Reflection On Course Culminating Activities

SYLLABUS Senior Project Meets Daily Course Description: The Senior Project is an important part of a student’s final year of high school. It integrates skills, concepts and data from the student’s program of study into one culminating project. Students work on individual projects. A Senior Project consists of a major product/artifact, portfolio, oral presentation and a written reflection paper. Although, the product/artifact portion may have some joint relationship to other product/artifact project

PERSONAL REFLECTION 2 PERSONAL NARRATIVE This assignment seems to be the most difficult to write because it will encompass a wealth of information. The most important part of this assignment is the opportunity to reflect on the course assignments and the impact this foundational base will have for future classes. Every event in life has to start somewhere and this start sets the stage for

difficult to write because it will encompass a wealth of information. The most important part of this assignment is the opportunity to reflect on the course assignments and the impact this foundational base will have for future classes. Every event in life has to start somewhere and this start sets the stage for future learning. This personal reflection of the skills that I have learned during the past eight weeks will positively impact my educational journey at Northcentral University. What I Already

Culminating Reflection paper Over the course of this program, I have done a variety of key assignments that helped prepare me for student teaching and develop my teaching skills. These assignments are shaped by four conceptual frameworks. This includes, The Life –Long Learning and Development, The Compassion for service to the Community, The Pedagogical knowledge and Skills, and The Capacity for Informed Reflective action. The Life- Long Learning and Development In my first semester of

Handout (given on Day 1) • Student Reflection (given on Day 2) • 1 Barbie + weight • 10-20 rubber bands (size 32) • 3 Yard Sticks • Tape • Graphing program: • TI-83, TI-84, TI-Nspire • Desmos • Google Sheets • Microsoft Excel

participation (use rubric to assess participation) · Presentations of research on renewable and nonrenewable energy Activities: Thematic Unit on Renewable Energy vs. Nonrenewable Energy · Know-Learn-Evidence-Wondering to know (KLEW) chart about energy · Navigating nonfiction text features and creating anchor charts (group) · Energy Detective activity (group) o Students will research and create their own anchor charts explaining forms of energy · Calculate your

to revise sentences that needed to be corrected. During the 15 minutes, Olgesby monitored the students’ progress and assisted them when necessary. Olgesby asked the students to reflect on what they learned in science. Once they completed their reflections, the students left for art class. Olgesby and I spent her planning period discussing her teaching methods, expectations for her students, and community involvement in the SPED program. During our conversation, Olgesby discussed her passion for

bestselling book, Seven Habits of Highly Effective People, reports that effective people in various fields are goal-oriented and plan with the end in mind. Although not a new idea, the deliberate use of backward design for planning curriculum units and courses results in more clearly defined goals, more appropriate assessments, more tightly aligned lessons, and more purposeful teaching. The backward design process explained by Wiggins & McTighe begins with the end in mind: “One starts with the end - the

Achievement in band is often judged by the band’s performance at concerts. Concerts are typically considered the culminating event of the class. Students, parents, and teachers alike judge the quality of learning by the quality of performance. The spring concert is compared to the winter concert to show how much the ensemble has improved throughout the school year and therefore how much learning has taken place (Barden, 2009). Douglas Orzolek, a music education expert in the state of Minnesota, attended

However Cronon does acknowledge the positivity associated with the idea of wilderness when he concludes his argument with an intriguing question: How can we take the positive values we associate with wilderness and bring them closer to home? I believe that part of the answer to this question comes from the rhetoric of these vary same 19th Century romantic thinkers who were able to develop true connections to the landscape around them. Developing a connection to the landscape was a primary focus