Buddy System Essay

|With group learning, peer assessment can also be utilised which can be a valuable tool. Some learners will respond better to feedback |

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Zoos present a certain blend of nature and culture. They have always provided a way to bring natural wildlife and urban Americans together as a means of entertainment. Yet, throughout the years the role of zoos have changed. Though once used for amusement, zoos are now being used for education on preservation and the welfare of endangered species. One may wonder where and how the idea of zoos started and just how they, and the environment around them, have changed throughout history.

Some people go to zoos to see the wild animals, but that’s not all that they are for. People in groups such as PETA (People for the Ethical Treatment of Animals) may think that zoos cannot provide the needs to wild animals as the wild can. Zoos help animals. They have improved, helping to repopulate species and save animals in the wild.

Field trips are used as a great tool to motivate and educate students. They are enjoyable for both students and teachers. Field trips give students the opportunity to get away from learning in the classroom and dive into learning through hand-on experiences.

Founded in 1875 in Buffalo, New York, the Buffalo Zoo quickly became a popular tourist attraction. However, as time went on, the outdated buildings and unenthusiastic employees led to a decline in zoo visitors. The zoo began to face several challenges, and the most significant was the fear of losing its accreditation. The president at the time devised a plan to move the Buffalo Zoo to Delaware Park, but that was quickly blocked by employees of the zoo and members of the community. With no support and no where to turn, the president decided to resign. This left the zoo with no plan, and no one to guide them. After extensive searching, the zoo made the decision to hire 43-year-old Donna Fernandes. Donna had an extensive background in education and experience in management and caring for animals. Although Donna seemed like the perfect candidate for the position, she was warned that the employees and community would be reluctant to accept her due to previous negative experiences with poor management and failed attempts to save the zoo. This did not deter Donna, and she worked hard to change those negative experiences into positive ones.

The field trip was educational and informational. I would like to thank the BGMS staff and nature experts for making this trip possible. Outdoor education is important because we need to know how to help, protect, and restore our rivers. Field trips are important because they give you information and education with a hands on

For the primate observation project I went to the Santa Barbara zoo to observe and contrast different types of primates. I observed one species of an old world monkey, which was a gorilla and two different species of new world monkeys, which were the Bolivian Grey Titi Monkey and also the Golden Lion Tamerin.

The El Paso Zoo is a well-known for making everyone’s arrival one to remember. Each time I would go to the zoo, I always leave with a smile on my face because of the great service they bring towards El Paso. The reason why I decided to write about the zoo is because I was once a worker there. It is marvelous seeing all of those magnificent animals. They must be at least twenty different types of species we have in El Paso. Which is totally awesome.

It allows groups to use the situation in the learning environment to develop their social interaction skills e.g. meeting new people, and share ideas. This enhances the group’s experiences, promotes collaboration, can develop their social relationships skills and allows opportunity for peer

A well-developed institute in history, the zoo was a work in progress that advanced from animal collections to caged menageries to elaborate exhibits of exotic wildlife. The aforementioned animal collections differ in the fact that the American zoos of the Progressive Era mainly appealed the middle class family. American Zoos can be traced back to colonial days, where animals were displayed via chains and cages in front of local businesses or placed in traveling menagerie collections. Such animal collections fascinated inquisitorial patrons. Early collections reflected amusement and very little actual zoological knowledge.

Last week I had the opportunity to visit the Los Angeles zoo on a beautiful, sunny Thursday (October 19th). Although I arrived off schedule which left a minimal amount of time to observe primates, I managed my time well. After being told that the larger animals get put away earlier, I figured my first stop would be at an ape enclosure. The ape I chose to see that day was the gorilla. The time that I began my observation was at approximately 3:05. At that time only one ape was quite visible and he was sitting at the front making eye contact with me making it seem as if he is HABITUATED. Next, post gorilla watching, I had the chance to take a gander at the ring railed lemurs at 3:40. These prosimians all had their own personalities which interested me deeply. Lastly, and certainly not least on my journey through the LA zoo, I had the chance of looking at the mandrills which were once classified as baboons. Considering that two baby mandrills were present and only a month old, this was my favorite exhibit to see because of their high energy and randomness of actions.

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

The sun was shining, the sky was spotted with clouds, and the wind was whistling as it passed through the trees. Overall, it was the perfect day to visit the zoo. Smiling, happy children bounded beside me as I walked underneath the large, blue and yellow sign announcing “The Colorado Zoo.” As I walked onto the sidewalk, I looked out over the “habitats.” The big, colorful signs advertising the exotic animals “brought from all over the world!” Animals that were taken from their home, taken from their habitats, and taken to a world where they are put on display. Animals who are forced to live out their lives in zoos in unhealthy, degrading, and devastating ways.

Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning