3. When presented with a list of ten items, the student will compare the value of ten items on a grocery list while spending less than $15.00 referencing whether or not the items are needs or wants. They will obtain only the necessary materials and recording the completion at 85% accuracy, across ten consecutive
Topics: Did I address all of the topics described in the assignment instructions? b. Paragraph construction: Did I start each paragraph with a clear topic sentence? Did I follow the topic sentence with supporting details? Click on the link for tips on How to Write a Good Paragraph. c. Length:
Then the students are expected to direct their thinking on the context. The teacher draws a blank KWL chart on the whiteboard and encourages students to think about what the text might be about. The teacher asks students what they already know about the topic “pollution”. The teacher is going to distribute a copy of the blank KWL chart to each student. (See Appendix 2)
-Students will solve problems involving the comparison of three-digit numbers and discuss their solutions.] b. Provide a graphic (chart or table) or narrative that summarizes student learning for the whole class. Be sure to
Then the student had to go over a new lesson, it related to the lesson they just learned, which is to find the domain and range in a word problem. The teacher noticed that many of the students did not like the word problems, so she decided to teaching techniques they can use when they do see word problems. She related this the questions that might be seen in the STAAR. The then had the student practice with a few problems. For the last ten minutes the class had to do their
In order to make connections to the previous lesson, students will recall information that was previously learned, such as the definition of main idea and detail, explain the ways to identify the main idea, and describe details in a story. Making connections to skills they have previously learned adds value to the content the students are learning. I will model examples, guide instruction, and allow students to collaborate with peers in order to support student learning until they are able to identify the main idea and describe supporting details on their own. There will be differentiated instruction and assessments for students on different learning levels. It is important to teach to the students’ learning needs in order to see progress in all students.
On the piece of copy paper, students worked individually and as a whole class to create a concept map. The teacher candidate used a large poster board to create a concept map as well, allowing the students to offer their ideas. As the students and teacher candidate carried out a class discussion, the teacher candidate added boxes and lists to the concept map as the students followed along. On our concept map we included the three steps needed to draw a conclusion, with linking boxes with details and examples. Also, we included why a reader would draw conclusions from a text in a different box with linking boxes.
At first, all of the students were confused because the instructions given were not clear. Most of the class was upset because we were expecting to work on cars. The project was not all that related to automotive. Most of us didn't know how a business worked, so we had to do some research to know our topic. My group was assigned to submit a video, PowerPoint, a binder with the business information, and 3-D model of the dealership.
Alongside this, the students will answer a broad question related to the economy. This will be done to get them thinking about the economy once again. ”: We will spend another 5 minutes discussing the various points the students and I put on our sheets. This will be done to get the students involved in the classroom discussion, and the bigger topic at hand. Students will receive a second sheet.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and your assessment: Students were required to create a time line and research primary and secondary sources to document their timeline. In the post data the class was successful in collectively constructing a timeline of historic events, and people that they studied in the Age of Discovery. The timeline prevented students from encountering problems, such as obtaining vague pieces of history, which were out of context. According to research, students don’t connect individual events to larger themes when they are provided with just a sequence of events and stories. The post-test data demonstrated that students were able to grasped the Age of Discovery much
We had to complete the paragraphs with full sentences and answer all the questions given and included the timeline. To complete this assignment the group I was working with we had to decide who was going to work on what. We decided that each of us should write a paragraph of our choice. SInce there was only four topics and only three of
When assignments and test/quiz material became available, I always kept note of the work and began preparing my study material and practiced. Once finished with the assignment, I would go back several times and reread it and compare it to the grading rubric. This presents my personal perfectionism and concern to the task at hand. (warrant) My biggest downfall this semester would be my lack of vocal participation within the classroom.
I wasn’t able to master the materials in the beginning, and it hurt me throughout the rest of the semester. I tried to recover by staying on top of homework, visiting the BLC and my TA’s office hours, and studying even more for exams. In the end, the hard work didn’t pay off, for I still received a D in the class. Although I passed, I am still disappointed in the grade I received and my experience in the class as a whole.
・Describe what you did. This does not mean that you copy and paste from what you have posted or the assignments you have prepared. You need to describe what you did and how you did it. I read all lectures and understand the basic system of this class, it adopts because this is the first class, I should prepare for composing the program. I ・Describe
Even though we completed this assignment at the beginning of the term, I still was able to learn from it as the term progressed. Throughout the other assignments I still had minor mistakes within my annotation but I believe towards the end I began to understand the concept more when I
