I check for understanding and try to engage my ELL students to actively participate in the lesson. When they are done, I then ask each group to share their fact sheets and for the rest of the class to fill out the Navajo Culture handout on the board from what they learn from their classmates. When each group has presented their fact sheets, I instruct the students to fill out the other part of the Culture handout with their own culture. We then put those answers on the board. I instruct the students to put away their worksheets until tomorrow and project cloze sentences with the new vocabulary.
Teachers plan activities in order to help the pupils develop mathematical skills through exploring, playing games. THE AREAS FOR FOUNDATION STAGE ARE: * Numbers as labels and counting - * Shape, space and measures. Expectations for The End of The Foundation Stage: * Say and use number names in order in familiar contexts * Recognise and reliably count up to 20 everyday objects * Being able to solve the problem i.e doubling, halving and sharing * Calculating Expectations * In practical activities as well as in discussion, begin to use the vocabulary involved in adding and subtracting * Use language such as ‘more’ or ‘less’ to compare two numbers * Find one more or one less than a number from 1 to 10 * Begin to relate addition to combining 2 groups of objects and subtraction to ‘taking away. * Shape, space and measures Expectations: * Use language such as ‘greater, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities * Talk about, recognise and recreate simple patterns * Use language such as ‘circle’ or‘ bigger’ to describe the shape and size of solids and flat shapes * Use everyday words to describe position * Use developing mathematical
However for the other students in the class we would be working on their targets during this time. Adapting the maths lesson on the NC to them all individually, we have TAs on a one to one with each child so they get the best help, and while Lillie is being asked by her TA at the time another TA would be working with their student for instance working on the physical skills to knock a green bottle over as they are learning, how to use their arms etc. We use the NC and EYFS, we adapt all to the children we have in our class individually, making sure they are getting the best development skills for them at that time. Task 3 – 3.1 Methods of observations include the following; * Snapshot – Which means; you observe the pupil at a specific time, for example, behaviour during a certain activity. * Structured – this would be observing a pupil during a particular activity set up to gain exact information about the pupils learning.
Support Teaching and Learning in Schools Level 2 Unit 1 Child and Young Person Development |Task 1 |Produce a child development booklet |Unit 1 LO 1.1 | |Task 2 |Complete case study |Unit 1 LO 1.2 | | | | | |Task 3 |Complete table 1 |Unit 1 LO 2.2 | | | | | |Task 4 |Complete the knowledge questions |Unit 1 LO 3.1, 3.2, 3.3 | | | |2.1 | Task 1 Child Development Booklet Design a Child Development booklet which describes the expected patterns of child development from birth to 19years. You can include pictures to make your booklet more interesting and you MUST reference any books and websites that you have used to research for your booklet. Write a paragraph for each of these age groups, covering each of the areas of development listed below. 1) Physical development 2) Communication & intellectual development 3) Social, emotional & behavioural |Babies at birth |Children at 3 years old | |Babies at 1 month |Children at 4 years | |Babies at 3 months
First Grade Science 30-40 Minutes Unit/Chapter Objective/generalization/Big idea: * TLW know what colors form after mixing two other colors together * TLW learn new vocabulary words from the book, further developing their literacy skills. * TLW learn cooperation skills when working with their partner or groups Lesson Objective: * Number recognition and sequence * TTW be able to recognize repeated patterns in melody Materials: * Book: Little Blue and Little Yellow by Leo Lionni * Shaving Cream * Finger Paint * Plastic spoons * Paint brushes * White construction paper * Zip lock bags Background and Rationale:
Susie chooses the pile with the ten pennies because she thinks it has more money. STAGE: Preoperational 4. You ask the children in kindergarten to look at the problem on the board and explain what the completed answer would be. The problem is: 2 + 2 = 4 and 4 - ___ = ___.
Students may also submit a Help Desk Ticket by clicking on the Help Desk link at the top of any class page, Help Desk Tickets are monitored on the same schedule as e-mail. Questions to the Help Desk should be technical in nature. Questions about classroom content and grades need to be directed to the instructor. Special Accommodations: If a student requires special accommodations based on a disability, the student must be registered with the Disability Support Services Office and must inform the teacher about the needed accommodations the first week of
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
This article compares the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class. Three students with significant behavioral and mental health needs engaged in independent work either completing problems on a worksheet or an iPad. I found this article to be interested because
This is the kind of mathematics that most parents and government officials recognize as the curricula that they attempted to learn when they were in school. It consists primarily of arithmetic or computation and it is about finding answers to questions such as “17 is what percent of 9,and so that it is all about “solving for x” and memorizing formulas. The question is what is constructivism and does it effect student in math courses? Constructivism inn math terms is intuition into the theory that mathematical entities do not exist independently of our construction of them . Basically its saying that math is expressed in a different way to children than how adults intake math information.