Terrett told the class that she would give good behavior tickets to students who got the answers to questions 7 & 8 right. One of the students, Wyatt asked Mrs. Terrett how many tickets she would have to give out if the whole class got both answers right. Mrs. Terrett responded by turning the question into a teaching moment. She asked the students if there are 27 students in this classroom and everyone earned 2 tickets each, how many tickets would she have to give out? 10) The following instructional strategies used in the properties of multiplication lesson: • Modeling- The teacher wrote on the board what she wanted the students to write in their math journals.
The students will identify whether each item sunk or floated and draw their own representations of each item in the corresponding column of the the simplified graph (labeled sink and float). Then, they will identify how many items are in each column and which one is higher. The students will learn what floating, sinking, and predictions. I will explain to the children that objects that are not heavy, or light, will float and objects that are heavy will sink. I will ask open-ended question such as: Why do you think the _________floated?
Talking circles are not meant to replace traditional whole-class or small group discussion but to present a different form of discussion. During my first semester of the graduate program I took a foundation course in which professor used the talking circle in every classroom session. I observed the discussion format created platform for all students to equally participate in the classroom talk. I consider myself an active participant in the traditional classroom discussion but at times, given the intensity of the topic I would keep quiet and observe my peers discussing. However, in talking circle I realized there was literally no scope of avoiding class participation as every student would eventually share their thoughts in sequence that would promote equitable discussion and participation.
• 3rd after all of the words have a cheer I will then teach the spelling word cheers to my students. • Each of the spelling word cheers will have a movement, chant, or cheer that will help students remember the word. This assignment will help students remember how to spell a word by using their whole body. When students
Our experimental study will be ethical because a letter explaining the procedures of videotaping has been assigned to all students attending the school at the beginning of the year.. The experiment will take place as planned and only stop if an emergency were to unexpectedly take place. If they decide to keep their names anonymous, subjects will be able to tell us and we will do so. Any questions subjects have will be made beforehand and answered, so no problems come up while the study takes place. If requested, tutors/parents of subjects will receive a copy of the rundown of the experiment and results, as well as recordings including their
I then played a YouTube video that explains PEMDAS but it was also an attention getter. Then I went to the main lesson which I did on the white board and I started with simple two step problems and got up to the four step problems with the parentheses so they could see me do it. After I was done, I had each student come up a couple of time to check their understanding of it, to me they seem to get it really well. I sent them home with homework to post assess them on the following Wednesday when I came back, I was surprised when they turned in the homework on how well they
The students will write out sentences on construction paper. Then they will stand close together or far apart to understand how you are supposed to read a sentence. 2. The teacher will put students into groups and each group will have a box of dominoes with words on them. The groups will have to make as many sentences as they can that make sense.
The PI will administer the survey to the participants at Fort Bragg Soldier Support Center, Fayetteville. Prior to meeting with the participants the PI will double check the instructions and print out a copy of the survey (Appendix E). Participants will receive an introduction read from a prepared script (Appendix B) and the survey directions provided (Appendix D). The PI will read the script (Appendix I) and the instructions (Appendix C) to the participants to assure that all their answers kept confidential and will only use for the purpose of the survey. Extra technological devices brought to the class by the PI in case participants do not have the technology readily available.
The student needs to meet all of the criteria to meet for the teacher to mark that the skill is present. Follow Me: The teacher will ask the student to read a short, grade appropriate reading passage. The teacher will ask the student to track the words while reading the passage. The teacher will note if the student was able to correctly track while reading by recording if the skill was present, not present, or
Then they will orally share their story on a T-chart. Once they share their stories have the students get out their iPads and open Seesaw. Once on Seesaw have students add a photo of their drawing/planning sheet. Once they take a photo they can orally record their story. Students can listen to this recording tomorrow or the next day.
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
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.