Nt1310 Unit 8 Assignment

The do estimation where there is jar up at the board with various small toys in it and different students get a chance to guess how many items are in the jar. At the end of the week they will find out the exact amount in the jar. They also are learning about place value by counting how many days

The teacher will make sure to answer questions if there are any. The teacher will then hand out one slip of paper that contains the independent variable to each group. If a group gets a slip of paper that says thickness of paper, the teacher will need to give the group different types of paper.

In math, students learned to write equations. They also learned how to flip the equation. Children wrote equations as they listened to story problems. They practiced also with their ten-frame mat and unifix cubes.

First, Ms. Kapeller modeled the activity and put the equation to find the area on the board. After a few round, she took the equation off of the board and did the activity again and the students had memorized the formula when she asked the class as a whole. She repeated her instruction several times so if some verbal student leaners needed to hear it again they could and she also had a power point available for the visual

Lesson 6- Students wrote their thoughts on the video of the Powers of Ten Lesson 11- Students were able to brainstorms ideas around “what if earth’s mass was 15 times bigger” 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 11: Students were able to investigate the solar system using the NASA Website. One part of the investigation was finding three facts they thought were interesting. 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 Lessons 8 & 12- Stations were provided for students to move around the room to complete different

question she would ask her students was to recall the steps to dividing. Visual, auditory, and kinesthetic learners were provided with YouTube videos displaying the steps of how to divide, counting songs, and worksheets to use during the lesson. In order to have the students fully engaged in the learning the teacher allowed each student to participate in the lesson and allowed them to help each other out when struggling with a question. She also engaged each child to participate on the smart board. Periodically, she did have to remind her students about the rules and the consequences that arise from not following them.

During the camp, there were so many girls that had self-doubts about math and how they couldn’t do it. It was hard in the beginning trying to tell the girls that math can be fun if we try and use art skills to solve math problems. The first week was the hardest because the girls didn’t want to work at all because the girls that were good at math were always showing off and the girls that were having struggles didn’t want to get involved in math even if art was brought in. Once the more shy and doubting girls started to get involved in the math games/ art, they were able to get the hang of it fast that the other counselors would have to help them once in a while which showed just how much the girls were starting to have fun with math.

Once we had finished the tour we realized we had to begin learning. Our class started with the first subject of the day, math. I looked on the big white board and written in pink marker said: Addition and Subtraction. I know how to add and subtract I confidently thought to myself.

According to National Research Council, “Instead of cursory and repeated treatments of a topic, the curriculum should be focused on important ideas, allowing them to be developed thoroughly and treated in depth[...].” This quote demonstrates that based on research students should not be only memorizing a topics, but students should be understanding the purpose of teaching it. This problem has shown up in many subjects, including math. In many math classes, students are mainly memorizing content that are being taught, very few are finding out why. According to National Research Council, “Achieving that coordination puts heavy demands on instructional programs, on the materials used in instruction, and on the way in which instructional time is

A lesson that I have observed of is a literature lesson on “The Raven” by Edgar Allen Poe. The lesson began the day before with a brief introduction of Edgar Allen Poe as a person and a poet. She gave students background information on the poem then instructed them to read and highlight any passages that were difficult for them to understand for homework. She instructed students to pay attention to the rhythm, stanzas, and the mood while previewing the poem. She wanted the students to begin thinking about the plot, setting, characters and perspective.

Through challenging yourself and taking risks as a teacher I think you will discover more meaningful and engaging ways to help your students understand what you want them to know. If you play it safe by constantly using worksheets and no activities then you lose the opportunity to form a closer bond with students, help them express their knowledge in other ways that benefit them and

• Which part of the lesson was most effective in helping the student understand the learning objective? The part of the lesson that was most effective in helping the student understand the learning objective was the second part of the scaffolding technique that I used. When the students followed along with a given example of subtraction using their white boards. Allowing them to follow along and find the difference using a number line with me, helped them by integrating a hands on learning approach.

This will also help the student feel like s/he is not having to learn on their own. Partner activities may include having the students read short stories together and complete worksheets based on the lesson together. For most activities, I will plan on having these activities be a partner or individual activities. This way, if the student feels confident in working individually, the student can work individually, and if not the student can continue working with a

In the listening station the students listen to a book that the teacher has picked out for them that has a lot of color and words that they have been going over and reviewing. There are some activities that the students participate in that help with Approaches to Learning one day the teacher was going over the growth of an apple how it starts out as a seed and grows into a flower then grows into an apple. They also learned about the apple they learned about the flesh and skin of an apple and where the seeds are in an apple and about them stem and leaf of an apple and the student would answer the problem and they were so excited about it. Some Cognitive Developmental activities that the students do are sitting on the carpet and do math problems with the teacher, there would be questions on the smartboard like how many balls would you have I took 5 away for the 10 you have. They also have a station where they would match the capital letter with the lower case letter or they would see a picture of an object and match it to a letter they are supposed to

I would constantly refer to both the mnemonic device and guided examples as I verbalized the task. Sixth, I would also use modelling and practice to help my student understand the patterns in solving long division, and support his or her confidence in his or he ability to perform and complete the individual steps of long