Science is offered at Northside Intermediate School, and 4th and 5th grade students visit class each week to learn new math lessons taught by our candidates.” • “We will begin by utilizing Marietta College 's Clinical Partnership Rubric to ensure that our current partnerships are effective, and we will utilize this as we collaborate to foster more partnerships.” • “We plan to
Description: What is/are the artifact(s)? The artifacts are both math lesson plans used during my student teaching experience. The first artifact is a math lesson plan on coins. The other artifact is a math lesson plan on telling time. The lessons are developmentally appropriate for a 3rd- 5th autism support classroom and focus on math common core standards. The math common core standards are: CC.2.4.2.A.3: Solve problems using coins and paper currency with appropriate symbols. 2.CC.2.4.2.A.2: Tell
PART 1: EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN The main issues or questions addressed in this section. • An effective lesson design’s most important elements (Wiggins and McTighe, 1998). • Criticality of good learning objectives as far as effective instruction is concerned • Examples of good learning objectives in light with the Common Core State Standards • The Common Pitfalls of Planning Effective lessons and how they can be avoided • Meaning of backward design • The manner in which Common-Core
Rationale for plan: Kai has been exhibiting behaviors this 2017-2018 school year. He has a new teacher and a new one to one. Target Behaviors 1. Defiance- Will be defined as anytime Kai refuses to follow the directive or instructions as given to him by the teacher. 2. Aggressive behaviors- Will be defined as anytime Kai attempts to hit, kick, push, grab, or throw an inanimate object towards a student or teacher, or stomps his feet. 3. Using foul language- Will be defined as Anytime Kai
Nevertheless, she tries to plan the lessons with the main teacher to try to present the learners similar vocabulary in Spanish and in English. The aim of the institution is that students can approach to English in a friendly and positive atmosphere. Regarding the group I have been observing, it is integrated by 12 learners, aged 3 and 4 years old. Classroom features:
MANAGEMENT PLAN PROFORMA INTRODUCTION/RATIONALE My classroom management philosophy My classroom management philosophy is evolved around the best way to facilitate knowledge to the students. All the students should have equal opportunity and access to learning within my classroom. I believe that students should have an element of fun and relaxation to make the students and teacher feel like a community. My teaching approach is authoritative/ democratic, using an instructional management plan, following
Best Practices in Mathematics Instructions RATIONALE As a future educator, it is important to introduce the subject matter and set objectives that will grasp the learners’ interest and help them to connect with the problem solving and questioning techniques. A unit plan should contain objectives, state standards, a summary of duties, and goals. Moreover, it should contain the types of material needed for students to accomplish the task. There should be a breakdown of the unit by day or week. Teacher
Literacy teachers can use resources from this program and pair it with a program already set in place, The Learning Institute (TLI), to insure sufficient progress in making sure that all students have the best possible education at their disposal. Rationale Common Core State Standards (CCSS) are regarded as a detestable beast by many in the educational field. For those who teach literacy, this is not an uncommon idea or ominous threat, yet for those who have never taught literacy and are now expected
an arduous task to implement in the literacy areas, the high school struggles with the concept of teaching literacy in the areas that are not necessarily considered literacy areas. According to the schools’ Arkansas Consolidated School Improvement Plan (ACSIP) of which the author of this essay and project is the literacy chair for the high school, two things that is essential and requires immediate implementation in all areas is the teaching of literacy and closing the achievement gap for the target
Unit Topic/Title: Early European Explorers Lesson Plan Number & Title: Lesson plan #2: Nonfiction Text Features Indiana Academic Standards: English/Language Arts 5.RN.3.1 Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem. Content Covered: During this lesson, students will learn about the various text features found in nonfiction text. Furthermore, students will apply those learned text features in order