Support Teaching and Learning in Schools Level 2 Unit 1 Child and Young Person Development |Task 1 |Produce a child development booklet |Unit 1 LO 1.1 | |Task 2 |Complete case study |Unit 1 LO 1.2 | | | | | |Task 3 |Complete table 1 |Unit 1 LO 2.2 | | | | | |Task 4 |Complete the knowledge questions |Unit 1 LO 3.1, 3.2, 3.3 | | | |2.1 | Task 1 Child Development Booklet Design a Child Development booklet which describes the expected patterns of child development from birth to 19years. You can include pictures to make your booklet more interesting and you MUST reference any books and websites that you have used to research for your booklet. Write a paragraph for each of these age groups, covering each of the areas of development listed below. 1) Physical development 2) Communication & intellectual development 3) Social, emotional & behavioural |Babies at birth |Children at 3 years old | |Babies at 1 month |Children at 4 years | |Babies at 3 months
Kaufmann, J. “The Regular Education Initiatives as Reagan –Bush Education Policy: A Trickled-Down Theory of Education of the Hard-to-Teach. “ Journal of Special Education (1989):3 “The Inclusive School” Educational Leadership (December 1994/ January 1995): 4. “Inclusion in the Classroom” Vanderbilt Kennedy Center (Retrieved online January 14, 2011) The City University of New York: National Center on Educational Restructuring and Inclusion (1995), National Study of Inclusive Education, New York “Inclusion vs. Mainstream” National Institute for Urban School Improvement Improving education: The promise of inclusive schooling; Retrieved from http://www.edc.org/urban/publicat.htm “Inclusion is a legal, moral and ethical right” Vanderbilt Kennedy Center (Retrieved online January 14, 2011) “Public Law 92-142” Basic Education Circular (Pennsylvania Code) 22. Pa. Code $ 14.02 (a) (2) (xxiv): Least Restrictive Environment (LRE) and Education Placement for Students with Individualize Education Programs (IEP) Pennsylvania Department of Education (PDE) October 1, 2006 Boyer, E.L, (1979) “Public Law 92-142” A Promising Start, Educational Leadership (pgs.
English 1301: Rhetoric and Composition I Instructor: Yaroslav Malyuta Course Information: ENGL 1301 – 062 TR 7.00-8.20 pm PH 302 Office/Hours: TR 11.00-12.30 Email: malyuta@uta.edu Phone (Messages Only): 817-272-2692 ENGL 1301 RHETORIC AND COMPOSITION I: Introduction to college reading and writing. Emphasizes recursive writing processes, rhetorical analysis, synthesis of sources, and argument. ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, students should be able to: Rhetorical Knowledge * Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts * Compose texts in a variety of genres, expanding their repertoire beyond predictable forms
MEP: Demonstration Project Teacher Support Y7B, P17 Practice Book UNIT 17 Arithmetic: Decimals Answers Fractions and Percentages 17.1 Conversion: Decimals into Fractions 1. (a) (d) 7 or 7 tenths 10 (b) 7 or 7 hundredths 100 7 or 7 hundredths 100 (c) (f) 7 units 7 or 7 thousandths 1000 7 or 7 thousandths (e) 1000 2. (a) (b) (c) (d) 0.106, 0.16, 0.601, 0.61, 0.616, 0.661 0.28, 0.4, 0.47, 0.78, 0.82 0.2, 0.23, 0.3, 0.301, 0.32 0.17, 0.19, 0.79, 0.9, 0.91 1 10 1 4 17 1000 3. (a) (e) (i) (b) (f) (j) 9 10 1 1000 71 100 (c) (g) (k) 3 10 1 20 87 100 (d) (h) (l) 7 100 3 1000 210 1000 4. (a) (e) (i) 2 5 3 250 41 125 (b) (f) (j) 2 25 81 500 7 500 (c) (g) (k) 27 50 6 125 1 125 (d) (h) (l) 3 500 21 25 27 250 5.
Topic Sentence: Identify three theories and philosophies that reflect how to envision the classroom and curriculum. Supporting Evidence: The theories and philosophies reflections are: Curriculum Theories, Reflections for Classroom Observations theories, and Philosophy of Ethical Theories; Retrived from Mighty Students, (2013) Body Paragraph #3 - The goal of the programs is to provide students with a comprehensive curriculum and a dynamic preschool experience while preparing them in the following developmental areas: language, communication, critical thinking, social, emotional and physical
What You Say: Language Context Matters Resource ID#: 56900 Primary Type: Lesson Plan This document was generated on CPALMS - www.cpalms.org In this lesson students will analyze three texts (Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me") looking at language, tone, and style. Students will be scaffolded through use of graphic organizers and a Socratic Seminar to culminate in an essay about tone. Subject(s): English Language Arts Grade Level(s): 9, 10 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector Instructional Time: 5 Hour(s) Resource supports reading in
George Fox University Digital Commons @ George Fox University Doctor of Education (EdD) Education 2013 The intersection of culture and cognition: a comparison of Common Core State Standards argumentative writing responses of elementaryaged Hispanic/Latino and European-origin White students Erin O'Hara-Rines George Fox University Follow this and additional works at: http://digitalcommons.georgefox.edu/edd Part of the Education Commons Recommended Citation O'Hara-Rines, Erin, "The intersection of culture and cognition: a comparison of Common Core State Standards argumentative writing responses of elementary-aged Hispanic/Latino and European-origin White students" (2013). Doctor of Education (EdD). Paper 2. This Dissertation
Helping Children Learn Vocabulary during Computer-Assisted Oral Reading Gregory Aist December 12, 2000 CMU-LTI-00-167 Language Technologies Institute, School of Computer Science, Carnegie Mellon University 5000 Forbes Ave., Pittsburgh, PA 15213-3720 Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Language and Information Technologies Committee: Jack Mostow, mostow@cs.cmu.edu, Robotics Institute, Language Technologies Institute, Human-Computer Interaction Institute, and Center for Automated Learning and Discovery, advisor Albert Corbett, al.corbett@cs.cmu.edu, Human-Computer Interaction Institute Alex Rudnicky, air@cs.cmu.edu, Computer Science Department and Language Technologies Institute Charles Perfetti, perfetti+@pitt.edu, Psychology Department, Linguistics Department, and Learning Research and Development Center (LRDC), University of Pittsburgh Copyright © 2000, Gregory Aist Abstract This dissertation addresses an indispensable skill using a unique method to teach a critical component: helping children learn to read by using computer-assisted oral reading to help children learn vocabulary. We build on Project LISTEN’s Reading Tutor, a computer program that adapts automatic speech recognition to listen to children read aloud, and helps them learn to read (http://www.cs.cmu.edu/~listen). To learn a word from reading with the Reading Tutor, students must encounter the word and learn the meaning of the word in context. We modified the Reading Tutor first to help students encounter new words and then to help them learn the meanings of new words. We then compared the Reading Tutor to classroom instruction and to human-assisted oral reading.
Education Reform Act (1988) – Introduced the National Curriculum to all schools in England and Wales and allowed schools to change or modify what was taught to children with SEN. Children Act (1989) – Stated that the rights and wishes of the child should be considered and that the welfare of the child was paramount. Education Act (1983) – Required that a code of practice be introduced for guidance on identification and provision of SEN. Introduced the role of the Special Educational Needs Co-ordinator (SENCO) and
(2007). In Springer International Handbooks of Education: International Handbook of School Effectiveness and Improvement. Retrieved from http://library.gcu.edu:2048/login?qurl=http%3A%2F%2Fwww.credoreference.com/entry/sprihsei/evolution_of_school_performance_research_in_the_usa_from_school_effectiveness_to_school_accountability_and_back Hardman, Michael L., Drew, Clifford J., & Egan, M. Winston (2011). Human Exceptionality: School, Community, and Family. (10th Ed.).