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Quizlet special education
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For my lesson plan I decided to create a mathematic activity that every student in the classroom could complete (most require assistance). Since this is a special education classroom that contains students at a variety of academic levels, this required some flexibility when lesson planning. Though I wanted the activity to be fun, I also wanted it to be challenging for each student. I felt as though a Thanksgiving theme was appropriate and that it would add to the fun of the activity. Each child was given a paper plate and a paper bag filled with a turkey cut out and a specific amount of feathers. Some children had feathers that displayed the numbers 2, 3 or 5 on them. (I explained to these children individually that these numbered feathers indicated that they would need to count by 2’s, 3’s, or 5’s in order to find their number.) We also utilized the classroom’s supply of glue sticks, scissors and crayons for the assembly of the turkey. Each child was also given a white board or an extra sheet of paper to help work out the problems. Finally they were all given a paper plate that c...
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
Piaget has played an important part in helping people understand more about children and the process of a child’s cognitive development. Throughout this lab report, there will be questions asked of two young children. The first child’s name is Makayla. She is 9 years old and has just started fourth grade. The first Piagetian task that was given to the children is referred to as the conservation of mass task. During this task, the children rolled two equal amounts of play dough into two separate balls. Afterward, Makayla was asked if these two separate balls had the same amount of play dough. She responded yes, because they came from the same container so they are the same amounts. The children were then asked to roll one ball of play dough into a snake. Afterward, Makayla was asked if the ball and the snake had the same amount of play dough. She replied yes, because its all still from the same size container so they are the same amounts. The second task that was asked of the
Steamed rice, wild rice and mash potato were served as grains group that is expected to eat ¼ cup for a child aged 1-5, ½ for a child 6-12. Cranberry sauce, orange jello, peach in mascarpone cheese were categorized into fruits group. Steamed vegetables and green salad were vegetables group. These fruits and vegetables should be served ¼ cup for 1-2 years-old child, ½ cup for 3-5 year-old child, ¾ cup for 6-12 year-old child. Turkey and pea & bacon salad were classified as proteins Group. While proteins, grains, vegetables and fruits were easy to add my Thanksgiving dinner, it was difficult to serve Dairy group. So I make pumpkin soup, including smashed pumpkin, diced pumpkin, turkey juice and 1% milk. Also, I added sweet mascarpone cheese on side of orange jello. The dairy group should be eaten ½ cup by a child 1-2, ¾ cup by a child 3-5, and 1 cup by a child 6-12. I served the appropriate size of the foods, but actually I couldn’t make sure how many foods they ate for the reason that we shared foods arranged on big
Invite children to investigate pumpkin from inside and outside. Ask students how it feels like? Smooth or rough? What shape is pumpkin? What color? What is inside? How it smells?
I will be graduating with a Liberal Studies Major. I will hopefully be teaching in September but I have a dilemma, I am afraid of not having enough lessons to get me started. My other fear is not having fun lessons to teach. I work at an Elementary school now and there is a teacher that I work with that doesn't know the meaning of fun activities that can provide great knowledge from them. I will never forget my favorite teacher, Mr. Protho. He loved making our class a fun and exciting place to be. We would do Shakespeare plays throughout the year. He could take any subject and make it fun. Still to this day I call and ask him for advice when making lesson plans for school. There are many resources where one who is becoming a teacher can find. There are books, magazines, in-services, seminars, other people and of course the Internet.
Cooking time can be great to encourage counting, adding and measurements. Ask the kids to participate in the cooking by reading out the measurements of the ingredients and then even counting them as you pour or mix them in. Use berries, nuts and fruit pieces for garnishing which can again give you the scope to teach numbers and even simple addition and subtraction.
“Place value understanding requires an integration of new and sometimes difficult to construct the concept of grouping by ten” (Van de Walle, Karp, Bay- Williams, 2013a, p. 193). In the first case study, the student in this problem used a single chip to demonstrate the one in the tens place on his paper. The learner failed to distinguish that the one, stands for a group of ten and not a single chip. This student is still using a count by one approach learned in Kindergarten (Van de Walle, Karp, Bay- Williams, 2013b). The pupil should be exposed to the practice of grouping by ten. The teacher can use a variety of strategies to help the student develop the concept of grouping by ten. To begin, the teacher should encourage the ...
N.G., 4 years, 11 months, embodied all I could ask for in a child to conduct such an interview on. Nearing her fifth birthday in the upcoming week, her age is central between ages three and seven, providing me with information that is certainly conducive to our study. Within moments upon entry into our interview it was apparent that my child fell into the preoperational stage of Piaget’s cognitive development. More specifically, N.G. fell into the second half of the preoperational stage. What initially tipped me off was her first response to my conduction of the conservation of length demonstration. Upon laying out two identical straws, her rational for why one straw was longer than the other was, “it’s not to the one’s bottom”. This is a perfect example of an intuitive guess, though showing a lack of logic in the statement. A crucial factor of the preoperational stage of development is that children cannot yet manipulate and transform information into logical ways which was plainly seen through the conservation of number demonstration. Though N.G. was able to correctly identify that each row still contained an equal number of pennies upon being spread out, it required her to count the number of pennies in each row. In the preoperational stage of development children do not yet understand logical mental operations such as mental math as presented in the demonstration. Another essential element that leads me to firmly support N.G.’s involvement in the preoperational ...
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
Entering formal education in 1991 I was taught by means of the revised version of
Taking into account the students’ background, I developed this lesson to help them comprehend the targeted grammatical features (gerunds and infinitives) and make them able to use those features in communication with others. The students, as mentioned in the lesson plan, take this class in the evening, which means that they most likely work during the day and probably need to communicate using the language in their work settings. Therefore, it is important to give as many opportunities as possible for the students to use the targeted features in interactive activities, such as interviews and group works. I expect these activities to not only promote negotiation of meaning that is useful for language learning (Long, 1996), but also push them to produce comprehensible output, which also facilitates learning (Swain, 1993).
...S. and Stepelman, J. (2010). Teaching Secondary Mathematics: Techniques and Enrichment Units. 8th Ed. Merrill Prentice Hall. Upper Saddle River, NJ.
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
In the beginning I was hesitant of having four first graders working together to decide and agree on five items. While walking around and checking in with the groups I realized the students were working together and were talking through the ideas together. I thought this aspect of the lesson was a success because the students are in groups of higher-level students and lower-level students, as I walked around I heard the lower level students explaining their thinking and teaching the higher-level