Spilt Observation

Learners may also have difficulty in understanding that a fraction of a group can be found when more than one object is represented, two fractions can be equivalent even with different denominators and that objects that are not the same shape can still be the same fraction. In terms of comparison students may have difficulty in comparing bigger fractions to smaller ones and in associating the size of the fraction to the size of the whole. Furthermore students may have difficulty is grasping all of the representations of fractions and the concept associated with fractions greater than one.

Under each labeled item or on the back of each piece of the realia, was the correct height for each two- dimensional and three-dimensional item. When students completed their measurements, I shared the location of the answers. The self-assessment step allowed the students to validate their answers. Once a student checked their answers, they were able to share the instructions to check their activity document with other students. This collaboration was a domino effect with the classmates. They exhibited the thought that “research shows that pupil assessment can be more effective than traditional teacher-based marking. Pupils often listen more actively to the observations of learning partners and accord higher status to their evaluations (Retrieved from ttp://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsassessment.asp).” I was able to see the students exhibit this behavior while they interacted with each other throughout this

On 10/11/2015, at approximately 2227 hours, your Affiant observed a blue Chevrolet Cruze driving (eastbound) in the wrong direction in the unit block of West Coal Street; which is posted One-Way. Your affiant observed the vehicle turn left (north on Ferguson Street) and proceed to Washington Street.

For the third observation, I made changes to grammar and fixed my sentences so they could flow better. I started by breaking the third sentence into two in the subjective portion. I did this so that the sentences could remain clear and flow. Next I changed the words "seen alone" to "one on one" to keep a professional tone in explaining that the client was seen by the clinician alone during the therapy session. In the subjective portion I also added details about when the client had his stroke, the effects of his stroke on his facial muscles on his right side, and his personality. For the objective section, I made changes in the spelling of the clinical term rote and used the term "tactical cues" to describe how the clinician helped the client

Throughout my life, I have held a special place in my heart for large animals, especially elephants. They have inspired me by the way they care about their communities. Entire families of elephants comfort their young and have specialized burial rituals for those they loved. This kind of friendship and loving nature can only be found in a community inspired by their very own elephant. Tufts University has a beautiful history surrounding their mascot and I simply want to know more, fueled by my passion for research. Tufts offers a community of elephants that compare to no other.

Ellander is enrolled in the advisory shared by Mrs. Janet Dewey and myself and we would like to share some our observations with you on Ellander. You will receive another one on Miles. I know that Ellander prefers to be called Trey so he will be addressed as such. Fortunately, I have had the opportunity to speak to Mr. Lewis on a couple of occasions to discuss Trey’s progress.

On December 27, 2015, I, Cpl. Lessane, with the Hampton County Sheriff’s Office, responded to Brunson Exxon, in the county of Hampton, to assist Cpl. Bridges with an assault call. Upon arrival, I observed and gathered the following information obtained.

We (Holli and Abbey) sat in on a Science REACH class at Leopold Elementary School. Science REACH class is a specials class that the third graders attend outside of their normal class time. At Leopold, the third-grade staff has chosen to combine both the Dual Language Immersion students and English Language Immersion students during specials to avoid too much separation between the two groups. Because of this, we thought that observing the language used by students during this time would be interesting.

Out of every given site, site E was most likely to have fossils because it has the traits that are needed to find fossils. There is no vegetation, lots of sedimentary rock, and shows evidence of erosion. In this project, our group evaluated every site to find the most fossils and narrowed it down to site “E.”

Teachers are encouraged to teach their students using the “Big Ideas” . Typically in the past, when a teacher taught measurement he or she would think of teaching how to use a ruler. In today's classroom, teachers need to encourage their students though the use of standards and non-standard forms of measurement. Teaching them to focus on zero points, partitioning, and counting units. The presenter even said, “If you don't teach them to contrast the big ideas then they will never take certain things into consideration.” For example, in the podcast, the teacher had the students use their feet to measure a four square. The children had to make the connection that not everybody's feet are the same size and therefore a standard unit of measure was needed. And so then at this point, the ruler was introduced to the students, as a standard form of measurement. Deborah Junk, and the others contributing to this podcast said teachers must consider teaching students to transition from counting to measuring, translate these ideas into construction of rulers, translate the understanding behind their rulers to standard measure. Teachers get students to pose questions based off their learning. A teacher develops a deep understanding of the big ideas. In the fourth and fifth grade classroom this translates to being able to solve problems involving

Nicholas was observed during the morning in his first grade class. At the start of the observation, Nicholas was seated at a table with approximately four other students as he engaged in a writing activity. During the activity, Nicholas looked at each book and appeared to write the title of the book in his notebook. Once finished, he got up and placed the books on the bookshelf and gathered more books to carry back to his table. Once Nicholas placed the books on the table, he walked over to another table and talked with a peer. After a couple of seconds, he returned to his desk and continued the writing activity.

My project was focused on improving core instructional practices through implementation of mini-observations with data feedback given to teachers and “PLC’s”. In September of this year, I was able to share with teachers the format of my walkthrough observations and the CIP that I Might be looking for. Through the end of the first semester, I ended up doing over 20 walk-throughs or mini-observations. These observations occasionally served a two-fold purpose as they were considered official walk-throughs for the staff as well. After each of these walkthroughs, I gave feedback too and had conversations with these teachers that I observed. As a result, many teachers changed some of their methods and started implementing CIP’s I recommended. This was evident by the fact that several of them on my second or third observations were now utilizing these practices. At the end of November, I was able to have the “PLC” finally meet. At their meeting teachers shared some ideas and best practices and these teachers expressed interest in doping this more frequently- although they wish this time was built into our schedule.

While conducting this experiment a variety of volumes and capacities were taken by several subjects of different ages and genders who were either physically active or inactive. When looking at the subjects ages as stated in the results we can see that all subjects lie between the same age group of 20.6 to 21.6 years of age. These ages included all subjects whether it be male or female. One subjects age or physical activity was not mentioned; therefore, their data was not included in the analysis given it could skew the data since it would not be clear where to include their data into. Given that all the ages of the subjects are around the same we can easily analyze the data given not much variation will or should occur unless they are

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went

Spying on Janet for the past week has been interesting and very weird. I have observed many of her actions within class and they have been very similar everyday. Although she is a quite person, her intelligence really shows throughout the class period. Janet is a very interesting and noble person that is willing to learn.