When doing this task I made sure to use real life example for the words, so they could get a better understand of the word. Once they start to recognize the words it was easier for them to spell and comprehend the meaning. I word have to direct the class to pull ou the book and make sure they were reading after they finish their work. Also, I went of many of the kids wam ups and exits tickets. Activity 7 During my time at the school I had to help students log in to there math program.
What similarities do you share?” The idea is to relate The Outsiders to students’ lives for students to become more engaged in the reading and maintain the novel’s events by relating events, characters, etc. to students’ lives. IPTS 1C relates to this performance activity by how the competent teacher relates students’ lives and development into a lesson. I learned prior knowledge and incorporating students’ lives into a lesson greatly impacts student learning. Performance Activity 23: Observe and record how the teacher manages the classroom.
Students will examine their chances of being chosen in the reaping as well as their chances of winning and numerous other probability, algebraic and percentage problems. Students will compare and contrast the two stories and have a group discussion about social norms, personal beliefs and numerous other underlying themes and factors in both stories. Students will explore the work of Normal Rockwell, the idea of utopia and how he expresses this in his work. They will then create their own utopia and a visual representation of it. Students will analyze WWI propaganda posters and discuss their role in the war.
After the feedback, teacher distributes the papers and parents will attach it in student’s exercise book before they come to school on the following day. The teacher also records the result in a specific document file provided by the grade coordinators. This class test is designed with the following types of question. • Short Answer • Draw and Naming • Long Answer • Matching Analysis of the assessment instrument To analyze this assessment, it is important to identify what opportunities are provided for the students to manipulate their cognitive process at divergent levels. Moreover, how much emphasis is made on to have balance is also a key aspect of this canalization.
By allowing my students to have an input to the activity that is to be completed by them, will give them a sense on importancy in my classroom. This artifact addressed FEAP 4 in specific to the FEAP indicators by incorporating assessment data tables and analysis' of students’ performance in a variety of assessment tools to measure student comprehension and apply opportunity to introduce technology in the classroom. I will continue to grow as an educator by utilizing some of the strategies I have learned through this lesson to help students increase their reading comprehension and
After all the students have been given enough time to write and practice their skits, they will go up in front of the classroom and perform their skits. The final activity will be demonstrating the subjective rules of nonverbal behavior that are governed by cultural and social rules. The teacher will instruct the students to imagine they are writing a guidebook for visitors from another culture. They will describe the rules that govern touching in several relationships (an adult and five year old, an adult and a twelve year old, two adults, an elderly adult and a young adult, two enemies, two good friends, parent and child, siblings, lovers, and a boss and an employee or a teacher and student). In each case the students will additionally describe how the gender of the participants may affect the rules.
If a student produces a sing word (e.g. exercise), teacher changes the single word into the sentence (e.g. I’m exercising.) and write it on the whiteboard. Teacher elicits the Study 3 Teacher gives worksheets and makes the students write the sentences about the pictures using present continuous (pair work).Teacher also presents the example sentence on the board.
Describe how you would adapt the strategy or activity you identified to meet the needs of the student. To meet Julie 's learning needs, I will adapt the activities to engage her class participation in different ways, and simplify the lesson to fit her learning demands. I will give Julie a copy of reading material, so she can trace the text and follow my reading tempo when I am reading the text to the rest of the class. Because she is able to read text independently at grade level, she can also read the text by herself if she needs to review or revisit the content. Allowing Julie to read along helps improve her comprehension and brings an emphasis on her strength in learning.
In comparison to Lawrence Academy, the honor code at the University of Virginia is seen frequently, however, students must write the code on all their work. In a survey for students, 65 percent say that an honor system is discussed in class as well as the syllabus (Sledge). Discussing the honor code in class will ensure that the students understand what is expected of them and their work. McCabe mentions, an effective way to remind students constantly of an honor code is to develop community standards on academic integrity (McCabe). Downgrading dishonest academic integrity in school environments will allow students to understand the importance of an honor code.
Prior to the formal assessment in lesson 2 teachers will be able to progress monitor student’s learning by having them fill out the story structure graphic organizer where students must list a characteristic about one of the main characters with evidence to support their answer that their group discussed. They will also be given a story structure graphic organizer to list characters, setting, problem/beginning, middle, and end of the story to see if any re-teaching is needed. After reading the book Isabel and the Hungry Coyote, by Keith Polette students will be given the formal assessment that is the same format as the informal assessment where students will list a characteristic about one of the main characters with evidence along with listing
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).