support teaching and learning Unit 312 Support numeracy development Outcome 1: Understand current national and organisational frameworks for mathematics 1.1: Explain the aims and importance of learning provision for numeracy development The aims and importance of learning provision for numeracy development is to ensure that all pupils understand that maths is an important part of everyday life, and will continue to be used throughout their life. Maths is taught to children in many different ways, sometimes there can be too much emphasis on the recording of ‘sums’, if this is introduced to children too early it can slow down the pupil’s progress in thinking mathematically. Maths is now taught very differently to when I was in school, because there is more emphasis now in how you arrive at the answer and finding different methods of arriving at the correct answer particularly in the early primary phase. Showing the children different methods of arriving at the answer improves their investigation skills. The mathematics curriculum is intended to give the children a better understanding of numeracy.
Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge. It is a good way to figure out where each child is in the process of learning to read, write, and spell; and then build upon in successfully. The text suggests an informal assessment by placing the children in the class into groups and have them write something. This observe what level they are on. Based on what level they are on, then move them into a group of children that are at the same level.
Some students made need help with basic math facts while other students are ready to do some enrichment problem solving with their mathematics. Whole class instruction will take place throughout the year but primarily at the beginning of the year, when explicit instruction is taking place on the use and expectations of the iPads. The use of a document camera will be integral in leading the students in initially using their devices. Additionally, throughout the year whole group instruction will be a part of our daily routine and curriculum. Share how the iPads would be incorporated in reading, writing, math, science, and social
Classroom management, engagement, and motivation NBT1 Task 1 Amanda Gray Scenario 2. Mr. Collet has a 3rd grade classroom homework procedure that promotes practices with positive social interaction. He has developed a plan that allows each student to get homework in the time frame designated. He has created a procedure and has given each student and parent a printed handout that gives details on how the system will work. The students also have a daily planner that allows them to record daily homework entries.
Pictures: Pictures are used alongside words to make communication more easier and understandable. In fact in my placement school, the reading scheme that is used starts the children off with ‘picture only’ books so the children are encouraged to talk about the pictures in the book and make their own story up and ask questions. Technology: Computer programmes (apps and games), interactive whiteboard, story tapes, cds are all ways of stimulating a child’s communication development. These days a lot of programmes are interactive and children can hear and respond to different applications made specially to help develop their
“When mathematics is incorporated into a science lesson, the two disciplines complement each other in such a way that the learning of both science and mathematics is enhanced” (Sherrod, Dwyer & Narayan, 2009, p. 248). In the world student can develop a broader view of science concepts and how science connects to all areas of their lives not only in math but also in reading, writing, literature, social studies and language arts. Science and math connect in many ways. The thematic unit that I design will focus on exploring matter with a focus on percentages. The lesson on matter will concentrates on National Science Education Standards and National Council of Teachers of Mathematics Standards.
Preparing for an apprenticeship Level 2. Unit 201. 1 Know the Components of the apprenticeship. 1.1 Discuss the relevance of each components. The relevance of doing the components are Functional Skills English and Functional Skills Maths, by doing English and Maths it will help me when I go on to do my Level 3 Diploma in Health and Social Care and when I go further into my career path.
I think for the younger children I will need to implement more colorful objects and thing for them to feel, touch and smell for recognition of the letters we are learning. The classroom setting was wonderful, having all the toys and books and games in the room made it easy for the children to participate in the activity. We planned this out a week in advanced and put together all the things that we were going to need for the activity. Some of the children were distracted easily so I helped them find the objects they were looking for. I think that next time we work on this I will use a helper to keep the children focused on the task at hand.
Children are seen as emergent readers and writers, who bring to school with them a whole variety of skills and knowledge with which the teacher can work with. As language and literacy (or English) teachers, it is up to us to analyse and asses the needs of children according to; theories of development (Piaget, Vygotsky, Wilkinson, Luke & Freebody), developmental practices (socio-cultural), prior knowledge (grammar, punctuation, orthography, text-types), establish their skills base (reading [invented spelling], writing) to help determine what phase children are in according to their stage of development, what there ZPD’s are, and thus establish a teaching strategy to help scaffold their learning, giving them the skills to enter society as literate adults, as summed up by Gardner (Gardner & Brockman, 2000): ‘I want people at the end of their education to understand the world in ways that they couldn’t have understood it before their
315 Literacy Lesson Plan Leslie Stillwagon ECE315: Language Development in Young Children Instructor: Mar Navarro March 17, 2014 Literacy Lesson Plan Date: 03/17/2014Focus for lesson: literacyLesson plan No: 4Lesson objectives: * The students should be able to identify parts of the topic discussed, the problems and be able to give solutions * Students should be able to draw or write a response to show that they fully understand what is being taughtStandardsIn alignment with the language and literacy standards; * The students will engage actively in the process of reading and use a variety of strategies of comprehension to get the meaning of what is being discussed (Blackburn, 2008). * The students will play a part in the process of reading so that they can understand, respond as well as appreciate a wide variety of poetic, fiction and non-fiction texts.Lesson procedure Time | Teacher action | Student respond | Introduction of the lesson 15mins | Revise with the students on how to read while analyzing the important parts of the text and show them how to summarize stories while capturing the important parts of the texts. | Students read the content and comprehend | Main part of the lesson 40mins | Hand out the books to the students to read and discuss on how to analyze the content and write the vocabulary.Explain to them how to go about with questions and demonstrate using examples. | Students read, comprehend and make a summary from what is taught | Supervise 10mins | Go round looking at how the students are faring and help those who did not understand well be able to accomplish the task given | | Homework opportunities | Student support: Give support to any student who is less able | Extension activities | Strategies to support learning of a second languageAccelerate the development of English literacy through helping students * Make