I have decided to go with group A- A mixed nationality class of sixteen pre-intermediate 13/14-year-olds doing a short holiday course in an English speaking country. The teens are on holiday in London, England. Considering these students are doing a holiday course, they’re likely visiting the country with their families and/or friends. I chose this listening clip because I felt it would work great for this group of students as it will be relevant to them, seeing as they are on holiday and a bus tour
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Description Andrew’s overall mathematical understanding shows a little explanation to some understanding of the mathematical concept needed to solve the problem. Andrew showed to partially understand the concept of place value, however when using the signs, he needed a small review session to refresh his memory. Andrew’s procedural fluency was therefore a little weak, he often got stuck between choosing the correct symbol. Andrew showed to better understand when he associated the problems with real-life
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This week’s material is pretty easy to learn. My learning strategy stayed the same from last week; read the reading material, look at the optional video lectures, answer the discussion question, program the programming assignment, take the self-quiz, etc. … I appreciate learning about the for … each loop. I’m plenty familiar with the for loop, which iterates for a set number of loops, uses initialization, a continue condition, and updating at the top of its block; but, the for … each control structure
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Since I began the term at UoPeople this week is the most challenging week. I had too much on my plate: I had two graded quizzes to study for, I had a programming assignment and several writing assignments and weekly journals, including an assessment to complete. To be honest to I really give up because writing has always been a challenge to me before I enrolled at UoPeople. However I have been making some strides my writing skills since I enrolled here before these huge piles of assignments this
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Task 1 explores a little bit into confidence interval and how the width can be affected by the sample size. Students are expected to acquire the mean (average) of a normal population with a population variance of 1 and a confidence interval of 95%. In this task, we will see the relationship between sample size and width in detail by plotting graphs. We will also explore on the accuracy of an interval and how it can be increased or decreased by varying the value of the width. Variance, σ^2 = 1 Standard
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STUDENT NUMBER: 55993443 SEMESTER: 2 MODULE CODE: GGH1501 ASSIGNMENT NUMBER: 2 UNIQUE NUMBER: 879868 DUE DATE: 28 AUGUST 2014 TITLE 1: MAPS TITLE 2: CLIMATE CLASSIFICATION SYSTEMS TABLE OF CONTENTS PAGE TITLE 1: 1 INTRODUCTION 1
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A1. Include visual supports in your daily schedule. The visual supports that I have chosen for Maria’s daily schedule include a group of numbers to signify math, a blue and white “Bathroom Break” image, a picture of the resource room for her resource room time, a music note, art sign and P.E for her different specials depending on the day. I also included a lunch sack for lunch time, a book for core reading time, a picture of a group of students reading for reading interventions groups, a picture
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In order to select teacher and principal participants that meet the criteria, I will work collaboratively with the Department of Human Resources and the ESOL Department to first identify schools that have an ESOL population of at least 50 percent or higher, which mirrors an important characteristic of Robinson Elementary. After schools have been identified, I will identify schools from the selection that have a principal that has been at the current school for at least 4 consecutive years with a
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In the beginning of the semester I had many questions that I wanted to answer to my inquiry question, now I have all the answers. I learned so much about bilingual students that I would have nerve thought I would have learned. I learned that the teachers often are supporting students as young writers with read aloud in classrooms, side by side work with doing written activity and share time. In my inquiry project I did a lot of reading aloud and activities that included writing. I notice that I
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In this module we are assigned to create an interactive project. It is quite hard to describe what exactly is needed to achieve something that is interactive. According to the Oxford dictionary (2015) something interactive can be defined in two ways, as following: “Allowing a two-way flow of information between a computer and a computer-user; responding to a user’s input:” “(Of two people of things) influencing each other” This is a very broad field with possibly infinite creations, which could
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