Flexibility of Adapting Essay

childbed 5 Given tell guides allow you the flexibility of adapting your instruction to the individual learn needs of your students. . . . You depart also want to remain flexible in choosing the level of behavi spoken complexness of your unit and lesson outcomes. For these decisions, the information you pull up stakes need to match the complexity of your objectives to the needs of your learners leave come from their in-class oral responses, practice exercises, exploit assessments, homework, and tests. You result want to use these often to rectify the level of your instruction to your learners (Borich, 2004, p. 130). celestial horizon the goggle box clip appropriate to your atomic number 18a of emphasis (see web associate below). basal Content Area Reading Secondary Memory preeminence Do not respond to any prompts or questions included in the video clips. If the video stops when a question appears, press the play emblem to resume the video. TaskA. After viewing the video , redeem responses to the prompts (12 paragraphs per prompt) apply the Guided Reflection Protocol row. To access the form, follow these instructions penet value on the Add/Edit Work button. cross on the Form tab. Answer the questions in the form. If you need additional space, include a name attachment with your response. B. Review your state standards and select a lesson or lesson computer programme that includes a skill or concept appropriate to your atomic number 18a of emphasis. save up an essay (suggested length of 23 pages) in which you 1. Describe how to fix guided and independent practice for the skill or concept you selected in part B that is appropriate for a. students experiencing difficulty understanding the skill or concept b. students progressing at a faster rate than average2. allow five techniques appropriate for supervise student performance in indian lodge to adjust interactive instruction. Note These techniques should be based on an psycho synopsis of student performance during different phases of direct instruction (e.g., daily critical review and prerequisite checks, interpretation of spic-and-span concepts, guided practice, independent practice, periodic reviews).a. break which phase/stage of direct instruction matches apiece of your chosen monitoring techniques from part B2. i. Justify each of the pairings from part B2a.3. Describe how you might adjust instruction using information gained from two of the monitoring techniques from part B2 to reteach, remediate, and/or accelerate student performance as feedback data directs. Note Be sure your instructional adjustments address the needs of students experiencing difficulty as considerably as students progressing at a faster rate than average. Task 6 IntroductionPsychologists have long known that our interpretation, assimilation, and mastery of new education is influenced by our existing mental sets, which are formed by our gone and current experiences, learning, and i nterests. The current brain research on memory and learning is helping us to understand exactly how the brain works and how educators terminate best tap into the brains natural learning potential. Slavin (2006) writes The man mind is a meaning maker. From the first microsecond you see, hear, taste, or feel something, you buy the farm 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 perception of what we consider world is influenced by our learning, preconceived notions, and mental integrations of the by ultimo. While the notion of prerequisite skills in learning is a recognition that prior learning and experience rear affect the current learning of new skills or concepts, the effect of the past often extends beyond classroom skills and concepts into a students summarize life.Review chapter 6 of Educational Psychology Theory Into Practice to get a better understanding of what current brain research tells us close to the sizeableness of linking instruction to prior experiences or interests. Another resource that you testament find useful as you work on this task is Connecting wizard Research with Dimensions of Learning (see web link below). RequirementsWrite a sketch essay (suggested length of 2 pages) in which you do the undermentionedA. rationalize how students past experiences, interests, and thought processes can influence the learning of current means area concepts. 1. Illustratethe link between past experiences, student interest, and present learning. 2. Discuss each of the side by side(p) key principles of brain-based learning importance of meaty learning knowledge background levels of processing development of neural connections relevance activating prior knowledge (schema theory)B. rationalise why consideration of past experiences, learning, and stud ent interests should be an important part of lesson planning for the teacher. 1. Include detail examples from brain-based research to support your explanation. Task 7IntroductionIn this task, you will assess the adequacy of the lessons in basis of the attributes of curricular design. View the following videos.Teachscape Directions1. Select the title or topic of the video to be viewed from the diagnose of web links provided at the bottom of this task. 2. Scroll down the leftfield side bar to find the Topic of the video specified below. Click to bold 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 begin the video.Note Do not respond to any prompts or questions included in the video clips. Elementary and secondary program students should access the following video clips Topic Pre-Algebra tear apart Balance EquationsRequirementsA. Write an essay in which y ou evaluate the lesson in terms of the following attributes of curricular design (12 paragraphs per attribute) 1. The lesson has a legislate employment that is transmitted during the lesson presentation. 2. The lesson refers to background knowledge and information from previous lessons. 3. The lesson has a clear delivery method(s) (e.g., direct instruction, indirect instruction, cooperative learning, inquiry, self-directed learning). 4. The lesson addresses a renewal of learning styles and intelligences. 5. The lesson provides for assessment of student understanding. Task 8Introduction concord to Alan Hofmeister and Margaret Lubke, Pacing has two dimensions. They say, One dimension, curriculum walk, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. One team of researchers summed up the importance of pacing as followsResearchers have shown tha t most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more nub gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success material that is too difficult or presented naughtily 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, focus your discussion on grades 13.If you are pursuing a K8 instruct certification, focus your discussion on grades 58. If you plan to teach science, mathematics, or affable 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 lesson pacing in a classroom.B. Explain how pacing differs for a class that includes side of meat language learner (ELL) students from a class that does not include ELL students. C. Explain how the complexity of lesson content 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 component 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 objectives that could be appropriately assessed by having students give oral and pen presentations. For example, the objective oppose cultures from different parts of the Eastern Hemisphere in terms of each of the following components politics, society, the arts, nutrition, economics, and ethnicity could be measured by having students give oral presentations and write reports on what they have learned about Eastern Hemisphere cultures.Requirements A. range a sta te objective from one of the core content schoolman 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 mustiness be focused on the core content area (i.e., science, math, social studies, history, geography, or another core content area) and not on an oral presentation or written report skill.B. Develop a deed that could be used to assess the students oral presentations. Your rubric should include the following 1. a scoring component that 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 presentation (e.g., length of presentation, ability to answer questions, content level)C. Develop a rubric that could be used to assess the students written reports. Your rubric should include the foll owing 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 required components, accuracy of content, length of report) Task 10IntroductionThe sample worksheet (see attachment below) was given to students in a math class to complete independently. The rubric used to assess the responses and a sampling of student answers and scores are also included.RequirementsA. Identify which students will need to be retaught the math content.B. Describe (suggested length of 23 paragraphs) two numerical strengths for each student whose response indicates the need to reteach the math content.C. Briefly describe (suggested length of 23 paragraphs) two mathematical weaknesses for each student whose response indicates the need to reteach the math content.