Strategy #1: Modeling / PORPE tool (e.g., Predict, Organize, Review, Practice, and Evaluate) will be used to provide students support when explaining in greater detail the concept development process, using examples of text such as books and articles that are relevant to the assignment (Allan & Miller, 2005).
Strategy #2: Reciprocal Questioning: Reciprocal questioning will be used to check for understanding throughout the lesson. This will support the student's learning by allowing them to formulate their own list of questions to deepen their learning. Additionally, Reciprocal questioning improves student’s questioning and reasoning skills (Manzo, 1968).
Strategy #3: Authentic learning: I will use authentic learning as an approach to monitor
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This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011).
Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.
Focus Student 2 (Proficient) There were five of twenty students (25%) that were rated as below standard in Structure-introduction/conclusion and Elaboration-text features of the Common Core State Standard criteria found in the rubric. Focus Student 2 (Proficient) and student # 4 (ELL/Novice) were among this group and performed below the standard in both areas
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In order to make connections to the previous lesson, students will recall information that was previously learned, such as the definition of main idea and detail, explain the ways to identify the main idea, and describe details in a story. Making connections to skills they have previously learned adds value to the content the students are learning. I will model examples, guide instruction, and allow students to collaborate with peers in order to support student learning until they are able to identify the main idea and describe supporting details on their own. There will be differentiated instruction and assessments for students on different learning levels. It is important to teach to the students’ learning needs in order to see progress in all students. I will focus on my three focus students to prepare them for future lessons focused on main idea and details. Student A and the above level subgroup demonstrated advanced abilities to identify the main idea and describe details from a story for Lesson 2. These students will be asked to explain their reasoning during instruction in order to advance their thinking and share their thoughts with their peers, so their peers can learn from their responses as well. Student A and other above level
Good Morning all, The confusion continues… Per the DOE, the Admin Supports are now required to the complete the Inpatient reporting class via TLC (RPT0-can be typed in the search field on the TLC page). Users will need to register and choose all of the classes associated with the registration before clicking on the submit button. Once they have completed all of the required classes and passed the assessment Epic security will be notified and access will be granted.
1) The data provided in this exercise are confounding. We do not know the variables (is it color, weight...?). Hence, we cannot calculate an average due to incomplete information. If the variable was colors, I would code them as factors. If the variable was weights, I would code them as a numeric value.
The data I will be collecting is from a primary source as the groups of Year 7’s and Year 10’s will be completing the practical where they will see how quick they can find the same five words in the three languages. It will also be discrete even though time is continuous so the results will be clearer. The data will then be recorded onto a table and after, put together on a data sheet using excel. I am using a sample as it makes the investigation fair and also means a range of unbiased results are created from it.
I learned about my POC was that since I have converted the equation to exponential form, it made this problem a few steps easier now that the only thing that I need is to get t only; the only variable in the equation. The converted equation is (t-1)^2 lne = e^3; at first, Kirby thought that it was easy and try to help me, but in result, when Mr.Marshall came by, he told that "lne" can be cancel out because "lne" is equal to 1, so wouldn't make any changes in the equation at all. Next, I square root both side after he told me to cancel out the "lne" and got t-1= e^3. I added 1 to both side and I got t=
Over the past year, the GEMS Project has worked with stakeholders across SAMHSA to conduct a comprehensive Lean Assessment of the agency’s grants processes. Currently, GEMS Group II (Policy and Procedures) and SAMHSA grants subject matter experts (SMEs) are using SAMHSA grants process workflows to conduct value stream mapping (VSM) sessions (see example in Appendix I). Group II is then analyzing the sessions’ outcomes to recommend specific procedure (P&P) and/or system-level (IMPAC II) changes before IMPAC II is implemented and legacy systems are sunset. This process has been developed to directly support grants processes streamlining and reduce expected operational disruptions throughout the new system adoption. This brief outlines the Lean
Works Cited Broida, Rick. “Does it still make sense to build your own computer?” C Net. C Net, 13 May 2013. Web.
TU170 STUDENT NAME : SALIM SAUD ALAZWANI STUDENT NUMBER : 140716 Q1: Q2: 1) plug-in(computing) we may say it 's program that 's help you to bring data or information from global internet. and we may call it program piece of software code that 's help application or program it could not by itself. plug-ins do things very fast because it 's actually sorts things such as help you to watch video online, listen to online music or radio and play many online games. sometimes we don 't need it but your computer will offers you plug-in and it 's easy app to download if you follow the instructions on the screen.
I want my students to understand and comprehend the concepts and skills from the activities. For Knowledge & Understanding category of L.T. #1, I will include 1 multiple choice question so that my students will understand the importance of knowing what an illustration is, and why they are important in the text. For L.T. #2, I will give my students 2 true and false questions
I will use key elements from the text to help guide them along. During whole group instruction, both my struggler and non struggling students will use a map to locate where the Author’s family originated. In addition,
“ The students will read the first sentence of each paragraph in the text. Each student is going to skim the text. (Appendix 4) Then they are going to discuss the main idea of the text in pairs. The teacher elicits answers.
In the **** I could have added a visual for them to look back at. Choosing a character all students were familiar with would have helped them understand how to use the given information to understand the characters viewpoint. Referring to a book the students have recently read and only focusing on the main character would have been a *** example. Starting by going over what occurred in the book, and reflecting about the characters viewpoint through the story. By only focusing on the characters viewpoint would have helped the two students understand what to look for.
To summarize At’s such as captions, visual aids, and captions, allow students who are hearing impaired or death a chance to interact with text and function as independently as possible. With Hannah, who is 5 years old, i suggest that her teacher Ms.Martha start using closed captions when she shows the class videos and consider investing or requesting a FM system that best fits Hannah needs. However i was able to use a visual aid with Hannah that showed her how to wash her hand properly. The steps had both text and a visual with a simple 4 step instruction. Hannah was encouraged to ask questions before and try to follow as best she could on her own.
Discovery learning is a method of inquiry-based instruction. Discovery learning believes that it is best for learners to discover facts and relationships for themselves. There are varying definitions of what discovery learning is. A review of the literature suggests that discovery learning occurs whenever the learner is not provided with the target information or conceptual understanding and must find it independently and with only the provided materials. Within discovery-learning methods, there is an opportunity to provide the learners with intensive, or conversely, minimal guidance (Prem Lata 2005) and both types can take many forms (e.g., manuals, simulations, feedback, example problems).
– information all the time. By taking this approach, I can help students hone their skills facing this kind of problem in an academic setting before they have to face them on the
Keeping in mind the end goal to accomplish this, elaboration and association must happen between already learned memory and new data. It has been built up that the all the more profoundly data is prepared and the more associations that can be made between new data and existing memory structures, the more data will be held in long haul memory. A standout amongst the frequently referred to references to levels of elaboration for instructional purposes is the Taxonomy of the Cognitive Domain created by Bloom and his associates (Bloom, Englehart, Furst, Hill, and Krathwohl, 1956) and as of late updated by Anderson and Krathwohl (2000). Bloom et al.’s Taxonomy of the Cognitive Domain Level 1 Knowledge – Students reviews or perceives data, thoughts, and standards in the in exact structure in which they were learned.