...focus of the three-day?s learning segments is for students to identify and state nonfiction features and to know their purpose to locate information in a nonfiction text. During the first day?s lesson the teacher will model for the students by comparing...
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...aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very advanced personal skills or abilities in relation to the minimum core and teachers should be able to ascertain which of their learners would need to feel more challenged during the programme and plan different activities to meet the needs of these learners. Results from initial and diagnostic assessments should be used by teachers to discuss and agree realistic targets with their learners...
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...Rubric for a Performance Task in Your Lesson Alexandra Hirsch Walden University Instructor: Dr. Gerald Gary Educ-6640J-5/Educ-664OH-5 Part One: Assessment Plan Since I began a career in teaching I have always focused on creating innovative lesson plans and assessment methods geared toward the various student learning styles. This facilitates a plethora of learning opportunities that afford students the ability to develop areas in which they may have difficulty. In order to help my students learn from their mistakes I vigorously record data to ensure I have relevant and objective information to share while giving feedback. When my students successfully complete my assessment tasks it substantiates my belief that finding balance in the utilization of different assessments is crucial. According to the Educational Leadership article, “the goal of a balanced system is to ensure all assessment users have access to the data they want when they need it, which is an effective use of multiple measures.” (Kim, Lambert, and Burts, 2013) As a primary teacher, it is imperative that I consistently incorporate assessments that are not only developmentally appropriate for my kindergarten students but also personally relevant. “Appropriate assessment is an integral and important component of high-quality early care and education programs. Scientifically informed assessment measures are needed to ensure that all children, regardless of disabilities, culture...
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...LESSON PLAN Subject / Title Materials - list all required materials Objectives/ Learning Goals - identify all objectives, both direct and indirect Control of error (but only if obviously appropriate) Age range: Adult/child ratio: Date of Lesson: Time of Lesson: Anticipated duration: Setting: Pre-requisites: - identify the child(ren)’s previous knowledge/skills necessary to undertake this lesson. Advance preparation for the lesson: what the teacher needs to get ready for the lesson. Step by step guidelines: Write a plan for the lesson. Remember that anyone should be able to use this plan to present the lesson, so it is essential that the information is clear and detailed. Differentiation: Consider the needs of different children, different ages, special needs or where English is an additional language. Indicate any possible changes to the lesson plan. Implementation of the lesson Write a detailed implementation - everything that happened during the lesson – as soon as possible after the lesson. Following implementation of the lesson, please ask the person who permitted this lesson to sign and date the lesson plan. Signature of supervising teacher together with a confirmation of the date on which the lesson was implemented. ……………………………….…………………………………………………………….. Signature Date of implementation Evaluation of the implementation Complete...
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...EED 435 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com EED 435 Week 1 Co-Planning Arts Integration Scenario EED 435 Week 1 Arts Standards Scavenger Hunt EED 435 Week 2 Co-Planning Arts Integration Scenario Paper EED 435 Week 2 Visual Art Lesson Plan Template EED 435 Week 2 Visual Arts Integration Strategies Template EED 435 Week 3 Drama Lesson Plan Template EED 435 Week 4 Classroom Observation Reflection Paper EED 435 Week 4 Assignment Dance, Movement, and Music Integration Strategies Template EED 435 Week 5 Arts Personal Philosophy Paper EED 435 Week 5 Multicultural Unit EED 435 Week 5 Arts Integration Strategies Presentation ------------------------------------------------------------------------------------------ EED 435 Week 1 Arts Standards Scavenger Hunt (UOP) For more course tutorials visit www.tutorialrank.com Complete the University of Phoenix Material: Arts Standards Scavenger Hunt located on your student website ------------------------------------------------------------------------------------------ EED 435 Week 2 Co-Planning Arts Integration Scenario Paper (UOP) For more course tutorials visit www.tutorialrank.com Write a 700- to 1,050-word paper based on the scenario you chose from the Co-Planning Arts Integration Scenario in Week One. Include the following in your paper: A description of the development stage and critical thinking skills of the children in the scenario you chose An explanation...
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...LESSON PLAN Subject / Title Materials - list all required materials Objectives/ Learning Goals - identify all objectives, both direct and indirect Control of error (but only if obviously appropriate) Age range: Adult/child ratio: Date of Lesson: Time of Lesson: Anticipated duration: Setting: Pre-requisites: - identify the child(ren)’s previous knowledge/skills necessary to undertake this lesson. Advance preparation for the lesson: what the teacher needs to get ready for the lesson. Step by step guidelines: Write a plan for the lesson. Remember that anyone should be able to use this plan to present the lesson, so it is essential that the information is clear and detailed. Differentiation: Consider the needs of different children, different ages, special needs or where English is an additional language. Indicate any possible changes to the lesson plan. Implementation of the lesson Write a detailed implementation - everything that happened during the lesson – as soon as possible after the lesson. Following implementation of the lesson, please ask the person who permitted this lesson to sign and date the lesson plan. Signature of supervising teacher together with a confirmation of the date on which the lesson was implemented. ……………………………….…………………………………………………………….. Signature Date of implementation Evaluation of the implementation Complete...
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...differentiation and lesson planning for children with mild and moderate disabilities through the design of lesson plans in various content areas. For the Final Project, you will demonstrate competency in planning instruction for students with mild and moderate disabilities by developing a lesson plan portfolio that you can use and share with other colleagues, for work interviews, or for personal use. Your Lesson Plan Portfolio will consist of the five complete, original lesson plans that you designed throughout this course. Each week, you received feedback from your instructor, and possibly from your peers, to continuously improve your differentiated lesson plans. Below there is a description of each part of the portfolio that you will submit this week as your Final Project. Part 1: Introduction to your portfolio Provide a brief introductory paragraph that explains the purpose of your portfolio and the competency you are demonstrating through your five lesson plans. Part 2: Lesson plan portfolio Use the feedback you received each week, along with what you have learned throughout the course, to revise each of the five lesson plans to ensure each component sufficiently addresses the required areas (below). Combine the lesson plans into one document to present your revised five lesson plans that reflect your competency in this area. Remember, each plan needs to specifically reflect the use of effective strategies for students with disabilities that are cited within the lesson plan. The...
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...they give us a richer, more multifaceted picture of human learning than any single perspective can give us by itself.” All three perspectives can help teachers provide valuable lessons for student achievement and motivation to succeed. A brief description of the three learning perspectives and what a classroom with each perspective may look like, including lesson plans with the different perspectives is outlined in this essay. Cognitive psychology studies mental processes; how people think, perceive, learn, and remember. Cognitive psychology focuses on how people acquire, process, and store information. An internal mental phenomenon may or may not be reflected in behavior is how learning is defined, according to Omrod (2011). In cognitive psychology, new information and knowledge occurs from experiences. An important aspect of cognitive psychology is constructivism. Constructivism in theory is how learners construct knowledge from experiences, rather than absorbing the knowledge. In the cognitive psychology theory classroom, teachers should encourage students to think about classroom material in a fashion of forming resemblances and provide experiences to help students to understand the topics beings studied. Teachers should also provide frequent breaks and involve or incorporate lesson plans for physical activity in...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...worldview of business and society. This class is designed to help students develop a deeper understanding of their leadership capabilities in the context of business. During the first year of their Texas MBA program, students engage in co-curricular programs, services, and leadership roles that are designed primarily to develop their skills. These activities are meant to introduce students to a wide variety of topics, help them hone in on their own strengths and weaknesses, and provide them with a foundation from which they can further their leadership development into their second year. The task during the second year of a students’ program is to integrate all of the knowledge and skills learned the previous year into a personal leadership development plan. Second year students should spend time in reflection activities, have access to more robust leadership assessments, and have the opportunity to put their skills into action. This course is designed to provide a structured format for the...
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...University Undergraduate Teaching Plan 2009 ～ 2010 Academic Year Semester: 1st. [√ ] 2nd. [ ] Course title International Marketing Course type Compulsory[√ ] Specialized [ ] Optional[ ] Textbook(s) Marketing / International Marketing Major or sub-major IET Students classification Non-mainland[ √ ] Mainland[√ ] Department International Economy & Trade Instructor(s) Xia Jing Wen ( 夏京文) Academic position Professor [ ] Associate Professor [√ ] Lecturer[ ] Others[ ] Printed and issued by the Academic Affairs Department Date__4/8/2009__ (dd/mm/yy) Instructions 1. Print in Times New Roman, font size 12. If necessary, the space for each item may be enlarged or reduced in exactly the same format. 2. One form is required for each lesson（excluding the cover）. 3. “Course type” refers to Compulsory, Specialized or Optional; “Student Classification” refers to Mainland student or Non-Mainland student. Note: Common Optional courses are applicable to all majors. 4. “Department” refers to the College, Department or the Teaching and Research Section that offers the course. 5. “Form of Lesson” refers to lecture, discussion, experiment, social practice, internship etc. 6. “Contents of Lesson” should be a brief but concrete...
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...Professor Date: July 1, 2010 Planning of Instruction Our textbook ‘Assessment of Student Learning’ states that before a teacher can construct an appropriate lesson a “blue print” needs to be created. This ‘blue print’ is meant to be a design to show what a student should have learned once they have finished the lesson. When constructing a lesson plan many things must be taken into account, mainly the grade level and subject this lesson is directed to. Florida has The Sunshine State Standards, also referred to as “content standards”, they are used to describe what a student should be able to achieve, in regards to that subject by the time the teacher has finished the lesson. The Sunshine State Standards are broad statements that describe what a child should know and be able to do at every grade level. These standards cover seven content areas: social studies, science, language arts, health/physical education, the arts, foreign language, and mathematics. The lesson might be two days or two weeks long, the time frame is indicated by the curriculum, which is followed by all the teachers in that same grade level. Careful planning is used when preparing these lesson plans. All the lessons must help the students achieve the goals set forth in the lesson to insure that the student is successful. The standards used in lesson plans can be adjusted to accommodate the needs of gifted students as well as ESE students. Beginning of Instruction (Placement Assessment) When a student enters...
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...Personal Philosophy of Education Courtney N. Blankenship EDU 301 January 23, 2012 Jeff Warshaw Philosophy provides a way to examine and interpret the world – to ask basic questions about human nature, beauty, principles of right and wrong, and how knowledge and reality are defined. Teachers must confront constantly the underlying assumptions that guide conduct, determine values, and influence the direction of all existence. Philosophy reminds teachers to continue the search for truth and not be satisfied with pat answers, even answers provided by so-called experts (Johnson, Musial, Hall, & Gollnick, 2011). The Role of the Teacher The role of teachers in the American culture has changed from the old “show-and-tell” practice to a more active role in child development. Instruction does not consist primarily of lecturing to students who sit in rows of desk and take notes, but rather, offers every child a rich, rewarding, and unique learning experience. The educational environment is not confined to the classroom but extends into the home and the community and around the world. Information is not bound primarily in books; it is available everywhere in bits and bytes (Lanier, 1997). In the past, teachers were told what, when, and how to teach. They were required to educate every student the same way and were not held responsible where many failed to learn. Today, teachers are encouraged to adapt and adopt new practices that acknowledge both the art and science...
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...Operations Module - 071-F110 Explain Full Spectrum Operations Advance Sheet for Lesson 071-F113 Explain Elements of Combat Power 1. Scope This one hour block of instruction introduces the student to the nature of combat power and how Army forces use the warfighting functions to generate combat power. The eight elements of combat power include the six warfighting functions—movement and maneuver, intelligence, fires, sustainment, command and control, and protection—multiplied by leadership and complemented by information. Commanders use combined arms to increase the effects of combat power through complementary and reinforcing capabilities. Army forces achieve combined arms through force tailoring, task organization, and mutual support. Most, if not all, students have experienced deployments prior to attending their Captain’s Career Course. This material will draw upon not just doctrinal references and instructor/mentor experiences but also student knowledge and deployment experiences. The outcome of this lesson is to continue building the foundational knowledge to produce Tactical-level Full Spectrum Operators. This lesson will focus on developing leaders who can plan, prepare, execute, and assess simultaneous operations. Instructors should strive to include student experiences as well as share their own to more fully develop the lesson material. At the end of this lesson, students should be aware of the eight elements of combat power, the warfighting functions...
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...(Badminton World Federation Portal) DELTA YEAR, TRIMESTER I BMR 2044 PROMOTIONAL MARKETING ASSIGNMENT 2 Group: BM 201 Lecturer: Mr. Lai Kim Piew NO. | STUDENT NAME | STUDENT ID | 1 | Tay Teck Wee | 1101107427 | 2 | Muhammad Muaz | 1102701899 | 3 | Yu Kay Vin | 1102701064 | 4 | Ng Yean Shen | 1091101221 | 5 | Tan Yi Lin | 1102701471 | CONTENTS Executive Summary……………………………………………………. …… 3 Current Marketing Situation………………………………………………… 4 Objective of Promotional Plan………………………………………………. 5 Marketing Strategy…………………………………………………………. 6 Promotion Strategy………………………………………………………… 7-14 Budgeting………………………………………………………………….. 15 Action Plan………………………………………………………………… 16-17 Conclusion…………………………………………………………………. 18 References………………………………………………………………….. 19 EXECUTIVE SUMMARY The objective of the promotional plan is to improve its marketing situation and improve growth of Malacca Badminton Association and create competitive advantage among competitors. The SWOT analysis, their strength is providing decent services, quality products and umpire and badminton training. They have their opportunities which are attracting more people join badminton and umpire training. The promotion strategy, we using Dato Lee Chong Wei as the core image of advertisement, to represent badminton; jumping smash action, to represent skills. The slogan we using is “Join us, the next Lee Chong Wei is you”, to illustrate the image that join MBA badminton training...
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