The Functional Nature Of The Software

Some pupils may find the activity either too easy or too difficult therefore the activity may need to be adapted to suit the needs of these pupils. Also additional activities may be included for those pupils who finish quicker than others. The teaching assistant must take each pupil’s learning needs into consideration.

The wider community believe that teaching falls under a simple banner of ‘basic pedagogy’ that involves the giving of information by the teacher, who then tests their students’ knowledge through questioning, homework and exams. Many do not know the full range of pedagogical options that can be utilised by teachers to engage students in their education. There is nothing wrong with the activities that make up the ‘basic pedagogy’ and any of

Gualtieri has obtained is that the students who decide to spend the time after school working with the software program do not also devote time to after school studying, similar to what the other students, who are not participating in the software program activity, may do in that time. Another plausible explanation for the results that Mr. Gualtieri has obtained is that the students who report to the computer lab do not spend the appropriate amount of time working on the software program to receive higher test results. Finally, another plausible explanation for the results that Mr. Gualtieri has obtained is that the students who use the after school program may struggle more in class than other students. The results may just reflect the group’s learning ability, not necessarily the success of the software

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

It is extremely important that the Learner / group clearly articulate what the problem / situation is to the class. It is essential that the

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

Below grade level students will be given further instruction from the teacher during the activity. The teacher may remind the students to use the strategies listed on the anchor chart. The teacher may ask the student key/probing question to discover more about their thinking process and provide further instruction where it is needed. The teacher can assist student’s who are still struggling by folding their paper, placing the students focus on a particular part of the activity

Refer to the instructional materials and lesson plans you have included to support your justifications, as needed.

These programs should not only be bright and exciting for the students, but they should also deliver to them the valuable knowledge or to provide better understanding of the concepts. For example, Gelernter has offered in his article building a time-travel program that would zoom one backwards (1). This might draw the attention of the children as well as would be useful to show how the history moves. However, even here it would be necessary to remember that machine is not used to teaching, and that computer technologies should only be an additional feature of classroom

4th grade students will be provided with shapes that they can trace on their illustrations.

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

The facilitator allowed students to work through three to four questions before going over them to check for their understanding. Students seemed reluctant to give their answers at first, which suggested they weren’t confident with their answers or too shy to contribute. However, after providing hints to some the questions, students were able to recall the correct answers and show some understanding of the concepy. On the other hand, some questions proved to be relatively difficult for the students, particularly the ADME section. The facilitator went over these questions a couple of times and used diagrams to reinforce their learning. Students were asked to explain back to the facilitator what they had learnt to ensure they had a clear understanding. By the end of the session it was clear that all the students had a greater knowledge and perception of the subjects covered in this

Students use a variety of software on a regular basis to reinforce skills in reading, math and language arts. Although most of these programs are drill and practice research these types of software can improve student achievement. This philosophy is based on the research cited below.

Because the results of the validation shows score more than 3, then the learning device meet the category is valid. Observations implementation of worksheetsstudents show good criteria and the results of the observation activities of teachers who demonstrate active criteria. This means that the device being developed meetsthe practical category. Results ketuntasan mastery learning materials (test mastery of learning materials and activities the discovery of social interactions) students showed that 83.87% of students has been completed, the results of the observation activities of students show category is active, and the results of student response shows positive criteria. Based on the results of the third can be inferred that the worksheethas students meet the category effectively. Student worksheet that has been developed based on the results of the analysis can be said that the student worksheet is characterized by the discovery of Maple software-assisted social interactions on the material Matrix class X CMS generated have met the three criteria, i.e. valid, practical and

Minus: Planning learning experience involves careful crafting of an activity used in mind map with the curriculum link, visually going through an imaginary classroom session. This involves a lot of time, considering the manipulatives, strategies for effective involvement of students, foreseeing possible misconceptions. In the initial stage, even pre-service teacher may have misconceptions in lesson planning.