If they do not have a Red Lion hoodie or sweatshirt just dress them in layers. Homework: Monday: Bible- Write Luke 2:26-29 four times each Science- 5A: Complete vocabulary Cards on the seven forms of energy 5B: Study Key Vocabulary for Quiz Tuesday: Bible: Study Luke 2:26-29 Social Studies: We the People- page 108 #1-6 Science: Study the types of Radiant Energy in order Wednesday: Study for Science Quiz on Thursday(Students should know the types of Radiant Energy in order and key vocabulary: radiant energy, ultraviolet rays, opaque, translucent, and transparent) Study pgs.B91-B95 in Science Textbook Thursday: Study for Bible Quiz on Friday Friday: Study Bible Memory Verse Luke 2:30-33 Important Dates: 12/1- Progress Reports 12/2- Science Quiz 12/3- Bible Memory Verse Quiz 12/7- Elementary Christmas Program at 7 pm and Jeans for
Purchase What are you looking at?, by Will Gompertz (amazon.com has it used for $2.89) 4. Create an Art History A, B, C book. This should be a fun, yet informative compilation of artists, movements, media, techniques and terms that will help uncover some of the concepts covered next year in APAH. -Your book may be created digitally (Prezi, google slides, PowerPoint, etc) or hand made. I would suggest
Professional Graduate Certificate in Education and Training Module Title: Theories and Principles for planning and enabling learning and assessment EDU2141-N Level 5 Word Count: 1975 My subject specialism is Uniformed Public Services, I deliver teaching to a small group of learners who have a variety of special educational needs including ADHD, Dyslexia and behavioural issues. This presents many planning issues most of which can be resolved by using a combination of teaching and learning theories, which are reflected in my lesson plan. Due to the nature of my learners it is important that when I plan my sessions that great care is taken to ensure both differentiation and inclusion, if I neglect to take into consideration the individual learning needs of all my learners the consequences can be substantial for instance, I have a number of learners who have been excluded from main stream education due to major behavioural issues such as attacking Teachers or other learners therefore, it is imperative that all the learners are engaged in the learning process and it is my responsibility to plan teaching, learning and assessment strategies to ensure engagement. To enable effective planning, all my learners have taken initial diagnostic tests for both Maths and English, they have completed learning styles questionnaires and I have completed a comprehensive group profile which outlines the learners’ individual needs. On a weekly basis, I conduct tutorials enabling the learners and myself to set *S. M. A. R. T targets this takes a Humanist learning theory approach.
Individuals and Families in a Diverse Society - HHS4M1 Course Syllabus (Fall 2012) This course is structured as follows: each unit is composed of activities. In each activity, there is a brief overview, the learning expectations, the content or lesson and an assignment. Each of these headings can be opened by clicking on it. All rubrics (the marking scheme) are located in the assignment area. Ensure to read all the content that is released.
During initial assessment I would identify learners individual needs and take then into consideration when planning my lessons .An example of inclusion in a classroom setting could be to use learners names when talking to them , using eye contact and speaking to them , personally during and after each session . (Gravells,2012:18) Can create a conducive learning environment where everyone will feel included adapting assessment methods to suit and meet any particular needs for example , a visually impaired learner may have their information and assignment in braille , questioning done verbally so the learner can dictate answer,to select inclusive learning and teaching techniques. I will read the qualification syllabus and my organisations recommendations to develop a learning plan that will embrace all needs .The choice of techniques will be influenced by my experience , the learners and the environment where the learning will take place
{draw:frame} The teacher / trainer cycle (TTC) is a simple iterative process by which a learning experience that, once a need has been established, may be designed, delivered, assessed and evaluated. My main role as a teacher of ICT, will be to provide a learning experience that fits the course profile that has been designed. Within this I have to take into account the various learning styles, visual, auditory and kinaesthetic that my students may prefer. Health and safety will also be a primary feature as will record keeping. Student records, attendance, achievement and disciplinary details will be some of the information kept.
Evaluate a range of ways to embed elements of Functional Skills in your specialist area My role as a teacher is to pass my knowledge and experience of the Moving and Handling matter onto the learners that are attending the course that I am teaching. There are some specific areas in this subject that would necessitate the learners to have some functional skills. Functional skills include Mathematics/Numeracy; English/Literacy and Communication Technology (ICT) (Petty G, 2009:470).Elements of these core subjects are incorporated to improve existing skills / knowledge of the learners and enables them to gain greater confidence when faced with issues which may need basic knowledge of numeracy, literacy or ICT skills outside of the teaching environment. These skills could also be taught separately and it works quite well, however it rarely provides sufficient practice. The best way to teach skills is to habitually embed them into ordinary teaching practice.
support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
In the timetable, balancing time between studying and playing can’t be ignored, which contributes to the efficiency of study. And I will revise my schedule as circumstances warrant. It is easy to notice that lecturers in colleges speak quicker than high school’s teachers and they won’t spare any time for me to copy the notes. However, to catch their points, not only should I try my best to become a good listener, but also I ought to jot down some important points on my notebook. Then I will connect the points together while recalling the knowledge and organize them in my own words in a logic way.
Furthermore, I will examine how future government proposals may affect the subject, with specific attention being paid to the school I am currently employed at. How English is taught at all stages of a child’s education is a key focus of the National Curriculum. The central themes are those of reading, writing, speaking and listening. The National Curriculum document on English says, ‘In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.’ Teachers, parents and students alike would agree with this sentiment.