This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
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www.TurningTechnologies.com
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
We examined predictors of Calculus II final grades within a sample of 84 college students enrolled in a hybrid course through WEPS. Predictors included “typical” psychological correlates, including math confidence, math anxiety, spatial skills and numerosity ability, as well as clickstream data from the students’ activity in the online course. Results showed the clickstream data were the best predictors of course performance, in that students who spent more time grading other students’ assignments, and students who took fewer quiz attempts, did better in the course. Math confidence and then math anxiety were the next best predictors, in that students with higher confidence and lower math anxiety performed better in the course. We will discuss how results might be dependent on the particular content of this course, and how we might use easy to collect psychological variables along with clickstream data to better understand, and potentially predict, course performance in online courses.
We examined predictors of Calculus II final grades within a sample of 84 college students enrolled in a hybrid course through WEPS. Predictors included “typical” psychological correlates, including math confidence, math anxiety, spatial skills and numerosity ability, as well as clickstream data from the students’ activity in the online course. Results showed the clickstream data were the best predictors of course performance, in that students who spent more time grading other students’ assignments, and students who took fewer quiz attempts, did better in the course. Math confidence and then math anxiety were the next best predictors, in that students with higher confidence and lower math anxiety performed better in the course. We will discuss how results might be dependent on the particular content of this course, and how we might use easy to collect psychological variables along with clickstream data to better understand, and potentially predict, course performance in online courses.
By far the largest snake in the world reaching to enormous lengths of 30 feet and 600 pounds. The biggest ever caught was 37.5 feet long Green Anaconda
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : 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 ...
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
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 accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
Extensive strategies for how students are presented the information, how students make sense of the information and how students demonstrate what they have learned.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Digital Tools and AI for Teaching Learning and Research
Percents
1. DMT 520
12/11/2013
MULTIMEDIA PROJECT PLAN
NEEDS ASSESSMENT
Remember to cite readings that support your analysis or ideas and use APA reference style.
The needs assessment is based on the Universal Design for Learning.
A NALYZE
Learner analysis – Entry Skills: What is the age level or cognitive level for this lesson?
Students will be 7th and 8th graders.
Content analysis: Learners have 3 different networks in their brain where information is
stored. And, content can be shaped to address the different networks. Think about the
different networks, and how the content is applied to each.
(http://www.cast.org/udl/)
Recognition Content
Material will be presented in a unique way on an
interactive PowerPoint that will include a voice over for
the auditory learners. There will be a notes sheet to
follow along with the PowerPoint and visuals to
accompany the content.
Strategic Content
Students will use the graphic organizer given to take
notes clearly on the content. Students will even have
practice problems to go along with each specific type of
problem.
Affective Content
Students will be asked what they already know about
percent and when they are used in the real world.
Questions are relatable scenarios.
What are the common student misconceptions about the content and/or process?
What are the things that the students generally do understand?
Based on instructional design principles using Gange’s 9 Events & UDL
1
2. DMT 520
12/11/2013
Students commonly confuse the fact the percent is not one whole.
Learner & Content Analysis: Learning Styles, Different-learning abilities
Explanations of the columns for the chart:
List at least three different learning styles or different learning abilities.
Then, state why it could be a learning challenge for the students when learning
what you are trying to teach.
After, think about how will you accommodate for this challenge. However, if you
are unable to accommodate for this challenge, write that you are unable to
accommodate at this time.
The last column of the chart can be answered with a YES or NO.
Learning Style or
learning Ability
Learning Teaching Challenge
How you will accommodate
with this lesson
(with or without your
technology)
Does
multimedia help
with this
challenge
(yes/no)
Visual
Not enough visuals
I will give visuals in the
powerpoint as well as a
handout to follow along with.
YES
Bodily-Kinesthetic
This presentation is
not very hands on
I will give them a worksheet
to follow along with. They
will be able to think pair
share with their group
NO
Verbal
Math notation can
get confusing if it is
only be expressed
verbally
There is a voice over on the
presentation. Also, I am reiterating what is being shown
YES
Justification– Why bother using this technology (Newsletter, PPTX, Prezi, etc)? How does it
support how we know students learn (learning theories and/or learning styles)? How does it NOT
support how students learn? (Because one-way of teaching very rarely supports all kinds of
learning!)
Based on instructional design principles using Gange’s 9 Events & UDL
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3. DMT 520
12/11/2013
Technology is an awesome tool that helps to accommodate many different
students and can be adjusted for the student or at the student’s own pace.
I could use this power point as a lesson each student needs to work on
individually and listen to the audio and complete the worksheet.
Therefore, each student is working at his/her own pace and with the
PowerPoint being interactive it is kept interesting and appealing.
LESSON
S TATE OBJECTIVES
Academic Standard or Goal (Broad)
CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep
ratio and percent problems. Examples: simple interest, tax, markups and
markdowns, gratuities and commissions, fees, percent increase and decrease,
percent error
Objectives (specific) – Audience (individual or group), behavior, condition and
degree.
Students will be able to convert precents to fractions and decimals, fractions to
decimals and percents, and decimals to fractions and percents with 80% accuracy.
Time needed to complete:
1-2 class period.
S ELECT METHODS, MEDIA, AND MATERIALS
URL resources used and website name
Based on instructional design principles using Gange’s 9 Events & UDL
3
4. DMT 520
12/11/2013
Powerpoint
Teacher resources/ student resources
Powerpoint, Graphic Organizer, and Quiz
U TILIZE MEDIA AND MATERIALS
How will it be used (Individual viewing or for the class)
The class will follow along with the PowerPoint as a whole. Students will have to
complete their graphic organizer while learning. Then students will have the
opportunity to rewatch the PowerPoint on their own computer and finish the
graphic organizer and quiz. When students are done they are to pair up with a
partner and compare answers. Students will then hand in quiz for a classwork
grae.
R EQUIRED LEARNER PARTICIPATION
- PROCEDURE
HTTP://EDUTECHWIKI.UNIGE.CH/EN/NINE_EVENTS_OF_INSTRUCTION
9 EVENTS OF INSTRUCTION
How are you gaining attention?
I am gaining attention by showing the students relevance. Where they have seen this
and where they will continue to see it. Why percentages are so important.
How are you informing students of objectives that is AGE appropriate?
Based on instructional design principles using Gange’s 9 Events & UDL
4
5. DMT 520
12/11/2013
Objectives are always written on the board and will be expressed in the beginning of the
lesson.
How do you stimulate recall of prior learning?
I stimulate prior learning when I have students think about percent’s and share with me
some examples where they are used. When working on the problems I will stimulate
remembering ratios, and simplifying fractions.
How are you presenting the material – content (stimulus)?
I am presenting the material on a PowerPoint to the entire class while students are
instructed to take notes.
How are you providing learning guidance?
After each section I am giving the students an opportunity to try it on their own. I am
also giving them a quiz that they will compare answers with a partner. This type of
cooperative learning will also give then learning guidance.
How do you eliciting performance?
This is graded assignment. Students will first try their best on their own but then get to
pick other classmates brains’ which is also a learning experience.
How are you providing feedback? If you are making Powerpoint® or using a presentation
tool you should have feedback or assessment in your presentation.
At the end of the quiz there will be a question… Did you like this type of presentation?
How was the presentation?
Based on instructional design principles using Gange’s 9 Events & UDL
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6. DMT 520
12/11/2013
E VALUATION &ASSESSMENT
How are you assessing performance?
o
Your evaluation may be oral, written, a checklist or rubric. IF your evaluation is an
informal method, please write the behavior for which you are looking.
o
Is your evaluation formative, summative or both
o
If you are making Powerpoint® or using a presentation tool you should have
feedback or assessment in your presentation.
First, in the powerpoint, there are 2 questions that I will gage the room and have one
member of the audience answer. I will also be grading their partner quizzes.
ENHANCE RETENTION & TRANSFER
How are you helping the students transfer their learning to a new situation?
I will later be giving them a project on working with percents in the real world. Taking all
that they have learned and then apply it to a real-world scenario.
R EFLECTION
Explain what you learned in this project that might not be in the rubric. This may include
specific tools as well as processes, concepts, reflections about what you have learned,
discuss how you might change what you've done, given the chance to evaluate and revise
your project.
After completing this project there are a few things that I would like to change. I would take
out probability as a percent and add in fractions to decimals, decimals to fractions, and
show how to easily compute between the three (fractions, percents, and decimals.) The
probability example that was a dice is a confusing example because students need to
convert the fraction into a decimal and then find the percent. Since we didn’t go into detail
Based on instructional design principles using Gange’s 9 Events & UDL
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7. DMT 520
12/11/2013
students could get confused. As a following lesson I would go into detail with sales tax and
discount price and really how to apply these new concepts.
Based on instructional design principles using Gange’s 9 Events & UDL
7
