1CM22, Spring 2011 WEEK 12 M. Reindorp The four questions below can be used to improve your final grade for 1CM22, as described in the “grading” section of the study guide. In general, please show calculations for your answers. Some questions describe further specific requirements. You can work in groups (maximum four students each). Please show the name and student ID of all group members on the first page of your answers.
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.
BAB 230 091 Research Paper Assignment (worth 25% of the final grade) Selection of Topics due Week 3, Class 1 Handing in of Paper due Week 9, Class 1 Working individually prepare a 6 page (plus or minus one-half page) paper (double-spaced, 12 font size, times new roman or similar sized font, not including cover page or “Works Cited” page) on one of the research paper topics described below, or a topic of your choice approved by me in advance. The assignment is due by the beginning of class in week 9, class 1, our first class after Study Week. It should be handed in both electronically and in hard copy. Up to three persons may select the same topic but each person must work individually. If there is plagiarism all persons involved risk receiving a grade of zero for the
| | | |Learning Team Instructions |Resources: Learning Team Toolkit |No later than |---- | | |Complete the Learning Team Charter. |Sunday, 3/16/2014 | | |Individual |Resources: Field Study by Beren Robinson in Ch. 5 of Elements of Ecology |Monday, 3/17/2014 |5.0 | |Beren Robinson Field Study |Write a 700- to 1,050-word paper explaining the important aspects of the study and how they | | | |Paper |relate to ecology and evolution. |Submit to | | | |Describe original observations of researchers. |individual forum | | | |Describe the study in detail: | |
• Answer the wrap-up question. • Post the completed Appendix G as an attachment. Weekly Reminders Every day an assignment is late is 10% off the grade. After the 4th day, I cannot accept the work. Summary of Week 7 Deliverables |Assignment |Location |Due | |Checkpoint: Reading and Comprehension |Individual Forum |Day 3, Wednesday | |Assignment: Reading and Retention |Individual Forum |Day 7, Sunday | Week Eight Personality and Learning Styles • Evaluate personal learning styles to maximize success in a distance learning environment.
Take the quiz following each learning module 4. Take the 4 online exams. 5. Submit all written assignments Learning Modules: The learning modules are the basis of each week’s work. Each learning module is related to a text chapter and contains notes from me, discussion questions for your response, and quizzes to help you check your mastery of the material.
CARRICK HIGHER EDUCATION ACC101 – QUANTITATIVE TECHNIQUES ASSIGNMENT (Part 1) TRIMESTER 1, 2012 __________________________________________________________________________________ This is an individual assignment which accounts for 20% of the overall assessment in ACC101. It is expected that you would submit a soft copy of your Assignment (Part1) (Questions 1 to 6) in MS Word alongside with your working on the relevant MS Excel Spreadsheets in class in Week6, Friday (20th April 2012) no later than 12pm. Each student must submit a hard copy only of the whole assignment (Parts1 &2) in class in Week11 Friday (1st June 2012) no later than 12pm. Make sure that your names and student ID numbers are printed out on the appropriate
Quiz 9 Question Pool Below please find the ninth of the weekly lab quizzes. All 10 points of the quiz will come from this list of questions. 1. Describe in detail the assay you will do this week on the cellular fractions from last week. (5 points) 2.
LESSON PLAN Lesson:1 Date: Monday January 24, 2011 Client’s Name: Hannah Rodrigue Tutor’s Name: Denise Watkinson | FOCUS OFLESSON | GOAL/LEARNING OUTCOME (3-4) | MATERIALS REQUIRED | KEY READING COMPONENT(S )TO COVER | INTRODUCTIONTime :10-15 minutes | -Client Reading Interest Survey -San Diego Quick Assessment/ Graded Word List | -see what the client is interested in and the reading level which they are at -identify words being asked | -survey -san Diego instructional worksheet and instructional sheet | -want to see the reading level which the client is at, and what are their interest -build relationship with the client | MIDDLETime: 25 – 30 minutes (Includes BREAK) | - Read a book which Client brought
Quizzes (15%): There will be quizzes almost daily. There will be one or two problems on each quiz, and you will be given ten to fifteen minutes to complete each quiz. It is your responsibility to bring notebook paper on which to write the solutions to the quiz questions. The questions will usually be typical problems from the lectures and/or the homework from at least two class periods prior to the day of the quiz. These quizzes can occur anytime during the class period.