Procedure: First we discuss the parts of the plants and I will also have a model p to show them of what the going to go back to their seats to do. We will then let the students go back to their seats and color their picture of the plant. Dramatic Play Name of activity: Plant Cycle Age group: 24 months Goal of activity: The goal of the activity to make sure student can demonstrate the plants cycle by acting it out through dramatic play. They will be able to use their social and physical development. Materials: The materials we will need are students, pitcher, and a pretend sun.
She gave a different task to every student considering his or her level of knowledge. Another example of Ms. Shakhramanyan practicing progressivism was the way she constructed and held her Science lesson on plants. She started her lesson by talking to students about her classroom plants. Then, she proceeded with a cute story by Arnold Lobel on plant life cycle (it included stages form seeds to flowers). The next step took place outside in the school courtyard where kids planted flower seeds together, thus, putting the newly acquired knowledge into real life practice.
Materials: The materials that are included in the lab are four jars, three eggs, water, vinegar, syrup, pencil or pen, paper, markers, and tape. These materials are required for the lab test. Procedure: At Friday, the students had to remove the shells of the egg. Then they put the eggs in distilled water, vinegar and syrup, and waited until Monday to do the other steps. When the students arrived to the classroom, quickly they measured the mass of the eggs, and discussed about the solutions.
I thought it was important to note that Miss Walker took advantage of this opportunity to involve her students and have them use their math skills. As soon as role was taken, Miss Walker had her students prepare for their first task of the day. She handed out 3 stories with questions at the end for them to answer and gave specific instructions. I think it is also important to note that she instructed the children to color the pictures on the stories when they were finished so that they would be able to stay busy. Once the students seemed to understand their task and began working diligently, Miss Walker called the first reading group back to the reading table.
Write a description of what you see in the class session from Talking to the Text (WestEd, 2001). “Talking to the Text” – A Description “Talking to the Text” (WestEd,2001), is a five minute audiovisual recording in which Ms. Rita Jensen presented a lesson to her seventh and eighth grade English Language Development (ELD) class. The objective of the lesson was to analyze the poem “Old Man” by Ricardo Sanchez, by way of “talking to the text”. The video showed the classroom as a print rich environment in which seating was arranged in collaborative groups. The teacher and students were properly attired and were ready to begin the lesson.
The goals of the children in the class room are to actively participate and understand the information taught. As I observed part of her math class, they were learning money. She gave them a worksheet to work on after she taught the lesson. As they were completing the worksheet she walked around to answer any questions and to make sure they were on task. Ten minutes later, children need to take a break on the underground,so Mrs.Bradley asked them to keep quiet and stand a line leave the classroom,in order to let them keep quiet,she got a idea,she took a rose and give it to who are being quiet ,then she asked that person pass this rose to another person which u think being quite,but at this time I found an interesting thing.A girl ,she didn’t pass the rose to a quiet person,she just passed it to her best friend,at first I didn’t know it ,but then there are some students began to complain about that,so I know she didn’t do it as teacher said,actually it correspond this age’s behaver,they are care more about friendship , the children are starting to not be as bossy and domineering.
Dawn Del Rossi Action Research 1 of 20 " " Abstract! The purpose of this study is to determine if stability balls/yoga balls/exercise balls are an effective tool in assisting students with ADHD, autistic spectrum disorder, sensory issues and others who demonstrate difficulties in staying on task and seated during classroom instruction and independent learning times. Four, second grade classrooms were chosen in the same school, 2 of these classes used stability balls starting with the second nine week grading cycle and 2 used standard chairs, benches and mats providing a control group. Teachers were asked to use the first six weeks of school to identify children who were having difficulty staying in their seat and on task during classroom instruction and independent learning times. Once students were identified, a momentary time sampling (MTS) was used to get a baseline of behavior for the students.
Students are often referred to as robots because they are informed on what to do, how to do a task and when to have the task completed. A hypothetical example of Wong’s Pragmatic Classroom principles is my kindergarten class is scheduled to line up for recess at 1230, the head teacher tells them they are getting ready to enter the building and they are informed to stop by the water fountain prior to entering the classroom for journal entries. Then they have been trained to enter the classroom and get their journal out of the bend box and place on their desk and begin writing in their
The challenge of student engagement in the learning process and their having access to technology was accomplished by scheduling my classes in the new media library during class periods. The ultimate challenge of increasing the students' cultural knowledge and learning critical thinking skills was achieved by allowing them research time to examine documents and information, and then frame responses based on the results of their findings. Students prepared individual and group reports by framing oral presentations, written presentations and power point presentations. All students were required to present their findings to the class and were coached on how to defend their viewpoints by preparing themselves to address any counter arguments and any evidence stated by a classmate that challenged their information. I ended each class period with a mini-lecture on the value of knowledge based learning and simply forming an opinion
At present, he is in a self -contained class and participates in general education specialty classes. Goals and Objectives: Goal: Jacob will begin to utilize social services in an order to gain positive direction in decision making at all times while on school grounds. Objectives: Jacob will meet with the Social worker every morning twenty minutes before the start of the school day, and will be encouraged to complete four out of five conflict resolution exercises verbally. He will be given a minimum of three bad choices per week which don’t