Assignment 1-1 Instruction

The changes are meant to help the student to have a better understanding of the social studies in preparation for middle school. For instance, every grade in elementary level has the Map and Globe skill as the next to the last topic to help the student learn how to use maps to retrieve social studies information. Additionally, the syllabus gives a more detailed approach, which the teacher must address fully. The information processing skills as mentioned earlier is also one of the vital changes (GADOE, 2016).

Fulfilling their highest potential is what teachers and students strive to do in their path to success. Those who took no lessons at all, did not so fantastic as those who did. In addition, the fact that they are younger children they become more susceptible to outside influences. Imagine starting a child out on an instrument around the age of 5, and one starting out playing soccer. Physically one is going to be more advance. Mentally though, that child who is learning complex rhythms, counting skills, reading skills, and comprehension skills. Kids, who are taking fine arts classes, get a head start on a life full of more potential than those who do not

Firstly, children were encouraged from young to enrichment classes, such as learning the piano or ballet, to increase their exposure to things such as music and art. For some of these children, they may have continued attending these lessons up to their teens. As such, some of these teenagers have to spend extra time attending or practicing for these lessons. This would drastically reduce the free time a teenager would have in a single day. For example, I have been taking piano lessons since the age of 10 and it was a struggle balancing the time used for practicing and the time used for studying. As a result, I was extremely busy doing so many things that I did not felt bored, rather I felt very stressed out. Hence teenagers taking enrichment

Also within the school is a very diverse group of children with around fifty-seven percent of students identifying as white, nineteen percent identifying as black or African American, and seventeen percent identifying as Hispanic or Latino.

I’m always fascinated by the stories of successful entrepreneurs such as Jack Ma, the founder of Alibaba and Elon Musk the founder of Tesla and Space X. It is not only because of they are famous but also because they found their investors who contribute to their success and have the right to take part of it. The curiosity of finance drags me into the field of commerce and investment. Finance, a comprehensive study, requires the ability of mathematics and understanding of the economic environments which are my two favorite subjects since I was in year 11. I got my first chance to access to the field of finance in 2017 through two internships: at China Everbright Bank and Nuoyuan Holdings, a subsidiary of Hanfor Holdings. Getting to

Before my child study, I had a feeling that advanced students were not being adequately challenged at my school; however, I completely underestimated the degree of boredom these students experience. It was very eye-opening to observe how quickly Kayson completed his classwork and then the amount of time he spent engaged in non-academic activities. Kayson often spent as much of 20 minutes engaged in non-academic conversations and “free drawing” because he completed his work so much quicker than the other students in the classroom. Any behavioral issues that Kayson had were attributed to his lack of boredom in the classroom. When he was scolded for talking with other students during work time, it was usually due to the fact that he finished early and did not have anything else to do.

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic

The setting is Washington Elementary School in West Orange, NJ. The grade I picked is first grade. The age group in the class is between the ages of five and seven. The subjects they learn are math, language arts, social studies, and writing. But they focus more on reading and math throughout the day. There are 8 girls and 8 boys in the classroom which makes 16 students in total. The class is divided into three racial and ethnic groups which are Latino or Hispanic, African Americans, and Asian American. There are about 1 Asian American, 6 Latino or Hispanic, and 9 African Americans.

The school system serves 68.3% white families, about 11.9% Hispanic families, 12.2% black families, 2.4% Asian, and the other 5% multi-racial families. Bailly

| A good way of exploring a topic in depthUseful to assess a learners knowledge and understanding of the topicAll learners can be encouraged to be involvedDiverse characteristics and backgrounds of learners will ensure a well rounded view

The district includes 13,756 students, 24 percent of whom are considered economically disadvantaged. In addition, only about one percent of the students here are not proficient in English. The average class size in the school district is 23 students, and the district has a 96 percent graduation

Means of Assessment (Describe briefly here, and attached below in each lesson): After you describe your assessment, mention how you will differentiate for a student with special needs (e.g., struggling reader, English language learners): The students will be assessed on the 13 colonies by presenting to the class the information they found on their assigned colony and completing a foldable graphic organizer. For the French and Indian War students will be assessed by being given a reflective worksheet where they are asked to reflect on what they learned about the French and Indian War. The lesson over the Stamp Act will include a game that serves as the formative assessment. Day 5 will cover the Boston Massacre. The students will be given a reading for homework and then will answer questions that go along with the reading. On the last day, after discussing the Boston Tea Party, the students will be given homework. The homework is a worksheet answering questions over the Boston Tea Party. Finally, we will be giving a summative assessment. The assessment includes creating an interactive timeline where students will have to draw in the major events we have talked about. Once they have

Pickhardt states that in some cases the middle school teachers give parents the wrong message. This message is to let the student not do the work and fail as they will learn more from their consequences. Pickhardt explains how most of these students need to learn from the academic failure and letting them fail would mean that there would be a lack of effort in wanting to do work. Here parents can help the students by giving them support to continue giving the most academic work that can be done. Sixth grade students don’t get the attention that they

The school population consist of 45 % African Americans, 40% Hispanics, 9% whites, 2% other or more races, 1% Asians, 1% American Indians and 1% Hawaii Natives.

Differentiate instruction can be a difficult task. I feel with having the content of History makes it a little bit harder the other contents. History is one of those subjects that you know or you do not. That statement may be a little harsh, but I have observed this through my journey as a student and educator. I have had to keep in mind my friends and students who just do not love History or get it. As a teacher, I have tried to relate my content to their everyday life. Students respond when you make the subject about them. Teenagers are self-absorbed and their mind cannot stay focus unless it interesting to them. I really try to relate my lessons on social media, sports, arts, relationships, and music. These few things seem to really be things that keep my students attention. Two examples from my unit would be the break-up letter and the trading card test. The break-up letter was my introduction to the Declaration of Independence. I made my students believe I found a note leaving for lunch. Since they left this note in my class, I will read the note aloud. The students are already stunned. As I read this letter, the students are shocked that I am reading and hanging on every word I am saying. The funny part is when they realize it from the American colonies. This gives me my students focus, and it 's something I can relate to while explaining the document. The trading card test relates to my sports and artsy kids. The trading card is like a baseball card trading