The Perfect Square Exercise By Daniel Rice

As the team leader of this exercise I could have done a better job at organizing our preparation. We were so involved in practicing our selected strategy we did not spend enough time defining the communication process or planning for failure. Also, I assumed everyone knew their assigned task and did not start the exercise as efficiently as I could have. I should have clearly stated all directions at the very beginning and received acknowledgement of understanding from each team member before starting. After reviewing and analyzing my personality traits I recognize I made assumptions based on how I envisioned the exercise to go. In the future I need to make sure to communicate more effectively and confirm understanding to avoid any

When they were doing the activity I was watching them how to do the activity. Sometimes I asked them some questions to make sure that they understood completely. I observed all pupils in my group loved to play with the colourful shapes and they separated them in the right circle. This activity was very simple but through that the pupils can recognise the all type of shapes. When we finished Miss B suggested each group should check other group work and they should find if there is any mistake. While my group were checking other groups work I was with them and supported them with explaining more.

Each child will get 60 seconds each to be the leader so that every student would get a chance to be the leader. I will explain that the leader has to move around in different directions and not to perform hard traveling patterns for their partners. For safety persecutions I will make sure that they keep their distance from other groups so that they do not bump into another group. Any student who does not follow the rules would be taken out of the activity immediately and given an alternative assignment. At the end of the lesson I will tell the students that they did a great job and explain the importance of the lesson in a way that they could understand.

I learned how to explain and the task thoroughly, I walked around the room more, checking up on the groups. If students had any questions, comments, or thoughts about the task they could asked me while I was walking around the room. I asked my students many different questions like inviting, probing, pressing, waiting, orienting, re-voicing, connecting, and explaining questions to help them start or continue solving the task. These questions would extend their knowledge of the concepts and make them think deeply about solving and justifying their answers.

As the children participated in this Math Counts/Manipulatives activity they were learning to work cooperatively in a small group. They were also learning understand

Checkerboard squares write upMade by: Caleb FunnellIn this problem we are trying to find out how many squares are in a 8 by 8 dimension square. We are not counting how many single squares there are in the square though we are trying to figure out how many 1 by 1 squares, 2 by 2 squares, 3 by 3 squares, and etc. so now that we know all the details of the problem let's get started with our problem!In the book we are trying to figure out how many squares are in a 8x8 square that they give us in the book, so when I tried to solve this problem I had a lot of problems with it because I didn't know where to start with the problem. I had my friends explain it me but I still didn't quite understand it. So I went on my

Teaching creates an effective way to communicate that permits verbal, written, and nonverbal usage. When teaching it is important to speak loud or use a microphone and be clear, as a Drill Sergeant this was easy; we learned to project our voice from the diaphragm. In Drill Sergeant School we were tested from 100 meters away, to assure the instructor could understand our verbal commands. (5. Drill Sergeant School). During lectures and meetings I give details to highlight, information in the form of a Power Point, outlines, maps, graphs, or schematics to assist in communicating information to my audience. As with giving a speech—if possible open

The activity was about identifying the properties of quadrilateral shapes, the goal of the activity was identifying and understanding properties of all quadrilateral shapes and to evaluate themselves at the end of activity. I put leader in each group, then I asked each leader to monitor the performance his team.

The challenges we faced were that we didn't have enough time to get together and discuss more about our activity and how we will present it but we figured it out in the end when we were presenting. What I learned about teamwork was working together and making sure everyone had a job to do so we can get the job done at its best ability. Some challenges we faced were that we didn't get the sticky notes ready to hand out to the class so during our presentation we got them ready to hand out to the class so they can make their ninja stars. What I learned about teamwork is that everyone need to put in effort and work together to get the job done. The type of control we used as a group together was internal control cause we all took control and had our own responsibility on getting this assignment done

During this round I heard a lot of communication and describing going on. This was because during this round we had to explain our pictures to the group rather then showing them. I saw and noticed that my group and I were leaning over the table and were very invested in the activity because we wanted

When someone would speak there mind we would not judge the way it was delivered by the persons we would speak about the actual content said. A good example of this is one student in our Jialin has a very heavy accent. So sometimes understanding what she says is a little more difficult. She also had some of the best ideas in our group and was very knowledgeable about the topic we were presenting on. So when she would present her ideas to the group we all did a very good job on understanding what she actually said and giving feedback on that, rather then judging the way it was presented. Whenever someone didn't know something about the guidelines of the presentation she was always on top of it and knew exactly when we needed to do. This shows how the listening skills in our group were so good, we were able to overcome these barriers to get to the bigger point of it all.

The first instructional strategy I plan to use to engage my students in this lesson is small group instruction. My rationale for using small group instruction is for students who are not fully grasping the concepts and do not feel comfortable moving on to work independently. I will be able to take this group of students and continue to work with them in a closer setting to provide the support need and allow them to get comfortable to the new content. Another instructional strategy I plan to use to engage my students in this lesson is “mirror,” a Whole Brain Teaching instructional strategy where students repeat what you say and do. My rationale for using this instructional strategy is so that students can memorize the steps they need to take

If we had done the puzzle alone, we would not have finished as quickly as we did. Because we all have different minds and perspectives, we were able to work and depend on There was not a true leader because in order to function normally as a team (of equal ranks) the leadership should fluctuate). We all learned to be better communicators of our thoughts and listeners of each other's thoughts. We have learned to be more comfortable with asking each other questions without the fear of looking stupid. Communication is the single most important thing in team work. Without it, you may miss the knife in the trash can or the gun in the book bag because you did not properly communicate with your team members to see if a., you can even open the bag, or b., they efficiently searched the trash can. With our grown communication, I genuinely believe that now we have grown to be better “investigators”, but more importantly, better team members to each

Nicole and I had two learning objectives for our lesson at Ilam School. One being that “students will be able to accurately perform a chest and bounce pass within a game situation with help from their fellow peers.” We chose the chest and bounce passes, as they are versatile skills that are used in winter sports like netball and basketball, which are offered at the school. One aspect when teaching a motor skill that is easily forgotten is the need to also teach where and when this skill should be applied. This is why we had the other learning outcome of “students will be able to acknowledge when to use a chest or bounce pass in a game situation with help from their fellow peers.” We broke the passes into steps that all had their own visual cue and demonstrated them to the students, after this we then got them into pairs and had them use the cues to pass between each other. The visual cues for the chest pass were hands in a W with thumbs spread, legs shoulder width apart, ‘best foot forward’ (dominant foot a step ahead facing your partner), ‘aim for the target’ (partners have hands up at their chest as target) and thumbs down for follow through. When they were passing to each other it gave Nicole and I the chance to observe and walk around offering both positive and correctional feedback as we saw our demonstration being applied by the students. The same format was followed when teaching the bounce pass which had many of the same cues; W shape at the chest, best foot forward,

LEARNING STRATEGIES: Journaling, Pictures, Brainstorming using a Mind Map, Small group activity, Prediction organizer, Choral reading of the instructions, Demonstration, Step-by-Step organizer, Reporter/Reader/Researcher, Flashcards