Heather Aginus Declarative Knowledge

In a recent observation I received a ‘good’ grade but found the feedback on areas for development particularly useful. I am now aware that I need to have a stronger procedure in place for dealing with latecomers and that I need to provide even greater differentiation in difficulty level of tasks for entry level learners.

Rachel is a new student at Hamilton high school and tends to talk to her peers during this exercise. She then responds to questions even without waiting for approval from the teacher. Though her answers are always on point, her destructive behavior n is frustrating the teacher as such Mr. Smith reprimands her severally by asking her to go the office. Frustrated, Rachel feels the Miss. Smith is unfairly picking on her.

In the case scenario provided, Jeff Bliss though that the teacher was not teacher as it is expected of her. According to Bliss, students need to be taught on a face to face basis in order for them

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

When asked about how this impacts her instruction and instructional time, she said greatly. She alters most everything for each student and group that they are working and developing at his or her level and pace. She mentions that it can be difficult to meet all of the student’s needs with just her in the classroom and only 15 minutes a day with the support staff for their grade. However, she has seen great improvement with students as the year went on.

For her falling test scores, Ms. Jackson should study the disaggregated data to see which groups are having the most problems and talk with her teachers about what they perceive to be reasons for failing test scores. Then she should conduct research to find out what strategies have worked in schools like her own. She can then work with teachers to tailor some of those strategies for their unique situation. She did not have to be a strong instructional leader when she began because the school performed well, but in light of the changing dynamics, she will need to work on being a stronger, visible instructional leader to improve academics.

The initial gut reaction to the quality of Bridget’s assignments is shock and slightly insulted. Considering her performance previously in the class, the actions of Bridget would leave one assuming it was done out of desperation. What is believed could possibly account for her action are several situations. These situations could include, but not limited to, lack of time management, lack of understanding, fear of the grade she is accumulating due to the previous mediocre quality of her work, or also simply not wanting to do the work. Additionally, there could have been a family situation that resulted in Bridget not be able to complete the work. For these reasons continually genuine purposeful interaction with the students is essential. By the second week of the course a call would be made to Bridget to engage her in a conversation about the quality of her work and how to best support her to improve. As the adjunct, through this type of interaction it will be easier to determine the intention of Bridget.

Q1A) In what ways does the biological constitution of a living organism determine, influence or limit its sense perception?

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

Education is widely known for being about excelling in the classroom and constantly improving. Each year, it is expected that students will have harder coursework with more specific criteria and get higher grades than the previous. At least that was always the expectation at Champion High School. Unfortunately, Ms. Heather Fetterman did not get the memo. As a ninth grade English teacher, she taught me nothing and I feel less intelligent after her class. Leaving her class every day meant another misunderstanding that could not be easily resolved, rooting from her inappropriate behavior and lack of professionalism. There are so many ways she could have helped as our teacher, but chose not to. She often attempted to behave as a friend

The ranges of development that will be centered around are critical analysis, collaboration, and time management. The reason that I concentrated on coordinated effort with her is on the grounds that she experiences issues with utilizing the cooperation time. At the point when requested that impart her thoughts to others, she decides to not say much and to concentrate on taking a shot at her own. In view of exchanges I have had with my collaborating instructor I comprehend that she battles with moving beyond insignificant comprehension of thoughts and starting to investigate the data that is being examined. As far as time administration, she by and large finishes assignments before most other individuals and as opposed to utilizing the additional time to go over her answers and to sharpen what she has done on assignments, she does different things. This should be tended to keeping in mind the end

Because of Maria’s’ age she is in Piaget’s concrete/operational stage. Piaget’s suggests that teachers teaching this age group should assigned readings are brief and clearly organized. That their lessons should contain concrete props and visual aids when dealing with complicated material and that the learning experiences provided to students present the world in a logical and predictable way. I would hope that Mr. McDermott was including these recommendations for his whole class. I also think that Maria, an English language learner is going to need some major accommodations, compared to the rest of the English speaking class, even if Mr. McDermott is teaching perfectly to his other students.

During my observations in her classroom, I observed Reading/Writing and Math lessons. For her Reading/Writing lesson, she discussed cause and effect. She had a couple of examples displayed on the smart board. She read the sentence and called on students to answer specific questions relating to her lesson. Some students were eager to answer and others not so much.

Knowledge is defined to be facts, information, and skills acquired through experience or education. There are two categories that fall under knowledge; personal knowledge and shared knowledge. Shared knowledge refers to what “we know because.” It can also be defined as communicated and constructed knowledge; within culture, social norms, and semiotics. Personal knowledge refers to “I know because.” An expanded definition of personal knowledge refers to personal experiences, values, and perceptions. Shared knowledge changes and evolves over time because of methods that are continuously shared. It is assembled by a group of people. Personal knowledge, on the other hand, depends crucially on the experiences of a particular individual. It is gained

We live in a strange and puzzling world. Despite the exponential growth of knowledge in the past century, we are faced by a baffling multitude of conflicting ideas. The mass of conflicting ideas causes the replacement of knowledge, as one that was previously believed to be true gets replace by new idea. This is accelerated by the rapid development of technology to allow new investigations into knowledge within the areas of human and natural sciences. Knowledge in the human sciences has been replaced for decades as new discoveries by the increased study of humans, and travel has caused the discarding of a vast array of theories. The development of