Learn about a profession in the kindergarten 5. Find the specific area that I would like to work How much information did I collect to develop the strategic plan? I checked the kindergarten’s website, asked the presidents, and talked to other class teachers so that I can understand the kindergarten. The history of the ex-program for two years old, the reasons for creating a new program, the running cost and tuition of the program, teaching methods used in a new program and ex-program, and other kindergarten’s similar program were collected
ECS 306 Weekly Evaluation Reflection 1. What were the “Big Ideas” of today’s class? Review Natural & logical consequence worksheets, build a great relationship with our children: help the children to feel like they belong, and explore authoritarian parenting style of caregiving: role playing. 2. On a scale of 0-4 evaluate your level of participation involvement in class?
Introduction To date I have completed three classes and one group facilitation exam for this semester. The aim of this assignment is to demonstrate my personal and professional learning for the duration of the module. It will discuss the definition of group work; how I planned for my group exercise; it will outline my learning as a facilitator and observer for a thirty minute exercise. I will use Bruce Tuckman 's five stage group development model to outline the stages of the group process. It will briefly discuss the feedback from my tutor and the group members.
During Science class students were given instruction during the first five minutes of class. These included class announcements and directions of plotting longitude and latitude coordinates. During this transition into the class activity Eric was on his Chromebook toggling between Google Classroom and basketball news/stats. When Mrs. Beal repeated the direction for a 3rd time that students are to be opening Google Classroom to the class, although directed at Eric, he then initiated the task and remained focused for 5 intervals. Within these five minutes of on-task behavior Mrs. Beal checked in with Eric and engaged with him as he started plotting the coordinates.
Content Area/Discipline: language arts/ math Lesson Title: Shapes and houses Estimated Duration: 40 to 50 minutes Where in the Lesson Segment does this learning experience occur? (Check One) __Beginning _X_Middle ___End Grade/Level: Kindergarten Number of Students: 21 Structure(s) of grouping for the lesson: (Check any that apply) Whole Class ___X__ Small Group _X____ One-to-one _____ Other (specify) ______ Central Focus Children will be introduced to the different materials that can be used to build houses and buildings, through reading three different stories about building. Students will learn that houses can be different shapes and sizes. Students will make a house using construction paper and a house using cookies
The participants have been asked to choose one of the six drawings that best answers the question. IN Figure memory, a combination of Figure-Copying and Memory for Designs, the child is presented a two- or three-dimensional geometric figure for 5 seconds and then presented immediately with a response page, on which the original geometric figure is embedded in a larger, more complex geometric pattern. The child is asked to identify the original design. At the end , The scores of CAS should compare with the academic scores of students in both group
Other participants in the study included a kindergarten class (18 students), one kindergarten teacher, and one assistant. A single subject reversal design was used alternating baseline and intervention for a total of four phases each lasting approximately one to three weeks (McGoey et al., 2007). During the baseline phase, teachers used standard behavior management procedures in the classroom along with the team meeting to design the school-home note and to define goals. The child gave their input to and made changes such as using familiar language to make it their own and to understand the goals. Parents instituted a routine of reinforcement or response cost that correlated with the intervention.
These assessments are given before admission using Cognitive Ability Test (CAT4) or at the beginning of the curriculum year or before issuing the End of Term Reports using the Standardised Assessment Tests. The Summative assessment has secured a prominent role in the education system (Lambert and Lines, 2000) of the school still it holds within cons and pros: Observed Pros: • The Summative assessments are beneficial for the 95% of the school students whose families move continuously; students around the globe share the same set of assessments for they are learning the same curriculum. • Owing to the fact that they all teach the same curriculum regardless where they come from; The Summative assessments enhanced teachers’ collaboration and professional development. It allowed them to share their best practices with each other and apply it, as well as providing the opportunity for meaningful professional development as the education community is all on the same page. (Anderson, no date) Observed
Furthermore, the study suggests that role-playing helps the participant to gain skills in communication and psychomotor skills. The study was conducted in four different learning application: the first in a multicultural educational course whereby students took on the role of minorities. The second was in a leadership course in childhood educational history classroom, which provided simulation on World Wars One and Two. The third was in mathematics for teacher’s class where students were simulated experiences. The fourth was in a childhood education course where student’s role play management skills.
One of the interviewees described that group discussion happened “naturally” (Armien & le Roux, 2010:48). Armien and le Roux (2010) analysed this statement that students were aware of the importance and effectiveness of group work when solving problems. By sharing ideas, talking about a difficult problem, explaining to one another and discussing the problem, students were able to solve the problem which they were unable to solve when they tried individually. One of the interviewees explained that peer’s explanations were “different to the lecturer’s [teacher’s] explanation” and sometimes were more helpful. Students discovered or shared a shorter and easier method to get to an answer (Armien & le Roux, 2010:49).