AED 201 Week 3 CheckPoint Learning Needs of Diverse Students
January 23, 2016 | By disneytomandjerry4 |
For more classes visit www.snaptutorial.com CheckPoint: Learning Needs of Diverse Students Resource: Appendix B and Ch. 3 of Introduction to Teaching Identify at least two types of diverse learners as discussed in Ch. 3 of the text Search for effective teaching practices for the two types of learners on the Internet and in the text
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For more classes visit www.snaptutorial.com Think about the last time you were excited to learn about a particular topic. What made it exciting, and why were you motivated to learn? Was the motivation intrinsic or extrinsic? How did your excitement relate to the expectancy-value model? Think about the last time you were not excited to learn about a topic. How might the expectancy-value model explain your lack of motivation?
For more classes visit www.snaptutorial.com Read Culturally Responsive Classroom Management: Awareness Into Action located on this week’s student web page, then respond to the following: What impact does culture have on the perception of normal behavior? How will the reading impact the way you structure discipline in your classroom? What does culturally responsive teaching mean to you?
For more classes visit www.snaptutorial.com Checkpoint: Student Behavior-Teacher Response • Complete Appendix E. Post Appendix E as an attachment.
For more classes visit www.snaptutorial.com Review the Discussion Question: Earth Day Poster multimedia interaction located on your student web page . Describe at least one challenge any of the students in Group 4 faced as a result of working on a collaborative assignment, and at least one challenge the teacher failed to meet. What strategies would you
For more classes visit www.snaptutorial.com • Complete Part A and Part B. • Create an 8- to 10-slide PowerPoint® presentation that outlines strategies for independent work (or seatwork) management. Your presentation must include detailed speaker’s notes, a title slide, and a reference slide. • Emphasize ways to ensure that independent work is purposeful and meaningful. Also discuss challenges students and teachers may face with independent work assignments and how to overcome them. • Incorporate viewpoints, opinions, or examples of any aspect of independent work from the five teachers
For more classes visit www.snaptutorial.com Why is building student-teacher rapport critical to establishing and maintaining a productive classroom environment? How does communication with student’s impact successful implementation of classroom rules and procedures? What communication skills and methods will you use to establish a rapport with students?
oBrieflyexplainhowtheindividualactivitywillsupportthelearningobjectiveorgoal. YourdescriptionmustbeaseparateWorddocument. For more classes visit www.snaptutorial.com Describe your activity according to the following guidelines: Identify the grade level and subject area of the activity. Include the learning objective or goal the activity will support. o Describe the process, materials, and length of time necessary to complete the individual activity. For more classes visit www.snaptutorial.com Describe your activity according to the following guidelines: Identify the grade level and subject area of the activity. Include the learning objective or goal the activity will support. o Describe the process, materials, and length of time necessary to complete the individual activity. o Discuss how a teacher can implement and manage the students‟ independent work on this activity during class time.
For more classes visit www.snaptutorial.com Review the methods for monitoring student progress presented in Ch. 6 (pp. 187–191) of the text. Each method presents a monitoring strategy for a particular type of activity or situation in a classroom, such as learning centers or independent work. Select two to three strategies you think could transfer across multiple instructional situations. Explain in 200 to 300 words how each monitoring strategy you selected might apply in an alternate type of activity or situation.
For more classes visit www.snaptutorial.com Complete the In Class activity (#1) at the bottom of p. 195 of the text. Refer to the following guidelines: Identify atleast three factors in the vignette that threaten activity flow. Address the interruptive factors. Using at least 100 words for each factor, address what strategies covered in the text, or from personal experience, could be implemented to maximize focus and productivity?
For more classes visit www.snaptutorial.com Resource: Meeting Students’ Special needs multimedia exercise on your student Web site at Complete the Meeting Students ‘Special Needs exercise. Post a screen shot of the conclusion screen as an attachment.
For more classes visit www.snaptutorial.com Resource: Table 12.1 on p. 387 (Ch. 12) of Elementary Classroom Management Select one of the six inclusion arguments in Table 12.1. The table includes both sides of each argument. Defend both viewpoints (proponent and opponent) with a 100- to 150-word statement for each side of the argument. Address benefits for teachers, special needs students, and all students in your statements.
For more classes visit www.snaptutorial.com Imagine that you are invited to the third and final round of interviews for your dream job in the education field. All of the candidates with whom you are competing have equal experience and qualifications. The members of the hiring committee are going to offer the position to the candidate that responds to interview questions in a clear and concise manner, while communicating a full understanding of classroom management concepts. Prepare responses to the following practice interview questions. Your response to each question must be 170 to 200 words in length
For more classes visit www.snaptutorial.com AED 205 Final Panel Interview AED 205 Inclusion Checkpoint AED 205 Career in Education AED 205 Challenges in the Classroom Checkpoint AED 205 Minimizing Classroom Disruptions AED 205 Engaging Disengaged Students
For more classes visit www.snaptutorial.com Select the scenario below that is aligned with the age group you are interested in working with. • Identify strengths in the lesson or the teacher’s behavior that make the lesson engaging. • Address students who are not engaged in the lesson. How would you approach the disengaged students, and what would you do to get them interested in completing and learning from the lesson? Use strategies
For more classes visit www.snaptutorial.com Professionals are always learning while they are educating. Like all newcomers to any career, inexperienced education professionals cannot expect to be perfect their first time in the classroom. One strategy to avoid becoming overwhelmed by a new, dynamic working environment is to select the most important areas to focus on, develop them well, then broaden the scope of focus once a foundation in the basics is laid.
For more classes visit www.snaptutorial.com Resource: Checkpoint: Earth Day Poster multimedia interaction located on your student Web site at Appendix D, and pp. 268–269, Ch. 9 of Elementary Classroom Management. Complete Appendix D.