I will identify and discuss the theories and/or philosophies that demonstrate how I envision the appropriate classroom to be for the selected age group. I will also provide an overview of the concepts I will teach in each academic area, and share some of the strategies and activities that will be implemented in the classroom which will be a reflection of the theories that comprise my philosophy of education. Lastly will describe how the teaching strategies correlate with the National Association
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class or on a weekly basis) * Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course * Evaluative assessment provides instructors with curricular feedback (e.g., the value of a field trip or oral presentation technique) * Educative assessment Integrated within learning activities themselves, educative assessment builds student (and faculty) insight and understandings about their own learning and teaching. In short
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doing things, however, that certain belief may or may not be an accurate reflection of reality. Stereotyping fits in with other types of inter group attitudes. Stereotyping, discrimination, and prejudice are comprehended to be related but are still different concepts. Stereotyping is though more as rational components of an individual since it is a reflection god expectations and beliefs about the characteristics of members of groups that is supposed as different from one’s own. Stereotyping can lead
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Evolution: Unity and Diversity. During the first semester students will cover – Science Safety, Ecology-Interdependent Relationships, Ecology-Photosynthesis and Cellular Respiration, and Introduction to Evolution. The course will consist of laboratory activities, and current science readings/discussions to support content material. Goals: The goals of the Science Program at Lowell High School are: • To produce students with personal appreciation and respect for life leading to a positive involvement
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to be accepted. The result was that this new group is outcasted in society and victimised for their different values. Similarly, Jock Young’s study of the Drug Takers was met with similar results. The ‘hippies’ used in a participant observation whilst using the drugs, was picked up by the media as criminal and deviant activity. Agents of social control such as the police responded by arresting and labelling the group and ‘junkies’. Therefore, the activity has grown in numbers as the acceptance of the
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Reflective Practice requires possession of specific skill-sets in order to increase pedagogical efficiency. York-Barr, Sommers, Ghere, and Montie (2006) refer to these skill-sets as Personal Capacities. York-Barr et al. (2006) group these Personal Capacities into the two conditions they create to promote reflective practice; i) Fostering Trust and ii) Expanding Thought and Inquiry. Fostering Trust The first Personal Capacity discussed by York-Barr et al. (2006) is Being Present
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Cognitive Behavioral Intervention for Trauma in Schools (CBITS) is an evidence-based program, that takes place at school, in groups, and at an individual level, aimed at reducing children’s symptoms of posttraumatic stress disorder and depression caused by exposure to violence (CBITS at a glance, n.d.). The CBITS intervention program takes place in a group setting and was designed for children ages 10-15 who have had exposure to violence and other traumatic events. Childhood violence is what UNICEF
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students in community service activities and applies the experience to personal and academic development. Service-learning course objectives are linked to real community needs that are designed in cooperation with community partners and service recipients. Service-learning engages students in a three-part process: classroom preparation through explanation and analysis of theories and ideas; service activity that emerges from and informs classroom context; and structured reflection tying service experience
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student feedback and leadership a report on the 2006 leadership for excellence in learning and teaching project (le67) developing Multi-level leadership in the use of student feedback to enhance student learning and teaching practice http://emedia.rmit.edu.au/altclgp/ 2009 Project Leader Professor James Barber – Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak ISBN 978-1-921426-36-0 Student
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Individual Reflection Essay-How the ISLLC standards pertain to leadership behavior at my site. Jeanette Noriega Grand Canyon University, ED 534 February 25, 2014 Individual Reflection Essay-How the ISLLC standards pertain to leadership behavior at my site. Three major challenges facing the leadership at my cite and the ISLLC standards they reflect and the proposed possible solutions based on the standards. 1. Appropriate staffing numbers. One major challenge we are facing at my cite is
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