For the interview project I spoke with Jessica Flynn a US history and AP Comparative Governments and Politics teacher at Greenwich High School. She has been teaching at Greenwich High School for two years now. I was able to get some of her insight regarding curriculum and how it works in her specific district. 1) How do you integrate technology into the curriculum that you teach? * At GHS (Greenwich High School in Greenwich CT) every classroom has a Smart-board, which is especially useful when integrating technology into daily lessons.
Using Expository Text in the Secondary Classroom Julia Ann Bonner Grand Canyon University Adolescent Literacy SED-535 Professor Mark Rowicki July 24, 2013 Using Expository Text in the Secondary Classroom The purpose of this paper is to define expository text and review some of the possible advantages and disadvantages of using expository text within middle school content area classrooms and why it’s important to our students reading comprehension now and in all their future academic and career endeavors. The paper will also explore five ways in which expository text is used to promote and increase the student’s comprehension skills in reading and provides examples of how different graphic organizers may be used with various expository texts. Definition Expository text is a form of writing whereby the main purpose is usually to provide information and facts in the most concise and logical way possible. It is also known as informational text and usually focuses on a specific topic that relays information directly relevant to that topic, without the additional irrelevant information that often decorates narrative text. Expository text provides an explanation of concepts and attempts not only to inform, but to persuade and explain concepts in an orderly and clear manner, often while connecting the relationships between ideas.
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
| | Patterns of Reasoning Midterm for Ecomp 6102 Anna Lizier Lesley University Abstract My research paper is about the reasoning targets from Rick Stiggin’s book An Introduction to Student – Involved Assessment FOR Learning. Reasoning is how we use knowledge to solve problems. I will define the seven different reasoning targets and give examples of how I use these targets when teaching my students. With the support of other sources I will show my understanding of reasoning and the importance it has to me and my students. Patterns of Reasoning in the Classroom It is my understanding that reasoning is defined as a way of
Short Introduction *** Be brief – outline the purpose of the paper. Part A - Describe current teaching practice in mathematics*** Address the main points of O'Brien’s paper and provide an overview of the key principles and ideas that guide current practice in mathematics classrooms. Include justifications for your approach and practices regarding primary mathematics education (you will need to use scholarly mathematics education references here). Part B - Discussion of Activities *** Create and teach two mathematics lessons from the Geometry / Measurement strand of the Australian Curriculum, followed by a discussion about what was observed when teaching the lessons. The discussion / reflection must relate to the key points addressed in Part A.
“When mathematics is incorporated into a science lesson, the two disciplines complement each other in such a way that the learning of both science and mathematics is enhanced” (Sherrod, Dwyer & Narayan, 2009, p. 248). In the world student can develop a broader view of science concepts and how science connects to all areas of their lives not only in math but also in reading, writing, literature, social studies and language arts. Science and math connect in many ways. The thematic unit that I design will focus on exploring matter with a focus on percentages. The lesson on matter will concentrates on National Science Education Standards and National Council of Teachers of Mathematics Standards.
2008 HSC NOTES FROM THE MARKING CENTRE ENGLISH EXTENSION 1 Introduction This document has been produced for the teachers and candidates of the Stage 6 course in English Extension 1. It contains comments on candidate responses to the 2008 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses. This document should be read along with the relevant syllabus, the 2008 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of English Extension 1. General Comments In 2008, approximately 6000 candidates attempted the English Extension 1 examination.
WIAT-III is designed to identify academic strengths and weaknesses, inform decisions regarding eligibility for service, placement, and diagnosis of specific learning disabilities (Pearson, 2009, p2). The goal of the WIAT-III is to provide in depth assessment and recommendations for students with specific learning disabilities. WIAT-III has made some addition to the subtests in Math Fluency, and Oral Reading. WIAT-III has eight composite scores and 16 subtests. Average time of test administration ranges from 1 minute to 17 minutes.
An analysis of the types of evaluation, assessment and records used by the Teaching assistant in their school context given the national context and exemplar practice in this area, supported by relevant academic reading. NOTES: · TA’s use a variety of types of assessment for all different purposes. · Summative assessments – SAT’s, mock papers to determine what level the child is up to and what group to put them in. · Formative assessments – Salford reading test, helps inform for planning in curriculum areas, also to develop reading and interpretation skills. · Informative assessment – providing feedback to children, via homework, test results etc.
PLAYFUL LEARNING, PLAYFUL TEACHING: HOW DOES DRAMA BASED AROUND A STORYBOOK SUPPORT THE LEARNING OF CHILDREN SPEAKING ENGLISH AS AN ADDITIONAL LANGUAGE? Module Code: Programme: Post Graduate and Professional Graduate Certificate in Education Submission Date: 7.1.13 Student Name: Samantha Blissett Word Count: 3,738 Contents Abstract 3 Introduction 3 Literature Review 4 Methodology 7 Ethical issues 9 Reliability and Validity 9 Findings 10 Observations 13 Discussion 14 Conclusion 16 Bibliography 17 Abstract Most of the current literature supports using drama to enhance the learning of children, with added benefits to second language learners such as reduced anxiety and an opportunity to take risks with their language (Rieg & Paquette, 2009). This research aimed to understand how children and the class teacher of a small, one form entry primary school in East London, felt about the use of drama in lessons and whether it helps children learning English as an additional language. A case study approach was employed with observations and structured interviews of the children and the teacher. The results of the study indicated that drama can be a highly effective tool that the children enjoy taking part in.