For this assignment, I worked in a group and togetherwrote a set of instructions on how to make pumpkin cheesecake. We also tested our instructionsusability and followed up with our conclusions in a memo. Next is my personal project, I was assigned topick something of interest and propose a project that would take considerable planning. First I wrote aproposal for my idea which included my idea, learning objectives, schedule, and rubric. In the end, Idecided to create a cupcake brochure for my potential business.
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
Minecraft is a game for kids and adults alike, the game consists of blocks for the player to use and to build things with, along with monsters for the player to fight using swords and other weapons. I believe that it can be used in schools across the country for educational purposes. Genius hour is where we find a problem in our community and try to solve it as best as we can within about 30 minutes to an hour but we have to choose something that we really want to do. When I started doing genius hour I had join a group of 3 others and we cleaned up the greenhouse at our school as best as we could. We had opened the door to look at it and it had spiders and all sorts of bugs, couldn't even walk into it because it had so many weeds growing inside it.
Who is Jennifer Kirby? I graduated from Bowling Green State University of Ohio with a Bachelors of Science in Education. I began my teaching career in Lakewood, Washington initially teaching junior high math before the district converted our school to a middle school and I became one of the 6th grade Math and Science teachers. After two short military moves, I taught 6th grade Math and Social Studies in the Fort Bragg community. In Louisiana, I worked mornings as the intervention specialist for Reading and Math at the public middle elementary school (3rd and 4th) while teaching 7 and 8th grade Math in the afternoons at the local private school and eventually covering the art classes when the teacher was on maturity leave.
Starting the age of 5, we come to school everyday to learn something and expand our horizons. We start with the basics, such as the ABC’s and our 123’s, until we work our way up to a more in depth discussion of each subject, such as English II. This semester, I have learned topics in the field of English II,such as grasping the underlying meaning a book presents, the 12 archetypes, even the subject of debate. The semester began with the discussion of “The Secret Life of Bees” by Sue Monk Kidd. The first day of class we needed to have the book annotated and ready for discussion.
Before beginning the four phonemic awareness assessments, I sat down with Rheya and discussed the assessment with her. I explained to her that we were first going to review her knowledge of capital letters of the alphabet, lower case letters of the alphabet, letter sound identification, and then we were going to work on isolating initial phonemes. I explained the four skills in terms that she would understand. As an incentive for her cooperation, I brought a small bag of fruit snacks and told her that she would get to eat the fruit snacks after school if she participated during the four skill
Semantic Memory- it is the memory for facts and names and for schemas to organize our world. • Personal life- I use my semantic memory every single day when I come to school. There are certain things and ways we should act as students. For example, I come to school with my homework done because that is what a student ought to do. If I have questions about something, I talk to my professor.
Finally, in the experiment, I got volunteers from the 10th graders of ten right-handers and three left-handers, and performed the experiments of reading, visual, auditory, and kinesthetic tests based on the VARK model. Through asking for help to my parents, peers, and experts in the process and performing the experiment, I could develop social skills such as approaching to people and having
Visual are known to learn from what they see, examples pictures, diagrams and demonstrations. A child watches they parents preparing breakfast, putting the bread into the toaster and in-between getting orange juice ready. We especially learn from this in primary school with our first book, looking at the stories and telling the teacher what is happening on the pages. College students might use more of this type of learning style, from mind-maps, spider graphs and highlighting notes to colour code so it would stand out to the rest of content on the
Caitlin Flanagan 's piece “Cultivating Failure” appeared in the Atlantic 's January/ February 2010 issue. The Edible schoolyard program teaches students to grow food. Instead, Flanagan is trying to persuade the reader that having school gardens will help students in school.It also talks about “ A Garden In Every School’(420) She added this quote, because she thinks adding a garden to every school could improve graduation rates. She continues to explain both sides of adding a garden to school properties. Flanagan starts by describing in her article “ the dream of a better life” (418) is coming to the United States Of America.
We milled barley and enjoyed barley cakes, a pancake like bread. Our Language Arts focus has been learning about elements of literature in class through the ancient story of Joseph. We compared various versions of the story from the Torah, Bible, Koran and oral traditions as portrayed in King of Dreams by DreamWorks Animation. Students have been taking notes in class. We have learned about plot, theme, style and character.
What we were supposed to do was to discuss just a little bit and spend more time on actually building it. We constantly had to both discuss and construct the tower. In the last ten minutes of the first marshmallow challenge class, we have compared our objects with the other groups’ and we have also took a look at marshmallow challenges done at places other than our school.
The students will then place that definition under the flap that corresponds with the vocabulary word. I will continue this process until all of the vocabulary word flaps have definitions. Active Engagement I will then turn the students’ attention to the middle section of their lapbook. We will be creating a map for the fairy tale stories that we have been writing. I will use the class one to demonstrate.