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There are many factors that influence students’ participation in learning. Some examples of these factors include the learning atmosphere of the school, teaching strategies and the student’s capabilities (Groundwater-Smith, et al., 2015b; Nixon & Gould, 2005). In order for students to complete different tasks during lessons, it is important that teachers present clear and concise instructions. According to Porter (2014a), by providing clear instructions and high quality examples, teachers may help to increase a student’s academic performance. In addition, by removing classroom

Terms of reference – This report has been asked for by Veronica Cozens, class tutor. The report asks to:

Background Knowledge: what students work well together in the classroom, they will be doing group work

Student Assessment/Rubrics: Students will be assessed through observation during direct instruction and demonstration of knowledge on guided practice and individual practice. Students must score 80% out 100% on the individual assignment to demonstrate mastery.

You are expected to act professionally and to participate in classes. During each class there may be classroom discussions of various topics and/or group problem-solving activities. You need to arrive on time, and be an active contributor. Please turn off all cell phones. If you are expecting an important call, please notify me at the beginning of class, set your phone to vibrate, and quietly excuse yourself if the call comes during class. Your input is vital to this class. If you have an appropriate question or comment please feel free to share it with the class by raising your hand and waiting to be recognized.

|Participation |Participate in class discussion and in class quizzes. If a student misses in-class time, |2-25-13 |10 points |

Class Participation (8 pts. total) Weekly Discussion Questions, including Week 5 Course Summary and Final Peer Review (10 pts. total)

Effective participation in class requires that you read the required materials prior to coming to class and that you have completed all assignments that are due. In addition, I expect you to contribute honestly and thoughtfully to class discussions. Late or missed assignments, and/or response papers will be accepted only during the next class meeting. 2 points will be deducted for late response papers or late assignments. No late final papers will be accepted, and missed quizzes cannot be made up. Electronic devices such as iPods or cell phones should be ‘turned off’ prior to the start of class.

Class participation includes attendance, evidence of preparation for class, participation in class discussions, and timely submission of assignments. Being prepared for class and actively participating in the class will assure that all students will get more out of the class, and assist students to be their best.

In summary, the leading instructor of course SOWK 732 designed a good and useful syllabus. The syllabus include necessary, transparent, and informative details in a systematic and logical structure. However, the syllabus is quite long that may lead to the fact that students would not read the whole document carefully. Besides, as the syllabus was designed for six classes in the spring semester in 2016, there is no contact information of the instructors in the syllabus. That information may be introduced in a different

Evaluation will be based on End-of-Topic quizzes, a midterm exam, four assignments, and a final exam as listed under “Grading Scheme” below. There is a quiz at the end of each topic/chapter. The midterm quiz covers chapters 1 to 9 inclusive and the final quiz covers the entire course. All the quizzes are True/False and multiple choice types available in Blackboard. All the quizzes are open-book but because of the limited time available to take a quiz, you must have good knowledge of the content before taking the test. You are responsible for checking Blackboard for the opening and closing dates and times of the quizzes. No extensions will be allowed.

An intentional group takes more planning on the teacher, but the final result is more positive. The intentional group will have a teacher goal that will be arrived at and resolved. A social group is also used as an intentional grouping to allow for the shy student to be paired with the more outgoing student and they are given learning activities to increase the social interactions. This also allows for a model student to be placed with an underachiever and they, in turn can teach them to accept their learning situation. A number of small groups could address one topic, just four different subcategories, and pull back together to finalize their conclusions. Teachers are given a chance to utilize the personalities and skills levels to advance the group learning experience.

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature.

Advocate for beliefs. In order to develop a deeper, more versatile understanding of student learning, educators must serve a translator for student needs, many of which students, parents, or guardians might not see. Educators take these risks because the goal is better understanding and, ultimately, improvement of student learning in their classes through a process of modifying approaches, collecting data, and determining impact (2013). Although, it is necessary to obtain data through the same general assessment for all students, it allows educators to observe the strengths, weakness, and dispositions of their students, essentially opening the door for differentiation; hence, effective leaders would utilize their observations to advocate for

facilitate groups of diverse talents, I will ask students to form their own groups using the