Impact Project Reflection

When teaching a sequence of lessons, it is important to regularly assess the students and measure their understanding of the material. Taking lessons forward without any form of assessment can result in students being left behind and unable to access the new material because they did not get a grasp of the prior lesson. To ensure this did not happen I used previous exam questions whenever possible as tasks for the students to complete. A competence with these questions suggests that students are confident with the material and the lesson can be moved forward. Examples of this can be seen in REFERENCE FILES. When planning these tasks, it is important to understand the abilities within the class, this view was supported by Atkinson in a CA session (SA, CA, TS6). Despite being a triple science class, projected grades range from 5 to 9. I included questions that ranged in demand, from fact recall (REFERNCE EXAMPLE) to extended written prose (REFERNCE EXAMPLE).

At the beginning, my writing was pretty poor, I only can speak that time and I have never had good grades on writing. Integrated Project has helped me a lot to improve my writing in variety ways. For example, every class I write at least one paragraph “what have I learned today in this class”. Every day notes are becoming more and now it is more easily to write big assignment or essay. Second, this class helped me to analyze and translate information more clearly and fast. Thirdly I have learned what is “brainstorm”, and now I’m making ideas more fast than when I just came to the GIST collage. Furthermore, I started to put my sentences more carefully, because in the past my readers started to getting confuse with my assignment or essay. The

During this part of my senior project, I had many struggles. I procrastinated too long, I got sick one too many times, I did not ask the teacher whose class I was going to present to if I could present early enough so I got points off on my project. I spent almost all of my free time working on this project, including a lot of money. My product cost the most out of this whole project, I had to pay for the paintball and the camera used which cost a pretty penny. The things that took the most amounts of time were, the driving, the editing, the mentor visits, writing the papers, making the simulation, and doing the project in general. Some of the good things I have done this far into the project are, I have found a mentor, I got an interviewee

5. The test surprised me when the topics switched sides on the screen. I got used to the location where they were so I had to pay more attention to which key to press so that I didn’t accidentally send it to the incorrect side. Furthermore, I was surprised just how strong my association of male with science and female with liberal arts was.

Looking at the rubric, I mainly received 2's and 3's. Being that this was my first time being observed other than by my cooperating teacher, receiving these scores makes me confident that I can become an effective educator. One thing I've learned I definitely need to improve on is application. I realized after the lesson, that I did not have children summarized what we learned and did during the lesson.

Devora knows the material but does not apply herself often on assignment. Because of this I try to make sure that the lessons are engaging and that the formative assessments are engaging. On the pre-assessment Devora scored five out of ten. She did not answer question number five or question number ten. I feel like she did not try to answer the question because she was not will to try. While I was teaching my lessons I tried to create an environment where student were able to share his or her ideas without the fear of being wrong. Devora also missed the question number three which asks: How many people took the survey? There were not very many students who knew that vocabulary so they were unsure how to answer the question. I explicitly taught the word survey as a vocabulary word and had the students use it. Because of this only three of students were unable to answer this question on the post-assessment. My main focus with the students like Devora, who are on grade level, is making sure that they were engaged and that the students can make connection to their

The question of 1A was, “In school, do your parent(s)/guardian(s) expect you to maintain a certain grade for each class?” For this question, 104 students indicated the “yes” answer, and 6 indicated the “no” answer; this means that 95% of students are expected by their parent(s)/guardian(s) to maintain a certain grade, while it is not expected from 5% of students at Western Guilford High School.

Looking back at project 3, I felt very happy with the essay I produced. I am not one to enjoy writing since I usually do not feel very confident in my writing. I felt the work I produced through project 3 was one of my best. I put a lot of effort into this essay and it showed in my final draft. With this being said, after comparing my essay to the rubric I gave myself a 3.64 overall on this project for many reasons. This essay in no means was perfect, but I learned from my strengths and weaknesses.

Females read and write better than males, although males perform better in math and science.

There are multiple reasons why Kelley King, Michael Gurian and Kathy Stevens are on the pro side. For one reason, they believe that the differences exist due to boys being more interactive with certain topics and methods that don’t usually interest girls or vice versa. For example, the Wamsley Elementary School in Rifle, Colorado has both boy and girl students. However, in the past, the girl students over accomplished the boy students due to the school staff being more experienced in understanding how to teach girls than understanding how to teach boys. So, the school focused on teaching the boys with their own learning styles that are also girl friendly such as online courses. The result of this was successful as boys became more accomplished than they were from before. (Pages 147 – 148).

An experiment at the University of California, Los Angeles proved interesting when a machine taught both boys and girls. The boys ended up scoring higher than when a woman taught them. I am wondering if girls scored higher than the boys did when male teachers teach them? I also wonder how the girls scored when taught by a machine; maybe they scored higher, too. At the secondary school level boys do perform better on technical or scientific subjects. Now this goes back to the first assumption that our brains work differently, or is it because more male teachers may teach these subjects? According to Mooney, teacher of the similar sex may have the "instinctive understanding that an adult will enjoy with a child who is going through a process which he or she went through too" (122). In other words, they can relate better with a child of the same sex. I am a female kindergarten teacher and also have a daughter who is six years old. I have no problem relating to the boys in my class. I think I can relate to any child who is five or six years old.

Look at the item analysis. Evaluate, do you see a pattern of incorrect answers? Look at the answer choices and identify any major misconceptions. Use tricky questions/answers as a teaching tool with students.

After recently reviewing for and proctoring the ACT I have rediscovered the value of my Inquiry project. I chose to focus on implementing different practices to teach content literacy. Understanding the terms of the content students are studying and making connections to other courses will help students be more successful overall. This particular topic, I have invested not only this project but also my PDP and SLO for the past two years. I believe it is vital for students to grow their vocabulary and have the skills to decode words they might not yet fully grasp. My focus in the past had been specifically on my sophomore level course, LIfe Science, but working with Katie Bragg

Throughout my Senior Capstone project, I have learned many things about myself and the people that I worked with to make my project a success. Working with the elderly residents at the assisted living facility opened my eyes and I viewed things with a different perspective. Going into the project, I did not know what to expect with the residents, but towards the end, the residents knew me so well and had inspired. My favorite part about this project was the opportunity to interact with new people and know what they live their daily lives like. Being able to be around them gave me the chance to talk and listen to stories about their lives. They were also welcoming to any stories that I could relate to and always listened intently to my stories.

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational