Notes On Sequence Of Learning Activities

The assessment method that I chose was to ask the students questions about what they

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

Behaviour for learning refers to the pressure on schools to constantly attempt to raise attainments (Department for Children, Schools and Families 2009). This has come about because of schools trying to raise standards for their students that can be identified in the teaching standards which promotes the raising of standard for students. Adams (2009) says 97 percent of new qualified teachers believe managing student behaviour is one of the most important issues for them in the teaching field. Behaviour cannot be separated from learning as they are intrinsically linked together (Ellis and Tod, 2009). Behaviour for learning therefore becomes one of the most important issue for newly qualified teachers and trainee teachers. This reflective writing will look at how the trainee teacher will building relationships in the classrooms as a means of promoting behaviour for learning.

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.

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

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

Students will work in collaborative groups to sort which information is needed, what can be acted out and what is not needed. (Which information do you think you can take out? Why? Is there anything you may be able to add to your part of the story? If so, why would you add it?)

| As a group students will compare their results in their practice problems and create questions for discussion.

In this section of your portfolio document, state which of the three grammar website(s) you found most useful

We continued to think about what topic to choice for the program and come up with three engaging activities for 6th-8th graders. I picked the topic were students are introduced to the concept

Directions: Develop an educational series proposal for your community using one of the following four topics:

Directions: Develop an educational series proposal for your community using one of the following four topics:

G. Describe a way to incorporate a different type of technology to enhance motivation, referencing a different student from either scenario as a target for the technology.

In Olson’s writings about how students learn to believe in themselves she focuses on how their experiences lead them on a path of extended learning. This leads those students to discovering what it takes to be resilient in learning. Her findings that many great learners were not always successful in school helps people to understand that learning does not always have to take place in a school building many learners develop the “seven habits of learning” (Olson, pp. 49-53). These habits have taught the great learners how to excel at what they love even if it is not taught in the classroom. These learners know what their strengths are tend to focus on these rather than what they may not be great in, these are the learners we sometimes see off task and doing what they love rather than what the teachers are teaching. With these learners they have passions and sometimes as teachers we can tap into these passions and get our learners to use them in a classroom setting.