Last, pick one of your course subjects and create a mock-up review schedule for a unit test. Estimate how many hours you will need to review for a test and block out units of time in your weekly schedule. Your plan should include daily and weekly reviews. Remember, your review schedule will vary from test to test, what’s important is that you learn to budget your time. Questions to Consider Learning Preferences • What did
A. Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: Third Content Area: Language Arts Subject Matter: Reading and writing Time Period for the Learning Experience: Two 30-minute sessions in two consecutive days State-adopted Academic Content Standards for Students Reading: Comprehension and Analysis of Grade-Level Appropriate Text 2.5 Distinguish the main idea and supporting details in expository text Writing: Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence b. Include simple supporting facts and details Learning Goals for the Learning Experience Students will be able to do the following with a focus on reading and writing: • Identify the main idea of an expository text • Identify three supporting details from the expository text • Summarize the expository text using the main idea and three supporting details in one paragraph Instructional Resources Available • Age-appropriate expository text and writing journals 2. Class Description Students are in a self-contained third grade class.
Assessment 2 Assessment Type: Case Study 2 – individual assessment Purpose: To allow students to further develop and apply the knowledge and skills of the subject to real world organisations. This assessment relates to Learning Outcomes a, b, c and d. Value: 30% Due Date: Week 10 – September 27th, 2014 Submission: Step 1 – upload to Turnitin for similarity checking Upload your submission to Turnitin for similarity checking – you will receive an email from Turnitin regarding access. This will be sent to the email given to KOI when enrolling. If you have not received this email by the end of week 4, please contact your tutor immediately. Step 2 – upload to Moodle for marking Once
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
CIS Assessment Induction Workbook – LDQ This workbook belongs to: LEVEL 2 BTEC AWARD IN INDUCTION TO SUPPORTING PEOPLE WHO HAVE LEARNING DISABILITIES Assignments Workbook Start date 2 assignments completed by Whole award completed by Unit Two Page 1 CIS Assessment Induction Workbook – LDQ Introduction The Learning Disabilities Qualification Level 2 Induction Award needs to be completed within the first twelve weeks of your employment and it will help you to meet the demands that will be placed on you in your new work role. During this time you should build a portfolio of learning for your Continued Professional Development; this workbook and the reports generated by the online assessments will be the starting point for the portfolio, so make sure you print out your results and file them in the portfolio (or ask you manager to once they have verified your work). The induction consists of the following four modules: • • • • Principles of learning disability support Your role as a learning disability worker Health and Safety in a learning disability service Protecting people who have learning disabilities from abuse In order to meet all of the outcomes in each of the above units it is likely that you will need access the following training: • • • • • • Moving and Handling Health and Safety (including Fire Safety and First Aid) Infection Control Care Values and Equalities and Diversity Person Centred Planning Managing Behaviour Basic skills and knowledge are essential for you to do your job well and are a national requirement across the whole Social Care Sector. Your manager will decide the level of competence needed for your job role and will be able to assist you further should you need it. A useful website is www.sisco.org.uk This workbook has been designed to support the online assessments available at www.cis-assessment.co.uk and forms
Summary of Week 7 Deliverables |Assignment |Location |Due | |Checkpoint: Reading and Comprehension |Individual Forum |Day 3, Wednesday | |Assignment: Reading and Retention |Individual Forum |Day 7, Sunday | Week Eight Personality and Learning Styles • Evaluate personal learning styles to maximize success in a distance learning environment. Course Assignments 1. Readings • Read pp. 37-56, pp. 62-64, & pp.
However, some lessons have a short story regarding a city or person that they need to read to focus on writing and creativity skills. Also at the end of the third lesson, there are activities to help the students learn how to work together to do activities in creating skits of the era for doing tasks, or creating new skills. When doing assessments it is very important that the students have a textbook to help 2 them study and do their best for the formal and authentic assessments. The lesson plan includes its goals, objectives, National Council for Social Studies Standards, and formal assessment that will be use that provides learning criteria and indicators through traditional or alternative assessment means (Kessler, & Judson,
* Two body paragraphs, with in-text citations as examples of support for each reason. Paragraphs should also use transitions to move the reader to the next paragraph. * A solid conclusion paragraph that restates your thesis and provides a final messagethat persuades the audience to accept your point of view. This timed essay will take place on Monday, November 21. You may use your book and your outline, located on the next page of this document.You should plan to write for the duration of the class.
Sample Response Paper ENVR E-109 [Note: We discussed some of the distinctions between an opinion and an academic argument in section this past Tuesday (10/4), in particular looking at how one marshals evidence when creating the latter. As one of the goals of ENVR E-109 is to help develop your writing and critical thinking skills—through written Response Papers and other assignments—I have prepared this sample response paper to serve as one model of what I’ll be looking for in your responses. I hope this is helpful. --SG] Response Paper, Week of September 26 and 28: Question: How do the authors for this week define the precautionary principle, and what similarities and differences do you see among their definitions (see, e.g., Foster et al., Gee and Stirling, Sunstein, Jasanoff, Winickoff et al.)? In particular, how much uncertainty do these authors believe there must be in order to act in a precautionary manner?
| | |Using guiding questions, lead students through discussion on the importance of each | | |document. | | |Day Three: | | |Ask students to decide if they would go. This could be a quick write at the | | |beginning of the session, or just something the teacher asks them to think about. | | |Have students stand on a designated side of the room if they would “Go” or “Not Go” | | |west. Working through each object/ document, ask students to use their evidence to