Outline Of An Activity Using Magnetic Vocabulary Essay

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

In the space provided, write each term’s definition as used in health care. You must define the term in your own words; do not simply copy the definition from a textbook.

Writing the teaching objectives and the learning outcomes, what the pupils will be able to do at the end of the lesson.

Take a moment to think about this objective. What learning skills might come in handy when working through the lesson? You can probably take notes to create an outline for the structure of the piece. Maybe you’ll analyze the text in order to find out how information is structured. If you have ever attempted to convince someone else of something, then you have most likely used persuasive techniques and have structured your argument in a certain way. Open your digital notebook and jot down your strategy and the learning skills you will use to achieve this objective.

Even when learning math, the procedure of how to solve a problem was written out for you in the textbook. All the teachers had to do was explain more in depth what the textbook had said. I am a visual learner, so reading and having lessons based off of the textbook was effective for me. Also, seeing and listening to the teacher expand on the material and then reading that information again after it was taught helped me grasp it even

Below you will find the format for what the lexicon journal should look like as well as an example. You will find the vocabulary words throughout your reading and type the sentence that includes

Create an outline of the major headings with a two- to three-sentence description of what you will discuss under each heading:

I learned how to explain and the task thoroughly, I walked around the room more, checking up on the groups. If students had any questions, comments, or thoughts about the task they could asked me while I was walking around the room. I asked my students many different questions like inviting, probing, pressing, waiting, orienting, re-voicing, connecting, and explaining questions to help them start or continue solving the task. These questions would extend their knowledge of the concepts and make them think deeply about solving and justifying their answers.

Some teachers say that they have had the dream of being a teacher their entire life. I on the other hand would not strive for this dream until my second semester of college at the College of Southern Nevada, and I often ponder how different my life would have been if I would have had a teaching end goal from the beginning.

The students took a formative, pre-test assessment (Appendix B) on Monday morning prior to our first lesson on force. Overall, the majority of the class performed poorly on both sides of the pre-test. The directions for both sections were exactly the same, which were to circle the correct answer, with the exception of 2 fill in the blanks. Student were read aloud the question and the answer choices to determine true prior knowledge. Example questions from the on the force side included two fill in the blank for the definitions of push and pull, they were required to write the one word in the blank. Then there were 7 questions about the force of push and pull. In these questions, students were given an object such as a shopping cart and they had to circle whether they push or pull it. On the magnet side, there were 5 different pictures of 2 magnets with the north and south pole side identified. These 2 magnets were placed together in different ways and students had to circle, whether the magnets would attract or repel. After reviewing the pre-test, students on average performed better with the force questions over the magnet questions. The class average for the force formative assessment was 72%, whereas the class average for the magnet formative assessment was 47%. The demographic breakdown had a range of averages from 55% to 77% on the force side, and a range of 16% to 73% on the magnet side. These results showed that few students had a solid prior knowledge of force and

Tools needed: Stickers with letters on them. A variety of items participants use in class.

Motivation: desire to attain a selected goal (the goal-congruence aspect) combined with resulting pursuit of that goal (the effort aspect)

Students that are in the beginning of trying to learn how to study, and building on getting good habits; need to develop this skill at a young age, and usually is picked up on their own. The first technique that I will be using is summarization which is how to generalize the main points of the texts and how to weed out the unimportant material. The second technique that I want to use is highlighting. Highlighting is a common practice in studying and can be a fairly easy but non- effective task. The last technique that I will use is practice testing which is studying the material and then giving yourself a test whether its practice questions, flashcards, or many other choices.

Describe your teaching functions during activity. Review the textbook for items to be included in this discussion. At least 3 must be discussed. Include the list of feedback statements to your class (see handout). Complete the handout. Staple the handout to your

This week 's math and science lesson focused on magnetism and incorporated both math and science standards, per the Arizona Early Learning Standards. The lesson started with reading a book regarding magnetism, entitled What Makes a Magnet? by Franklyn M. Branley. After the read aloud, students were dismissed for centers and groups of five students circulated through completing the lesson activity. For this lesson, the objective and sub-objectives were as follows: