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The document summarizes motivation strategies used by cooperating teachers in three different grade 3 lessons. For a Filipino lesson on patinig at katinig, the teacher gave praise to students who provided good examples. In a science lesson on the roles in the laboratory, the teacher clearly explained the learning objectives of an assignment. For a math lesson on odd and even numbers, the teacher involved students by asking them to provide examples and giving them a sense of control over the discussion.
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Learning act# 5 classroom management and learning
This document describes a classroom observation conducted by a student at Abellana National School. It provides details about the classroom layout and organization. The classroom is located across from Cebu Normal University and faces a sports complex, which can be distracting. Teaching materials and supplies are stored in corners of the classroom. Daily routines include prayers, attendance checking, and proceeding to the lesson. Students are seated in tables arranged in the letter "E" shape. The teacher maintains order through calling attention to misbehaviors and providing positive reinforcement.
PSYCHOSOCIAL-DLL-1.docx
This document contains a daily lesson log for a Grade 11-12 class taught by Lucio D. Parcutela. Over the course of a week, the students will cover topics in Psychosocial Empowerment and General Mathematics. The objectives are to get to know each other, establish class rules, take a diagnostic exam, analyze exam questions, and learn about knowing oneself during adolescence. A variety of activities are outlined, including class introductions, diagnostic exams, group discussions, and self-reflection exercises. The teacher will evaluate student learning through formative assessments and identify students who require additional support.
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The document summarizes a classroom observation of a Grade 7 sewing class at Abellana National School. The lesson observed was on the parts and functions of a sewing machine. During the lesson, one group of students reported on and discussed the parts of a manual sewing machine. The teacher then demonstrated how to use the sewing machine and gave the students a short quiz to assess their understanding.
aug 22.docx
This document is a daily lesson log from Balaoang National High School in Tarlac, Philippines. It details an English lesson taught by Teacher Reina Aguinaldo on August 22, 2022. The lesson objectives focused on introducing the students to each other, setting classroom expectations and policies, and having students complete a psychosocial support evaluation form. The teacher encouraged applying the lesson concepts at home by having families participate in a feelings jar and gratitude jar activity during family prayer times. The log concludes with the teacher's reflections on what teaching strategies worked well and areas where more support is needed.
My Porfolio
The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
21st Century Instructional Plan Student Population .docx
21st Century Instructional Plan: Student Population 2
21st Century Instructional Plan: Student Population
Kimberly Kimbrough
EDU 645
Deana Plaskon
May 11, 2015
LESSON PLAN: AREA OF SQUARES, RECTANGLES AND TRIANGLES
Introducing the concept
Topic
Mathematics: identifying different shapes and finding their area
Grade level
Grade 5
State standards
1. The student understands the concept of area. To meet this standard the student will define area in their own understanding.
2. The student will use the definition of area to solve for area of a square, rectangle and a triangle. To meet this standard, the student will distinguish between a square, rectangle and a triangle.
3. The student will use mathematical reasoning. To meet this standard, the student will analyze how the formulas of the various shapes are developed.
Prerequisite skills
Skills consideration: students should be able to:
1. Distinguish between a square, a rectangle and a triangle
2. Identify length, width and diagonals in shapes
3. Have background information on measurements
Other physical and important prerequisite skills assumed by the lesson:
1. Students should be familiar with shapes
2. Students will need to respond clearly to verbal questions
3. Students need to keenly focus on the teachers instructions on how to find area of different shapes.
Objectives of the lesson
By the end of the lesson, the students should be able to:
1. State the meaning of area
2. Find the area of the different shapes individually
3. Apply the concept of area of the given shapes in real life situations.
Process
Materials:
1. various physical models representing the given shapes
2. chart showing the different shapes and their formulas
3. charts showing different measurements in squared form
Procedures
1. at the beginning of the lesson, the teacher begins by introducing the concept of area
2. a class discussion on distinguishing between a square, a rectangle and a triangle
3. a class discussion on generating formulas of area of the shapes
4. group discussion on finding area of the given shapes
5. finding area of the shapes individually through the teachers guidance
6. students finding area of the shapes individually without guidance
script sample
Teacher: we are going to practice on application of area of the given shapes in real life situations.
Choose 3 students and ask each to identify the length, width and diagonal of the classroom floor. Choose other 6 students, 2 to measure the length, 2 the width, and the remaining two the diagonal. Then ask the class to calculate the area of the classroom floor and area of one side of the floor if it had a diagonal.
Accommodations
Instructional accommodation
1. The students with learning disabilities experience difficulty in mathematics and learning. Each of them will .
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This document describes a classroom observation conducted by a student at Abellana National School. It provides details about the classroom layout and organization. The classroom is located across from Cebu Normal University and faces a sports complex, which can be distracting. Teaching materials and supplies are stored in corners of the classroom. Daily routines include prayers, attendance checking, and proceeding to the lesson. Students are seated in tables arranged in the letter "E" shape. The teacher maintains order through calling attention to misbehaviors and providing positive reinforcement.
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This document contains a daily lesson log for a Grade 11-12 class taught by Lucio D. Parcutela. Over the course of a week, the students will cover topics in Psychosocial Empowerment and General Mathematics. The objectives are to get to know each other, establish class rules, take a diagnostic exam, analyze exam questions, and learn about knowing oneself during adolescence. A variety of activities are outlined, including class introductions, diagnostic exams, group discussions, and self-reflection exercises. The teacher will evaluate student learning through formative assessments and identify students who require additional support.
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The document summarizes a classroom observation of a Grade 7 sewing class at Abellana National School. The lesson observed was on the parts and functions of a sewing machine. During the lesson, one group of students reported on and discussed the parts of a manual sewing machine. The teacher then demonstrated how to use the sewing machine and gave the students a short quiz to assess their understanding.
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This document is a daily lesson log from Balaoang National High School in Tarlac, Philippines. It details an English lesson taught by Teacher Reina Aguinaldo on August 22, 2022. The lesson objectives focused on introducing the students to each other, setting classroom expectations and policies, and having students complete a psychosocial support evaluation form. The teacher encouraged applying the lesson concepts at home by having families participate in a feelings jar and gratitude jar activity during family prayer times. The log concludes with the teacher's reflections on what teaching strategies worked well and areas where more support is needed.
My Porfolio
The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
21st Century Instructional Plan Student Population .docx
21st Century Instructional Plan: Student Population 2
21st Century Instructional Plan: Student Population
Kimberly Kimbrough
EDU 645
Deana Plaskon
May 11, 2015
LESSON PLAN: AREA OF SQUARES, RECTANGLES AND TRIANGLES
Introducing the concept
Topic
Mathematics: identifying different shapes and finding their area
Grade level
Grade 5
State standards
1. The student understands the concept of area. To meet this standard the student will define area in their own understanding.
2. The student will use the definition of area to solve for area of a square, rectangle and a triangle. To meet this standard, the student will distinguish between a square, rectangle and a triangle.
3. The student will use mathematical reasoning. To meet this standard, the student will analyze how the formulas of the various shapes are developed.
Prerequisite skills
Skills consideration: students should be able to:
1. Distinguish between a square, a rectangle and a triangle
2. Identify length, width and diagonals in shapes
3. Have background information on measurements
Other physical and important prerequisite skills assumed by the lesson:
1. Students should be familiar with shapes
2. Students will need to respond clearly to verbal questions
3. Students need to keenly focus on the teachers instructions on how to find area of different shapes.
Objectives of the lesson
By the end of the lesson, the students should be able to:
1. State the meaning of area
2. Find the area of the different shapes individually
3. Apply the concept of area of the given shapes in real life situations.
Process
Materials:
1. various physical models representing the given shapes
2. chart showing the different shapes and their formulas
3. charts showing different measurements in squared form
Procedures
1. at the beginning of the lesson, the teacher begins by introducing the concept of area
2. a class discussion on distinguishing between a square, a rectangle and a triangle
3. a class discussion on generating formulas of area of the shapes
4. group discussion on finding area of the given shapes
5. finding area of the shapes individually through the teachers guidance
6. students finding area of the shapes individually without guidance
script sample
Teacher: we are going to practice on application of area of the given shapes in real life situations.
Choose 3 students and ask each to identify the length, width and diagonal of the classroom floor. Choose other 6 students, 2 to measure the length, 2 the width, and the remaining two the diagonal. Then ask the class to calculate the area of the classroom floor and area of one side of the floor if it had a diagonal.
Accommodations
Instructional accommodation
1. The students with learning disabilities experience difficulty in mathematics and learning. Each of them will .
Learning act# 8 looking through experience
This document summarizes a student's observation of a Grade 7 garments exploratory class. The teacher used active learning and collaborative approaches. Students worked in groups and engaged in higher-order thinking. The teacher looked for opportunities for student-led instruction and accepted student questions and suggestions. This facilitated cognition by providing knowledge, metacognition by encouraging creative and critical thinking, and positive motivation by encouraging participation. Visual aids and a sewing machine were used. Learning was assessed through a written exam. The student reflected that teachers play a vital role in using different approaches based on topic needs, materials, and learner characteristics.
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Lesson plan 2nd meeting
This lesson plan is for a 9th grade mathematics class on statistics. It allocates two 40-minute periods to teach students how to organize and present single data by determining the mean, median, and mode. Students will learn to order single data, identify the highest and lowest values, and determine the first, second, and third quartiles (Q1, Q2, Q3) of a data set. The lesson will use direct instruction and lecture methods, involving demonstration, guided practice with sample problems, feedback, and homework assignments to reinforce learning.
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4 trends presentation website final
The document discusses trends in differentiated instruction including choice boards, compacting, tiered assignments, and FOSS (Full Option Science System). It provides examples of each trend and how they are implemented in the classroom. The document also includes a sample differentiated lesson plan combining math and science that uses landfills and trash as the topic. Students create a "trash pizza" showing the different percentages of materials that end up in landfills. A variety of assessment strategies are used to check student understanding of landfills and recycling.
Fs 2 episode 1
1. The document describes Field Study 2 Episode 1 conducted by Sarah Jane B. Cabilino at Tanauan North Central School under the supervision of Mrs. Elenita V. Dizon.
2. Key principles of learning applied by the resource teacher include ensuring students learn through their own experiences, integrating relevant curriculum, and incorporating different learning activities.
3. The student observer analyzed that the resource teacher applied the principles of learning well, especially considering individual differences and multiple intelligences. This led to an effective teaching and learning process.
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The document discusses a learning episode focused on classroom management. It includes an overview of intended learning outcomes, which are to plan how to manage time, space, and resources to provide an appropriate learning environment. Performance criteria include the quality of observation, analysis, reflection in documentation. Learning essentials discuss establishing clear rules and procedures, involving students in rule design, and reinforcing positive behavior. The student's map outlines steps to observe a class, document components, analyze structure and behavior, and reflect on management's impact. Tools include observation guides. The analysis examines how organization affects behavior and which strategies motivate students. Reflection imagines rules for high schoolers. Theory is integrated by identifying effective behavior management strategies.
DLL-Week-7.doc
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2. The lesson objectives are to explain series and parallel electrical connections and describe the causes of plate movement.
3. A variety of teaching methods are listed including reviewing concepts, demonstrations, student activities, and assessments to help students understand electrical circuits and plate tectonics.
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This document is a weekly learning plan for Grade 11 students at Tictapul National High School. It outlines the sessions and activities for the first week of the first quarter, focusing on the learning area of Philippine Research 1. The sessions aim to enrich vocabulary, enhance reading ability, and get students to know each other. Activities include spelling exercises, drawing an object that represents themselves and explaining it, listing known research terms without searching online, and reading published research samples. The plan also includes reflections on lessons, such as the number of students who achieved learning targets or required remediation.
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This document contains a daily lesson log from a science teacher at Emiliano Tria Tirona Memorial National High School. It outlines the objectives, content, activities, resources, and procedures for lessons taught from August 29 to September 1 regarding scientific investigations. The lessons introduce students to the components and steps of the scientific method through activities like concept mapping, problem-solving scenarios, and a pre-test assessment. The log also reflects on students' learning and areas needing remediation.
Fs 2
1. The document summarizes a field study observation of a geometry class taught by Mr. Nestor Badillos.
2. It describes the learning behaviors of students during different classroom activities like quizzes, tests, evaluations and discussions.
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Week-2-DLL-DISS.docx
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Learning act# 9 enriching learning
The document summarizes a classroom observation of a Grade 7 garments class where students participated in group discussions and reporting about the parts of a sewing machine. The teacher demonstrated the parts of the sewing machine and their functions. Students were actively engaged in the learning activities and their knowledge was enhanced through participation and demonstration of the real sewing machine. The observation experience reinforced that students learn best through active participation, demonstration of real objects, and when teachers provide positive reinforcement.
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The document summarizes field study observations of assessment tools used by three teachers. The first teacher used workbooks and activity templates to assess students in math. The second used baking utensils and machines to assess students in TLE through demonstrations. The third used concept maps, posters, and questionnaires to assess students in science. There was a variety of assessment methods used, including extended written responses, performance assessments, and selected response, all of which effectively assessed students' learning behaviors and objectives.
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This portfolio was prepared by a 4th year student for their cooperating teacher and dean as part of a field study. It contains 5 episodes documenting the student's observations and reflections about different aspects of teaching. Episode 1 focuses on the teacher as a person through interviews and analysis of teachers' values and philosophies. Episode 2 examines the teacher in the classroom through observations and classroom management. Episode 3 looks at the teacher's role in the community. Episode 4 considers what makes a global teacher through a matrix of teacher responses. Episode 5 reflects on the teacher as a professional. The portfolio provides insights for future teachers and shares teaching innovations and strategies.
Field study 6
This portfolio was prepared by a 4th year student for their cooperating teacher and dean as part of a field study. It contains 5 episodes documenting the student's observations and reflections. Episode 1 discusses teacher interviews and values/philosophy. Episode 2 describes a classroom observation and management. Episode 3 covers community observation. Episode 4 examines being a global teacher. Episode 5 provides a teacher observation and reflections on being a professional. The portfolio aims to share teaching experiences and strategies with future educators.
Bea
This document appears to be a portfolio submitted by a student teacher documenting their field study experiences. It contains 5 episodes documenting different aspects of teaching: 1) the teacher as a person, 2) the teacher in the classroom, 3) the teacher and community, 4) the global teacher, and 5) the teacher as a professional. Each episode includes observations, analyses, reflections and other documentation of the student teacher's experiences. The portfolio was prepared to share the student teacher's experiences with their cooperating teacher and dean in order to provide insights that may guide future teachers.
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Fs 5 learning assessment strategies name me
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The document summarizes the learning assessment strategies of Janice P. Espejo. She observed three classes and documented the various assessment methods used by teachers. She classified the methods as conventional, authentic, or alternative. The most common assessments observed were storytelling, oral questioning, performance tests, and pen-and-paper tests. Espejo reflected that assessment is an important tool for teachers to evaluate student learning and should be valid, reliable, and measure the intended objectives. She concluded the teachers she observed implemented diverse assessments appropriate for evaluating student understanding of lessons.
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
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Explore the exquisite art of Tanjore Painting, known for its vibrant colors, gold foil work, and traditional themes. Discover its cultural significance today!
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This document is all about Colour Theory for Fine Artist / Painter.
哪里购买(ucr毕业证书)美国加州大学河滨分校毕业证研究生文凭证书原版一模一样
原版定制【微信:bwp0011】《(ucr毕业证书)美国加州大学河滨分校毕业证研究生文凭证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
My storyboard for a sword fight scene with lightsabers
My storyboard for a sword fight scene with lightsabers
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The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! ...
Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9
Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9
Heart Touching Romantic Love Shayari In English with Images
Heart Touching Romantic Love Shayari In English with Images
➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
My storyboard for a sword fight scene with lightsabers
My storyboard for a sword fight scene with lightsabers
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
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- 1. University of Cebu- Lapu-Lapu and Mandaue College of Teacher Education Level III Accredited (PACUCOA) A.C. Cortes Ave., Looc, Mandaue, City FS 411 - OBSERVATION OF TEACHING –LEARNING ACTUAL SCHOOL ENVIRONMENT MODULE 2: Observed Motivations Strategies Grade Level Lesson Topic Motivation Strategies by Cooperating Teacher Grade 3: Filipino Patinig at Katinig • Give Praise when earned The teacher gives praise to the students who can give examples of Patinig at Katinig, like for example : very good, thank you Grade 3 Science What are the roles in the Science Laboratotry • Be clear about learning objectives The teacher gives assignment to students about, draw anything you know on what are the things we need to do and not to do during our observation in the science lab. The next day teacher asked students to present their work and share their thoughts. Grade 3 Math Odd and Even numbers • Give students a sense of control The teacher wrote the definition of Odd and Even numbers on the board and after, he discussed the topic and let the students to participate in class by asking them, who can give me an example of odd numbers?