Tawan Course: BEED Year & Section: II Resource Teacher: Mrs.Leonor V. Tacuhan Date: August 8, 2012 Cooperating School: Antonio V. Apostol Sr. Mem. Central Elementary School An Observation Guide to the CLASSROOM VISIT Read the following statements carefully. Then write your observation reported on the provided space. 1. Describe the community or neighborhood where the school is found. 2. Describe the school campus. What colors do you see? What is the condition of the building
Words: 948 - Pages: 4
Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing
Words: 4397 - Pages: 18
The purpose of this paper is to provide information for practitioners using observation for special education evaluations, including initial and re-evaluations, functional behavioral assessments (FBA), and monitoring IEP (Individualized Education Program) and BIP (Behavior Intervention Plan) progress. Observational procedures for research purposes are often more demanding and these suggestions are for practitioners and not meant to meet a research standard. Collecting data involves a variety
Words: 6488 - Pages: 26
Portfolio of Child Observations | 1 The Brief: Observation report instructions: carry out three observations of the same child, one must be timed, one written and the other your own choice. In all the observations you must look at the child's physical, language, and social skills and ultimately their overall cognitive development. The report must be written up in the format: abstract, introduction, method, results, discussion and analysis. In the discussion and analysis you must tie together what
Words: 3764 - Pages: 16
4. G REEDY A LGORITHMS I ‣ coin changing ‣ interval scheduling ‣ scheduling to minimize lateness ‣ optimal caching Lecture slides by Kevin Wayne Copyright © 2005 Pearson-Addison Wesley Copyright © 2013 Kevin Wayne http://www.cs.princeton.edu/~wayne/kleinberg-tardos Last updated on Sep 8, 2013 6:30 AM 4. G REEDY A LGORITHMS I ‣ coin changing ‣ interval scheduling ‣ scheduling to minimize lateness ‣ optimal caching Coin changing Goal. Given currency denominations: 1, 5, 10
Words: 3591 - Pages: 15
psychological...); moreover, “The affective domain is a crucial element in learning because it may be one of the causes of success or failure since feelings shape learners’ attitudes and change them”. (the main psychological P.6). In that concern, this classroom-based research
Words: 1837 - Pages: 8
Interdisciplinary Benefits Associated with Teacher Training and Classroom Integration Journal article by Robin D. Groce; Reading Improvement, Vol. 41, 2004 | | | | | |An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training | | | |and Classroom Integration.
Words: 796 - Pages: 4
Arabia, 2012) state that, “Although the textbook is not the only tool for the teaching and learning process, it is still of a significant impact for achieving the language learning objectives. Since teachers find it difficult to develop their own classroom materials, have limited time and lie under external pressure that restricts their ability, it gives more emphasis on the use and utility of the textbook to compensate the loss of authentic materials" The content of a particular textbook generally
Words: 5865 - Pages: 24
bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach
Words: 8060 - Pages: 33
Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of
Words: 11464 - Pages: 46
