1. The class consists of 34 English students from various majors at Universidad Católica de la Santísima Concepción. There is diversity in years of study but little diversity in socioeconomic status or race.
2. Many students get distracted easily by technology and have a very basic level of English. This will require lessons with dynamic activities and clear language to keep students engaged and ensure understanding.
3. The classroom lacks visual elements but uses group seating. Lessons should incorporate collaborative work and provide students with materials instead of writing on the board to avoid lost time. Understanding the student context is essential for effective lesson planning.
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
Salam
Here is the MS4 course book adaptation or what is called PLANNING LEARNING which contains :
1) the program : learning objectives + grammar + pronunciation + project work
2) course book adaptation chart
3) Methodological Guide
Good Luck
By : Mr Samir Bounab
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
Salam
Here is the MS4 course book adaptation or what is called PLANNING LEARNING which contains :
1) the program : learning objectives + grammar + pronunciation + project work
2) course book adaptation chart
3) Methodological Guide
Good Luck
By : Mr Samir Bounab
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Chapter 7 Managing students at work DUE DATE 161. Individually JinElias52
Chapter 7: Managing students at work DUE DATE 16
1. Individually or in teams, describe what you would do to control at least two of the following: tattling, procrastination, messiness, irresponsibility, cheating, lying or stealing, swearing, temper tantrums, or bullying.
2. Discuss the best ways to get students’ attention
3. Agree or disagree with the statement: teachers of young children should arrange activities to keep children quiet and still for approximately 45 minutes at a time.
4. What are some purposes of assigning students homework?
DUE DATE 21
Chapter 8: Managing special groups
1. How do you see speech differences associated with cultural backgrounds and regional dialects? Are these differences considered to be communication disorders?
2. Discuss the importance of using Response to Intervention (RTI) in an inclusion classroom.
3. Do you agree that because the school success of “second language learners” is so tied up with English, students in primary grades should abandon their native language in favor of English?
4. You have two students who are struggling. Describe how the RTI process will be used to determine whether they require special education services.
Chapter 9: Managing student behavior DUE 23
1. Explain why the Wongs believe that teachers who are more effective spend most of the first two weeks of school teaching students to follow class procedures.
2. Discuss the importance of instructional time.
3. Do you agree with Marshall’s statement that responsibility refers to an internal motivation to do the right thing?
4. Discuss Coloroso’s three levels of misbehavior, which she calls: mistakes, mischief, and murder.
5. Virtually all elementary students will agree that they would like to learn. Why then do they so often misbehave and make no effort to do what teachers ask of them?
Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum
with Understanding by Design. Professional Counselor, 9(2), 80-90.
Evertson, C. & Emmer, T. (2017). Classroom Management for Elementary Teachers
(10th ed.). USA: Pearson Education, Inc.
Required Text:
Charles, C. & Senter, G. (2016). Elementary Classroom Management (6th ed.). Upper
Saddle River, NJ: Pearson
GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentia ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Versión Abreviada Muestras de Desempeño
Docente1 (MMD1).
Lesson Title: General English
Grade Level: I
UCSC Supervisor: Lilian Jansson
Supervisor Signature: Astrid Guerra
1 Adapted to the MDD standards and tasks from based the document
Level II Teacher Work Sample. University of Northern Iowa, Level 2 of
the UNI Teacher Education Professional Sequence.
2. I. CONTEXTUAL FACTORS
MDD Standard
The teacher candidate collects data regarding the institutional and
classroom contexts, the characteristics of the pupils as a group and its
diversity, using this information to plan and deliver instruction.
1. Community in which the school is located and/or serves, municipality or
owner and school factors: Below, describe the geographic location,
community and school population, socioeconomic profile, and
race/ethnicity.
The class is located at Universidad Católica de la Santísima Concepción, and it is
compound by thirty-four general English students. They are from three different
majors, and they belonged to different years:
Licenciatura en Historia: nineteen students from first year and five from second
year.
Química ambiental: eight students from first year.
Contador Auditor Vespertino: one student
Contador Auditor Diurno: one student
It has been seen that there is no difference of race and socioeconomic situation
among them.
1.1. How These Factors May Impact My Lessons: Explain specific ways
that these factors may impact your lesson topics, teaching strategies,
assessment techniques, etc.
As it has not been seen considerable differences among the students, I would have
no impact in my classes. Besides, they have a level of English very alike, thus in
general, the features of the class are not different at all.
2. Student Characteristics and Their Instructional Implications: Below,
describe how two student characteristics you observed in your student
(e.g., gender, race/ethnicity, interests, and students’ skill levels) might
3. impact the way you instruct those students. For example, your planning,
motivation, management, or assessment. For each example of the student
characteristic, give a specific instructional implication that will influence
how you plan and implement your instruction.
2.1 Description of First Characteristic of Student(s) in this Class:
It has been noticed that most of the students do not pay attention to what the
teacher says, and when she asks them to do an activity they get distracted with
their technological devices almost all the time.
2.1.1 How This Characteristic Will Impact my Lesson:
Surely, these factors will impact the way how I will teach these students, because I
would have to plan a very dynamic lesson, besides implement attractive aids in
order to keep them focused on the task.
2.2 Description of Second Characteristic of Students in this Class:
Another fact to be considered is their level of English, which is not even
elementary. During my observations, I have noticed that students do not
understand what they were asked for, either using very basic words or preparing
for them very elementary activities.
2.2.1 How This Characteristic Will Impact my Lesson:
As the level of English that they have is more than basic, it might affect the
effectiveness of my lesson, or it could take longer than I expected. Consequently,
it is very important to consider my students’ c harac teristic s all the time, and be
conscious of the language that I am using in order to be understood, as well as to
try to engage them to the activity.
3. Physical Aspects of the Classroom and Their Instructional Implications:
Below, describe how two physical aspects of the classroom you observed
4. (e.g., posters, room arrangement, technology) might impact the way you
instruct students, for example, planning, motivation, management, or
assessment. For each example, give a specific instructional implication
that will influence how you plan and implement your instruction.
3.1 Description of First Physical Aspect:
In general, the classroom does not look with a lot of arrangement, such as posters
or other visual elements which could make the English class more attractive for
students. However, in terms of seating arrangement, the teacher makes students
work in groups very frequently.
3.1.1 How This Aspect Will Impact My Lesson:
This could be seem as a way to promote collaborative learning, instead of working
alone, which can be considered as a positive aspect to take into consideration in
my future students.
3.2 Description of Second Physical Aspect:
Teacher projects the activities that students are asked to do on the board.
3.2.1How This Aspect Will Impact My Lesson:
Even though it seems to be a good option, it could imply in my future students
either someone could not see the board clearly, or need more time to copy all
what the activity says. That is why, to my mind, it is very important to be
prepared with touchable material for students, thus they can save time without
writing the titles, instructions, etc. Activities can be projected on the board as well,
but in situations when teacher would want to clarify something, for example.
4. Reflects on the importance of knowing about students and the context to
provide quality teaching.
5. Taking everything into account, it is essential to consider my students’ level of
proficiency, interests and the context in general, in order to be able to plan
suitable lessons. As future teacher, I am supposed to know how to connect what
the national c urric ulum asks me to do with my students’ c ontext. Personally, I will
looking forward to that way, in order to be not only professional, but also friendly
with my students, thus we can make the classes more comfortable for everybody.