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Andrew Fairchild teaches 9th grade living environment at a new high school in Queens, New York. He has 5 years of teaching experience overall and this is his second year teaching at this school. He uses a three-point method for instruction, assessment, and content repetition. He breaks content into digestible chunks and designs hands-on activities and experiments to engage students in science, such as designing paper airplanes to learn the scientific method. He utilizes Turning Point assessment software and a class website to incorporate 21st century technologies into teaching.
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Este gráfico muestra los valores de tres series para cuatro categorías diferentes. La Serie 1 tiene los valores más bajos para todas las categorías, mientras que la Serie 3 tiene los valores más altos. Los valores varían entre las categorías para cada serie.
Autobiografia
La persona describe a su familia incluyendo sus hermanos, padres, padrinos, abuela, tía y primos. También menciona sus pasatiempos favoritos como el tenis y la música de Shakira.
Porcentaje
La factura detalla los artículos comprados, incluyendo zapatillas, campera, mochila, bolsa de dormir, bermudas y medias. Se aplicó un descuento del 25% sobre el subtotal y un IVA del 21% sobre el monto final. El total a pagar es de $1,322.772
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Mrs. Jernigan applies various learning frameworks in her 1st grade classroom, including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. She uses Bloom's Taxonomy to raise the level of difficulty of questions over the year, from basic recall to more complex thinking. For Marzano's Dimensions, she focuses on building positive attitudes, integrating knowledge, extending learning, applying knowledge, and developing productive habits. Key Habits of Mind emphasized are persistence, listening, accuracy, and cooperative learning. The presentation concludes with an introduction to an online discussion platform called "TED Conversations."
Memory and creating patterns of meaning 2
Here are some recommendations based on the research study and Reading A-Z suggestions:
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- Provide scaffolding and build on students' prior knowledge. Introduce new concepts by connecting them to what students already understand. This helps make lessons more accessible.
- Use formative assessments throughout the learning process to evaluate understanding and adjust instruction as needed. Tests should measure higher-order thinking in addition to basic facts. Getting feedback aids both teaching and learning.
- Present material in an organized, step-by-step manner with clear examples. The beginning, middle and
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The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
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The document outlines an online course called "EngagingScience.eu/en/mooc" that teaches students science concepts and inquiry skills through problem-based learning lessons. The course uses two lessons - the first focuses students on learning key science concepts to apply to a problem, while the second teaches skills like decision making and justifying decisions based on evidence. The goal is to engage students in science and help them develop skills for active participation.
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The document describes an assignment called "Monster Swap" where students create monsters, write descriptive paragraphs about them, and swap paragraphs via email to recreate each other's monsters. An evaluation scores the assignment moderately, noting its strengths include developing writing skills through critique but weaknesses include not directly assessing technology use. The document also discusses how various educational roles like theorists, psychologists, designers, and specialists relate to the assignment and strategies it employs like technology integration, collaborative learning, and differentiated instruction.
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Sample Action Research Report 1 Effect of Technol.docx
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Sample Action Research Report 1 Effect of Technol.docx
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
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I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
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school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
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The Nature of Science
(1) This document discusses science as a subject in education and the importance of teaching science processes. (2) It outlines various science processes like inferring, predicting, controlling variables, interpreting data, and experimenting that are essential for students to develop. (3) The document also emphasizes the abundance of instructional materials available to facilitate effective science teaching.
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The document summarizes a study that compared the effectiveness of text-based versus hands-on science lessons with 7th grade students. Students were given pre- and post-tests after lessons on a specific state standard. Results showed that students who received only text-based lessons showed the greatest improvement on test scores, while students who received only hands-on lessons showed no improvement. Students who received both lessons showed some improvement but not as much as the text-only group. The study concludes that while students prefer hands-on activities, text-based lessons may better prepare them for high-stakes testing.
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The document discusses active learning strategies for teachers to engage students. It introduces concepts of active learning and demonstrates techniques like think-pair-share, role playing, and graphic organizers. The teacher's role is to incorporate these strategies throughout lectures by pausing every 10-15 minutes for student engagement and wrapping up with summaries. When students are actively involved through discussion, writing, and hands-on activities, they learn more and retain information better compared to passive lecturing.
Information Literacy Lesson Plan
Teachers Corinne Smith and Rebecca West are collaborating on a 7th grade life science lesson about cells with the school media specialist. The lesson will have students build on their prior knowledge of cells by researching cell structures and functions using multiple resources, both print and digital. Students will answer questions about cells during their research and use the information to create a model of a cell. The lesson will focus on using various informational materials in the media center and online to gain further understanding of cells.
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Introduction to class
- 1. Andrew Fairchild Empire State College Teaching and Curriculum Introduction September 18 th , 2011
- 5. My 3 main points of instruction Before each lesson and unit, I map out these three items. Furthermore, it is a complete cycle; the results of my assessments determine what content needs to be repeated.