...This assignment is for elementary students who are in 1st grade. This will be an assignment that will be done in the classroom could work individually or by help from classmates. This is a public elementary school in an inner-city setting. The task is an in-class assignment to solve out a puzzle made by the students. The students will have a piece of paper that has a printed image of the classroom photo. The students will cut the pieces of the puzzle through the bold lines then will put it back together. The materials used are a photo, scissors, and type so the pieces will fit and not move around. The students will have about forty minutes to an hour to complete the assignment with plenty of time to cut the pieces of the puzzle. Based on the students' performance to cut pieces of the puzzle and then begin able to solve it and put it back together, the evaluation will be informal. The students will be able to solve the puzzle in the way they think is the correct way then will be able to find similarities or differences with the peers surrounding them. The assignment is linked to Bodily-Kinesthetic, Logical-Mathematical, Visual-Spatial and Interpersonal from Gardner’s theory of multiple intelligences. The Bodily-Kinesthetic intelligence links to the assignment by making the class photo as a puzzle based on able to cut the puzzle pieces...
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...Unit 4 Absence Assignment A student with an intellectual disability has difficulty with cognitive function that inhibits thinking and reasoning. It tends to be much more severe than a learning disability in that it affects the IQ of the student (Hallahan, Kauffman, & Pullen, 2009). While a student with a learning disability may seem very intelligent and articulate, but struggle with a specific task such as reading or studying, a student with an intellectual disability may struggle in multiple aspects of life, not just school. Along with limited intellectual functioning, students with this type of disability will also have limited adaptive behavior, meaning social and practical intelligence will be below average as well. Teaching such students can be challenging for general education teachers. In general, such severe disabilities would warrant an IEP and the care of special ed instructors and paraprofessionals. However, many students...
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...According to the CT these 5 children are in the lowest ability group working at First and Second level (Education Scotland ) and have many gaps in their mathematical knowledge, thus she felt that they will benefit from extra sessions on math especially multiplication and division which is the focus for this assignment. I have used the SENA assessment to find out the children’s prior...
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...during the learning process. Students are constantly offering clues to their level of understanding and connection to the content. My class is comprised of students whose skill level or learning differences impact their ability to make progress in the general education classroom. Many of my lessons require multiple modes of communicating the content to accommodate as many learning styles as possible. Hands-on and visual models are used whenever possible to help students connect and engage with the instruction. I often have to create additional materials to incorporate into my lessons. Based on my daily observations and informal check-ins there were several opportunities within this unit to adjust my instruction and provide additional support to my students . Incident 1 During instruction for this unit I noticed that the entire class was having difficulty understanding the mathematical rules for rotation of a shape on the coordinate grid. I had tried several different ways to express what was happening to the coordinate point as it rotated on the grid. In one attempt to help them visually connect and preview...
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...Diana's Computer Shop, Mrs. Ceja communicates daily with over 19 team members all working towards one goal: to increase the customer's overall quality of life, without their computers,or devices one, will not be able to work. It's the 21st century. the team members must establish a promise, communication is everything without it, wont be anything. An employee who is willing to listen, communicates with coworkers and acknowledges their input, allows for the potential of effective communication amongst coworkers On the other hand, employees who are down in communicating with coworkers, are not considerate of other’s perspectives and are not able to establish a good for themselves or the customers. COMPUTER SPECIALIST CAREER INTERVIEW 4 It demonstrates poor relational commitment and have trouble establishing effective coworker relationships. Mrs. Ceja added that professionals who do what is right even when no one is looking, such as taking responsibility for their own actions, placing the person's device and team before themselves and asking question when help is needed, are more likely to maintain a positive relationship in the workplace (Y.Ceja, personal communication, November 10, 2016). In the field, a bad employee not listening , communicate effectively, is not a team player, does not take initiative when given tasks, or needs to be reminded of his or her duties can cause irritation amongst co workers. In other words as Mindless listening “occurs when we react to others’...
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...music/audio has the largest effect on a person. In this experiment, we are also going to focus on the person’s selective attention. Selective attention is “the ability to focus your attention on something while ignoring competing stimuli”.2 We are going to measure their selective attention by timing how long they take to complete the task. Researching different experiments similar to the experiment that we chose helps create a better understanding of how we will run the experiment and what our results should look like. Different types of audio played while completing an assignment can affect the mood and/or body of a person. When a person changes their mood, the change interferes with the person’s concentration. In Terry Watkins’s experiment, she concluded that music or audio has “numerous effects, both positive and negative, on the human mind and body”, which can negatively or positively alter a person’s concentration level.4 An example of how mood can affect the concentration of a person was during Dr. Lesiuk’s experiment. Dr. Lesiuk tested the effect of music on the performance of a workplace by using information technology specialists and making some of them listen to music while completing their tasks. At the end, the information technology specialists that listened to music finished their work faster than the specialists who did not listen to music. In addition, the group of music listeners also produced better ideas compared to the group of non-music listeners.The reason why the...
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...After the previous difficulties absorbing all of the required material during unit three, I was slightly apprehensive going into unit four. Especially given that the awaiting concepts had such monikers as function composition and inverse functions do not aid in easing my fears. However, to my surprise, my fears were ill-founded as I discovered that I comprehended the material for this unit easier and quicker than I have for any unit learned so far. This of course does not imply that I am under the belief that I am now only a few steps away from mastery as much as it means that progress is being made and there is hope that I can grow in my ability to solve problems of a mathematical nature. The authors of the textbook explain function compositions and its related concepts thoroughly and concisely. Subsequently, I only required two readings to feel confident in my comprehension of the material. Remembering that the function composition (f o g) is equivalent to the statement f(g(x)) simplified the learning process for the rest of the first chapter. Furthermore, as the left to right arrangement of the functions is equivalent for both (f o g) and f(g(x)), committing this fact to memory was not overtly difficult....
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...About half of the class received a 2 for the listening concepts. Most of these students identified 3 of the listening concepts and they demonstrated a basic understanding of the concepts through their descriptions. Their descriptions, at minimum, were relevant and accurate in terms of the concept (for example, “Tempo was good,” which was true, but it doesn’t tell me what else they noticed about the tempo). One student identified 4 of the concepts, but her answer for Tone was at all specific....
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...Assignment 1 When I was nine I was in my Harry Potter phase; the whole nine yards: going to class in a Harry Potter robe, drawing a scar onto my forehead, and even playing Quiddich with my friends during recess. What I lacked was an authentic wizard ward. I couldn’t be Harry Potter without my own wand. Since I didn’t have the money to go out and buy a $50 wand, I did what any other nine year old would do, I stole one chopstick from my mother’s authentic Japanese chopstick set. She had received it as a gift from a business partner while working abroad. I was just going to use it until I saved up enough allowance to buy myself a real wand. Unfortunately, the first day I took it to school, I had it in my back pocket. I sat down and it snapped...
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...occurs at the end of an instructional sequence and that is used to summarize student progress and achievement and to provide a grade”(Lefrancois,2013). This paper describes the learning including activities that occurred prior to the assessment, a preview of the assessment, along with an explanation of how data received from the test was used to develop future instruction. Differentiated instruction along with the inclusion of technology was used to promote proficiency in all students. Part I The learning objective to be measured with the summative assessment of this assignment is “students will be able to demonstrate command of the conventions of standard English subject verb agreement” (CCSS.ELA-LiteracyL.8.3.A). Students were prepared for the assessment by the use of traditional and differentiated instruction, formative assessment and self reflection. Self reflection was introduced to students during an anticipatory set seen during the introduction of the lesson. As students entered the classroom, they were presented with sample verbs and subjects on the SmartBoard, and asked to create sentences with them. For example: The red ball, The black dog, The yellow school bus,crossed the road, rolled into the street, chased the children. An example of a correct sentence would read, The black dog chased the children. After students...
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...1 State one item or document which would be a relevant source for each of the following types of information. a) How to connect and correctly set the central heating programmer. Manufacturers instructions b) Compare prices available for the luminaires. Wholesalers catalogue / website from more than one source c) Where socket-outlets are to be located. Location plan / layout plan d) What finish is required for all accessories. Client specification e) The correct circuit breaker which would isolate the bathroom lighting on completion of the work. Board schedule / circuit chart 2 Interpret, using information from a website or catalogue, what is meant by each of the following terms relating to the Consumer’s Control Unit (CCU) located...
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...he can complete the assignments. Unfortunately, he does not have the necessary support at home to help him succeed. The design of this lesson is structured with a read aloud of Chapter 11, a PowerPoint presentation with visuals, and a review and modeling of the assignment, all of which will provide support for N.C, especially with the oral and visual representations. The guided notes would be provided with the visuals from the PowerPoint presentation. However, if N.C tired to take the notes but was unable to, a completed note sheet can be supplied, based on...
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...Outcome four includes revising, editing, and proofreading. In order to achieve this: there mustn't be errors that obstruct the comprehension of the work, the changes made must address critiques from instructor and peers and the writing must clear and intentional on multiple levels. This is paramount to a paper's overall efficacy as it creates a work that is understandable and clear to the reader. These types of requirements can be seen in almost any project that is adequate. Nearly all works must display fluency and responses to constructive criticism. For this, I chose SA 2.3. In this assignment one was required to annotate and cite three separate sources as well as describe a community, one of its problems and provide a possible solution....
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...I went through the Collection 2 test and the Collection 2 resources to identify the standards that are being taught and tested. Attached you will find the information I gathered. As I go through the Collections to update the tests and curriculum, I will create something similar for each Collection. You will notice that the document has some blank boxes. I can't fill in those boxes until I do all of the Collections and determine what standards are being tested for each strand of the curriculum. It looks like there is a lot of author purpose in Collection 2, but the questions are not worded the same as those in the Collection test. The students might have done poorly on the O.Henry piece because they were looking for author purpose in a fiction piece, while the Collection anchor texts focus on nonfiction. One way to address this might be to teach the fiction piece "The Censors" which focuses on Author Purpose. You will also notice that I pulled the lexiles for the stories and for the passages on the test. The O.Henry piece is actually on level. A 9th grade lexile is between 960-1120 with a "stretch band" of 1050-1335. We want kids reading a variety of texts that fall on grade level, but also stretch to the next level. The lexile for the nonfiction pieces are above the stretch band. I believe this is because of the technical terms that are being used. Lexiles are determined by the length of the words used and the length of the sentences. Both nonfiction pieces use longer sentence...
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...at the beginning of a student’s freshmen year during the fall semester. Students were then scheduled to take English I in the spring. English I, at that time, had an End-of-Course test, so it gave students county-wide a year to prep for the state exam. In recent years, the End-of-Course exam has been removed from English I and replaced with the English II exam. However, Communication Skills has never changed sequence. Now, years later, the curriculum now mandates that every junior take the ACT. Since Communication Skills is designed primarily to teach grammar and mechanics, there has been a suggestion to move this course to the fall of a student’s junior year to help them be successful on the grammar and writing portion of the ACT. 4....
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