In order for this to happen, teachers must find ways to keep the students interest and help them to have a deeper understanding of math. Using a hands-on approach, such as manipulatives, is one way to build a stable mathematical foundation. Using manipulatives to instruct daily math lessons insures that students understanding of concrete mathematics will increase. Math manipulatives “refers to any hands-on object that the students can physically move in order to discover the solution to a problem” (Rust, 1999, p. 2). According to Rust (1999) the use of manipulatives is not a new idea.
The observations were very enlightening and gave me a good perspective of the interaction between the students and the teachers and also helped me observe some teaching and learning skills as they are conducted in real classroom settings. Teachers use different practices to organize their classrooms, interact with students and present the information, and by observing those teachers, I have learned new ways to interact with students and explain the contents of the class. The observations have also affected the way I think about disabled students in terms of the accommodations they need. Although reading and learning about ways and skills to deal with students with special needs was very important, observing actual students with learning and physical disabilities helped me realize the difficulties these student face. I think this will help me in the future to better modify my lesson plans to accommodate all of my students.
National, State and Other Standards Document Cynthia Ellis Liberty University National Standards for Math for Grades K, 1 and 2 Kindergarten Mathematical Processes The mathematical processes provide the framework for teaching, learning, and assessing in mathematics at all grade levels. Instructional programs should be built around these processes. The indicators for this standard, which are appropriate for kindergarten through grade two, are adapted from Principles and Standards for School Mathematics (NCTM, 2000). Classroom application should be based on the standard and its indicators; the mathematical goals for the class, and the skills, needs, and understandings of the particular students. Standard K-1: The student will have a basic understanding of the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
(2013). First Steps in Mathematics: Number, Book 1. Retrieved from http://www.det.wa.edu.au/stepsresources/detcms/navigation/first-steps-mathematics/?oid=MultiPartArticle-id-13603817 Department of Education. (2013). First Steps in Mathematics: Space.
Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 5 (2010) 942–947 WCPCG-2010 The role of self- efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement Hemin Khezri azara *, Masoud G. Lavasania, Ehsan Malahmadia, Javad Amania a Department of Educational Psychology and Counseling, University of Tehran, Tehran, Iran Received January 13, 2010; revised February 3, 2010; accepted March 25, 2010 Abstract Relations among self-efficacy, task value, achievement goals, learning approaches, and mathematics achievement were examined in a path analysis model. Results revealed self-efficacy exerted a direct, positive influence on task value, mastery goals, performance – approach goals, deep approach, and mathematic achievement; self efficacy influenced performance – avoidance goals negatively; task value had a direct effect on mastery goals and deep approach. While Mastery goals affected deep approach in a positive way, performance – avoidance and performance-approach goals had positive effects on surface approach. Deep approach had a direct positive effect on mathematics achievement while surface approach exerted a direct negative effect on it. © 2010 Elsevier Ltd. All rights reserved.
Running Head: TECHNOLOGY ETHICS IN THE CLASSROOM Technology Ethics in the Classroom Rodney Mooney Grand Canyon University: EDU 225 Educational Technology The advancements of technology in the classroom call for both teachers and students to have a good understanding of the positives and negatives that come with technology in classrooms. Through technology, students can learn how to utilize computers and the internet in a productive and proper fashion. With nearly every home and classroom being equipped with computers, it is crucial that both parents and teachers have an understanding for technology and take the time to monitor children when they use this technology. Computer and Internet technology is very helpful and can be very educational if used properly, but they can also become a negative impact on individuals that misuse these helpful tools. Technology is a new tool in education that consistently changes and offers new opportunities for teacher and learning (Akcay 2008).
When examining the relationship between Philosophy and curriculum an educator will understand that Philosophy is one of the foundations of education. An educational philosophy is the approach to education. It incorporates the values and ideals that we want to accomplish. The curriculum is the diagram that encompasses the philosophy into the objectives of the lessons. In today’s world educators worry about lacking basic skills in Reading and Mathematics that our students are having and focus more on modern technology and having our students think out of the box.
A comparison analysis between the two groups showed that the co-teaching model method of teaching promoted greater student success in science. Keywords: inclusion, learning disabled, co-teaching, team teaching Chapter 1 Introduction The Effects of a Co-Teaching Model on 7th Grade Science Student Assessments Science is considered one of the most valuable subjects taught to students with disabilities. It significantly improves their knowledge of the world and how our world works. The disabled student can apply what they have learned in science to further their educational goals and even become a better-informed and more productive citizen. Officials of the U.S. Office of Special Education Programs indicate that more than half of all disabled
The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
2200 words This assignment will begin with a brief understanding of how reflective practice can be used to benefit teaching and learning, if indeed it does at all. It will then progress through reflections on both personal and professional growth, recounting my learning journey by reference to my placement in a Teach First school. My reflections will focus on proactive measures to classroom behaviour in order to improve my classroom management. The introduction of the concept of 'reflective practice' by Donald Schon (1987), was based on the assumption that acquiring skills associated with reflective practice should lead student teachers toward becoming more effective practitioners (Burn et al, 2003). Many authors (Kolb, 1984; Evans, 1991; Ferraro, 2000) have provided their varying opinions about the meaning of the term.