Format your paper according toAPA guidelines. Post your paper as an attachment. AED 202 Week 4 Checkpoint Multiple Intelligence Theory CheckPoint: Multiple Intelligence Theory Choose a topic (such as history or science) you feel is relevant to the age group you work with or expect to work
CALENDAR NOTE: Readings must be read prior to the class period for which they are assigned. Writing assignments are due on the date indicated. "RW" refers to the Rules for Writers and “BB” to course Blackboard site. You are responsible for bringing your textbook and/or copies of the Blackboard readings with you to class. Be sure to bring a copy of the most recent draft of the latest essay with you to every class for in-class peer review/revision work.
Biographical Research and Writing Unit Outline All of the units designed to align with the Common Core English Language Arts Standards Grade 9-10, Common Core Reading Standards for Literacy in History/Social Studies Grade 9-10, and English Language Learner (ELL) Proficiency Standards Stage V Grade 9 -12 – Level: Basic Component 1: Overview 1. Abstract: In this unit, students will plan, organize, and produce a researched biographical report accompanied by a multi-media presentation. To meet this goal, students will use the steps of the writing process while focusing on writing guiding questions, paraphrasing information, and accurately crediting sources. The students will focus their research on an individually chosen historical figure
ECE 311 Week 4 Final Paper Outline ECE 311 Week-Four Final Paper Georgean Connor ECE 312 Administration of Early Childhood Education October 21, 2013 Week Four Final Paper Thesis Statement: This outline identifies the pre-k age group for the Week 5 Final Paper and provides a brief description of each philosophy/theory chosen for the Final Paper. At least two references along with other scholarly sources have been cited. This outline assignment includes: the group Pre-K, and identifies the three theories and philosophies that reflect how I envision the classroom and curriculum. This outline provides
WEEK 4 Annotated Bibliography Entries (graded) In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography. Review the model, focusing on the components of the entry: (1) the reference citation, (2) the summary, and (3) the assessment. Then draft one reference entry and two paragraphs from one of your sources. We’ll use the rest of the week to peer review the entries to prepare you for this week’s
The Great Gatsby assignment: You will need to read the novel and complete the study questions; have those ready to turn in at the end of the first week of class. These questions will help you follow the plot of the story and study for a plot-based test on the novel. This test will be given after the first week of school. In addition, you will be assigned a character analysis essay, so you will need to make notes of key descriptions and quotes related to one of the main characters as you read the novel this summer. I suggest that you do this assignment in August so that the material will be fresh in your mind as we will begin the year will a discussion of this novel.
Addendum Before making his/her application, a Tier 4 Student should consider the additional guidance at Annex 6 of this document. This appendix updates some of the existing guidance elsewhere in this document and should be considered in addition to the existing guidance. Areas covered are: 1. Arrangements for Students using the Pearson Test of English Academic (PTE Academic) This section explains how Tier 4 (General) students using the Pearson Test of English Academic (PTE Academic) to demonstrate their English language ability should make their application. 2.
The process begins with the equilibrium which is thrown off by a new experience. The brain then tries assimilation, putting into mind by force, or accommodation, trying new ways to absorb knowledge. This leads to the new equilibrium/schema. (instructor, ch.2 notes) Children construct their own schemas through hands on experimentations and exploration. (instructor, ch.6 lecture
New York: Harper’s Collins, 2003. *Internet site: http://www.historyisaweapon.com/zinnapeopleshistory.html You will also read selections of primary and secondary sources. Most of these selections will be read during class, on-line, and/or copies will be made available by the teacher. Suggested Texts (need to purchase-by end of August) • REA A.P. US History Exam Study Guide-I suggest that you purchase this text at the beginning of the school year.