Luiza Selisteanu is a hard-working and ambitious student who excels in both her academic and extracurricular activities. Her English teacher, Cristiana-Angela Cosoveanu, has known Luiza for four years and describes her as intelligent, imaginative, highly motivated, and enjoying participating in various activities. Luiza is involved in her school's English vocal group, participates in basketball, and has won several regional prizes in yearly subject Olympics. She is rigorous, organized, and never comes unprepared despite her busy schedule. Her teacher predicts Luiza will obtain an overall grade of at least 9.5 on the Baccalaureate Examination and recommends her highly for university.
Chapter Four Case Study ScenariosEach of the following scenarios p.docxrusselldayna
Chapter Four Case Study Scenarios
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator.
Please respond fully to
four of the eight scenarios listed
. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate.
Your finished paper must include a title page and reference page and 4 page paper.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit assessment is a 50 question test that covers the entirety of the French Revolution.
Suggest an activity that Andre can do with this time that will act as a formative assessment to inform future class periods. And ...
Chapter Four Case Study ScenariosEach of the following scenarios p.docxtiffanyd4
Chapter Four Case Study Scenarios
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit assessment is a 50 question test that covers the entirety of the French Revolution.
Suggest an activity that Andre can do with this time that will act as a formative assessment to inform future cla.
When completing assignments for the next three weeks, please be sure.docxfranknwest27899
When completing assignments for the next three weeks, please be sure to include an introduction and conclusion prior to your analysis and recommendations for each case study. Please remember you have to pick 4 scenarios. Thank you
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
Joanie is a 12th grade English teacher at Glenbrook South High School outside of Chicago. Her school serves an upper-middle class suburban population and her students are very focused on their studies. As a result, they are also very concerned about individual assignment grades. After three weeks spent reading Shakespeare’s
The Tempest
, Joanie prepares an exam that will assess students’ understanding of the major themes and literary devices used by Shakespeare throughout the test. She spends a weekend formulating 30 multiple choice questions and four short answer questions that she feels reflect the major focus points of the unit. On Monday, she reviews the information with her students and on Tuesday she gives the exam. Curious to see how her students did, she grades them later in the day and is shocked to find that nearly half of her students failed. Looking more specifically at the questions her students missed, she soon discovers that most students were unable to answer questions related to Shakespeare’s biographical history and that many also misunderstood major parts of the plot. Discouraged, she decides she needs to come up with a plan for how to revisit the information and retest her students.
Suggest a three step plan that Joanie can use to identify the specific information students had trouble with, revisit those topics in class, and retest the information. How can she use the students that performed well on the test to help those who struggled? How can she stop students from being discouraged when they see a failing grade?
Andre is a social studies teacher at a high school near Boulder, CO. His students are currently studying the French revolution, and while he feels confident with the amount of time he has spent planning the unit and the progress so far, he finds that he routinely has 5-10 minutes left at the end of class where students are left without an activity. Rather than wasting that time, Andre wants to find and instructionally productive means of using it that will help him gauge student progress as they read through the textbook over the next three weeks. Each daily reading assignment covers five pages of the text book. The end unit.
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Similar to Reference - prof Cristiana Cosoveanu (12)
1. My name is Cristiana-Angela Cosoveanu and I am an English teacher at “Carol I” National
College, in Craiova, Romania. I have known Luiza Selisteanu for nearly 4 years now; in the
ninth grade, I thought her the Geography of England and she was one of the best students in
her class. I immediately noticed that she enjoys studying geography and she is a serious, hard
working student. Intelligent, imaginative and highly motivated she brought innovation, great
sense of humour and enthusiasm when dealing with a geography project. Now, I see her for 6
hours every week at school and sometimes outside class, when she is engaged in extra-
curricular activities and projects. I would like to mention that Luiza is part of our school
English vocal group, called” Silver Bells”.
One of the first things I noticed about Luiza is the fact that she is very involved in everything
she does. She actually enjoys participating at different curricular and extracurricular activities
and she is very meticulous in her work. She is also very organized and finds time to perform
basketball once a week. She participated with the school team in numerous Basketball
Championships. However, even if she runs a tight schedule, I never once have seen her come
to class unprepared.
Luiza has always participated in the yearly Olympics in my subject and she won several
prizes at the regional level. She is of a very rigorous nature and tries to do her best in any
domain she takes up. Probably her main characteristic is the ambition to succeed in
everything she does. I clearly remember one time when she got a rather bad grade in
literature. She worked really hard that semester earning enough excellent grades to improve
the situation. She sticks by her dreams and constantly fights to achieve them. During classes I
learned more about her way of thinking. She has a very logical mind and, given time, she can
find solutions to many difficult problems. She considers every obstacle a challenge that must
be overcome. Apart from being able to solve difficult school problems she is also good at
solving “real-life” problems. And that is why her colleagues elected her to run the class for
this year: thus she proved once more her leadership abilities and keen team spirit. As a result,
the class was also involved in different projects and she demonstrated she could handle her
mates very well.
I realize that by going to your university she will encounter a highly interactive learning
environment. I think she will excel in this environment because of her curiosity and good
skills. Her flexibility will allow her to adapt very quickly to a new country, a new style of
teaching and her new life in general. The English language is not a problem for her (she
passed CAE examination last year) since she studies Advanced English as part of her
bilingual English class profile. I usually talk to my colleagues about the students in my class
and I always hear good things about her. Even if every subject is demanding, given the nature
of our high-school, she finds a way to please everyone. Moreover, I admire her capacity to
synthesize information. This, along with careful planning, must be the secret of her success in
both academic and extracurricular activities.
More than 95% of our students go to university, so the level of education and competition is
very high. Luiza is one of our brightest students and I predict that she will obtain an overall
grade of minimum 9.50 at the Baccalaureate Examination. I will gladly recommend her to
your university because I know she will continue her studies with the same high level of
quality I have come to expect from her. I give Luiza Selisteanu an outstanding overall level
of recommendation; I am sure she will be a great addition to your international student base.