...This action research study is to examine social skill intervention on children with social deficits and their ability to use active listening and observing to help them notice others. “The term ‘social skills’ encompasses a wide range of abilities that includes listening and speaking skills, the recognition and understanding of emotional facial expressions, and the appropriate employment of gesture, posture, and proximity” (Ryan & Charragain, 2010, pp. 1505). What effect does active listening and observation intervention have on students with social deficits and their ability to make connections with their peers? After intervention, participants should know how to ask questions and respond with follow up comments by actively listening. Participants should know how to collect information about peers by actively observing them inside their school community, as well as listening to them. We should see participants noticing and doing non-verbal communication while...
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...Planning This paper will explore the effects on a child’s growth and development. What factors, such as, poverty and abuse can have on the development of a child. What educators can do to help identify delays and develop appropriate behavior in children. Also, this paper will explore what children are learning in preschool and programs that can be useful in the growth and development of children. There are differences in the growth and development of every child. Growth refers to specific changes and increases in the child’s actual size (Allen, K. & Marotz, L. 2010, p 24). Development refers to any increase in complexity, from simple to more complicated, and detailed (Allen, K. & Marotz, L. 2010, p 25). Teachers and caregivers often get these confused. Growth defined as an increase in size, whereas development defined by the improvement and acquisition of skills. Growth often limited by the lack of resources and development, will still take place by using the resources a child possesses. Our textbook, states “growth and development are influenced by a child’s unique genetic makeup and the quality of the everyday environment, which includes nurturing, health care, and opportunities to learn the full range of skills that are evidence of developmental progress” (Allen, K. & Marotz, L. 2010, p 25). Every child grows and develops differently according to how the child acquires the necessary skills in six key developmental areas (Allen, K. & Marotz, L. 2010...
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...FunTaskSticks: Aligning the games with course outcomes of Physics and Biology for Pre-science students Irma Ahmad1, Suhaiza Hasan2, Nur Azimah Osman3 1UiTM Negeri Sembilan (Malaysia) 2UiTM Negeri Sembilan (Malaysia) 3UiTM Negeri Sembilan (Malaysia) irma@ns.uitm.edu.my, suhaiza@ns.uitm.edu.my, azimah@ns.uitm.edu.my Abstract The demand for increasing the number of students to pass the pre-diploma programmes has boost up the need for active and motivating learning tools. To rouse the number of passing grades, various programs and series of lectures were conducted for pre-science students at UiTM Negeri Sembilan. However, none of the activities is in form of games. FunTaskSticks is a game that has been modified from the original Pick-Up Sticks and repurposed into instructional lesson as part of learning exercises to support students learning activities in informal educational settings. Therefore, in this study it attempts to investigate how FunTaskSticks could engage the learning process of Physics and Biology and assist them to improve their fundamental grammar of English language by using the terms and terminologies that they have learned in classes and from the game. There were 24 pre-diploma students who participated in this study. The finding revealed that FunTaskSticks is not only educating the students cognitively, but also affectively. Students learn to acknowledge, criticized and praise each other which has increased their motivation level and also their...
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...Name: Nicole Carter Lesson Assignment: Science Lesson Plan Week # 5 |Creative Curriculum Interest Area: |Cognitive | |Creative Curriculum Goal: |Children should be able to tell the difference between a push and a pull. Also should be able to | | |observe that a push or pull can change the way an object is moving. | |Objectives- Use the Michigan Pre-K |P.MO.OO.15 | |standards |Observe that objects move in the direction of a push or pull | | | | |Age range of children |Pre-K: 3-5 (in small group setting) | |Learning Area: |Science Center/ Gym (would be ideal, then you could use larger objects) | |(Center) | | |Material Preparation |Gather together some balls, blocks, and other objects all of different shapes and sizes. Try to | | ...
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...|Name: Gail Faulkner |Date:4-22-2012 | |Unit Title: the study of Water | |Grade Level: PRE-K | |Subject: Science | |Unit Length: 10 minutes | |Brief Summary of Unit | |(Describe the context for this unit within the curriculum, and the curricular aims of the unit.) | | | |What understandings or goals will be assessed through this task? (Students will…) | | | |Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for.| |The students will develop...
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...with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working together in one classroom and used as a supplementary aid and service that can be brought to general education to serve the needs of students with (and without) disabilities through IDEIA. Co-teaching requires a re-conceptualization and revision for traditional teacher preparation. Recent studies...
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...Teachers’ grammatical knowledge influences what students learn about writing. Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge Pedagogical content knowledge 1. Introduction: framing the problem The importance of subject knowledge in teachers’ professional development has been the focus for a substantive body of research in teacher education. Shulman’s (1987)...
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...In this essay the topic of research is: ‘how children with Attention deficit hyperactivity disorder (ADHD) are included within a mainstream classroom and how greater efforts can be taken to ensure inclusivity for them’. Within our school setting there seem to be more pupils with ADHD (some diagnosed, some undiagnosed but will display some of the behaviours/traits of pupils diagnosed with ADHD). Pupils with ADHD do have some barriers to learning. Some of these pupils are quite able academically and, therefore, may not have been identified as requiring special educational need (SEN) support if it weren’t for the perceived negative behaviours frequently displayed. These behaviours could include: trouble sustaining attention in tasks, trouble organising tasks and activities, refusal to comply with adult instructions, fidgeting with hands or feet or squirming in seat, disruption to the lesson by talking excessively, easily frustrated and having trouble waiting for his or her turn, distress at seemingly minor issues, disturbing other children, leaving the classroom etc. A range of strategies can be used to help these pupils settle in a main stream classroom and raise their achievement. It would be interesting to find out if it is an issue of Sensory sensitivity that is largely a factor in inhibiting the learning of these pupils. Baranek (2002) and Barkley (1998) report that pupils with ADD, ODD and ADHD often have Sensory Processing concerns and also Motor planning deficits. Many...
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...Introduction – Education at present is in a flux. The system of Education at all level has changed, is changing & will continue to change as and when it is required. There is an agreement on all sides that the academic education is to be replaced by practical & dynamic education which is related to life. The main account in modern education is on the awaking of curiosity, the stimulation of creativity, the development of proper interests, attitudes & values & the builing of essential skills such as independent study & capacity to think and judge for oneself. In modern education, students are encouraged to explore, to ask questions, to study themselves & to be creative. In this modern education audio-visual aids are more important because in modern teaching- learning process 85% of teaching is related to the audio visual aids. It is now established that audio -visual aids work as potent initiators. In the past the teacher was considered to be the soverign as far as the teaching -learning process was concerned. The role of the students was mostly passive. Modern trends have changed the face of educational world. Many progressive methods have come in the wake of these trends. Yet the traditional methods are not being given up altogether, they are “being modified and adjusted to the changed concepts and situations.” Multimedia Approach & Instructional Development – Educational Technology can be called systematic...
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...The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences...
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...capabilities that may allow them into “understanding” math-associated questions which they come across everyday at domicile as well as in upcoming work incidences. Unluckily, substantial evidence exists to designate that such goal isn’t being achieved, particularly for kids manifesting learning problems. Because the initial dispiriting outcomes of arithmetic accomplishment discovered with State Evaluation of Schooling Progress (SESP) during 1974, insufficient evidence exists to indicate that arithmetic accomplishment has increased considerably, particularly for learners with impairments (Spinelli, 2012). The intention for this research is to identify technology effectiveness towards fundamental arithmetic fluency. As a component of the classroom educational involvement, the research was carried out with ten learners with fair to stern cognitive impairments registered into a school of special training. This five-week research employed a solitary-case turnaround plan (ABAB). Data examination involved visual along with numerical techniques of analysis. Four major results arose. Foremost, results showed this campaign of having an affirmative impact on essential math smoothness. Secondly, findings illustrated that trainers discovered that technology (iPad) contained an affirmative effect on leaner participation as well as concern within content. Lastly, the results...
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... Number 1 Classrooms as Complex Adaptive Systems: A Relational Model Anne Burns Aston University, Birmingham, UK, and University of New South Wales, Australia John S. Knox Department of Linguistics, Macquarie University, Sydney, Australia Abstract In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing classroom action. Introduction Diane Larsen-‐Freeman’s seminal paper (1997) on parallels...
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...being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s learning in literacy and numeracy lessons. Qualitative methods were used to gain data that reflect on the implementation of play and creative arts strategies and activities in teaching and the interpretation collected from participants. The three types of tools that used to collect data are observations, interviews and a reflective journal to ensure validity of results. After analyzing the data, two interrelated themes emerged. The first theme highlights the benefits of play and creative arts in early childhood. The second theme shows the benefits of using them can support literacy and numeracy development. Consequently play and creative arts seems to promote development in children’s learning processes and they also offer the learners’ confidence in their learning. To conclude, this study shows that play and creative arts may have positive effect in improving the children’s overall performance and attitudes. Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s...
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...Project [pic] Applied Degree Concept Paper Template The Graduate School Version: January 2013 © Northcentral University, 2013 Educators’ Attitudes and Perceptions of Inclusion Model: A Comparison Including Students with Mild, Moderate, and Severe Disabilities Concept Paper Submitted to Northcentral University Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION by Teriann S. Nash Prescott Valley, Arizona May- June 2014 Table of Contents Introduction 1 Statement of the Problem 1 Purpose of the Study 2 Research Questions 3 Hypotheses 4 Definition of Key Terms 5 Brief Review of the Literature 5 Summary 7 Research Method 7 Operational Definition of Variables 9 Measurement 10 Summary 11 References 12 Appendix A: Annotated Bibliography 13 Introduction Inclusion is the current terminology (replacing mainstreaming and integration) that is used to describe a classroom where students with and without disabilities learn together. According to Georgiadi, Kalyva, Koukoutas, and Tsakiris (2012), “Inclusion is defined as access to mainstream settings, where children with special educational needs are educated together with their typically...
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...Literature Review Kendall Powell Liberty University Abstract This paper includes a reference list of literature relating to early intervention and children with special needs. In general, the literature seems to indicate that early intervention makes a impact on the success of children with disabilities when entering school. They perform to the abilities to that of their typically developing peers. Intervention programs are set up to help children and families. The articles research the affects of these programs on children with disabilities. Introduction The purpose of this review is to further understand early intervention and its role in special education. I wanted to study this topic because it is something I work with on a daily basis. The idea for my research came about during a staff meeting with the institute’s new president. As the president was asking questions and getting to know the staff and workings of the institute, the statement that the students who leave here are not as prepared for kindergarten when they leave here as they have been in the past. As a teacher this troubled me because isn’t the point of prekindergarten to prepare a child for kindergarten? If the typically developing peers aren’t prepared for kindergarten what does that mean for the students with disabilities? Are they farther behind or are they the ones being prepared to move forward in their education? With these questions in mind I wanted to see how an early intervention program...
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