My portfolio
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The document discusses the benefits of using portfolios for language learning and assessment. It defines a portfolio as a collection of student work that shows their progress and achievements. Portfolios have several benefits, including allowing students to reflect on their learning and growth, take ownership of their work, and demonstrate different skills and types of intelligence. They can also serve as an assessment tool and language passport.
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Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please
view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal The goal is the purpose of the lesson.
Objective The objective is what students will be able to
know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that
students will be expected to demonstrate.
Depending on the age of the children you are
working with, you will choose the appropriate
standard from the list below:
Birth to Age 3: Developmental Milestones.
Click HERE to locate a developmental
milestone checklist that includes
developmental standards.
Ages 3 to 5: Early Learning Guidelines.
Click HERE to locate the Early Learning
Guidelines for your state.
Head Start Framework: If you work in a
Head Start program, please click HERE to
choose a standard from the Head Start Early
Learning Framework.
K-3: Click HERE to locate the Kindergarten
through 3rd grade standards for your state.
Materials The materials section lists all items needed
throughout a lesson.
Introduction
The introduction is how you will introduce
the activity so your students are interested,
engaged, and have the opportunity to think
about any background knowledge/experience
that they may have.
Lesson Development:
The lesson development section includes the
steps that you will take to teach the lesson
including any modeling, direct instruction,
centers, etc. that will be utilized. Sometimes
this is also refer.
Martin Portfolio
This portfolio document provides an overview of Chelsey Martin's teaching experience and qualifications. It includes a resume, philosophy of education, summaries of an action research project and curriculum unit, and descriptions of classroom management approaches and literacy assessment case studies from her time student teaching in various elementary grade levels. The portfolio aims to demonstrate Chelsey's understanding of effective teaching practices and her ability to plan and implement standards-aligned curriculum and assessments.
Ba pt childhood session 3 an introduction to academic writing 2019-2020
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1) The assignment aims to explore a child's development through a case study approach using observations of one focus child.
2) Students are instructed to keep a journal of observations of their focus child over multiple days in various settings to understand their physical, language, and learning development.
3) The essay will reflect on theories of childhood development and learning as observed in the focus child, and how factors like language, culture, and socioeconomics influence development.
4) Guidance is provided on structuring the essay with an introduction, body paragraphs using evidence from readings and observations to support points, and a conclusion.
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- An agenda for the class that covers introductions, a reading reaction activity, notes on culturally relevant instruction, word problems, and dates for upcoming workshops.
- Information on developing a directed reading lesson (DRL) including sample report formats, objectives, preparation steps and tools, and an activity to analyze a article and outline a DRL.
- Guidance on maintaining coursework in a binder and participating in class discussions. The document emphasizes learning from each other and improving teaching practice through reflection.
Reaching All Learners: Differentiating with Technology
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
Ba pt childhood session 3 an introduction to academic writing 2019-2020
This document provides guidance for students on writing an academic assignment exploring childhood. It begins by outlining the assignment, which involves a case study of one focus child through observations recorded in a journal. Students are instructed to write two parts: a journal of observations and an essay reflecting on aspects of the child's development and learning. The document provides detailed guidance on completing each part, including how to structure the introduction, body, and conclusion of the essay. It emphasizes using theory, policy, and observations to support arguments. Finally, it discusses assessment criteria, reading materials, and the submission process.
Ci 350 assure
The document outlines a group project for 4th grade students where they will be assigned to groups and research a holiday that no one in their group celebrates. Each group will create a poster and 7-10 minute presentation about the holiday's history, origins, traditions, and other key details. The teacher explains how they utilized the ASSURE instructional design model to plan the project, including analyzing learners, stating objectives, methods and materials, requiring participation, and evaluating student work. The goal is for students to learn about different cultural holidays through research, collaboration, and presentations.
Take 10 Active Learning Methodologies
This resource provides 10 drama-based activities for teachers to use active learning methodologies in their CSPE classroom, including exercises such as creating word poems, developing characters, freeze frames, thought tracking, debates, and role playing to explore citizenship topics in an engaging way. The document outlines the purpose and instructions for implementing each activity.
Gr 8 Academic Communique -Vol 2 Issue 1 - April 2015
This document provides an overview of the curriculum and learning goals for students in Term 1. It includes 'I can' statements for students to assess their progress, suggested questioning stems to develop critical thinking, and online resources for further learning at home. The principal emphasizes the importance of parental involvement in supporting their child's education. The curriculum coordinator explains how questioning will help build students' confidence and learning. Suggested activities include using questioning stems to review lessons, online quizzes, and interactive math and science activities.
Medical Terminology Urinary SystemPT116 Unit 5 Assignment
Medical Terminology: Urinary System
PT116 Unit 5 Assignment
Combining Forms
Meaning
azot/o
bacteri/o
cyst/o
glomerul/o
glycos/o
keton/o
lith/o
meat/o
nephr/o
noct/i
olig/o
protein/o
pyel/o
ren/o
ur/o, urin/o
ureter/o
urethr/o
Suffixes
Meaning
–lith
–lithiasis
–ptosis
–tripsy
–uria
Word Building
Build a term that means:
Meaning
excision of the bladder
bladder pain
surgical crushing of a stone
kidney softening
kidney tumor
kidney disease
ureter stone
narrowing of the urethra
condition of sugar in the urine
condition of pus in the urine
Multiple Choice
Highlight or bold the correct answer.
1. Excision of a kidney is called
a. nephrectomy.
b. nephropexy.
c. nephrotomy.
d. renectomy.
2. A distention of the renal pelvis due to urine collecting in the kidney, often the result of obstruction, is
a. nephrolithiasis.
b. hydronephrosis.
c. cystocele.
d. pyelonephritis.
3. In nephromegaly there is
a. an enlargement in the kidney.
b. a stone present in the kidney.
c. an inflammation of the kidney.
d. a prolapse of the kidney.
4. The abbreviation UTI stands for
a. urethral toxic infection.
b. ureter total inflammation.
c. urinary tract incontinence.
d. urinary tract infection.
5. The medical term for abnormal kidney condition is
a. nephroptosis.
b. nephrosis.
c. nephromalacia.
d. nephritis.
6. The act of voiding urine is called
a. nocturia.
b. micturition.
c. oliguria.
d. urodynia.
7. What is inflammation of the bladder called?
a. nephritis.
b. urinary tract infection.
c. cystitis.
d. pyelitis.
8. What is the medical term for ureteral narrowing?
a. ureterostenosis.
b. ureterolysis.
c. ureterosclerosis.
d. urethrostenosis.
Matching
Match the following:
Match/Answer
Choice
calculus
a. Protrusion of bladder into vaginal wall
b. Urinalysis
c. Decrease in the force of the urine stream
d. A flat abdomen X-ray
e. Commonly seen in children
f. Medication to increase urine volume
g. Involuntary discharge of urine
h. Artificial filtering waste from blood
i. May be caused by spinal cord injury
j. Treatment for kidney stones
k. X-ray of renal pelvis
l. Stone
m. Implantation of a donor kidney
n. Accumulation of urine in renal pelvis
o. Test that grows bacteria in a culture medium
p. Collects uncontaminated urine for testing
q. Feeling need to urinate immediately
r. Blood in the urine
s. Medication to treat bacterial infection
t. Floating kidney
u. Insertion of a flexible tube into the bladder
v. Another term for urination
w. Blood test for kidney function
x. Visual exam of the bladder
y. Inability of the kidneys to filter waste
urgency
enuresis
micturition
hesitancy
hydronephrosis
nephroptosis
cystocele
renal failure
Wilm’s tumor
neurogenic bladder
hematuria
BUN
U/A
IVP
urine C&S
kidneys, ureter, bladder
cystoscopy
catheterization
hemodialysis
ESWL
renal transplant
clean ca ...
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Reflective Writing
Presentations delivered by Barbara Whetnall, Academic Librarian at Loughborough University
Email: B.Whetnall@lboro.ac.uk
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This document provides an English module for Grade 6 students in the MIMAROPA region of the Philippines. The module focuses on teaching students how to support opinions with evidence. It includes introductory messages, lessons on facts versus opinions and supporting claims. There are various exercises for students to practice forming opinions on topics and providing reasons, examples, statistics or quotations to back up their views. The document aims to help students develop the important skill of supporting opinions with evidence to make their perspectives more credible.
Ci 350 assure
This document outlines a group project for 4th grade students where they will research and present on a holiday that is not celebrated by anyone in their group. Students will be divided into groups of 4 and each group will research a different holiday, including its history, traditions, and where it is celebrated. Each group will create a poster and give a 7-10 minute presentation to the class. The objectives are to improve understanding of different holidays, develop teamwork and public speaking skills. Students will use tri-fold poster boards, the internet, and materials provided to complete their projects. They will be evaluated based on inclusion of required research elements in their presentation and poster.
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize 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 differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will a ...
Pasadena daytwo
This document provides an overview of the content to be covered on day two of an art center information literacy and curriculum development workshop. It includes recapping day one, curriculum mapping, understanding learners, significant learning experiences, teaching styles, lesson planning, and assessment. Faculty will apply what they have learned by developing curriculum maps and lesson plans. The goal is to help faculty design effective instruction that engages students and assesses learning outcomes.
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This document is an assignment on reflective teaching submitted by Raja Mohan.K to their lecturer Anupama Miss. It discusses the importance of reflective teaching as a means of teacher development and self-evaluation. It provides various methods for teachers to gather information about their classroom teaching, such as keeping a teacher diary, having a peer observe lessons, recording lessons, and obtaining student feedback. The document emphasizes analyzing the information collected to identify aspects that worked well and areas for improvement, and then making changes to instructional practices.
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