 Table of Contents: Question 1: Behaviourism Question 2: Cognitively guided instruction Scaffolding Simulation Problem-solving Discussion Question 3: Strategic school planning Phase planning Planning per grade/ lesson planning Example of a lesson plan References and bibliography: Pg 2 Pg 3 Pg 4 Pg 4-5 Pg 5 Pg 6 Pg 7 Pg 8 Pg 9 Pg 10 Pg 11 2 Question 1 According to the behaviourist perspective, people are moulded according to their environment. This can be via either positive or negative reinforcement. If behaviour is reinforced, either positively or negatively, then the likelihood of that behaviour happening again increases. If behaviour is punished, the possibility of that behaviour happening again is reduced. Behaviourism can be classified into two different groups, classical conditioning and operant conditioning :(Alberto & Trout-man, 2003; Cooper et al., 2007; Miltenberger, 2008): Classical conditioning: Is the process of reflex learning-investigated by Pavlovthrough which an unconditioned stimulus (e.g. food) which produces an unconditioned response (salivation) is presented together with an unconditioned stimulus (a bell), such that the salivation is eventually produced on the presentation of the conditioned stimulus alone, thus becoming a conditioned response. Operant conditioning: Operant conditioning is another form of learning by association. The learning that takes place...
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...Running head: (NCTM) Standards: Website Lesson Plans (NCTM) Standards: Website Lesson Plans Jennifer Martin Grand Canyon University: EED-364 April 21, 2013 Introduction: “The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.” (NCTM, 2013) The standards that The National Council of Teachers of Mathematics (NTCM) came up with are widely used in the mathematics classrooms in US today. There are many websites that offer different things that use these standards and help the students to learn while still enjoying mathematics. This essay will analysis lesson plans from four different websites that contain math activities which confirm to the NTCM standards. Lesson Plan #1: I'll Halve S'more Please!! This lesson allows the students to take real life situations into consideration and shows them how you can use mathematics in their everyday lives. This lesson uses standards for number and operations set out by the NCTM. After this lesson the students should be able to: Use the resources such as tools and strategies that are given to them to be able to estimate appropriately, and understand different ways numbers can be represented. The mathematical operations that are used in this lesson would be fractions, addition and subtraction. The students would be able to show...
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...Educating the Exceptional Learner SPE-226 Amy Grose December 8, 2012 IEP Lesson Plan Targeted Student: 4th grader 9 years old - Does not do well verbally, therefore cannot grasp the understanding of things in a normal classroom setting. He can follow instructions upon the understanding of the task on hand. His weakness is verbal and all academic subject areas. Student preferred modalities of learning is hands on with little verbalization. Learning Objective: To understand and try to pursue student to use more verbal communication for problem solving. Lesson Title: Problem solving in Arithmetic and Numbers Estimated time to complete: 1 month Lesson objectives: Understanding numbers, and problem solving Concept(s) learned in this lesson: Using calculators, practicing budgeting and learning about types of jobs that require problem solving. |Components |Brief description of lesson |Student grouping (individual, |Materials/Technology | | |activities |paired, small group, whole class, | | | | |etc.) | | |Engagement |Counting, sorting, and collate the |Individual grouping |Stack of papers | |...
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...LESSON PLANNING ON COGNITIVE ASPECTS UNDER CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) Sandip Ratna, Department of Mathematics, State College of Teacher Education, Kohima::Nagaland, e-mail: sandipncte@yahoo.in Abstract 21st century classroom is all about skill development, lateral thinking, creativity, judgement, higher-order skills like reasoning and analysis and teaching needs to serve discouragement for rote memorization. Education, as a planned endeavor, at a personal level on a small scale or institutional level on a large scale, aims at making children capable of becoming active, responsible, productive, and caring members of society. Hence for responsibility of the school and teachers became more important in formal form of education, with the changing needs of the time, we need to change the pattern of instructional strategies so that educational aim can be achieved. With continuous and comprehensive evaluation we must adopt modified entities of cognitive domains known as revised version of Bloom’s Taxonomy developed by Dr. Lorin Anderson, 1999, a former student of Bloom's, and his colleagues. The updated version of Bloom’s Taxonomy with respect to cognitive domain under scholastic aspect in formal education system can be used for the purpose of 21st century formal classroom for teaching-learning as they are from simplest to most complex objectives: remembering, understanding, applying, analyzing, evaluating, and creating. Keywords: Lesson Planning...
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...how lessons from other industries might be applied in health care? The writer will explain which organization processes support problem solving In today’s health care system, delivery processes involve numerous interfaces and patient handoffs among multiple health care practitioners with varying levels of educational and occupational training. During the course of a 4-day hospital stay, a patient may interact with 50 different employees, including physicians, nurses, technicians, and others. Effective clinical practice thus involves many instances where critical information must be accurately communicated. Team collaboration is essential. (Michelle O 'Daniel, 2012) When health care professionals are not communicating effectively, patient safety is at risk for several reasons: lack of critical information, misinterpretation of information, unclear orders over the telephone, and overlooked changes in status. Most times in health care environment it is almost impossible to work well with individuals who has a issue at home and has came to work upset. (Michelle O 'Daniel, 2012) During different times I’ve worked in different areas of health care nothing was different the altitudes were all the same at the other locations and it was always problems and issues. When working in a busy place like this it’s very rare to stay together as a team when you have certain people doing this and telling this and I’ve experienced a lot of situations in my health care job. Having a plan on busy...
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...LESSON PLANNING ON COGNITIVE ASPECTS UNDER CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) Sandip Ratna, Department of Mathematics, State College of Teacher Education, Kohima::Nagaland, e-mail: sandipncte@yahoo.in Abstract 21st century classroom is all about skill development, lateral thinking, creativity, judgement, higher-order skills like reasoning and analysis and teaching needs to serve discouragement for rote memorization. Education, as a planned endeavor, at a personal level on a small scale or institutional level on a large scale, aims at making children capable of becoming active, responsible, productive, and caring members of society. Hence for responsibility of the school and teachers became more important in formal form of education, with the changing needs of the time, we need to change the pattern of instructional strategies so that educational aim can be achieved. With continuous and comprehensive evaluation we must adopt modified entities of cognitive domains known as revised version of Bloom’s Taxonomy developed by Dr. Lorin Anderson, 1999, a former student of Bloom's, and his colleagues. The updated version of Bloom’s Taxonomy with respect to cognitive domain under scholastic aspect in formal education system can be used for the purpose of 21st century formal classroom for teaching-learning as they are from simplest to most complex objectives: remembering, understanding, applying, analyzing, evaluating, and creating. Keywords: Lesson Planning, Content analysis...
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...students to strive for excellence while instilling within them the desire to become life-long learners. Our primary purpose is to motivate our students to establish a love of learning in order to walk confidently into learning on their own. Open Season University’s educational platform is unlike any other. As an alternative to inertly obtaining lessons from teachers or tutors, Open University’s students keenly cultivate self-learning capabilities. Each student progresses at their own pace through a customized package of worksheets judiciously arranged by the instructor. Daily coursework is completed for each subject at the university and the remainder is completed at home. Once a student is able to complete coursework without error, an assignment is considered complete. This method of educating allows a student to “possess” what they know and enter the next assignment with confidence. The lesson plan for this training consists of objectives that enhance how to use the above method more effectively. The objectives are as follows: * How to Overcome Thinking Ruts and Procrastination. * Critical Thinking * Solving Problems According to Learning Styles Upon completion of each objective, each instructor will be able to demonstrate to...
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...Algebra 1 Pacing Plan 2012-2013 1st Quarter Tools of Algebra 1.1 Using Variables 1.2 Exponents and Order of Operations 1.3 Exploring Real Numbers 1.4 Adding Real Numbers 1.5 Subtracting Real Numbers 1.6 Multiplying and Dividing Real Numbers (1.3 – 1.6 mini lessons based on need) 1.7 The Distributive Property 1.8 Properties of Numbers Solving Equations and Inequalities 2.1 Solving One-Step and Two-Step Equations 3.1 Inequalities and Their Graphs 3.2 Solving Inequalities using Addition and Subtraction 3.3 Solving Inequalities using Multiplication and Division 2.2 Solving Multi-Step Equations 3.4 Solving Multi-Step Inequalities 2.4 Ratios & Proportions (mini lessons) 3.5 Compound Inequalities 3.6 Absolute Value Equations and Inequalities 2.5 Equations and Problem Solving 2.6 Mixture Problems and Work Problems California Content Standards 1.0, 1.1, 2.0, 4.0, 10.0, 24.1, 24.3, 25.0, 25.1, 25.2 2.0, 3.0, 4.0, 5.0, 24.2, 24.3, 25.0, 25.2, 25.3 2nd Quarter Linear Equations and Their Graphs 4.1 Graphing on the Coordinate Plane 5.1 Rate of Change and Slope 5.1.1 Graphing Using Input-Output Table (Supplemented) 5.1.2 Graphing Using Slope-Intercept Form (Supplemented) 5.1.3 Graphing Using...
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...CHAPTER I INTRODUCTION This study presents the background of the study, the statement of the problem, the significance of the study, and the scope and delimitation of the study. Background of the Study In a globalized economy with a high degree of competition among countries, the success of a nation depends on the educational level of its workforce. Governments should work to ensure that all citizens receive the technological training and experience necessary to participate in the global economy. Education reform is essential to provide learners with what are commonly called 21st century skills — those competencies and values needed to become responsible citizens in a learning society and sustain employability throughout life in a knowledge economy. Thus, the researcher decided to formulate this research to provide our educational system one of the devices that will make a difference in the manner of teaching. In classrooms, technology can be a powerful catalyst for pedagogical change, as students use technology to take a more active role in personalizing their own education, and teachers take on new roles as facilitators of knowledge rather than knowledge transmitters. Our educational system as well as the curriculum has gone through many different changes and development. As defined, development is the systematic use of scientific and technical knowledge to meet specific objectives or requirements. It is the process of adding improvements to a theoretical or practical...
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...designed for students in beginning Algebra classes. It is an introduction to the basic functions of algebra including the definition of an equation, using basic mathematical skills to solve equations, and applying equations to problem solving. South Carolina Standard 8-3: Through the process standards students will demonstrate an understanding of equations, inequalities, and linear functions (South Carolina Department of Education, 2007). Specific Indicators as outlined by the South Carolina Department of Education 8-3.1 Translate among verbal, graphical, tabular and algebraic representations of linear functions. 8-3.2 Represent algebraic relationships with equations and inequalities. 8-3.3 Use properties to examine equivalence of a variety of algebraic expressions. 8-3.4 Apply procedures to solve multi-step equations. 8-3.5 Classify relationships between two variables as linear or non-linear. Objectives Day 1 Objective: Students will learn the definition of an algebraic equation and the parts of an equation. Day 2 Objective: Students will apply their knowledge of addition and subtraction to solve algebraic equations. Day 3 Objective: Students will demonstrate proficiency in applying multiplication and division to solving algebraic equations. Day 4 Objective: Students will combine their knowledge of addition, subtraction, multiplication, and division to understand the order of operations and the acronym PEMDAS. Day 5 Objective: Students...
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...Unit Plan Part 2 – EDCI 556 – Week 2 Darrell Dunnas Concordia University, Portland Linear Functions Unit Plan Part 2 Mr. Dunnas decides to change the graphing linear equations lesson into a problem-based lesson. This lesson is comprised of three components. Component number one is to write the equation in slope-intercept form (solve for y). Component number two is to find solutions (points) to graph via t-tables and slope-intercept form. Component number three is to graph the equation (connect the points that form a straight line). In mastering this lesson, all components must be addressed. In teaching, all learners how to graph linear equations, one must create a meaningful context for learning. First, the lesson must be aligned to the curriculum framework (Van de Walle, Karp, & Bay-Williams, 2013). Graphing linear equations is a concept found in the curriculum framework. Second, the lesson must address the needs of all students (Van de Walle, Karp, & Bay-Williams, 2013). The think-aloud strategy and graphing calculators will be used to graph linear equations and address the learning styles of all learners. Third, activities or tasks must be designed, selected, or adapted for instructional purposes (Van de Walle, Karp, & Bay-Williams, 2013). Lectures, handouts, videos, and cooperative learning activities will be used in teaching the lesson. Fourth, assessments must be designed to evaluate the lesson or lessons (Van...
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...social construct eg learners are able to solve problems without direct instruction by drawing upon informal knowledge of everyday situations and through dialogue. CGI may be used as an approach to for eg teach Maths with the main focus on the practice of listening to learners mathematical thinking and using it as a basis for instruction Scaffolding - Builds learning bridges Requires the teacher to provide learners with the opportunity to extend their current skils and knowledge The teacher must engage the learners interest, simplify task so that they are manageable and motivate learners to follow the instructional goal The teacher must also look for discrepancies between learners efforts and the solution Scaffolding is a teaching strategy that can be used to help the teacher understand the learners way of thinking. Knowing how a learner thinks gives the teacher an advantage in predicting ho the learner will react to questions in the assessment process. Scaffolding provides a temporary, supportive and adjustable framework for a learner which enables him to participate in a task that is beyond his reach. Learnin happens when scaffolding is used as a process of support and guidance to help learners construct new meaning & knowledge on the basis of existing knowledge. The ultimate aim of scaffolding is to develop specific skills and to achieve a more advanced level of understanding. Language, socioeconomic problems,...
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...Chapter 3: Leading Situations 110 Lesson 3: Decision Making and Problem Solving Unit 2: Leadership Theory and Application LESSON 3: DECISION MAKING AND PROBLEM SOLVING INTRODUCTION — PUTTING YOUR LEADERSHIP SKILLS IN PERSPECTIVE As we have indicated throughout your previous JROTC lessons, leadership is the process of influencing others by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization. Purpose gives subordinates a reason why they should do different things, sometimes under stressful circumstances. Direction shows what must be done. Through motivation, leaders give subordinates the will to do everything they are capable of doing to accomplish a mission. LEADERSHIP FRAMEWORK Recall the fundamentals of BE, KNOW, and DO. As you can clearly see, they are deeply embedded throughout the leadership framework illustrated below. The top of this framework shows the four categories of things that leaders must BE, KNOW, and DO. They are values, attributes, skills, and actions. The bottom lists the dimensions of leadership, grouped under these four categories. The dimensions consist of the seven values and 15 subcategories under attributes, skills, and actions. Leadership starts at the top, with the character of the leader, with your character. In order to lead others, you must first ensure your own house is in order. Leadership begins with what the leader must BE, the values and attributes...
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...Active learning is learning which engages and challenges students thinking using real-life and imaginary situations. Students are encouraged for example through the method of pair work to develop their own thoughts and ideas, to resolve problems by themselves, and to talk to and listen to their peers improving on their listening skills. (Chickering and Gamson1987), suggests that students must do more than just listen. ‘They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing’.Students and their learning needs are at the center of active learning which makes it very effective when introducing this pedagogical approach in any lesson. Some active-learning techniques are easier to use in your class and some are harder when it comes to teaching. Teaching methods are constantly changing with teacher and school introducing new pedagogical approaches to teaching, but time and time again active learning producing a much higher sense of achievement and accomplishment in comparison to the old didactic methods of route learning in school. Teaching is becoming more practical nowadays where students are becoming actively more and more involved in...
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....................................................................................................................................... 3 Introduction .................................................................................................................................................. 4 Lessons Learned ............................................................................................................................................ 5 Solving a fundamental problem ............................................................................................................ 5 Marketing .............................................................................................................................................. 5 Business Planning & Product Planning.................................................................................................. 6 Variables to Success .............................................................................................................................. 6 Updated Case Information............................................................................................................................ 7 Business Plan......................................................................................................................................... 7 Industry Shift Impacting Differentiation ............................................................................................... 7 Solution Areas ......
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