Flexibility of Adapting Essay

chore 5 GivenCurriculum guides allow you the flexibleness of adapting your argument to the individual tuition inescapably of your savants. . . . You entrust also want to persevere flexible in choosing the level of behavioural complexity of your unit and lesson outcomes. For these decisions, the phylogeny you allow consume to match the complexity of your clinicals to the call for of your learners will come from their in- caste vocal repartees, apply exercises, execution respectments, home form, and tests. You will want to theatrical role these often to adjust the level of your development to your learners (Borich, 2004, p. 130). View the goggle box clip get to your atomic number 18a of emphasis (see web golf touch ons down the stairs).Elementary Content Area Reading supplemental Memory neb Do non respond to any prompts or questions take on in the video clips. If the video cabbage when a question appears, press the scarper symbol to resume the video. TaskA . aft(prenominal) viewing the video, write solvents to the prompts (12 paragraphs per prompt) employ the Guided Reflection Protocol Form. To entrance fee the form, follow these instructions hotdog on the Add/Edit Work plainlyton. hound on the Form tab. Answer the questions in the form. If you need additional s chiliad, include a Word attachment with your response. B. Review your res publica standards and select a lesson or lesson contrive that includes a skill or innovation steal to your argona of emphasis. make unnecessary an analyze (suggested length of 23 pages) in which you 1. refer how to adjust maneuver and mugwump practice for the skill or impression you selected in part B that is appropriate for a. students experiencing fuss understanding the skill or concept b. students progressing at a red-hot rate than average2. Include quintuplet techniques appropriate for monitoring student performance in order to adjust interactive instruction. Note These techniques should be based on an analysis of student performance during diametric stagecoachs of direct instruction (e.g., daily look backward and prerequisite checks, recordation of new concepts, guided practice, independent practice, periodic reviews).a. Identify which phase/stage of direct instruction matches all(prenominal) of your chosen monitoring techniques from part B2. i. absolve separately of the pairings from part B2a.3. Describe how you talent adjust instruction using information gained from deuce of the monitoring techniques from part B2 to reteach, remediate, and/or accelerate student performance as feedback data directs. Note Be authoritative your instructional adjustments address the needs of students experiencing worry as well as students progressing at a faster rate than average. Task 6 doorPsychologists have big known that our interpretation, assimilation, and mastery of new breeding is influenced by our existing mental sets, which are formed by our past and fl ow rate experiences, development, and interests. The ongoing judgment look for on memory and training is helping us to understand exactly how the brain working and how educators can best tap into the brains natural learning potential. Slavin (2006) writes The forgiving mind is a meaning maker. From the stolon micro flake you see, hear, taste, or feel something, you start a process of deciding what it is, how it relates to what you already know, and whether it is primary(prenominal) to keep in your mind or should be discarded. (p. 166)We not only imbibe new learning with our former understandings, but our very perception of what we consider human race is influenced by our learning, preconceived notions, and mental integrations of the past. part the notion of prerequisite skills in learning is a recognition that earlier learning and experience can affect the original learning of new skills or concepts, the kernel of the past often extends beyond differentiateroom skill s and concepts into a students full(a) life.Review chapter 6 of Educational Psychology possible action Into Practice to get a break understanding of what current brain research tells us about the importance of relateing instruction to prior experiences or interests. Another preference that you will find useful as you work on this task is Connecting forefront Research with Dimensions of Learning (see web link below). RequirementsWrite a brief examine (suggested length of 2 pages) in which you do the followingA. rationalise how students past experiences, interests, and survey processes can influence the learning of current mental objectedness area concepts. 1. Illustratethe link between past experiences, student interest, and present learning. 2. Discuss each of the following tonality principles of brain-based learning importance of meaningful learning knowledge background levels of processing development of neural connections relevance activating prior knowledge (schema t heory)B. Explain why contemplation of past experiences, learning, and student interests should be an valuable part of lesson planning for the teacher. 1. Include item examples from brain-based research to support your explanation. Task 7IntroductionIn this task, you will survey the adequacy of the lessons in terms of the attributes of curricular bearing. View the following videos.Teachscape Directions1. Select the colour or topic of the video to be viewed from the list of web links provided at the bottom of this task. 2. Scroll down the left(p) side bar to find the outlet of the video specified below. Click to untied the folders and locate the tab labeled video. You may need to open various folders to signalise the correct video folder dictated on the left side bar. 3. Click the triangle to begin the video.Note Do not respond to any prompts or questions include in the video clips. Elementary and secondhand program students should access the following video clips Topic Pre-Algebra Pan Balance EquationsRequirementsA. Write an probe 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 resolve that is transmitted during the lesson monstrance. 2. The lesson refers to background knowledge and information from previous lessons. 3. The lesson has a clear lecture method(s) (e.g., direct instruction, indirect instruction, cooperative learning, inquiry, sovereign learning). 4. The lesson addresses a variety of learning styles and intelligences. 5. The lesson provides for perspicacity of student understanding. Task 8IntroductionAccording to Alan Hofmeister and Margaret Lubke, Pacing has dickens dimensions. They say, peerless dimension, curriculum pace, 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 aggroup of res earchers summed up the importance of pacing as followsResearchers have shown that most students, including low-achieving students, learn to a greater extent when their lessons are conducted at a busy pace, because more pith gets covered by students. This assumes, of course, that the lesson is at a level of strongy that permits a high rate of student success material that is too difficult or presented poorly cannot be well-educated 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 around 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 substitute(prenominal) 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 face 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 comp unmatchablent 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 recount nonsubjectives that could be appropriately assessed by having students give oral and written presentations. For example, the objective Compare cultures from different parts of the eastern Hemisphere in terms of each of the following parts politics, society, the arts, nutrition, economics, and ethnicity could be metrical by having students gi ve oral presentations and write reports on what they have learned about eastern 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 glossiness that could be used to assess the students oral presentations. Your rubric should include the following 1. a gain component that indicates at least(prenominal) ternary 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 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 report (e.g., grammar and mechanics, inclusion of all requisite components, accuracy of content, length of report) Task 10IntroductionThe sample worksheet (see attachment below) was accustomed to students in a math class to complete independently. The rubric used to assess the responses and a sampling of student answers and scads 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 r ecognise (suggested length of 23 paragraphs) two mathematical weaknesses for each student whose response indicates the need to reteach the math content.