I chose this assessment tool to evaluate my student’s learning associated with my one on one instructional approach because it mimic the activity that we did during his instructional time. Although the puzzle pieces were provided for him he still had to count the pieces once we cut it out. Doing this assessment allowed me to see how much prompting would it take for him to understand the concept after it had been modeled for him. Because the assessment tool included a word problem, I was able to ask questions to check for knowledge of the concept based on his ability level. This assessment required him to apply some critical thinking skills for his ability level as well. This assessment tool was perfect for him because he is a visual learner. The manipulative for this assessment tool allowed him to see the parts put together to make the whole.
My overall experience in Practicum 3 was a good and an enriching one. It was an eye opening experience on the general on goings of a secondary school in Quebec. Not only I learnt immensely about the high school culture but also about the challenging task of management of teenagers. I worked and learnt how to cooperate with my cooperating teacher, supply teachers, students and school staff. From the constructive feedback, observations and suggestions from my cooperating teacher and supply teachers, I adapted and tried to improve to give my best for good pedagogical practices. A particularly serious classroom management issue made my experience in high school quite challenging. With respect to all the practicums, I felt better prepared for Practicum III and yet, I had many questions pertaining the role of a teacher. I did question of what I was doing wrong or was I fit for teaching at all. The Discussion Forum available in one of our classes in the BEALS program was a significant resource for better understanding and guidance in such an issue. I have learnt my lessons that questioning is a good exercising
My first essay is entitled A Significant Incident with a Child with Presumed Oppositional Defiance Disorder (ODD) Drawing Upon the Critical Reflection Techniques and Other Learning Theories and my second essay is titled In Failing to Answer a Pupil Question Relating to History Subject Knowledge, How Can I Ensure Sufficient Subject knowledge in Relation to the Teachers’ Standards, Pedagogy and Professionalism?
In Honors English III, Mrs. Bryce assigned the class a research project. Although we were allowed to work in groups, all of the writing portions were expected to be done individually. We were allowed do to research on any topic that we wanted. Unlike most papers we had written, this paper would be written in APA format. Some of the work would be done in class, such as the Introduction and Literature Review. However, most of it was expected to be done outside of school. Some additional requirements was that we had a minimum of three data collection sources and three findings from them.
When this class started at the beginning of this semester I was not sure I would learn a lot. The main objectives of this class were fairly simple. There were five main objectives to use and know. They are the following:
At our school district, we strive to meet the instructional needs of Joshua by adapting our lessons. These adaptations will help Joshua comprehend the lessons, focus and content. Joshua will spend at least 95% of his time in my general education classroom. He has qualified for assistance through our Title one reading program. He will also visit Mrs. Brown our Learning support teacher to help reinforce lesson content. Joshua struggles with reading in general; to have him succeed in class I will offer strategies for Joshua to acquire. Through our team effort we will help make sure Joshua has success in reading comprehension.
The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was
A review of records indicates Gianna attended preschool at Cohoes Community Center and entered extended day kindergarten (EDK) at Shatekon Elementary School in the Shenendehowa Central School District. Upon arrival, she was administered the (EDK) assessment to measure her kindergarten readiness in reading and mathematics. Results from the assessment revealed that she was able to identify 10 letters and six numerals, count from 1-10, and accurately write her first name. After the second quarter, she attained many age-appropriate skills, such as recognizing and printing letters and numbers, identifying consonant sounds of letters, and using appropriate language to express her ideas. Her teacher commented that she developed many necessary pre-reading skills to make her successful in kindergarten. As a result, Gianna’s EDK services discontinued.
Throughout this course I have come to recognize my many strengths in written communication and APA style as a whole. In writing, I have found that I am able to maintain focus and keep my writing coherent. I have also noticed that I am able to use transitions effectively and have very few grammar and punctuation errors. In regards to APA style, my writing demonstrates critical thought and a clear understanding of the subject. I am able to present information in a scholarly manner and in a way that flows smoothly. Overall, my strengths allow me to write in an effective, well structured, and scholarly manner.
On October 30, 2015, I had a one to one reading conference with Jacob. The other children in the class were outside participating in the Halloween parade; however, Jacob did not want to participate. Instead, he chose to go to the guidance counselor’s office and read a book with his paraprofessional and I. The book that Jacob read was titled Bats Big Game by Margaret Read MacDonald which I later found out from having Jacob take a reading attitude survey that it is his favorite book to have someone read to him. I asked Jacob to read me the book first and then I would read him the book. He told me he didn’t know how to read the book because the words are hard for him. I said, “OK how about we read the book together.” Jacob was thrilled with this idea. The whole time I was reading the words to Jacob, he was actively engaged in the story telling me about the pictures. After I finished reading, we discussed his favorite part of the book. Jacob then asked me if I could read the book one more
I am writing with regard to Research Assistant, Technical Staff or Technician (Stem Cell Biology and Regenerative Medicine) advertised on website. Please find attached my Curriculum Vita, which shows I have the necessary qualifications and experience in the workplace.
Three years ago, I was first introduced to the Student National Pharmaceutical Association. The mission of serving the underserved was something that resonated with me strongly as a lack of resources early on in life made the local pharmacist my family’s main point of access to medical care. For this reason, I gained a strong passion to serve the community through SNPhA. Early on, I sought out mentors within the organization. These mentors taught me a great deal about the organization, leadership, and growth. Recently, I got the opportunity to serve on the executive team as our chapters Historian. Working as a part of the executive team has given me insight into this amazing organization at the local level, while allowing me to hone my communication
I have been a Resident Assistant (RA) for about five weeks. Training to be a RA was tiring but very educational. I learned how to handle multiple situations that could happen with me being RA. After training, it was a series of task that I had to complete as a RA. Those task included: completing forty-four Room Inventory Form, putting in fix it tickets, etc.
My students take the AP Literature and Composition Exam; I have taught the course for four years. The year before I started, student were hand-selected for AP Literature and Composition, and only 9 of 26 students earned qualifying scores (3's or higher). My first year we had just shifted to open enrollment and nearly half of my 50 students were not honors or hand-picked students. Still, our passing percentage inched up from 34 to 36 percent. Numbers keep increasing--I have 70 this year--but our passing percentages are holding steady or increasing slightly, more students overall are earning qualifying scores and,most importantly, more students have access to rigorous coursework that will better prepare them for college whether or not they "pass"