Case Study #3 Building a Coalition MGMT 591-10559 Leadership & Organizational Behavior Part I: Group Development The group is at the forming stage. Our textbook states the forming stage is characterized by a great deal of uncertainty about the group’s purpose, structure and leadership. Members “test the waters” to determine what types of behaviors are acceptable. After reading over the case study I was torn between the group being at the forming stage or the storming stage. The group does have purpose as they plan to create an after-school program which will improve school performance both by the students and the teachers.
Powers began by mentioning a proposed design model for the course after he viewed the professor’s syllabus, which was in the format of a learning portfolio. The first session consisted of discussion and observation between the two in order to create a more effective tutorial model. The second priority was to implement a calendar into the syllabus thus making it easier for students to maintain submission dates and to see how and where certain general course objectives would be met. The second to last task was creating an easy to navigate website used for material transferring purposes. The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives.
Rubrics and Spirals Amy Kvenvold Grand Canyon University: SPE-330 Special Education Foundations and Frameworks Professor Hebert March 2, 2013 Rubrics and Spirals The purposes of Rubrics and spirals are to evaluate student learning and for teachers it is used to support learning. Both have their definite purpose in education, and can be used to ensure better results for our students. While both can be used as tools for evaluating students, they may not both work for a particular situation. A rubric may be more appropriate for one situation where a spiral will be best for another. Rubrics are a great tool to help students understand expectations for an assignment.
The people we interview were Ms.Pham and Ms.Tovar the school staffs of the high school Libra Academy it was conducted in their classroom. the reason we choose Ms.Tovar is because we wanted to get a perspective of our theme from an older age and with experience in love or in a view of war. Also the reason we choose Ms.Pham it’s because we wanted a different perspective from someone young and still willing to make more progress in life. The things we hope to learn is the knowledge of their perspective of our theme. As we interview Ms.Tovar she had many knowledge to share and gave us advise as how she began her career and what were her difficulties in her life such as getting into schools.
Although they all play important roles in educating students and helping people get their start in life, it helps to keep their basic differences in mind as you think about which may be better for you. When it comes to choosing your next educational step, you’ll need to think about how much of a time and money investment you’re prepared to make as well as what kinds of jobs you can see yourself holding in the future. To help you figure out where your next move should be, here’s a short breakdown of the pros and cons of two- and four-year colleges. TWO-YEAR COLLEGES Although four-year schools get all the media hype, many high school graduates head right to a two-year institution. Looking at the facts, it’s no surprise why.
Plan For Unit. This workbook will give you an outline of the content to be covered and the related text pages. It is not intended to be used alone but in conjunction with your text and teacher. It is expected that you will follow the workbook and read the related text, experiments and investigations before the lesson. It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class.
The first step is pre teaching vocabulary in which teacher needs to introduce and review new vocabularies that relate to stories or information they are going to read. Then as they became more familiar with new vocabularies they will continue to build their vocabulary skill by making some sentences from those vocabularies. It is not their reading fluency increase but also their reading comprehension. Subsequently teacher must provide background knowledge in second step for example giving students some questions from general questions then slowly increase to the specific questions, showing some pictures about the material which students are going to read, allowing students to share about the topic. But before provide them with background knowledge teacher must measure students the level of prior knowledge about the material which is given to the students.
But to the teacher’s who do try to fit the individual needs, they must be able to adapt their lessons to the learning styles. When dealing with avoidant learners it may difficult to keep up with them. This are usually the beginning college students, the teacher should wait until the student is fully adapted to the college life. Soon the student will realize the slack will affect his/her
It is his job as principal to ensure each child’s future through the gift of education and teach him the consequences of irresponsibility. I understand this and support it wholeheartedly, when it is in regards to children. However, it concerns me that I see some teachers using a mandatory attendance policy here at the University of Tennessee. Although the best intentions are always in place, there are several misconceptions about why students may attend class irregularly and the proper way to encourage them to attend. Discontinuing the use of mandatory attendance policies at UT would shed necessary light on the classes using them, providing the possibility for reform.
How this magnet works is if the instructor designs the lesson slightly ahead of what the students know at the present time, the material currently being presented along with the currently known knowledge will magnetize bringing the students to the next level. This process is also linked to scaffolding that is a technique supporting student learning. Simply put, helping students answer difficult questions or solve problems by giving them hints or asking leading questions is an example of scaffolding (Gallimore & Tharp, 1990, Ratner, 1991). The role of assurance learning processes in teaching: Many business school instructors attempt to develop their students‟ understa nding of business. According to Durden (2008), there is actually a degree of confusion and uncertainty about what “developing understanding” really means.