The Method Observed Was The Direct Method

The development of the scientific method in the late 1500’s to the early 1600’s was a crucial stepping-stone in the science community. The scientific method is based upon observations, hypotheses and experimentation. The concept is rather simple, and can be applied to many areas of study. Once an observation is made, the observer can make a hypothesis as to why that phenomenon occurs and can then design an experiment to prove whether or not that hypotheses is valid. Although the scientific method has been extremely useful in the discovery of various things from usages of medications to studying animal behavior, there are still those who question the usage of this tool. These critics claim that since

In terms of understanding of the world the children used their senses to investigate objects and materials by used. The children also constructed letters with an object and adapted their work where necessary.

Science is an objective method used explain the natural phenomena of the universe. The practice of a scientific method provides a detailed outline that contributes to expressing how to determine if a theory is scientific. A continual cycle that emphasizes the techniques of observations, questions, hypothesis, prediction, experiment, and conclusion. The complications that arise when applying the scientific method to all theories is that science is subject to change; therefore, it is hard to modify extensive ideas to a few simplified steps. A scientific explanation depends on existing experimental theories to validate or disprove present and future logical arguments. This is because previous observations support abstract methods that may not be testable and the continual change is dependent on specific predictions and discoveries.

Show the list of words to the student and have the student attempt to read the words.

The lesson was carried out February 23, 2017 at La Sierra University in room 105 at the education department. The room was spacious allowing enough space for each student and teacher. The furniture

Soon, though, she received an offer to tutor Helen. The first week of tutoring Helen was a mess. Helen would often fight her tutor and successfully took out Anne’s tooth. Anne went through this trial with the patience and perseverance that she needed for her childhood. Anne tried teaching her words by letting her feel around for things than spelling these words on her hand. However, Helen wasn’t making the connection between what Anne was doing with her hands and what Helen was

: In this vivid picture book kids discover a variety of shapes all around them. This book help children to learn about the shapes as well as some Spanish words. For instance, rounds are tortillas and moon, squares are board game, clock, and photo frames, park, and fountain, rectangles are ice cream cart, stone metates, and flag, and furthermore triangles are slices of water melon and quesadillas. The good thing about book is that there is a glossary at the end of the book which translate the Spanish words.How would use this book in the class: During the class time we can cut the paper in different shapes, like square, round, rectangle, and triangle, and let the students to match every shape. Also, we can ask the children about the objects,

[ ] In clip 1, it is evident that I was able to deepen children’s language and literacy development by incorporating science and language arts into instruction. For example, in clip 1, children are asked about their prior knowledge of poison ivy and are then able to make connections to poison ivy through the mentor text, “Fancy Nancy Poison Ivy Expert”. I chose this text in order for children to make connections with the anatomy and characteristics of poison ivy due to this plant being popular in our area. After asking the children about their prior knowledge of poison ivy, we studied images of poison ivy by looking at the shape and how many leaves there were together. By counting the leaves on the poison ivy plants, the children were increasing their counting skills which helps develop their mathematical skills of numbers and operations.We then made connections to the children’s prior knowledge that they stated before looking at the images of the poison ivy leaves. Through this

He was able to answer questions by pointing at pictures. Throughout the day, he would return to her classroom because he began to feel comfortable. She also began to teach the English alphabet while utilizing the Chinese alphabet (Igoa, 1995).

As a child masters a skill, it is important that the decision is left to them as to when they are ready to move on from manipulatives onto pictoral representations and finally to abstract representations. When using manipulatives, children are more enthusiastic and motivated to learn, they gain deeper understanding through the use of manipulatives and they can be effectively used to support and scaffold English Additional Language (EAL) learners to demonstrate their understanding in situations where they can not verbalise this.

The lesson is about the story called "Owl Moon" which is composed by Jane Yolen. Before I start, I set myself up to be prepared for two hours day by day and ensure that I have everything sharp including questions, the reason for this story, action, show them five words in gesture based communication, et cetera. The understudies' response went exceptionally well and stay center to the story. The educator revealed to me that she was inspired that the understudies stay peaceful and anxious to answer the inquiries. Also, I think they are pulled in to my communication through signing and attract their advantage the story. It ran well with the story, inquiries, and action. When I show them the five words in American Communication via gestures, they

As we talk about scientific thinking in class, we come upon the term of critical thinking to describe scientific thinking. When evaluating any sort of scientific claims, we must make sure that we are able to justify them and ignore any evidence that can blind from the truth. When we think scientifically, we must look at all the possibilities which are crucial to help us think critically. There are some explanations that need more evidence than what we really see because sometimes we do not see all the truth behind the reasoning, which include the six principles. Those six principles are ruling out rival hypothesis, correlation vs. causation, falsifiability, replicability, extraordinary claims and last

The children would slowly fix the parts of what they have acquired to form the big picture at the end of the day through repetition in various topics and settings and verbal discussions. For example, teacher can model to students on how to make visualizations of images as they listen to the story and students will follow suit after some practices.

After the students completed the bell work, Miss Appleberry started the lesson over Identifying sentences. She first asked students to get out their folders. Next, Miss Appleberry had the students refer to their definition sheet in their folder, then began reminding the students of the parts of speech they had just learned (noun/subject noun, verb, adjective, and adverb), having students follow along on their sheets as she recited the definitions. After this, the teacher began to inform students of the Important Steps to identifying a sentence and how the parts of speech they learned would be an important part of it. During this instruction, Detrick listened and followed along with the teacher at the smart board as she informed the students of how to identify a sentence (First: Read Sentence, Second: Ask Questions: Noun- WHO? WHAT?, and VERB- what is being said about?).

The teacher used different strategies to ensure that students are understanding the concept. The first strategy is using background knowledge. The teacher connects the lesson to the students’ background knowledge in order to engage them in the lesson. She applied error correction methods that allowed the students to feel comfortable communicating with her and with the rest of the class. When students made mistakes the teacher just repeated what was said in the correct way, allowing the students to see the correct form without judgement or embarrassment. The teacher used repetition and the students’ first language as a tool to promote learning. In this lesson students benefited from repetition because it helped them understand and apply figurative language. The teacher used Spanish to help students understand difficult concepts and to connect students’ previous knowledge with the topics they are currently learning. Being able to use their native language in class allows students to feel more comfortable when participating because they have