I choose to focus on the use and repetition of ratios and proportions as my major theme in chemistry. Throughout this sequence of instruction, my goal was for the students to seamlessly tie mathematics into the science curriculum. I wanted students to recognize the interconnectedness of the two subjects by emphasizing the association of ratios throughout chemistry and to realize the importance of ratios in real life. Ratios are found in all aspects of life and I wanted to open their eyes to this. Ratios are use in discounts, budgeting, and coupons at the grocery store; understanding ratios would also enable student to understand interest on loans and how they are paid off. A basic comprehension of how the world works in a series of ratios and …show more content…
This allowed them to see what the rest of the class did for a certain problem as well as allowing me to see how they were grasping the information. White board meetings also allowed them to discuss their methods and reasons for working a problem the way they did. In the process of balancing equations, some students doubled the equation while balancing without realizing it; the white board meetings allowed others in the class to help them understand why this is was not correct without me stepping in. During the first week of school, the class compiled a set of rules for the white board meetings. Allowing the students to take control of the meetings gave me the opportunity to listen to their reasoning to determine whether all of the students were truly comprehending the material. Other than white board meetings we green inked grade every quiz and test together working through all of the problems and discussing them in small groups first, then as a class. My assessment emphasized the process more than the correct answer and students understood this. Emphasizing the process also allowed for differentiation of the assessment since the students had to show what they did; it was clear to me that they learned the material in a variety of ways. For example, some students drew out the equation to balance it, while others listed the number of atoms involved. Students received credit if they were able to show their thought process in solving the
From the moment that I entered the Chemistry room at Windsor High School, I knew I was in trouble. That trouble came from realizing that almost every single Chemistry problem involved math, specifically math that required three to four equations along with written explanations about what the results meant. No matter how hard I tried on my homework and exams, I just could not understand how a problem could tell me that I needed the Ideal Gas Law as well as Faraday’s Law to know how many moles sodium chloride contained in one gram. My mind had trouble going along with the logic behind the math in Chemistry. The math in this class was not difficult; it was just confusing to know what steps must be taken to get the correct solution. In addition,
It is how you make many educational decisions regarding the classroom. My CT stated that she knew how most of the students would do but there were a few that surprised her. Having this digital way of assessment is also convenient for parent reference. The students individual scores are easy to print and also the classroom scores are given to the principal for review. It is a smooth, efficient and manageable way to assess the students equally. Assessments like this could also be helpful in creating a seating arrangement or partner system. I think it is beneficial to pair lower and higher skilled students together. You could use the higher skilled students to help teach other students. Students teaching students can be a valuable resource to struggling
One of the first steps on this list is “Write the problem on the board before the children enter the room. You hope they will take the bait” (Schulman 88). I liked this strategy because it immediately gives students something to think about and discuss with another classmate as they get ready for class to begin. This strategy can also help the students relax and get ready to learn if they are coming into the classroom for the first time that morning or right after a special. Writing a question on the board helps the students to adjust back to the classroom routine. These questions can also help determine the prior knowledge of the students in a class regarding a topic. For example, if a teacher writes an open ended question on the board, some students who are confident may respond to the question by raising their hand or by writing down their answer. A student who is less confident about the topic may stare blankly at the question and may not make an effort to even write the question down. Teachers can watch their students’ reactions to the questions to see if the students understand the topic or are confident about the
The fourth resource in the category of formative assessment was a book written by Connie Moss and Susan M. Brookhart titled, Advancing Formative Assessment in Every Classroom published in 2009. This text focused specifically on classroom lead practices aimed at building strategies to improve the formative assessment process. Like many other collected sources, this book stresses the idea that formative assessment improves student achievement and raises teacher quality as well. Besides explaining the formative assessment
Black, P. & Wiliam, D. (1998). ‘Assessment and classroom learning’. Assessment in Education. 5(1) [Online] Avalaible at: http://area.fc.ul.pt/artigos%20publicados%20internacionais/Assessment%20and%20classroom%20learning.doc
As we all are fully aware, each student is diverse and has special needs when it comes to learning. There are three types of learners: visual, auditory, and kinesthetic. Visual learners learn best when shown how to do an assignment. They prefer diagrams, pictures, and charts. Simply allowing your class to create flashcards and color coding notes can help these types of learners memorize the information. Our brain organizes information through a process. Creating flow charts will help the brain map out the information from the lesson given. Auditory learners learn best when a teacher presents information by talking to the student. When directions are read aloud, they tend to succeed. Allowing time for students to discuss the material in a group before moving on to the next is beneficial for these types of learners. Kinesthetic learners are learners who excel when engaged in the learning activity. By participating in labs, skits, and presentations, they acquire the information faster. Starting the class with a few warm up activities, next a lecture, then a classroom discussion, and wrapping up with a review will help all types of learning styles. Without the knowledge from psychologists about the different types of learners and their special needs, teachers would not know how to respond to their students who may struggle with the material given.
This study assessed that an effective ratio with near optimal interpretation results in feasible investment decisions, corporate solvency and profit potential and a track down impact on economic growth .The basic objective of financial statements is simply to supply relevant and decision helpful information and facts to individuals who considered necessary such information in a manner competent to satisfy their aims as well as such objectives need to drive the method of measurement. Accounting information need to always point to making sure that users of the information receive the absolute minimum level of information and facts that is related and useful, reliable,
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan,
Before beginning an analysis of a company it is necessary to have a complete set of financial statements, preferably for the pas few years so that historical trends can be obtained. Ratios are a way for anyone to get an idea of the financial performance of a company by using the information contained in the financial statements. Ratios are grouped into four basic categories, liquidity, activity, profitability, and financial leverage. This document will use a variety of these ratios to analyze the firm, Sample Company, as of December 31,2000.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
I believe that education should be looked as as a desire to acquire all possible knowledge, not as a requirement or something that can be formally examined by standardized tests. There are numerous ways that children learn and I want to be able to encourage as much learning as possible for each child. I believe that using many methods of instruction is the most effective way of teaching to these various ways of learning. These methods include group work, hands-on activities, buddy work, etc. Assessment of children should follow the same idea. When children get the chance to perform on different assessments, they can adequately show their strengths and weaknesses. I do not wish to rely on tests only to assess the students in my class. Some types of assessment that I think should be inlcuded in a classroom are journals, presentations, projects and interviews. I also think that the classroom should be run with the help of the children. By distributing jobs among the children and everyone participating in the classroom, the students will form a sense of togetherness. This will eventually create a community within the classroom. I feel that this community of learners is essential for the students to perform effectively and efficiently. They will feel comfortable in the environment and will not be afraid to take risks or ask questions. The teacher will also be a member of this community and will not be seen as unapproachable or as the only leader.
Assessment is a tool used in the classroom every day. It is used to measure a student’s mastery of a skill or knowledge of a given subject. It is also what demonstrates to the teacher what the students have learned. Educators use that information to determine if they need to re-teach to a specific student, group, or the entire class. They can also use that information to determine the rate of their teaching. Assessments are important because, as teachers, we need to know what difficulties our students have and what needs to be refined for them. While I do believe in assessment and feel that it is one of the key components of teaching, I am more concerned with a child’s process of learning rather than the overall product that comes from it. This is where grades come in for me. Grades determine the students’ level of mastery on a subject, nothing more. Grades should not be the exclusive indicators that a student has learned the information that is presented to them. It is the things a student learns along the way that truly matter and sometimes cannot be measured.
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.
...ercent, I alter their assignments and meet with them prior to the final grading. In this way they focus on the task at hand instead of the final outcome. Too many students focus on getting it done and not taking the time to make it meaningful.