Strengths
The focus learner is sociable, confident, and exhibits strong leadership qualities in the classroom. He learns best with kinesthetic activities, one-on-one, and small group instruction.
Interests
The focus learner is interested in art, in particular drawing. When he not in his room drawing, he is either playing video games or assisting his step-father with the family’s car wash business.
The focus learner will be able to formulate learning that all circles are similar through application of transformation techniques (translation and dilation), with/without utilizing graphs, after reviewing some of the relational features of the circle, by the end of the learning segment.
The content standard that is most related to the learning
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The focus learner, when given 10 geometric problems relating to the translation of circles will solve with 70 % accuracy, by the end of the lesson.
Assessment Tools and Data Collection Procedures
The learning goal will be monitored during this lesson through the use of informal assessments such as direct observation, responses to direct questions, show of thumbs up for understanding and down for not understanding, and completion of a related worksheet. In addition, ongoing assessment of the learning goal will be ascertained through questions asked by the focus learner.
The focus learner will be required to explain how the entire circles translate or slide in one direction through written expression using graphs and manipulatives.
The focus learner will monitor his own comprehension throughout the learning segment by:
• Seeking clarity through his questioning.
• His responses to direct questions posed by the teacher.
• Gauging his own comprehension of the concepts through his ability to satisfactorily complete the worksheet
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Remind students of the previous lesson – some of the basic features of a circle and their relationship to each other Radius, Diameter, Circumference, and Pi. Teacher points to while reading the standard. Today’s lesson is on translation, a geometric transformation that is essential to proving the similarity of circles. Ask if anyone can define translation. Translation simply means that an object moves/slides in the same direction and distance. (Elicit examples from students.) One circle moves on an axis (translation) that passes through both origins. After it translate/slides then it can be resized through dilation.
• Visuals: A Word Wall that supports the academic language of the lesson objective.
• Modeling with Manipulatives will be used by the teacher to express the translation process. Using two circles and a straw that connects them through the centers, the teacher will explain how the entire shape slides in the same direction to its new position on top of the second
A flexible academic integrated instruction or behavioral support that it’s provided and adjusted to every student need to promote success for all.
Mental rotation is another classic cognitive psychology paradigm, which was devised by Roger Shepard at Stanford. To understand how this task works, take a look at the shapes in the top panel (A) of Figure 12.3. The two shapes are the same; the one on the right has been rotated clockwise by about 90°. By contrast, the pair of shapes on the bottom row (B) do not match. If you look carefully, you will notice that they are mirror-
students. In these lesson, modeling and imitation can be very useful tools as they can teach
He is self-assured at selecting the correct matching indirect objects or the pronouns that complete each sentence. He stayed engaged throughout the learning session and demonstrated this by participating fully in learning activities and through his correct responses when called upon to answer any questions. Occasionally, the focus learner was a little hasty in his response, resulting in an incorrect answer. The various level of supports such as charts and vocabulary list served as visual and readily available supports that aided in the focus learning being able to demonstrate understanding and application of the learning objectives in speech and written
Fuson, K. C., Clements, D. H., & Beckmann, S. (2011). Focus in grade 2: teaching with
In their book A Methodology for Translation, Jean-Paul Vinay and Jean Darbelnet condense countless translation methods and procedures to two methods which was divided into seven specific procedures.
Students will identify the correct how to find the area of circles. We are going to do this first by deriving the formula for the area of a circle ourselves. Students use these operations to solve problems. Students extend their previous understandings of finding the area of a shape: This learning goal meets the Common Core Standard CCSS.MATH.CONTENT.6.G.A.3. The students are going to learn find the area of only the doughnut, excluding the hole in the middle. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble solving the problems with the formulas. to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations.
There are six diagonal lines. At one end there are circles on them giving the impression of three circular prongs. At the other end the same size lines have cross connecting lines consistent with two square prongs. These perceptions can violate our expectations for what is possible often to a delightful effect.
Learners are able to translate what is the intended meaning of the Reading Text 1
Euclidean Geometry is the study of plane and solid figures based on the axioms and theorems outlined by the Greek mathematician Euclid (c. 300 B.C.E.). It is this type of geometry that is widely taught in secondary schools. For much of modern history the word geometry was in fact synonymous with Euclidean geometry, as it was not until the late 19th century when mathematicians were attracted to the idea of non-Euclidean geometries. Euclid’s geometry embodies the most typical expression of general mathematical thinking. Rather than simply memorizing basic algorithms to solve equations by rote, it demands true insight into the subject, cleaver ideas for applying theorems in special situations, an ability to generalize from known facts, and an
The SWOT analysis is a useful tool for identifying our personal strengths, weaknesses, opportunities, and threats to our plans and goals. According to a “Fuel My Motivation” article (2010), this analysis considers internal influences that can positively or negatively affect our ability to achieve our goals. The internal factors are our strengths and weaknesses. Also considered are opportunities and threats, which are external influences that can have a positive or negative impact on the ability to achieve our goals. I will share how the self-assessment instruments and self-exercises in this course have contributed to assessing and understanding my strengths and weaknesses. I will also discuss techniques I will use to leverage my strengths and understand my weaknesses. In addition, I will consider opportunities that I can take advantage of and the threats that can possibly impede my progress.
I should establish goals, purpose, and interactive instruction when working with students. I should be able to clarify confusion and provide differentiated tasks for students in my future teaching practices. As a teacher, I would offer models of behaviour; for instance, presenting students that creating an anchor chart helps to remember the course materials. Teachers should respond flexibly to students’ response and encourage students to self-monitor. I believe that it is essential to adapt independent learning skills in my future classroom since independent learning help students to improve their academic performances, increase motivation, confidence, and self-assessment
- involve themselves in an interactive process in which they set short and long term learning object...
According to researcher Duff (1994), properly designed translation activities can be employed to enhance the four skills and to develop three qualities essential to all language learning: accuracy, clarity and flexibility. The purpose of translation activities is not to train professional translators, but to help students acquire and strengthen their knowledge in the English