Questions On Learning And Teaching

One of the difficulties associated with learning and teaching fractions is the multiple ways fractions can be composed and represented. For example, fractions can be composed as a decimal or ratio and can be presented in a range of contexts. Bobis (2011) identifies the key strategies that educators can use to gain an understanding of students current knowledge and assist student understanding of fractions. These include providing students with appropriate tasks and asking students

This paper serves to compare the National Council of Teachers of Mathematics Standards for Secondary Mathematics (NCTM), Common Core State Standards (CCSS), and Virginia’s Standards of Learning (VSOL). The comparison will include similarities and differences among the three documents as well as discuss their strengths and weaknesses. Lastly, a combined set of standards will be developed and presented, encompassing the strengths of the various standards.

In a fifth-grade math classroom, the standard of the lesson of the day was 5NF 1 because the lesson covered the learning of addition and subtraction fractions. In the lesson, students learned to add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. (a/b + c/d= (ad + bc)/

This assignment is going to discuss why England has a National Curriculum for primary education and to what extent does the National Curriculum 2014 for English reflect current theories of teaching and learning. In the first part of this assignment I will consider: why England has a National Curriculum for primary education, the history that led to the production of the National Curriculum, why a new National Curriculum was introduced in 2014, and the advantages and disadvantages of having a National Curriculum. In the second part of this assignment, I will focus on the new curriculum framework for English, more specifically, the framework for reading and speaking and listening. I will explore the three main current theories of teaching and learning that the frameworks for reading/speaking and listening reflect: Behaviourism, Cognitive Constructivism and Social Constructivism. I will look closely at the principles of the three theories, analyse their impact in the class room and evaluate their overall importance on teaching and learning. Overall, this assignment will give an overview of the progression of the National Curriculum and the current theories of teaching and learning that are impacting classrooms today.

After completing a lesson, it is important to evaluate the scores to see how successful the learning plan was. It is important to use the appropriate form of evaluation to help determine the overall results. In using instructional content and curricular content, decisions can be made on modifications to the learning plan for this English lesson. The summative assessment consists of ten multiple choice questions and a section where students are to write three sets of sentences using figurative language.

Throughout the lesson, the NCTM process standards displayed were problem solving and communication. While other process standards can be seen, I feel these particular standards had the largest roles in this video. In most problem based learning lessons, both the problem solving and communication content standards will be used as the lessons are student centered to solve a given problem.

The first grade team will teach this standard NBT.4 for the next two weeks. The team will continue to practice addition/subtraction facts and place value to help student to master the standard.

The learning process is a highly complex one - no two children will learn in the exact same way. It is, therefore, important to understand how young people learn in order to use effective teaching strategies in the classroom which, in turn, will result in effective learning (Hallam & Ireson, 1999). There are a variety of different ways to learn and different theories underpinning it, this essay will consider three different learning approaches - behaviourism, constructivism and social constructivism, the change in teaching style from a traditional, didactic manner to an active approach and look at two different pedagogies – cooperative learning and outdoor learning, mainly fieldwork, that can be used to aid and support learning in Geography. Following this, the essay will argue how effective pedagogy can aid the teaching of one key aspect within the Geography curriculum, in this case Weather, and how this can be taught through the two pedagogies discussed in this essay.

Teaching means interaction of teacher mutual benefits. Both have their own objectives and target is to achieve them.

In this standard the teacher will understand that each student learns at their own pace and in their own way. In the standard the teacher will recognize each students strengths and weaknesses. One student can be strong in reading, but lack skills in math and another student can lack skills in both reading and math. It is the teacher’s job to understand this pattern and to implement a developmentally appropriate lesson plan that helps other students learn. It is the teacher’s job to challenge their thoughts, but also helps both students be successful in their learning without exceeding their level of skill.

The second topic covered during the tutoring sessions was decimals. In year 5 students should already understand tenths and hundredths and be introduced to thousands (ACARA, 2015). They should also be learning to compare, order

Scenario A: Mary is sitting in her high school biology class, paying attention to her teacher’s lecture. She begins to hear a faint snoring and notices that one of her fellow classmates, Tim, has fallen asleep in the middle of the lecture.

As a learning support teacher and special educator, I find that I am continuously asking myself questions about my teaching and what is best for my students. I spend a great deal of time reflecting on how I can improve and change my practice and how I can best meet the needs of my students. From many of these reflections come questions and wonderings that often require deeper understanding and focus. Finding answers or possible solutions to these wonderings takes time if changes are truly going to be implemented. In fact, Dana and Yendol-Hoppey (2009) suggest, “As teachers seek out change and reflect on practice, the first step of their journey begins with brainstorming questions or wonderings for exploration” (pg.20). One way to find answers to these wonderings is through problem-based action research and teacher inquiry. Problem-based action research and teacher inquiry allows educators to focus on specific wonderings and can ultimately provide educators with the information to make a difference in the classrooms and school. I know and understand that with teacher inquiry the engagement and involvement of the teacher is essential and the backbone of the inquiry. In my quest to becoming a highly reflective and effective teacher, participating and in problem-based action research and teacher inquiry is at the root.

If needed, tailor discussion questions and topics to fit the intellectual and behavioral needs of the class (advanced course student vs on-level students vs special education/EBD students)

In JAVA, method inheritance is used for defining and using methods repeatedly in subclasses without defining methods again and again in every subclass. Sometimes, it is required for an object to respond the same method but have different behavior when the method is called. This is achieved by defining a subclass method that has the same name, arguments and return type as the method in the superclass. This is termed as overriding the method in JAVA. So, when the method is called, the subclass method is invoked and executed rather than superclass method.