Criteria 6-Cornertone 3: Triple Threat

Because the case is nondirected, there is ample opportunity for students to be creative in their solution approaches. Thus, it is impossible to provide a single solution here that is applicable to every student's work. As a starting point in evaluating students' solutions, we provide a solution that is based on the questions contained in online Case Questions section. It is important, however, to recognize that this solution is merely a starting point, and student work should be graded at least as much on the

Explain why the strategy or activity you chose could be challenging for the student. Use your knowledge of English learners and your analysis of the student’s learning needs in your explanation.

This question allows the student to do a specific explanation on a specific session using his reasoning which is a key marker of tasks that fall into this particular category (Zelenak, n.d.).

Because the case is nondirected, students have ample opportunity to be creative in their solution approaches. Thus, it is impossible to provide a single solution here that applies to every student’s work. As a starting point in evaluating students’ solutions, we provide a solution based on the questions in the online Case Questions section. However, this solution is merely a starting point, and student work should be graded at least as much on thought processes, assumptions used, creativity, and the ability to

Review each scenario below, and choose one to complete for your assignment. Each scenario contains specific questions that will ask you to provide examples, explain your suggestions for improvement, and refer to the lesson. Be sure to respond to each question in complete sentences.

| |Consider the facts, issues, questions, and implications of the scenario, found on the student| | |

Discussion of One Question: How does the student’s exceptionality affect his or her learning and/or behavior? Include descriptions of strengths, interests, and talents as well as those areas that pose a challenge to the student. (K ’s) exceptionality hasn’t change, who, he is as a student or individual. He 's just like most of our student’s who is struggling to learn grade level material and being a ESL (English Second Language) student has challenged his ability to translate comprehension between the two languages. As I stated before (K) has an (IEP) to help give him strategies to comprehend core academics. (K) express confusion and he doesn’t understand why some subjects are easy for him and others are more difficult. He is a great reader and (K) can answer most single direction question about a math problem; however, if the problem is asking him to set- up a multi-digit mathematical problem. He tends to have a more difficult time setting up mathematical problem with the correct math operation.One of (K) many strengths is his ability to read with fluency. He always will to help his fellow classmates on math problems that are easy for him to solve. His academic strength lies in math, even though, he struggles with higher math functions/problems. (K) has been place in advance band by his band director, due to his dedication in playing different instruments. (K) is also an extra helper for the band teacher due to his dedication to music. He loves to play soccer, basketball,

It is important to decide at an early stage on the most appropriate teaching method for each candidate, to enable every candidate to achieve their learning goal in the easiest way possible. Some candidates will not respond well to classroom style teaching and may require one to one assistance for them to develop, others may develop their understanding better through demonstration or through explanations given by the tutor.

6. Indicate which candidates your group accepted and explain your criteria for acceptance. Provide specifics from unit lessons—be sure to show your understanding of the unit material by providing examples from the group in your discussion.

These students were required to figure out what is required of them independently, follow steps in order, and provide answers using facts, sentences, and numbers that were not made up. Middle

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

1. How would you vote on this issue? Should this student be exempted from the math requirement? Write out the reasons for your decision.

a practical class where by I followed a set of written instructions and was able

Cassie had a hard time mulling over the instructions of the assignment. She would have benefited from intentionally decoding the inspection. By figuring out exactly what the instructions are asking for and figuring out which learning patterns and is asking her to you. She should have tethered her Precision learning which she uses at a used first level. She knew the information but was not intentionally learning the information. Also by intensifying her sequence learning she should have taken notes on everything about critical learning that she knew and how to affectively apply it. Cassie needs to for her technical reasoning learning pattern given her recent feedback of using too many words and her last assignment. By forging her technical reasoning learning pattern she would be

Skills likes these are often not taught in a classroom, but have an impact on student’s education and can affect them later on in life.