This part of the project will take 4 sessions.
SESSION 1
- Activity 1: the teacher will explain his students what they are supposed to do in the following sessions and he will divide the class into 5 groups, which will be new, not the ones formed for the first and second parts of the project. In this part of the project, students will not be working in groups, but individually; the teacher will form groups so that students will post in different sections and not in the same section, what will be a chaos (they will post in the section they are assigned (A, B, C, D or E) but they will do it individually) This will take about 15 minutes.
- Activity 2: brainstorming. In order to start with the class, the teacher will ask his students about stereotypes they may have about British people. Then, he will show them a document in which they will find some stereotypes people have of British people, for example: British people drink tea all the time, in Britain it is always raining... After having a look at the stereotypes, each student, individually, will write between 5-6 questions they would like to answer their foreign partners related to stereotypes. This activity will take about 40 minutes.
SESSION 2
- Activity 1: the teacher will revise all the questions to check their appropriateness. This activity will last about 20
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As they will not be able to finish this activity in class (they will be able just to work on the transcripts), they will be asked to finish it at home, for homework. What they are supposed to do is to make a brief video of themselves (or voice recording in the case they do not feel like creating a video), telling their foreign partners about their experience, what they have learned, what they have liked...and thanking them for their collaboration. This activity will last about 25
Task/Activity: Instead of taking a spelling test, students in both classes jumped right into PARCC preparation. Students received a packet containing a reading selection from the novel A Woman Who Went to Alaska and multiple choice questions that was included on the 2015 PARCC and released to the public. Students read the packet and answered the questions independently before the class reconvened, discussing the reading and its questions as a group. Following this activity, students worked together in pairs to write down the challenges they faced while completing the packet and identify the skills they still need in order to succeed on the PARCC exam. After this, the class received a packet titled “Ruby Bridges: Girl of Courage,” and were instructed to complete the first task, which including reading and annotating as well as completing four questions about the passage. The rest of the packet would be completed in stages during the following week.
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
The moral philosophy best describes my personal decision making is virtue ethics (Ferrell, Fraedrich, & Ferrell, 2013). It best description of me as virtual ethics having exceptional moral character (Ferrell, Fraedrich, & Ferrell, 2013). My character displays honesty, integrity, and helpfulness (Ferrell, Fraedrich, & Ferrell, 2013). For example, a friend attempted to commit suicide as a result of a wife asking for a divorce through email (Ferrell, Fraedrich, & Ferrell, 2013). However, while working I received a phone call from him stating his desire not to live anymore (Ferrell, Fraedrich, & Ferrell, 2013). Meanwhile, I called his son to ensure that he wasn’t alone however, his son drove to the house and found his father sitting and with a
Application Virtualization: Application virtualization conveys an application that is facilitated on a solitary machine to a substantial number of clients. The application can be arranged in the cloud on high-review virtual machines be that as it may, in light of the fact that a substantial number of clients get to it, its expenses are some common by those clients.
From 2011 and onward, my family had fallen into bankruptcy for paying out of pocket for my older brother’s medical expenses and surgery costs due to his diagnosis of heart failure. In 2013, when I took the standardized ACT exam two times, I scored both times an 18 which was below my university’s 2014 entering freshmen class’s composite score average of 24.5 (copy of score report is attached). Furthermore, upon taking the LSAT two times with over four months of self-studying for the September exam, I scored first a 141, and a 140 on my last attempt. When taking both examinations, I have not been able to afford tutoring pertaining to the exams or a preparation course. Although I have worked numerous jobs during the past few years in college,
Overall, this college would provide a good education with three of my most beloved and favoured subjects for my career goals/interest. So, my keen interests are my three picked courses that have the grade requirements that I am available to overcome and exceed. Also, this college is very close to my location (7 Hadley Croft, B66 1DP) and provides a bus service in Oldbury and West Bromwich, which is a perfect combination to travel to this college. Overall, there won’t be any worry or difficulty of reaching Halesowen College thus this place forms to be an excellent place for me to continue my education for Year 12 and Year 13.
All throughout Colorado there has been many developments and expansions. One of these developments is the railroad system. Railroads were and still are such an essential means of transportation for people as well for industries involving coal and fuel, and many other things. There are many key players and developers that took part in revitalizing Colorado in the 1870s. Some of these key players that contributed to the territory’s growth were William A.H. Loveland, Edward L. Berthoud, Henry M. Teller, and William Jackson Palmer.
In the second assignment, I wrote a personal story, it was about my experience in my previous job, back home. I focused more on an interesting story that I witnessed it while I was working there, I believe I turned into an enjoyable story. However, I did not get a decent grade, it definitely, was my bad that I did not revise my paper not pre-reading. Consequently, the grade was worth learning. Also, I improved my skill of describing a scene, that I should to help my readers to visualize the scene and keep them interesting by connect the dots with each other. For instance, in the first paragraph, in the fourth page, I ended it up with, “I approached the the back entrance there wasn’t a door; there was hill in the hallway and the flame was just
One of these reason's is that I love helping people and the server out. When I can make someone happy, it's not only making them happy, but me as well. Helping just comes natural to me and I don't really know why. I've been like that as a kid too. I wouldn't say I'm a brainiac in school but I excel in my classes. But when someone needs tutoring or help, I'm always the first one to say "I will." And the same applies for Minecraft. Another reason why I decided to apply today is because, I love Faithful's community and server as a whole. MaverickYT introduced me to this great and supporting community. You know some HCF server's, people can be not as nice as they could be. And people on this server, think differently. I don't know what makes the people on here above any other server. My last and final reason is that, the community is starting to become toxic. It's not completely toxic, I'm just saying it's starting to get there. Even though there are some really nice and giving people on Faithful, there is always a bad part to all things. And I really want to fix this. Me being able to help out and try to bring positivity to the server, is what I've been trying to do forever. And me being a staff member can maybe get my word out there. Thank you for letting me apply for staff. And I hope to see some
1.“If, for example, students were not ultimately rewarded for spending their early adulthoods pursuing undergraduate, graduate, and professional degrees, or if the hardest-working and most productive workers were paid the same as the median worker, then citizens would have little incentive to develop expertise, to exert effort, or to excel in their work.”
America is dub the land of opportunities and hope by all that look from the outside of the fence in. The shining image of greatness America portrays gives the sense that you can accomplish anything when within its diverse borders. I’m Māori Johnson, and I’m a naturalized citizen of the United States of America from Jordan. Naturalization is defined by the U.S Citizenship and Immigration Service (2013) as the process by which U.S citizenship is granted to a foreign citizen. It’s a rigorous thing to accomplish which consist of first applying for citizenship, if accepted you then go through a written test and exam, probably most natural born citizens couldn’t pass. After you’re accepted life isn’t the easiest to begin. I’ve had to leave behind my job in my former country to pursue my new life here. I am pursing a master’s degree in communications from Texas State University to better my opportunities here. However, I’m working at a local H-E-B while I attempt to pursue a career in my area of expertise while attending school. I’ve expected to have a hard time adjusting in that aspect but I’m enjoying my time here. (Question 1)
Knutsen informed the students that they would be moving to the lab for the second period to begin their Scantron Assessment. He explained to them that the Scantron was an online test that allows you to answers questions based on math concepts you learned up to this point in your educational career. He informed them that every student in the building is taking the Math and Literacy tests and that you will use the computers in the lab to answer the questions. Next, Mr. Knutsen presented a few math topics on the SmartBoard in the form of review questions and asked the students to track the speaker and answer the question in their notebook. He set the timer for ten minutes and allowed the students to answer. When the timer rang, he asked students to go up to the SmartBoard, one by one, to answer the problems. The concepts reviewed in these problems were dividing fractions by fractions, creating a number line and solving equations. After the students wrote the answers on the board and Mr. Knutsen went through the problems, he moved on to the introduction of the Scantron
What is pivotal in assessment is that it enhances teaching and learning; it is also the crucial link between learning outcomes, the content that is taught and learning activities. Furthermore, Sieborger (1998) states that assessment is a reciprocal process; as it is used by both learners and teachers to decide where the learners are at in their learning and where they need to go and how best to get there. The characteristics that Sieborger identifies to be contained in assessment are made up of: tasks, exercises, tests and exams, which are set and assessed by educators.
Projects can be completed individually or as a group and assesses academic learning goals, how well students work together cooperatively, and individual accountability.
...one, therefore each member of the group plays an active role in the completion of the task. Also the project must include intellectually dense divergent questions, with multiple answers, and also include questions that encourage critical thinking skills. Having the freedom to think without the constraints of coming up with a single precise answer will imbue the students with the confidence to think differently, display their creativity and work at their own pace. Hereby leading to a more comprehensive and thorough answer which would encourage longer retaining of the information. This is a positive alternative for students because instead of having to stay awake all night and cramming for exams, and then forgetting the information as soon as the test is over. The students can finally acquire knowledge they can retain forever or; at least for a longer period of time.