MEP: Demonstration Project Teacher Support Y7B, P17 Practice Book UNIT 17 Arithmetic: Decimals Answers Fractions and Percentages 17.1 Conversion: Decimals into Fractions 1. (a) (d) 7 or 7 tenths 10 (b) 7 or 7 hundredths 100 7 or 7 hundredths 100 (c) (f) 7 units 7 or 7 thousandths 1000 7 or 7 thousandths (e) 1000 2. (a) (b) (c) (d) 0.106, 0.16, 0.601, 0.61, 0.616, 0.661 0.28, 0.4, 0.47, 0.78, 0.82 0.2, 0.23, 0.3, 0.301, 0.32 0.17, 0.19, 0.79, 0.9, 0.91 1 10 1 4 17 1000 3. (a) (e) (i) (b) (f) (j) 9 10 1 1000 71 100 (c) (g) (k) 3 10 1 20 87 100 (d) (h) (l) 7 100 3 1000 210 1000 4. (a) (e) (i) 2 5 3 250 41 125 (b) (f) (j) 2 25 81 500 7 500 (c) (g) (k) 27 50 6 125 1 125 (d) (h) (l) 3 500 21 25 27 250 5.
Positive Reinforcement Case Study Shantel Rider ECE201: Intro to Early Childhood Behavior Management Instructor: Maya Raimondi September 30, 2013 Positive Reinforcement Case Study In case with Doug the 2nd grader in Mr. McGrady’s class the strategy I would use to address Doug’s behavior problems is criterion specific rewards. “Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target behavior(s) at a set level of performance.”( Curran 2003) A reinforcement system supports students in making connections between a behavior and its consequences (Alberto & Troutman, 2003). Effective, criterion-specific rewards are delivered immediately; contingent; desirable and appealing to students; planned; and realistically attainable (Martella, Nelson, & Marchand-Martella, 2003). Rewards should be simple to implement, easy to record, inexpensive, and nondisruptive (Levin & Nolan, 2000; Smith & Rivera, 1993).
In my 3rd grade classroom, homework will be used to promote self management skills, allow for parental involvement which will foster motivation and engagement. Carefully chosen assignments will be used to review concepts as well as provide an opportunity for a deepening of understanding, this also aligns with research done on homework ("Homework and practice," 2004). Increased responsibility will also be a goal, as theorist William Glasser stresses the development of in
English 1301: Rhetoric and Composition I Instructor: Yaroslav Malyuta Course Information: ENGL 1301 – 062 TR 7.00-8.20 pm PH 302 Office/Hours: TR 11.00-12.30 Email: malyuta@uta.edu Phone (Messages Only): 817-272-2692 ENGL 1301 RHETORIC AND COMPOSITION I: Introduction to college reading and writing. Emphasizes recursive writing processes, rhetorical analysis, synthesis of sources, and argument. ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, students should be able to: Rhetorical Knowledge * Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts * Compose texts in a variety of genres, expanding their repertoire beyond predictable forms
Chapters 1 and 2 provided the necessary information regarding EBP and how to find evidence. Chapter 5 provides strategies for locating credible information. The sooner these chapters are read carefully, with the project in mind, the easier it will be. 4) Record all communication in the CLC Forum. Topic 3: Collaborative Learning Community: EBP Identification of Clinical Question 1) Refer to Figure 2.2 in the textbook for the model you will use to complete this project.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Unit R081 – Pre-production skills Shot types used in storyboarding Instructions and answers for teachers These instructions should accompany the OCR resource ‘Shot types used in storyboarding’ activity which supports Cambridge Nationals in Creative iMedia Level 1/2 Unit R081, Pre-production skills. This simple drag and drop activity will help learners become familiar with the content of storyboards. Associated Files: Shot types used in storyboarding, available in the following formats: Activity sheet Flash File Opus File HTML File Expected Duration: Task 1 – 10–15 minutes Task 2 – 10–15 minutes Follow up activity – 10–15 minutes Consolidation activity – 10 minutes This activity offers an opportunity for English skills development. These tasks can be used to aid learning of camera shots and camera angles.
Assessment 2 Assessment Type: Case Study 2 – individual assessment Purpose: To allow students to further develop and apply the knowledge and skills of the subject to real world organisations. This assessment relates to Learning Outcomes a, b, c and d. Value: 30% Due Date: Week 10 – September 27th, 2014 Submission: Step 1 – upload to Turnitin for similarity checking Upload your submission to Turnitin for similarity checking – you will receive an email from Turnitin regarding access. This will be sent to the email given to KOI when enrolling. If you have not received this email by the end of week 4, please contact your tutor immediately. Step 2 – upload to Moodle for marking Once
NUR 403 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com NUR 403 Professional Values Assignment NUR 403 Case Study NUR 403 Watson’s Theory of Caring Paper NUR 403 Case Study Presentation ------------------------------------------------------ NUR 403 Week 1 Assignment Professional Values Assignment (UOP) For more course tutorials visit www.tutorialrank.com Resources: Electronic Reserve Readings and Professional Values for the BSN Student on the Materials page of the student website Write a 30- to 50-word response in each box on the form that describes your understanding of the values for the BSN student. Your response must: Define the concepts of altruism, autonomy, human dignity, integrity, and social justice.
Topic Sentence: Identify three theories and philosophies that reflect how to envision the classroom and curriculum. Supporting Evidence: The theories and philosophies reflections are: Curriculum Theories, Reflections for Classroom Observations theories, and Philosophy of Ethical Theories; Retrived from Mighty Students, (2013) Body Paragraph #3 - The goal of the programs is to provide students with a comprehensive curriculum and a dynamic preschool experience while preparing them in the following developmental areas: language, communication, critical thinking, social, emotional and physical