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Stephen George Chapter 2 Study Guide

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Stephen George
Chapter 2 Journal

One major point that is brought up near the end of Chapter 1 and the beginning of Chapter 2 is the importance of the teacher’s own beliefs. In other words, theory is just as important as practice. No matter what subject is being taught to the students, the instructor’s beliefs have a largely underrated effect on their students’ success. In fact, the authors of this textbook state that “teachers act on their beliefs about what good teachers do and those beliefs are probably the most important factor in determining the success or failure of a new approach to teaching” (62). The teacher I primarily worked with last year organized his students into six different groups based on their standardized math test scores. Those who scored the highest worked on algebraic problems together whereas those who scored the lowest received extra attention from the teacher as they worked on mathematical problems considered several grades lower. Compare this more conventional style of differentiated instruction to Montessori Education, where there is a generally a three-year span of age grouping. Supporters of Montessori Education believe that three-year cycles encourage …show more content…

Before I decided to pursue a Type 09 Certificate and MAT with National-Louis, I applied for and was rejected by the Academy for Urban School Leadership (AUSL)’s Chicago Teacher Residency program not once, but twice. AUSL gives those who have no formal training in education the opportunity to undergo a super-rigorous, one-year training program to prepare them to teach in one of AUSL’s turnaround schools. If you have a few minutes to kill, you’re more than welcome to watch one or both of my AUSL application

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Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed

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Video Response 3 Addressing a student’s needs plays a vital part in the student’s academic success. Understanding one’s needs requires that a teacher take the steps to understanding the child’s personality traits, interests, abilities, disabilities, and so forth. Students are more likely to grasp the interest of learning a specific subject if they feel that the teacher is kind and understanding, just as Trisha and Brittany’s teachers is. Brittany’s mother mentions that a significant change is notable in Brittany’s self-esteem and grades (Kirk, Gallagher, & Coleman, 2015). Trisha certainly associates her good grades to her relationship with her science teacher and identifies her teacher as helpful (Kirk, Gallagher, & Coleman, 2015).

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In this chapter, Jo Boaler describes several school systems who do not use “tracking,” filters that separate students into high-level mathematics classes and low-level mathematics classes. She continues with a discussion that reminds us of the harmful effects of “tracking” and the damage it does to students’ mindsets, both those students on the high-level and the low-level track. Ms. Boaler goes on to suggest that heterogeneous groups of students can effectively work together and individual students can develop a growth mindset. The remainder of the chapter focuses on teaching mixed ability groups effectively and includes an in-depth look at how the tasks students complete and the type of instruction they receive can promote growth mindsets.

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The chapter begins by answering the question, “What is Science?” According to the text, science is a process of studying the world through systematic observation and experimentation. The difference between science and every day observations are science is dependable on objectivity, or facts, rather than subjectivity, or personal viewpoints. Secondly, scientist use systematic observations in contrast with hit or miss observation because hit or miss observation is used only to report the findings of what is happening around us, not facts to include the rest of the world. Lastly, evidence that is observable and repeatable is more dependable for scientist to work with as opposed to everyday observations that disregard evidence.

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I observed Laua Kapeller’s fourth grade class at Blackhurst elementary on November 18, 2016. The concept of the day was to refresh the students on perimeter and area of objects for the subject of math. The methods Ms. Kapeller used to teach the students was by power point and wooden block that were one-inch-wide and one inch in height. She explained the directions to the class first before handing out the blocks. She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for.

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Central Question This book serves as a guide to performing a case study, and answers the two questions: (1) when to use case study as a research method, and (2) how to conduct a case study. In answering these questions, the book covers a range of issues related to designing and conducting a case study, and walks the audience through the process of conducting a case study: plan, design, prepare, collect, analyze and report. He attempts to fill the gap of well-documented procedures for how to conduct a case study. When to Use Case Studies Case studies allow researchers to focus on a “case” with a holistic and real-world perspective.

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In addition, I track data daily in my math instruction. I give students activities to demonstrate their understanding, but the activities are similar for all learners. Instead of thinking that all students “should” be able to write their answers, I am going to identify different ways they “can” demonstrate their learning. The action steps that I will take to not “should” kids is to remember the goal for the lesson and think ahead of the additional resources I can provide such as literature, videos, songs, vocabulary cards, and real-life connections which will help all my learners in the classroom. Also, I will look at my goals for the lesson and come up with more than one way they can demonstrate their learning of the objective.

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Ch. 4-5 in HTHT 1. For ben Horowitz, being a CEO is very unnatural because you need to take decisions and do things that will most likely make the people that work for you dislike their CEO. It is not an easy task and the benefits such as money and fame might not be as strong as the sacrifices required to be an effective CEO. As he points out: “There is not secret to be a successful CEO, but if there is one skill that stands out, it’s the ability to focus and make the best move when there are no good move.” CEO are not born they are made.

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How has this lesson helped you understand the standards for mathematical practice? This video lesson has helped me understand the standards for mathematical practice by giving me a bird’s eye view of how it can be implemented into classroom teaching. The lesson highlighted that in order for the standards of mathematical practice to be used the room needs to be students centered and not teacher centered. Students were given time to not only figure out the problem but justify and reason their answers to peers.

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Research question 2 will be answered by using One-Between-One-Within Subjects ANOVA to compare the difference in student learning outcomes in argumentations between various diverse groups. To answer research question 3, teachers’ knowledge in questionnaires and video lessons will be used. The graduates will be guided to analyze their peers’ video lessons using the moment-by-moment approach (Powell, et al., 2003) to identify how the teachers apply MC activities in their math instruction; teachers’ knowledge on learning and applying MC activities in their pre- and post-questionnaires will be compared using paired

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Benchmark - Application of Theory Essay Ruby Vidal Grand Canyon University EDU- 522 Patricia Thirey January 31, 2024. Learning Theories in Instructional Planning Becoming knowledgeable on learning theories is important for educators to deliver instruction. Learning theories show us how learning takes place inside of our minds. Educators can then determine how to instruct students most effectively. The Springboard Curriculum, created by the College Board, provides educators in grades six through twelve with instructional tools and strategies to help improve students' critical thinking, reading, writing, speaking, and listening skills.

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As a result, teachers are left teaching the text only and lecturing in front of the classroom, and, students are expected to know the content. This is known as the behaviorist theory. Sam Wineburg believes that "students would know more about history… if teachers taught content rather than ‘skills'" (Wineburg, "Making Historical Sense" 308). Teachers who do not deviate from the information in the textbook, are often not viewed as a problem, but they may be one. These are known as mimetic teachers.

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Known by many as the boisterous and charismatic Pre-Calculus and AP Calculus teacher, Mr. Kwon is well liked by the high school community. A replacement for the much missed Mrs. Jacus, he has previously taught math and chemistry at a Canadian school in Shenzhen for 3 years, before getting his master’s degree in Hong Kong this year. Mr. Kwon asserts that he became a math teacher because he genuinely enjoyed math, and “wanted to help struggling students who don’t understand the material.” He also claims, “Compared to teaching chemistry at my old school, which is very abstract at times, precalculus and calculus are more practical and useful.” In terms of challenges in teaching, Mr. Kwon lists the major challenge as convincing students that they don’t need their calculator.

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Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.

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