A. Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: Third Content Area: Language Arts Subject Matter: Reading and writing Time Period for the Learning Experience: Two 30-minute sessions in two consecutive days State-adopted Academic Content Standards for Students Reading: Comprehension and Analysis of Grade-Level Appropriate Text 2.5 Distinguish the main idea and supporting details in expository text Writing: Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence b. Include simple supporting facts and details Learning Goals for the Learning Experience Students will be able to do the following with a focus on reading and writing: • Identify the main idea of an expository text • Identify three supporting details from the expository text • Summarize the expository text using the main idea and three supporting details in one paragraph Instructional Resources Available • Age-appropriate expository text and writing journals 2. Class Description Students are in a self-contained third grade class.
| | | Student Answer: | | True | | | | False | | | | | | | | Points Received: | 1 of 1 | | Comments: | | | | Question 7. | Question : | Individual development plans involve mentoring, special work assignments and _________. | | | Student Answer: | continuing education |
| Comparison of Discipline Models: Wong’s, Kagan, Kyle, & Scott, & Morrish | GCU:536 | | Ja’Net Smith | 6/19/2012 | | Model | Strengths | Weaknesses | Advantages | Disadvantages | Agree/Disagree | Wong’s Pragmatic Approach:This model focuses on student achievements through classroom procedures and management. | •Specific set of procedures must be taught 1.teacher must explain and show students the procedure 2. teachers allow students to rehearse the procedure with them 3. teachers reinforce the procedure until the students know how to do the procedure ).•Procedures and classroom management should begin as soon as preplanning and continue throughout the first days and for the remainder of the school year | •Students may not grasp all procedures and therefore student teacher relationships are not created•Some needs of the students are vague and more attention is focused on how the teacher can be successful | •Shows how teachers can have control over their classroom from day one regardless of what age group is being taught.•Shows how teachers can obtain order, discipline, management and procedures in the classroom | •Individual student needs are not looked at and unexpected events that could occur in the classroom are not addressed.•Teachers may have problems implementing parts of this model due to student’s different behaviors.•Using this model teachers may find themselves overlooking how to help students develop individual potential skills. | I agree with this model because Charles (2008) states that Wong’s pragmatic approach through procedures shows that student’s achievement is associated with good teacher classroom procedures from the first day of school. | Kagan, Kyle, & Scott Win-Win Discipline:This model looks into ways to meet the needs of students by allowing students and teachers to work together to handle behavior
t identifies two groups that are similar and comparisons are made- it seeks to discover cause and effect, avoids artificiality, can be used to study past events, no ethical problems . If studying labelling in schools which is a social process of teachers attaching positive or negative labels to students and students also doing this to teachers, this is best understood in the context of social interaction in the classroom. This would eliminate lab experimentation and would be favoured by interactionists using a field experiment approach. Main ideas concepts Some researchers have used laboratory experiments-Harvey and Stains, they looked at whether teachers had preconceived ideas about pupils of different social classes. The study indicated labelling goes on and that the labels are used to pre-judge pupils potential.
Turn the assignment in by the due date to receive full credit. Your project will be evaluated against a grading rubric. A copy of the rubric is included in the lesson. Read over the rubric before you submit your final draft to your teacher. The Taking a Test?
These include confirmation inquiry, structured inquiry, guided inquiry, and open inquiry. They suggest that a student should not start with open inquiry because this is the least controlled of all. Rather, they suggest, students should start at confirmation inquiry. In confirmation inquiry, students are provided with the question, procedure, and the results (Banchi & Bell, 2008). Students are merely learning how to collect data and record.
MESA DAY CONTEST RULES 2012 - 2013 Model Science – The Human Eye LEVEL: Middle School - Grades 6, 7 and 8 TYPE OF CONTEST: Individual / Team COMPOSITION OF TEAMS: 1 – 2 students per team NUMBER OF TEAMS: 3 teams per Center SPONSOR: Ben Louie, Associate Director, USC MSP Center OVERVIEW: Students will construct an original display and model of a bisected human eye and will answer questions drawn from an assigned list using reading material provided in the MESA Day curriculum. MATERIALS: The following materials will be provided by the students: “items that are not perishable” with which to build the original model RULES: 1. The display/model must be the original work of student(s). Judges may
Portland Dear Sir/Madam, Permission to conduct research for SBA My name is Renae Algeese, I am a grade 11 student of Titchfield High School. I am conducting a research for my School Based Assignment on records management. I understand that you operate an excellent filing system and would appreciate if you could accommodate me in your organization for doing my research. This is expected to take 2 or 3 days and I am thinking of September 16th -18th and if not possible I would appreciate if you could tell me what days are suitable for you to facilitate me. Your favorable response will be greatly appreciated.
No formal testable hypothesis was set up, but there is enough experiential evidence to accept that an outcome will predictably result from a specific action. We all learn this way; since we were born we’ve learned from experience gained from the positive and negative effects that result from our own actions. In the hypothetico-deductive method that we are exploring in this experiment, the student in the role of researcher will formally set up a testable hypothesis as we have discussed in the section above. This testable hypothesis must be potentially disprovable or supportable. Think of it as formally setting up an “if…then…” statement.
How diffusion of responsibility explains what happened: [this is where you will apply what you know about diffusion of responsibility to the experiment in your own words]. (Chapter 4 and 1) c. Who was diffusing responsibility? [your answer here] d. Why were they diffusing responsibility? [your answer here] e. How did diffusion of responsibility influence the outcome of the experiment? [your answer here] Paragraph 4/ Conclusion: In conclusion, [summarize your main