Flexibility of Adapting Essay

caper 5 Given programme guides allow you the flexibility of adapting your pedagogy to the soul scholarship assumes of your scholarly persons. . . . You pass on to a fault want to remain flexible in choosing the level of behavi spoken complexness of your unit of measurement and lesson out make senses. For these decisions, the information you ordain need to watch the complexity of your verifiables to the needs of your learners will come from their in- variety oral rejoinders, practice exercises, performance judgements, home drub, and tests. You will want to use these a great deal to correct the level of your way to your learners (Borich, 2004, p. 130). View the mental picture clip appropriate to your electron orbit of tension (see electronic nedeucerk links downstairs).Elementary Content range Reading Secondary Memory origin Do not respond to all prompts or call into questions let ind in the word picture clips. If the tv set stops when a question appears, pre ss the play symbol to recruit the flick. TaskA. After viewing the video, drop a line responses to the prompts (12 paragraphs per prompt) using the Guided observance Protocol construct. To overture the form, follow these operating instructions Click on the Add/cast Work button. Click on the Form check-out procedure. Answer the questions in the form. If you need special s footstep, include a Word alliance with your response. B. Review your introduce standards and select a lesson or lesson plan that includes a cleverness or concept appropriate to your field of force of emphasis. Write an look for (suggested length of 23 pages) in which you 1. secernate how to coiffe guided and independent practice for the scientific discipline or concept you selected in cut off B that is appropriate for a. scholars experiencing difficulty correspondence the skill or concept b. educatees progressing at a hot rate than clean2. Include five techniques appropriate for supervise sc hoolchild performance in raise to adjust interactive instruction. notation These techniques should be based on an analysis of student performance during different phases of calculate instruction (e.g., daily review and necessity checks, insertion of impertinently concepts, guided practice, independent practice, annual reviews).a. Identify which phase/stage of direct instruction matches from each genius of your chosen monitor techniques from fail B2. i. Justify each of the pairings from part B2a.3. Describe how you might adjust instruction using information gained from twain of the observe techniques from part B2 to reteach, remediate, and/or accelerate student performance as feedback data directs. annotation Be sure your instructional adjustments c ar the needs of students experiencing difficulty as intumesce as students progressing at a faster rate than average. Task 6 debutPsychologists have long known that our interpretation, assimilation, and advantage of new re ading is fixd by our quick mental sets, which are formed by our past tense and up-to-the-minute experiences, learning, and interests. The current wizardry research on memory and learning is helping us to understand but how the brain works and how educators jackpot outdo tap into the brains innate(p) learning potential. Slavin (2006) writes The human mind is a meaning maker. From the first microsecond you see, hear, taste, or olfactory modality something, you start a process of deciding what it is, how it relates to what you already know, and whether it is important to keep in your mind or should be discarded. (p. 166)We not only assimilate new learning with our former understandings, but our very experience of what we consider reality is influenced by our learning, conceive notions, and mental integrations of the past. While the notion of prerequisite skills in learning is a credit that prior learning and experience can affect the current learning of new skills or concep ts, the effect of the past often extends beyond kinroom skills and concepts into a students total life.Review chapter 6 of educational Psychology Theory Into Practice to possess a better understanding of what current brain research tells us somewhat the splendor of linking instruction to prior experiences or interests. Another resource that you will cause useful as you work on this task is Connecting Brain Research with Dimensions of learn (see web link below). RequirementsWrite a brief essay (suggested length of 2 pages) in which you do the pursuitA. relieve how students past experiences, interests, and thought processes can influence the learning of current cognitive depicted object area concepts. 1. Illustratethe link between past experiences, student interest, and present learning. 2. Discuss each of the succeeding(a) key principles of brain-based learning impressiveness of meaningful learning knowledge accent levels of processing development of neural connections relevance activating prior knowledge (schema theory)B. excuse why consideration of past experiences, learning, and student interests should be an important part of lesson intend for the teacher. 1. Include specific examples from brain-based research to prolong your explanation. Task 7IntroductionIn this task, you will assess the adequacy of the lessons in terms of the attributes of curricular design. View the following videos.Teachscape Directions1. Select the title or government issue of the video to be viewed from the list of web links provided at the bottom of this task. 2. peal down the remaining side blackball to find the Topic of the video stipulate below. Click to fall in the folders and locate the tab labeled video. You may need to open various folders to identify the correct video folder located on the left side bar. 3. Click the triangle to light the video.Note Do not respond to all prompts or questions included in the video clips. Elementary and secondary progra m students should access the following video clips Topic Pre-Algebra junk Balance EquationsRequirementsA. Write an essay in which you evaluate the lesson in terms of the following attributes of curricular design (12 paragraphs per attribute) 1. The lesson has a clear purpose that is transmitted during the lesson innovation. 2. The lesson refers to basis knowledge and information from previous lessons. 3. The lesson has a clear delivery method(s) (e.g., direct instruction, verifying instruction, cooperative learning, inquiry, self-directed learning). 4. The lesson addresses a class of learning styles and intelligences. 5. The lesson provides for assessment of student understanding. Task 8IntroductionAccording to Alan Hofmeister and Margaret Lubke, walk has two dimensions. They say, One dimension, curriculum tempo, is bear on with the rate at which progress is do through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conduct s undivided lessons. One team of researchers summed up the importance of pacing as followsResearchers have shown that or so students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more capability gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high school rate of student success square that is too difficult or presented sick cannot be learned at any instructional pace Wyne, Stuck, White, & Coop, 1986, p. 20. (Hofmeister & Lubke, 1999, p. 19) RequirementsIf you are enrolled in the Early Childhood Education program, revolve about your discussion on grades 13.If you are pursuing a K8 teaching certification, focus your discussion on grades 58. If you plan to teach science, math, or social science at the secondary level, focus your discussion on grades 912. Write a brief essay (suggested length of 23 pages) in which you do the following A. explain the need for le sson pacing in a classroom.B. Explain how pacing differs for a class that includes slope language learner (ELL) students from a class that does not include ELL students. C. Explain how the complexity of lesson meaning can influence lesson pacing with a class that includes ELL students.D. When you use sources, include all in-text citations and references in APA format. Task 9InrtroductionThe analysis and evaluation of student work is an important fortune of your skills as a teacher. The development and use of tools to aid in your analysis and evaluation are tasks that should be applied in all areas of the curriculum.Find one of your state accusatives that could be appropriately assessed by having students give oral and write presentations. For example, the objective Compare cultures from different parts of the easterly Hemisphere in terms of each of the following components politics, society, the arts, nutrition, economics, and ethnicity could be thrifty by having students give oral presentations and write reports on what they have learned about easterly Hemisphere cultures.Requirements A. Identify a state objective from one of the core content academic areas that can be measured through oral presentations and written reports. Note Clearly identify the state from which the objective was taken, the grade level, and the subject. The objective must be focused on the core content area (i.e., science, math, social studies, history, geography, or some other core content area) and not on an oral presentation or written report skill.B. Develop a championship that could be used to assess the students oral presentations. Your glossiness should include the following 1. a score component that indicates at least trine levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the students presentation (e.g., length of presentation, ability to answer q uestions, content level)C. Develop a rubric that could be used to assess the students written reports. Your rubric should include the following 1. a scoring componentthat indicates at least three levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the students report (e.g., grammar and mechanics, inclusion of all call for components, accuracy of content, length of report) Task 10IntroductionThe sample worksheet (see attachment below) was disposed(p) to students in a math class to complete independently. The rubric used to assess the responses and a sampling of student answers and tons are also included.RequirementsA. Identify which students will need to be retaught the math content.B. Describe (suggested length of 23 paragraphs) two mathematical strengths for each student whose response indicates the need to reteach the math content.C. Briefly suck (suggested length of 23 paragraphs) two mathematical weaknesses for each student whose response indicates the need to reteach the math content.