Class: Pre-Kindergarten (4-Year Old Classroom) Unit: Language Development (Alphabet Word and Picture Match) Teacher: Ms. Zarie Baker Objectives: 1. Students will follow simple multistep directions with visual cues if needed. LDC-1m 2. Students will talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. LDC-5d 3.With prompting and support, students will use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.
Journal - Day 1 So far the experience is going very well. I met my cooperating teacher and we talked about different stuff on what and what not to do. During some free time I was memorizing students’ names and where they were sitting out. My cooperating teacher has a clipboard with pictures of the students faces from last years school book and where they are sitting at on sheets of paper. We also exchanged phone numbers and reporting time is at 7:20 and dismissal is anywhere from 2 - 4:20.
5 minutes. 5. The teacher will split the students up in a group of 3 based on the cultural differences. Before the students start their discussion, they will pick which student in their group they want to do research on pertaining to their culture. The students will discuss their nationality, family values and other important factors of themselves.
In order to increase my understanding of how students acquire a second language, I observed four class sessions of students learning a foreign language. These classes included French 102, ASL 102, and two consecutive sessions of Engl 99R. The first two classes listed are students learning French and American Sign Language, while the third class is an ESL class. In these classes I observed interactions and methods as a non-participant in order to add to my knowledge of second language acquisition. Reflecting on the sessions, I noticed comparable themes emerging.
2011) Since I am looking for the opinions of teachers it affects the data collection instruments that I will be using in the study. Semi Structured interviews and observations promote opinion based data. I can therefore ask the “how” “what” and “why” questions to understand what their opinions are about how play affects the children’s social development. There are some criticisms that qualitative research may become too biased as the researchers own opinions may influence the participant’s decisions or actions. However these can be taken into account by carefully choosing the sample needed for the study and reflecting on your work after each
The leader of a shared inquiry discussion not only prepares the interpretive questions that start discussion, but also regulates its flow. The writers challenge the students with unclear, inaccurate, and contradictory statements. Then, with the students’ answer they will ask for evidence. After the question has been solved the leaders must create another question but one with meaning. Interpretation is the main purpose in an inquiry discussion question because interpretations will be different for every student.
Instead, if the teacher uses the problem-posing concept in which both the teacher and students interact with each other, they can both learn from each other. Freire stated in his essay that "Problem-posing education affirms men and women as beings in the process of becoming-as unfinished, uncompleted beings in and with a likewise unfinished reality" (Freire 10). He 's clearly explaining that exposing the student to a problem-posing concept gives them freedom to explain their own opinions and perspective which leads them to become a critical thinker and exposing them to what and how the real world is. When they become an adult and face what the real world is they can be prepared that not everyone will agree on their ideas and opinion, and that everyone can express what he
Even though I have experience helping to write IEPs in the last two years, it was really just from what I gleaned from sitting in IEP meetings and listening to colleagues as they reviewed IEPs with families. This class provided much more detail to me, about the thought process behind each section of the IEP (PLOPs, measureable goals) and why the IEP is developed the way it is. For example, the Present Levels of Performance are written to give a clear picture of the student – where are they now? What are their academic and functional needs? How does their disability affect their time in the regular education classroom?
The researcher will ask permission (issue of ethnics) to observe one or two visual art lesson in which the teacher will teach a particular art topic where she is using few elements of mathematics in art. The researcher will design two questionnaires; one for students and another for the educators. The students’ questionnaire consisted of short open ended questions inquiring their application of mathematical concept in their drawings. The educators’ questionnaire included open-ended questions which allowed the researcher to understand the educators’ perceptions on mathematical concepts in visual art. The researcher will use the triangulation method which supports multiple methods of data collection.
As the lead for the 6th grade science I created our common assessments on our online class, Canvas. Using this program, I was able to create an item analysis to collect data on each question in the assessment. Using this data, the other members of the team and myself were able create tier 2 interventions for the students who were not proficient. In addition, to small group instruction for this intervention. I created online lesson through Canvas to assist the students.