The Learning Goals From Section A Have Given Me An Approach

[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 –

I taught a group of students at various grade levels to prepare them for their secondary-level standardized tests. The particularly

We also assume that there are 20\% more girls than boys in a class. Assume that there are 70 learners in a class, then 20\% of 70 is 14, let $b$ be the number of boys, then there are $b+14$ girls in the class. Now $b + 14 + b = 70$ implies that $b = 28$ and there are 42 girls in the class. Therefore this means 60\% of the class are girls and 40\% are boys. I didn't give a reason for number 10) because I wanted to make some assumptions and state the problem correctly. This problem was giving me a stress because I could not figure it out. Number 8) was not clear for me because I could not understand if this 10\% we talking about is for the whole class or is for the number of boys. These are kinds of problems which will enable learners to understand the meaning of percentage and ratios. They are challenging and consuming time. It was not going to be easy to figure them out if I wasn't using the equations. In this activity, I learn much more on percentages and

When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and

During this semester I was lucky to be placed at Mink Shoals in a fifth grade class. I taught a total of five lessons. For my assessment chart I choose to show the progress that my students made on the math lesson. They took a pre-test and a post test. I knew that math was a good subject for about half of the class, and half of the class struggled. I knew this was going to be difficult to teach. Before I taught my lesson I did a lot of planning, but before I planned I worked with students every day in a math group. These math groups showed me what the students understood and did not understand. When I planned my lesson I talked to my cooperating teacher to see what I should go over if I wanted to help prepare them for the smaterbalance. After we talked, I decided to look up standards, and practice math tests to see what I should review for the test. After looking everything over

Students reviewed order of operations (PEMDAS) during the warm up problem. During small group work, the students reviewed the steps for solving proportion problems.

Describe any changes in the assessment related to the work sample, daily assessment records, and/or lesson objectives from what was described in the lesson plans, and explain why changes were made.

Answer- To demonstrate ability to solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, students will complete 5 addition problems with like denominators and 3 word problems, when asked to do so with the rest of the class, on a paper-pencil teacher-made fractions quiz, with 80% accuracy, at the end of the unit.

After my review of Section 2, I believe the overarching learning objectives of Section 2 is to help the reader understand the following: (1) is that before a case is heard in court “jurisdiction” must happen which means that the court must have “the power to speak the law” over a person or property involved as to meeting minimum requirements; (2) as the minimum requirements that must be meet for a court to have “jurisdiction” as to where dispute or where the people or business is located as in the state or out of state of them having any relation or connection; (3) “jurisdiction” by the courts can be limited by whether or not the case that is being brought upon involves cases only that state courts can solve such as a “probate court” that deals with a person’s assets or the cases that involves “federal question” or “diversity of citizenship “that the federal courts that can only solve such as “bankruptcy”; (4) the “jurisdiction” of courts on the internet of websites domestically and internationally has been difficult to figure out as to some things have been done to resolve this such as “the sliding-scale standard” and by “minimum contacts.”

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

The data analysis in the file “5th Period Chemistry Class Pre and Post-Assessment Data,” in the evidence tab, indicates that 17 out of 26 students got perfect scores when solving percent composition problems. It shows that 3 students got scores between 40 and 60%, and 6 students did not demonstrate any growth. The low scores, including the zero scores are attributed to the recurring absences in the classroom. During critical lessons that provided the notes, equations, and practice that would get the students to meet the goal, 7 students were absent. Also, 6 students were absent during the Percent Composition of Carbon Dioxide in Alka-Seltzer® tablets lab—which provided extra help and practice to meet the goals. From the

At the end of the lesson, I felt my lesson did give the visual understanding of the concepts and ideas pertaining the presentation and analysis of data using tally charts and bar graphs enabling the students to improve their mastery of the concepts learned. However, in the future, I would scaffold a mini-lesson for the students that had trouble with understanding the question based on the data, especially considering that some of the students were not able to differentiate if the word problem necessitated addition or subtraction. I also feel it would also be effective to guide using demonstrations and help them in rephrasing the current challenges and concepts. By doing so will help them prepare to do so in future so when problems such as this arise they are prepared. This strategy can help them retain the concepts and approaches to solve such problems and have a better understanding of the concepts taught currently and apply them in the

Overall, learning goal three, exemplified itself to be the one area where students were able to improve dramatically. Statistically, this goal had a significant improvement when compared to learning goals one and two. The justification for the improvement in learning goal three is for various reasons that occurred during the structure of the unit. Two of the most important reasons were because for one, we spent tremendous time when it came to containment policies and the Korean War. Indeed, we did spend time on goals 1 and 2, but we tended to rely heavily on learning goal three with much precaution. I did not want the students to become confused when it came to Communism and Democracy. The second reason was my overall knowledge when it came to the Cold War policies and the Korean War. During my studies, I have spent extensive time on this area of topic

First of all, I had initially deemed question six to be a bad question, when I assessed my pretest because only two of my students answered it correctly. However on the post test, this category saw significant growth moving from two correct answers to eight, and the girls went from a average score of one out of six to a three out of six, and the boys went from an average score of zero out of six to two out of six. Even though I was not able to teach this topic successfully the way I had anticipated, it showed me that I was still successful to a small handful of students.