Case 5: Getting from A to B Upon reading case study five, “Getting from A to B”, we have gained a greater understanding of the characteristics and factors associated with improving instruction for an online class. The case starts off with an example of a subject matter expert who is teaching an online course for the first time. Powers provided the characteristics of the SME before beginning the case study. Based on these elements, Powers decided how he could improve her course. 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.
Final Project: Student Survival Guide Appropriately use the suggestions and techniques offered by Axia College to download materials and resources related to your classes. Create document and files in the Axia College recommended format. Use the library to research topics for discussion and assignment to enhance your learning experience at Axia College Utilizing Ebscohost, Gale Power Search, and ProQuest will provide you with all the necessary information needed to achieve academic success at Axia College. Maintain focus on relevant and pertinent information in articles and resources pertaining to your course work to complete assignments correctly. Use the Center for Writing Excellence to improve your writing skill and to avoid plagiarizing
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.
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
Assignment Submission Name: AMANDA WILLETT Student Number: UK88158 Address: Postcode: 03186 Course: HLTA Assignment Number: 1 Date Submitted: 19th January 2015 Number of pages: 5 Email: willettamanda@hotmail.com Task 1 Discuss the training requirements for Higher Level Teaching Assistants (HLTAs) As any good TA (Teaching Assistant) will agree the key to success is learning by experience, working as a part of a team and of course good well rounded knowledge and understanding of each child’s individual uniqueness. I feel that once this has been achieved, along with some years of experience and a well rounded knowledge of each area within schools in which you maybe required to assist the teacher in helping the children in their care achieve their very best. Taking all of what I have mentioned into account it is then a TA would be ready to embark on the road towards gaining the Higher Level Teaching Qualification, and becoming a fully qualified HLTA! Higher Level Teaching Assistants (HLTAs) are required to have experience with the group of children with which they will be required to work with. In addition to the experience a perspective HLTA will have to meet a number of training requirements.
Critical Reflection on the Short Course ‘Les Temp et les Vacances’ and its Potential in Actively Engaging Students and Stimulating their Learning Introduction This short course on Les Temps et les vacances coincides with the guidelines set out by the National Council for Curriculum and Assessment. (NCCA :JuniorCycle.ie,2017) A short course provides variety and numerous benefits to a student’s academic development while incorporating a range of active teaching methodologies. The student’s needs and interests are at the central focus of this short course. With the new Junior Cycle, the 8 key skills including ICT, numeracy and literacy skills are fundamental in a student’s overall experience in the school environment. The NCCA junior cycle website
It also discussed the teacher’s role in adult learning and how important it can be to the learners (Jackson &, 2009). This article talks about each style of learning and relates it to an example, clarifying how to utilize each style of learning (Jackson &, 2009). This article points the cognitive learning style as the style they feel is most efficient (Jackson &, 2009). Summary of Article 2: Article 2 discusses a fictitious student named “Alex”, as a composite of the many adult learners today returning to school for various reasons such as; the recession resulting in loss of jobs, veterans returning from the war, or adults who just received their GED and want to get a higher education (Kenner & Weinerman, 2011). These article discuses the challenges an adult learner will face transitioning from the work to educational world (Kenner & Weinerman, 2011).
It’s whatever works best for the individuals. Every student should be taught on how to write notes. When our exams are near, the notes take a great place in helping us preparing for our exams. This saves up a lot of time then reading straight from the books. Notes also make you get organized and things start to make more sense than before.
Hypothesis Identification Article Analysis Adrian Perez University of Phoenix RES/342Version 8 - Research and Evaluation II Group ID: PA10BSB07 E Forrest Boyd November 8, 2011 Summarizing the Hypothesis Measurement and Relationships to Teachers Credibility and Classroom Behavior Perceptions by Martinez-Egger and Powers (2003) is the focusof my Hypothesis Identification Analysis paper. The article measures student’s respect for teachers using the following credibility measurement tools: seven step response pattern, survey questionnaire, and student group inputtargeted at specific teachers. The study explores the relationship between perceived instructor credibility (i.e., competence, character, caring) and student in-class (i.e., willingness to talk) and out of class communication. The evaluation conducted consisted of 150 college students registered in an introductory communication program at Mid-Atlantic University. The results specify “(a) perceived instructor character and caring, but not perceived instructor competence, are positively related to student willingness to talk and (b) perceived instructor competence, character, and caring are positively related to student participation in student out-of class communication” (Martinez-Egger, 2003).
For example, learning to decode followed by fluency is the first step followed by independent reading, reading with absorption, and ending with critical reading. ("Stages of reading," 2010) According to Chall, each student will progress through the stages in their own time and that development in learning to read can be affected by interactions with their environment. (Chall, 1983) I can support my students' development by understanding what to look for at each stage. I can also assist in their growth and development by knowing what works for them instructionally. The later may require some detective work but I welcome the challenge.