When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
Award in Education and Training – Assignment One Learner name : Wesley Westaway Award in Education and Training – Assignment One Answer the below questions in paragraphs researching your answers from the course, books and the internet. Make sure you save your work to your computer. Learning outcome 1: Understand the teaching role and responsibilities in education and training Task 1 Unit 1 (U1) Assessment Criteria (AC 1.1) – Complete the following table and question to identify your roles and responsibilities as a teacher. (Please attach additional pagers and/or evidence as required.) Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training.
APA Scavenger Hunt Template Student Name: Ahsan Haque Date: 03-18-13 Directions: 1. Carefully read the APA Scavenger Hunt Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment. 2. Rename this document by clicking “Save As.” Change the file name so it reads Your Last Name APA Scavenger Hunt.docx.
Web. Information on William Shakespeare * Suggested Search Terms: “William Shakespeare”, “Shakespeare”, “Life of Shakespeare” * Suggested Books: http://destiny.vvsd.org >> Romeoville High School >> Resource Lists >> Public Lists >> William Shakespeare’s Life * Suggested Database Portal Pages: Biography InContext: William Shakespeare Student Resources InContext: William Shakespeare World Book Online: William Shakespeare * Suggested Websites: eNotes:
You will have to write a hypothesis, identify variables, discuss testing methods, and design your own experiment. (Please note that what I have written in the teacher version is an EXAMPLE. You may add to, delete, or edit the responses in any way. It is designed to help you understand the notes more completely and to become familiar with my website.) Please write your answers and then place these notes in the NOTES section of your binder.
Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. o Students use spoken, written and visual language to accomplish their own purpose 4. Procedures and Activities: guided practice Before we get started we will discuss the writing process: Prewriting Drafting Kerns page 8 Lesson Plans Revising Editing
Your students should easily locate Web sites that provide information on JAD. Several sources include Bluebird Enterprises, Inc. (http://www.bee.net/bluebird/jaddoc.htm), Hathaway and Associates, Inc. (http://www.thehathaway.com/JSA.html), Creative Data, Inc. (http://www.credata.com/research/methodology.html), and Carolla Development, Inc. (http://www.carolla.com/wp-jad.htm). The Carolla white paper discusses general JAD principles, identifies several JAD tasks, and provides additional references. b. When conducting your interviews, what guidelines should you follow?
Including a basket of items, which engage the five senses, can be handled and are catalyst for discussion might be considered. Providing large font posters of common expressions and quotes, which are familiar to students, could be helpful. Symbols, metaphors and similes in literature, would be good for small group discussion could be circulated. In small groups, students can write together sentences using similes and metaphors for each sentence, which the teacher offers topics. Allowing students to work in groups with magnetic words that are good words for similes and metaphors that students can choose from to help them in sentence assembly and improvement could be fun and educational.
Seeing as a number of our students prefer to use computers to produce work I take the opportunity to add in the ICT functional skill into the work and tasks they have to complete. It also gives the learners a chance to improve on their ICT skills in general. On occasions during the course I will ask the learners to do a number of research tasks which includes looking things up on the internet and pulling off the relevant information that is needed. Another way of including ICT skills into my lesson is presentations. For certain tasks I will ask the learners to produce a PowerPoint presentation.
COMPONENT ONE TASK 4 – FOCUS ON THE TEACHER´S LANGUAGE I. Introduction In the following paragraphs, I will analyze my language in the classroom in terms of its accuracy and appropriacy for teaching a lesson. I quote six samples from Elementary level (A2) young learners who can understand and follow most of the teacher’s instructions in the lesson and express themselves in simple language. This lesson starts with a brief review of the previous reading seen in class “The Moon Tree” in order to review the comprehension of the text. II.