What are the common goals for adults engaged in adult learning activities? to achieve the objectives of the meeting host to gain opinions or to change current opinions to gain autonomy to acquire new skills or keep skills current
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What are the common goals for adults engaged in adult learning activities?
to achieve the objectives of the meeting host |
||
to gain opinions or to change current opinions |
||
to gain autonomy |
||
to acquire new skills or keep skills current |
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- GROUP LEARNING Current Events of an Unethical Type83 Step I. Prior to meeting as a group, each person should find two newspaper or magazine articles from the past several months relating to someone violating business ethics or potentially breaking the law regarding business practices. Step 2. Summarize the key points of the articles you found. Step 3. Meet as a group. Have each person share key points from articles with group members. Step 4. Identify similar themes across the unethical incidents reported in the articles. What was the source or underlying cause of the unethical behavior? What was the hoped—for outcome? Was an individual or a group involved? Did the accused seem repentant or defensive? Can you identify similar conditions of any kind across incidents? Write the common themes in a list on a sheet of paper or whiteboard. Step 5. What could you as a manager do to prevent such unethical behavior in your organization? What could you do to fix this kind of problem after it occurred in your organization? Step 6. Report your findings to the class if asked to do so by your instructor. Then fill in these boxes. Look at the underlying causes of the unethical behavior. How often was a group? How often an individual?Describe observations in the below passage that are relevant to classroom management and student engagement by including the teachers actions. There are 21 Hispanic students in this self-contained, 2nd-grade class, of which 17 are English Language Learners (ELL). The theme of plants was chosen because many science concepts can be taught in the garden. Students can experience an understanding of natural systems by cultivating and harvesting a garden with their own hands. The curriculum was taught as a combination of interrelated subjects rather than discrete subjects. I promoted the development of language skills and social interaction skills through its emphasis on group work. The students constructed their models and hypotheses and tested them with actual evidence and research. Students surveyed their favorite vegetables and created a graph. Once the items had been selected, students investigated different seeds. Students conducted experiments to learn what plants needed. Students…Explain how effectively the teacher actively engaged all students in learning, using theory or effective classroom management practices to support your explanation in the passage below. There are 20 students in my kindergarten classroom. The subject matter for this learning experience was science, focusing on speaking, listening, and viewing. The demographics include 3 students of Hispanic origin who speak English as a second language and students from rural backgrounds. Listening and viewing goals were to exhibit respectful body language by keeping eye contact with their speaker, actively listening without talking, and keeping their hands and feet still. Speaking goals were to exhibit effective speaking by looking at their audience and keeping their body still, speaking slowly at an appropriate volume, and showing their work. Next, students referred to the visuals and correctly modeled these behaviors while learning about weather features. I used formative assessment strategies to…
- Describe observations in the below passage that are relevant to classroom management and student engagement by including the students’ behavior and engagement. There are 21 Hispanic students in this self-contained, 2nd-grade class, of which 17 are English Language Learners (ELL). The theme of plants was chosen because many science concepts can be taught in the garden. Students can experience an understanding of natural systems by cultivating and harvesting a garden with their own hands. The curriculum was taught as a combination of interrelated subjects rather than discrete subjects. I promoted the development of language skills and social interaction skills through its emphasis on group work. The students constructed their models and hypotheses and tested them with actual evidence and research. Students surveyed their favorite vegetables and created a graph. Once the items had been selected, students investigated different seeds. Students conducted experiments to learn what plants…Describe observations in the below passage that are relevant to classroom management and student engagement by including elements of the learning environment. There are 21 Hispanic students in this self-contained, 2nd-grade class, of which 17 are English Language Learners (ELL). The theme of plants was chosen because many science concepts can be taught in the garden. Students can experience an understanding of natural systems by cultivating and harvesting a garden with their own hands. The curriculum was taught as a combination of interrelated subjects rather than discrete subjects. I promoted the development of language skills and social interaction skills through its emphasis on group work. The students constructed their models and hypotheses and tested them with actual evidence and research. Students surveyed their favorite vegetables and created a graph. Once the items had been selected, students investigated different seeds. Students conducted experiments to learn what plants…Discuss two strategies from the below passage that you can incorporate into your teaching to help you better meet the needs of all learners. My class consists of 15 students in the 1st grade. This is my reading class during our "Walk to Read" portion of the day. The most relevant characteristic influencing my instructional strategies was the varied range of reading abilities. Students will model reading comprehension strategies to construct meaning from print. Students will model fluent and expressive reading. Students will demonstrate reading accuracy and decoding strategies. Students will work toward continued growth in writing, spelling, and self-reading evaluation. These goals are based on their individual and whole-class reading needs derived from current assessment and observational data. Each portion of the Daily Five format is designed to help them construct meaning from text. Specifically, based on current assessment and observational data, I presented a reading accuracy…
- Discuss the benefits of the following: changes made to your initial Learner Profile showing development as a Reflective/Reflexive Practitioner. achievement of personal goals in relation to the course goals. Write an explanation/justification which demonstrates what kind of growth and development were acquired via this experience.Explain how the assessment could be used to inform instruction based on the below passage. The teacher is teaching art to a diverse group of 5th-grade students. The teacher's goal is for students to critique a work of art and understand its historical significance. The teacher uses a variety of teaching strategies and tools, including cooperative learning, active learning techniques, and technology. One formative assessment method that the teacher could use is the 'Think-Pair-Share' strategy. This strategy involves students thinking individually about a question or problem, discussing their thoughts with a partner, and then sharing their ideas with the class. This strategy can be used to assess students' understanding of the art critique process and their ability to analyze and interpret art. The 'Think-Pair-Share' strategy can provide the teacher with immediate feedback on students' understanding and skills. If students struggle to articulate their thoughts during the 'pair' stage,…During a meeting, your teachers suddenly pauses, and stares intently at two of the meeting members who have been talking loudly. The teachers has shown an example of _______. A.Kinesics B.Chronemics C.Paralanguage D.Proxemics
- Can the teacher satisfy the needs of all types of learners in a large class? Why & why not?Observe the teacher integrating technology in the passage to facilitate teaching and learning, and discuss your observation by explaining how integration at a different level of SAMR could improve student learning. I have 20 students in 2nd Grade. The lesson featured is a cross-curricular Social Studies lesson that incorporates literacy skills. Two students have been diagnosed with ADHD. Students enjoy speaking, researching, and using technology. On the interest inventory, 16 of the 20 students in the class stated that they enjoyed learning about history/social studies. The unit on early settlers consisted of learning activities, projects, and a field trip that correlated and connected literacy, social studies, and math. The viewing, listening, and speaking goals were written as "I can" statements and are used as an evaluation tool. This lesson begins with the viewing goals. I can make connections between words and illustrations to help me understand. I can view illustrations to learn…Answer three following questions in about 250-300 words each:a) How is counselling different from tutoring? Justify your answer with appropriateexamples.b) Discuss briefly about various models of self-directed learning.c) What are the qualities a counsellor needs to organize the counselling sessions in aneffective way?