I Had Two Learning Objectives For Our Lesson At Ilam School Essay

Learning is an important process in education and in life in general. One cannot simply grow, adapt, and manage life without learning. However, everyone learns in various different ways. Shuell (2016) states, “When a particular word is used, people usually assume everyone has a common understanding of what the word means. Unfortunately, such is not always the case. In trying to understand the various theories of learning and their implications for education, it is helpful to realize that the term “learning” means different things to different people and is used somewhat differently in different theories.” Shuell makes an excellent point, as even though one word can have a universal shared meaning, not everyone may see it the way someone else sees it.

I have to say, during my middle school years of fifth through eighth grade there have been many ups and downs, goods and bads, new and old. During these four years of my life, I have learned a great deal of lessons. I have experienced many moments that have shown me the importance of something that I know will help me throughout the rest of my years in school. Not only will these lessons help me throughout high school, but in college, and in life as well. Because of these events in my last four years, I have become a more independent person. I’ve learned to look fear in the eye and be brave when I’m scared.

One of the most important aspects of the IB curriculum is that students are introduced to

Audism is at face value a simple term. The belief that one is better than another due to their deafness. To many audism is to deaf people what racism is to non caucasian people. That analogy seems to be the most accurate and helpful when teaching someone about audism. Audism is not a new concept. However, the word is. *insert quote*/citation. Just as we all perpetuate, to a degree, racism and sexism. We all perpetuate audism, even on an unconscious level. The society we live in supports audists beliefs and we are faced with the challenge of combatting those beliefs. Audism is the belief that hearing people are superior of deaf people, whether it is conscious or not.

Throughout the lesson, as exemplified in the video evidence, it is clear that my feedback was minimal and not specific. On numerous accounts I exclaim to the participants “good job” and sometimes I didn’t even provide reinforcement. This was seen in the first drill where there was only one instance where I provided positive feedback that was based on knowledge of performance (technique) the other forms of feedback were all forms of Knowledge of results (their time). Although this extrinsic feedback was useful, a greater emphasis on Knowledge of Performance would have been more beneficial in the skill acquisition both in the training session and in a game setting. This emphasis would need to include more specific feedback and positive reinforcement as these are the foundations to the correct execution of a skill (Schempp, 2013). The specific feedback should be related to the behavior, positive, with unattached emotions, concise, achievable, and relatable and have a long term impact/goal (Florida International University, n.d.). The effectiveness knowledge of performance over knowledge of results in such a scenario is seen in a study consisting of thirteen professional rugby players who completed a 6 week training session. There were 2 groups that each performed the same conditioning skills, with one given real time feedback on their

1- Compare and contrast directional selection and disruptive selection, and provide an example of each.

Cornell University, College of Human Ecology (2013) John Eckenrode, human ecology bio page. Retrieved from: http://www.human.cornell.edu/bio.cfm?netid=jje1.

The tension was palpable but nobody bothered to say anything or even look in their direction. With Dr. Gibbs it was all hate or indifference. He never found out which one was worst.

A. The fourth grade class as a whole did a fairly good job on this Social Studies Unit, though it was quite the long journey to get to the end. This unit was formatted very similarly to their other units, focusing on the western region of the United States. Their goals as a class is to learn the states and their capitals of each region, as well as identify the states on a map from memory. Their text book focuses on the geography, climate, and the natural resources and economy of the West. There is a fairly scripted attack used to cover Social Studies units, utilizing the book lessons, quizzes, and chapter test. Covering states and capitals is integrated in different ways throughout the unit. We also added an enrichment project students completed researching an individual state. The pretest for states and capitals was pretty much universally tanked, with a couple exceptions who did fairly well before we began learning the states and capitals for the West. This was a good indication that everyone could benefit with some practice learning states and capitals. I was very proud of my class as a whole, they showed tremendous growth, gaining about 90% of the material overall that was presented. There were a few outliers, but almost every student had successfully retained the states and their capitals, as well as where they were located on a map. The group as a whole struggled the most with the comprehension aspect, which was

There are a few revelations that I have learned while student teaching that I was not aware of beforehand. First, I have learned that having high expectations for students truly motivates them to work hard and please their teacher. I knew this approach worked with my own children, but I saw first-hand while student teaching how a classroom full of students will work to reach the goals you set for them. All it takes is setting goals that are within their reach, providing them with the steps they need to be successful, and enforcing their hard work with positive motivation. Second, I had absolutely no idea how many children are pulled out of a classroom to receive services with the various interventionists and

Since this is a gym class, the children must learn the sport-related skills before they’re tested by Coach Abrams. This was present when teaching the children the fundamental skills for basketball as the children had to learn basic dribbling, passing, and shooting skills. When I was overlooking the dribbling station, I had to be patient and teach them the basic skill of dribbling a basketball.

Learning Goal 4 seemed to be the one goal that all but one student improved their grade on. This goal also had more questions on it than the previous three goals. This goal seemed the easiest to learn due to the maps that were used. The students really seemed interested in map identifying. The pre-assessment showed that the students had a hard time with Learning Goal 4, so more attention was focused on that learning goal. Some part of our daily assessments had part of all of the learning goals, but the students really enjoyed going up to the dry-erase board and drawing the State-Shapes of multiple countries and naming them correctly. The students also seemed to have learned more about sovereignty and how it defines a country. On the first day, students were asked to take the pre-assessment and could not really seem to be able to identify the different types of State-Shapes or able to –isms, (nationalism, imperialism), or even the definition of sovereignty. With no

For this teaching session, a demonstration technique was used; since my learner is a visual and auditory learner, I thought it was best to demonstrate the hand washing procedure to Caleb to make certain he would comprehend the practice. According to Rankin et al. (2005), demonstration is useful for cognitive and psychomotor learning and used most often to teach skills and to present performance standards. During the teaching session, I explained to Caleb the steps of proper hand washing prior to demonstrating the skill to make sure he had a basic outline of the content that will be taught as well as gives them a preparation on what is to come. Second of all, I demonstrated the proper hand washing technique to Caleb which covers the visual aspect of his learning style and while demonstrating, I provided him with verbal instructions and guideline as to what I was performing. When I finished my demonstration, I asked Caleb to do a return demonstration. Return demonstration can be used to assess skills and help the learner apply knowledge (Rankin et al., 2005). As stated in Rankin et al. (2005), return demonstration are effective strategies for teaching cognitive, affective, and psychomotor behaviours; when Caleb did a return demonstration of the hand washing technique, it showed that he improved quite significantly

Human beings are created creatures with predetermined human (distinct and separate from animal) potential and an in born slavery to imperfection/sin. Learners may have experienced God’s redemption and therefore may opt to perform in a way which will show itself at times and/or the residual benefit of being made in God’s image may at times prevail, such as a humanitarian’s actions or a child doing “good”. God positions man in his fallen and therefore sinful state as neither essentially good nor even simply neutral, so the innate/native moral nature of humans is bad.

Assess how influences on dietary intake may affect the nutritional health of individuals – M2