The students will be conducting research in a small group setting on some basic facts about the Navajo Indians and presenting their findings to the class when they are done. I will be utilizing a KWL chart and a graphic organizer in the lesson for students to structure their learning and to add any background knowledge they may have on Navajo Indians. The lesson begins with starting a KWL
The course curriculum is extensive. Class time is not available to repeat lecture material. In doing homework, students will be expected to apply the principles that they have learned to complex problem solving. The use of MyMathLab will help you significantly if you use all the resources it has available. In doing homework, students will be expected to apply the principles that they have learned to complex problem solving.
[pic] MILESTONE 3 – MODELING SYSTEM REQUIREMENTS Activity 1 – Use-Case Glossary T he following use cases and their descriptions and actors can be determined from the interview. Some students may identify other use cases based on standard maintenance functions. These are not incorrect, but have been left out of the glossary for the sake of simplicity. We have chosen to focus only on the use cases that will be most used. A few notes on the use cases included in the glossary: • An abstract use case called Login was added because all other use cases require a login.
The students also have a daily planner that allows them to record daily homework entries. Each student is required to turn in the designated assignment/s to a designated “complete” homework basket. The basket has a designated area and each child is responsible for placing homework here. The children are then interacting with one another to ensure they are getting homework completed and correctly placed so that there is no penalty. When students see others doing this it quickly reminds those who may have forgot that they too need to place their homework in the basket.
They will need to plan how they are going to carry out the research and collect their results for use in Part 2 and Part 3. The research can be carried out during lessons or as a homework exercise. Candidates complete Part 1 under limited control. The work of individual candidates may be informed by working with others and work may be completed out of the classroom but candidates must provide an individual response. Teachers may give generic, informal feedback while the work is being completed but may not indicate what candidates need to do to improve their work.
To analyse the different ways in which ground rules can be established with learners to support behaviour and respect it will be necessary to identify some of the different methods available to teachers. The benefits or otherwise of these methods will be examined to assess their value and suitability to what they seek to achieve. Throughout education, business, life and sport, ground rules are used primarily as a means of managing any given group but also as a means of creating a safe environment and giving the participants responsibility. Within the learning environment there are a number of ways in which to establish those ground rules. No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn.
Students are merely learning how to collect data and record. Students are also learning inquiry-based techniques. The next three levels are progressively less teacher oriented and more student oriented. During the structured inquiry students are presented with the question and procedure, but students must formulate the results. During guided inquiry students are provided with only the research question.
This means that candidates cannot carry out work at home and bring this into the classroom. Research work can be completed under limited supervision. Candidates are allowed to access information and resources as determined by the centre in accordance with OFQUAL requirements. A candidate’s final assignments must be produced individually under medium supervision. All written work, calculations and graphs must be carried out in a lesson, supervised by a teacher.
This is the process operating when the tutor explains the assignment. • Depending on student's previous experiences and expectations, their perceptual filters will interfere with the message that they receive. • Both the tutor's verbal and non-verbal communication – in particular, aspects of paralanguage such as emphasis – will communicate which bits of the instructions are most important. Verbal communication varies in its accessibility for students, as they may have different levels of understanding of the instructions (especially if English is not their first language). Non-verbal language may support or contradict verbal messages.
There are two different types of assessment, assessment for learning and assessment of learning. Assessment for learning is used to inform and guide instruction as well as diagnosis any misconceptions a student may have. Assessment of learning is used after the learning has already occurred to determine the level of understanding the student has achieved and to see if they have mastery of the standard. Within this component teachers can indicate which type of assessment they will use to guide instruction whether it be a pencil/paper test or assessing students using 21st century skills. Differentiation: When providing differentiation in the classroom the teachers provide instruction to meet or exceed each individual student.