Teacher to write these ideas on the board. Teacher to explain what will be involved in the main session (see below). Recap with ch the importance of fair testing. Question the ch how it can be made a fair test. For each experiment: * Same quantity of sugar * Same number of stirs * Same temperature’s for each group * Same size containers * Same type of sugarTeacher to discuss the health and safety aspects of the experiment – very importantTeacher to tell ch which groups they are working in – mix High
Learners were able to reflect as a group on how the cake looked and tasted and how they would do things differently next time. This was aimed at using their taste, visual and audio senses. After the session the students were given an assignment to go home and adopt new recipes which they can look up on the internet (ICT) with the choice of some of the teaching and learning approaches used within my delivered session. Doing so learners are then able to use different functional skills and resources that are available to them whether at home or in a classroom and develop their own techniques to learning or
Lesson Plan Critique #2 “Symbolic Analysis of One Who Flew Over the Cuckoo’s Nest: Literature, Album Art, and Voice Thread”, is a lesson plan designed to help students analyze traditional texts by connecting them to visual and digital texts. This lesson was created by Luke Rodesiler of the University of Florida and is intended and executed for 11th and 12th graders in a Michigan English Language Arts Class. The lesson focuses on finding symbolism in, The One Who Flew Over the Cuckoo’s Nest and participating in digital media conversations using the online tool Voice Thread. This lesson plan time frame is designed in five 60 minute class periods, a new activity each day including: exploring symbolism in literature, reading colors, introducing
We use the florets in salads to get a healthy dose of bioflavonoids to improve distal circulation to brain, extremities and improve heart function. Sleepy time tea, Chamomile. Is it a wife's tail that people with rag weed allergies will get an allergic reaction. Let us know if you have a ragweed allergy and also get an allergic reaction from chamomile tea. I have asked that question of over a thousand of my students.
For this piece we were allowed to choose to make what ever we wanted as long as we told our professor about it first and showed her a sketch of it in our sketchpads. I chose to make a vase for my mother. I thought at first it was not going to be hard but I would soon realize later in my journal entries just how challenging making a vase is. I started off by using the techniques I was shown to build up the vase. When
Meramec Conversation Partners Program Handbook Holly Schuessler International Student Admissions St. Louis Community College/Meramec (314) 984-7497 (office) Hschuessler2@stlcc.edu Overview Welcome to the Meramec Conversation Partners Program! This handbook is designed to assist you and your partner in having successful English language conversations and cultural exchange. The purpose of this program is to pair a native English speaker with a non-native speaker to provide informal English language conversation practice. Partners will meet for 30 minutes once a week throughout the semester. Through the program, the non-native English speaker will gain English language practice and cultural understanding.
This led him to a deeply spiritual life. The teachings of Zen stood out the most to him. While at MIT he led a controversial class on creativity, where the students ‘had’ to meditate, read books on the art of Zen, and look within to find there own personal creativity. At the time the head honchoes of MIT had reservations about his teaching style. Why should the students in a photography class have to learn such far-fetched ideas about the inner self?
English 105: Introduction to Literature Course Information Spring 2011 Instructor Contact Information Instructor: Jay Keith Office Location: 5-528 E-Mail: jkeith@monroecc.edu Voice Mail/Phone: 292-3281 Office Hours: MWF 9-10; TR 8:30-9:30 and by appointment Course Description An introduction to reading and analyzing these primary genres of literature: fiction, poetry, and drama. The course may also include creative nonfiction. Students will respond critically to readings of different historical and cultural contexts through class discussion and written work. These contexts may include different world views, politics, classes, ethnicity, races, genders, and sexual orientations. Course Learning Outcomes • Demonstrate an ability to recognize and explain the differences among the
Fundamental Reading Ralph Washington EDU 371 Phonics Based Reading & Decoding Jennifer Hanson October 8, 2012 This week’s lesson started with me reviewing some of the sounds from last week. In order to read, we must first know and understand the sounds of the letters. After our review we began with lesson 3 and began to work with our grapheme sounds. These are sounds that are represented by a letter or group of letters that make up one sound such as “ch”, “sh”, and “th”. By using these shortcuts we were able to slide the sounds together to make words and begin our reading process.
I also did whatever the teacher asked me to do. More recently I took a group of children for a literacy task which involved them writing a letter to a friend promoting pottage (a tudor stew). The children had to inform their friend the reasons why pottage was so good and encourage them to try it for