Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way
The Remix Project was the assignment that I feel we were given the most freedom with. The directions were simple; create a video that helps you become more aware of the rhetorical choices you make. We were allowed to adopt pieces from our previous papers in order to complete this task. What did each project teach us, who was our audience in each piece, and what rhetorical devices were used were the kinds of questions we pondered. One of the most important questions we asked ourselves was how did the pieces we composed fit together.
Overall, I believe the assignments were a glimpse into what to expect in later semesters, especially with how overbearing tasks will be especially in my
These five tasks, in their development stage provided different levels of difficulty. Surprisingly, I found writing the economics and business activity the easier of the tasks to write up, part of the reason for this is because I thought about an activity that would not only, assist me in learning about those concepts but that would also keep me interested. The rest of the activities developed quickly in my mind and I think that is largely because I have a ‘humanities’ brain and these activities reminded me of the tasks I participated in at school myself. The integrated history and geography activity proved to be the most difficult, I knew I wanted to have an activity directly related to the Cross Curricular Priorities, more specifically Aboriginal and Torres Strait islander peoples but developing an activity surrounding this was almost like adding extra pressure. As a future teacher you want to improve the way history and societal views of Aboriginal and Torres Strait islanders is being taught, to provide a better foundation of study for students.
In the novel A Tale of Two Cities, the author Charles Dickens uses the literary devices of symbolism and motifs to assist the reader by developing the various themes that are prevalent in the novel. Dickens clearly uses the symbols and motifs in A Tale of Two Cities to develop the themes by emphasizing them throughout the novel and by connecting them to the events that occur, as seen in using the motif of resurrection. Dickens uses a plethora of characters such as Doctor Manette, Charles Darnay, and Sydney Carton to embody the motif of resurrection by connecting to the themes in the novel, specifically how turmoil can allow people to be reincarnated as a new person. I would consider our presentation to be decent because we had many flaws and organizational issues. I believe the lesson was able to help our classmates understand the symbols and motifs in A Tale of Two Cities and how they helped them better understand the book.
My least favorite activity in class was Station Eleven research proposal. I had some trouble doing it in the beginning because I wasn’t specific enough when I chose my topic. But with some guidance from professor Warren, I was able to make it more specific the second time I submit it. Overall I liked the class format and pace. I thought it was manageable and not stressful at all, which was perfect for me.
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
During this semester I think that the most valuable topics we studied were the age of enlightenment and the time during WWII and the Holocaust. I found that learning about these two time periods was easier because these time periods grabbed my attention, and the videos and reading kept me interested and wanting to know more. The first assignment we had where we were able to select our own figure from the Enlightenment time was one of my favorite assignments because it allowed us the flexibility to pick our figure. For me, I selected Adam Smith, which was someone whom really intrigued me and that the history textbook touched on very little. Selecting Adam Smith allowed me to go out and do my own research on him, which is something
Once I got my professor’s feedback, I then could revise as many times as I wanted. You are probably thinking this sounds a lot like what I did for your class. I realized once again after having your class, that revising my papers makes them much stronger. I was able to improve on the way I wrote for this genre through exploding the moment and setting the scene for my audience, which made it stand out more. I also had to do a revision memo and write about what I changed and why.
Another thing that was involved in this class was we had a schematic and we had to make a circuit from it. It was really easy for me but the other kids were struggling at it so I helped them in including the high school
Throughout the term there has been many writing assignments —big or small— that helped reflect my writing process or the process itself. In the beginning of the course I felt like I was an “ok” writer, but lacked some skills such as: organization, sentence variety, and vocabulary. Also, I did not like to write and had a feeling of dislike when forced to write. I felt like I improved on everything I wanted and was seen throughout the semester. I know how to organize my ideas, the worksheets given in class to work on sentence variety really helped, and vocabulary was built on some level.
The activity involves two circles. One circle will be the outside circle, this circle is large and everyone is a part of it, the other circle is inside the big circle and has three chairs in it. It will begin by having three assigned students in the inner circle or the “fishbowl” and they will discuss the following prompt. “Is there a possible solution to the current land and resource management issues? Are there common themes in the land and resource management amongst all the tribes?”
Writing has always been an issue but yet interesting subject of mine. As hard as I try and write essays, and papers I just can’t get the hang of writing. But after taking this class, I did learn different writing technique and improved my writing proficiency, material body of formatting, and how to uncovering and properly use sources. Through class exams, essays, and a research paper, I was able to learn new writing skills. Although I have learned a variety of things, my writing still needs improvement.
In return, the teacher gave me a D on it. I still don’t know why I got that grade as my teacher could not give me a good reason for the grade. Of course my essay had a few grammatical errors, but everything else followed the project outline. The drawings weren’t as beautiful as I remembered them being, but what can you expect from a fifth grader? That would be my worst research experience because it always makes me second guess my reports before I submit them, and then fret until I get the
To decide on the event, each student wrote three different ideas and presented those ideas to each other. The listeners gave each feedback and the presenter narrowed his or her idea down to one. After everyone selected his or her event idea, we were placed into groups of about five. We discussed everyone 's proposal and narrowed it down to three out of the five. We then wrote a proposal for each of the three topics and presented those to the class.
