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
I kept the process into three simple steps, gathering supplies, mixing liquids, and adding the activator. Despite the ease of the project, I also went into detail. I made sure to teach them every tip I knew, like not using a full tablet and using dark food coloring. To help keep the process streamlined I was able to use my visual aid to help. I used my visual aid to show the class what the bottle should look like each step of the way.
Mrs. Tivia group was Science: teach them their colors, the weather, and have different items to teach and describe how things feel. My group was Math: I teach them their numbers, how to count, and add and subtract. My team members work together to help the little kids be ready for big school. Their accomplishments at CMDS are to believe that everyone is a creation of God-a unique expression of His will. The teachers, parents, and students are faithful to the task of helping each other develop to his or her full potential.
After summer break, I returned to Westlake High School for my junior year, feeling as if something was missing. The decision to spearhead the creation of a chapter of the Science National Honor Society (SNHS) at my school arose because of my desire to establish a niche where high school students could express their shared passion for the sciences. The SNHS would provide enlightening scientific activities and opportunities for students, and the Science club would serve as a path to introduce members into the society. I initially proposed the creation of the society in a meeting with the Principal and Board of Education. Quite a few obstacles had to be overcome to start a new organization in the school.
I observed Mrs. Ruffs 4th grade class at Carlin Park Elementary on Friday, September 15th at 9:30am. The class consisted of 13 girls and 12 boys. While I watched the class, I focused in on trying to notice the difference between the two sexes. I observed that the girls can compete at this age level with the boys. The girls were almost if not as athletic as all the guys in the class.
Abstract — This experiment was conducted to familiarize the students with the procedures regarding distillation—to be more precise, the separation of ethanol from an alcoholic beverage—using a distillation set-up consisting of boiling chips, a Bunsen burner, a condenser, a thermometer and several other materials. In the end, it was discovered that one may actually separate a homogeneous mixture, given that the components of said mixture differ in volatility and that they utilize a complete distillation set-up and follow laboratory safety rules and regulations. Keywords — Matter, homogeneous and hetereogeneous mixtures, distillation, volatility, boiling point I. INTRODUCTION There are typically two categories of matter, these are pure substances
Since I had already done background research for drafts of my Criterion A section, I had to set a hypothesis based on the knowledge from the research. The overall hypothesis was that ‘There will be a difference between learning modalities of left-handed and right-handed people because they have different sides developed in the brain.’ Then, I had planned for the experiment specifically, revising it many times with my supervisor, school science teachers, and research. Especially, I went to the science teacher, and got a lot of advices such as setting the specific number of keywords for the criteria of the tests, and time for the each tests. Also, to make sure that there are no features that are advantageous to certain people, I had to choose the test resources that the participants here are not likely to be familiar with. For example, if the reading material for the test is about Korean culture, one will know more about Korean culture if they are Korean.
I worked as teaching assistant for Human Physiology at UCSD. Dr. Cooke, the instructor of the course, implemented various in-class techniques as part of an education research project. My goal was to improve the students’ performance by utilizing effective teaching methods and keeping track of their progress. As a teacher assistant, I supervised in class discussions and facilitated the process of learning by addressing students’ questions and concerns. I also led a weekly discussion section, held individual office hours, and ran exam review sessions.
While waiting, ask children what is happening in the jar/glass, and help children to discover the change by compare the difference of jar/glass before and after pouring the hot water. 7. Next, lift the lid to observe what is happening underneath the lid/ potpie pan, and let children look through the magnifying glass at the collected droplet, then ask children “what does it look like?” “How could those drops get on a dry potpie pan?” 8. Explain the concept of evaporation, and discuss common occurrence of condensation in homes. For example, the bathroom mirrors after steamy shower, or the glass lid use to cover the hot dish, To conduct a cloud making activity, follow steps 1 o 6 on above, and replace steps 7 and 8 on the above to the steps down below.
As demonstrate by Eric Mazur (1997) and MacArthur (2008) in their introductory level physics and chemistry courses, the personal response system is able to create an active learning atmosphere by asking students to submit their answer to multiple choice questions. The polling functions of the clicker system allow the teachers to assess the performance of the entire class instantly. The statistic of students’ response also shows whether there is any misconceptions existed among the students. In my lesson, instead of checking misconceptions of the students, I have used iclass (a personal response system developed by HKU) to initiate the in class discussion. In one of the lesson, we discussed how our sight would alter the perception of taste.
Study 1 Teacher shows different pictures describing the actions that are happening right now. Teacher elicits the sentences of present continuous from the students, writes down the sentences on the whiteboard. Teacher elicits the form of the present continuous. Answers must focus on aux. verb ‘be’ + verb ‘ing’.