Capstone Reflection bit.ly/capstonereflection Student Name: Subject / Class: Describe the attached evidence: My attached piece of evidence is everything I’ve done to get to the point of presenting my booktrack to the class. Many artifacts will represent several Student Learning Capacities. Explain how the attached evidence proves your achievement of the capacities that follow. Write about ALL that apply.
The teacher will advise the students to think of the warm-up question of “who am I?” 5 minutes 2. Next the teacher will give the students instructions of the lesson for the day. As the student will learn different cultures within their classroom and how they can relate to the cultures.
Briley Belling, Weekly Reflection # 8 How does the teacher plan the day, week, semester, year? My cooperating teacher keeps all lesson plans in a binder that are organized by each week, with the dates and times. There a spot next to each day, to write a note about the lesson being taught, the student activity, or an event that is happening. This way, there is a nice layout of the week, and what is happening and when.
Part One In this segment, the students are studying the sequence of events that lead up to the colonies declaring their independence from British rule. One key event that led to the chain of events was the Boston Massacre. For this segment of the lesson, the students will study the events surrounding this issue. Terminal Course
On Tuesday, April 17, Bria Marcelo gave a training to student leaders about bias awareness. Marcelo works in the Chief Diversity Office and serves as the Director of Diversity Resources. I chose to attend as an opportunity to see how students are being taught about bias, to educate myself, and to also examine bias training from a supervisor point of view. This paper examines how the training relates to the Multicultural Change Intervention Matrix, themes of first-order change, and increasing multicultural competence. The Multicultural Change Intervention Matrix (MCIM), was designed to, “assist student affairs practitioners in conceptualizing and planning their multicultural interventions” (Pope et al., 2014, pg. 29).
APSS1L01 Tomorrow’s Leaders Individual Term Paper Name of Student: Lee Ho Yan Student ID: 14086986D Group Name: 7FM Topic: Cognitive Competence Class: Mondays 3:30 - 6:30 pm Lecturer: Dr. Hildie LEUNG Introduction The topic of this term paper is cognitive competence. This term paper consists of two parts.
Reflective Diary Data were drawn from journal writing based on the experiences of teaching starter activities in class to evaluate pupil’s behaviour and learning. The reflective diary style was based on Gibbs’ (1988) reflective cycle. This diary format encourages practitioners to reflect on 6 key stages of reflection of the lesson in order to encourage deeper analysis; Description; Feelings; Evaluation; Analysis; Conclusion; and Action Plan. Reid (1993, p.3) defines reflection as a “process of evaluating an experience of practice in order to describe, analyse, assess” which ultimately informs future practice.
Two of them will be administered in the beginning of the semester and the other two will be utilized at the end of the term. These instruments are the pre and post surveys: The first type will regard the following subjects: self-esteem, peers, self-confidence, the ability to accept one’s self, being assertive, overcoming difficult situations, resolving conflict, managing anxiety, managing depression and addressing other issues. The second type of survey is called Elevator Music in My Head, which will be conducted verbally with the participant. This exercise deals with word association.
Early American Literature consists of the themes: settlement, war, race, identity, slavery, and the American Dream. As an Early American Literature teacher trying to organize my course for next semester can be difficult. All the themes above are important because they are all a part of history. Authors have expressed one or more of these themes in their writing. This next semester three themes will be emphasized along with the authors that discuss them in their works of literature.
Each of sources will assist us in scoring section five of the IIR, system support and allow us to assess whether we are following district guidelines and if we are in alignment with the Missouri Comprehensive Counseling Program. These references will also assist us in evaluating howthe student performance data compares the district’s standards. • To complete section two of the IIR, the team will analyze our calendars and planners on a monthly basis. The planners and calendars indicate each unit that have been or will be covered in classroom guidance lessons along with the materials being used for
We will then discuss the documents, and the possible reasons as to why the Japanese were interned, and following that the students will work on the documents on their own. Once again, this allows the work to be modeled for students, and for students to have an immediate discussion over the material they just read before working on their own for the other documents (Bruner). In lesson, 3 students are given direct instruction over the Pacific Campaign, and the concept of island hoping, and are introduced to the Navajo code, and that some minorities were praised during the war this ties into previous units where we have examined how America has treated
If it has changed why has it changed? If your definition has stayed the same why did it stay the same?” Application: • The students will research and bring in one article that describes the actual event of their situation. • The students will read the article using close reading strategies.
Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.
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