Technology infusion
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This document summarizes a first grade classroom consisting of 14 males and 10 females, with 14 white students, 7 black students, and 3 Hispanic students. The teacher uses an Activboard for math lessons and has students take turns using a "wand" to select answers, which has increased their math fact memorization and understanding. The only support issue reported is replacing projector bulbs, which takes two weeks, though the media specialist is usually able to help quickly.
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Technology infusion
This summary provides an overview of a first grade classroom that utilizes various technologies to enhance learning. The classroom has 24 students from diverse racial backgrounds. The teacher uses an Activboard for math lessons and has students compete using clickers to answer math fact problems, which has increased their memorization and understanding. The main support issue is replacing projector bulbs in a timely manner, though the media specialist provides helpful support.
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This summary provides an overview of a first grade classroom that utilizes various technologies to enhance learning. The classroom has 24 students from diverse racial backgrounds. The teacher uses an Activboard for math lessons and has students compete using clickers to answer math fact problems, which has increased their memorization and understanding. The main support issue is replacing projector bulbs in a timely manner, though the media specialist provides helpful support.
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This document outlines a project to improve primary school students' mathematics abilities through modified teaching methods. 39 primary 5 students with a range of math scores participated. Initially, students took a pre-test of complex word problems. Over two weeks, students worked through worksheets that broke down similar complex problems into simpler conceptual steps. Teachers then reviewed concepts in small groups. Finally, students retook the same test as a post-test to measure the effectiveness of the modified teaching approach at helping students solve complex word problems by breaking them into basic steps.
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Kavita Patel is a 26-year-old English teacher with 5 years of experience who teaches at Sardar Patel School. She is deeply committed to bringing out the best in her students and ensuring their success. According to Kavita, the key to being a successful teacher is being loyal to one's work. Both internal satisfaction from helping students learn and external rewards like encouragement keep her motivated. Her goal is to see students progress in their studies and careers. She shares her experiences, such as failing 10th grade but eventually earning degrees in that subject, to inspire students.
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Activity
Objective
Learn about and discuss some of the issues related to inclusion, accommodations, behavior
management, and collaboration.
Scenario
Jake is an energetic third-grader with a learning disability. Although he is considered “one of
the gang” by his classmates and is excelling academically during the two hours he is included
in a general education class, Betty, his general education teacher, feels he just “wouldn’t fit
in” a general education classroom full time. On the other hand, Sharon, his resource teacher,
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rows of five, and not one even an inch out of place. In the back of the room is the small-group
reading table with two neat stacks of readers and workbooks beside a precisely-covered box of
pencils, erasers, and crayons. A few examples of students’ work, each matted in coordinating
colors, are displayed in the room. Also prominently displayed is a job-board listing students’
names and the classroom chores for which they are responsible. Everything has its place and
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It was 10:00 a.m., time for reading. Jake and David came into the room as they did every day.
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“Okay, class, it is time to work on your story projects,” Ms. Armstrong announced to her third
graders, who looked at her enthusiastically. Jake fidgeted in his seat. “We just have two more
days to get them done before open house,” the teacher continued.
Jake excitedly shuffled through the papers inside his desk. “Ah! There they are––my crayons,”
he said as he grabbed them and put them on top of his desk, while still holding his desk top up
with his other hand. “I will put an octopus on...”
Inclusion: He’s Just a Goofy Guy
Est. Time: 1 Hour
n2http://iris.peabody.vanderbilt.edu 121514
Activity
Scenario [Cont.]
Just then his left hand let go of his desktop, and down it came! BANG! His crayons fell all over
the floor.
“Uh oh!” Jake hurried to pick up his crayons, hoping that Ms. Armstrong wouldn’t notice. As he
bent down, his glasses slid off his face.
As all this was going on, Ms. Armstrong was watching Jake out of the corner of her eye.
“That yo ...
JHS ENGLISH CLASS IN JAPAN!
The teacher aims to create an engaging and fun English class for students in Japan. He begins with a warm-up activity to get students actively participating. Throughout the lesson, the teacher speaks in English and uses pictures and examples to help students understand while allowing for errors as they practice speaking. He divides students into small groups to encourage cooperation and gives individual students opportunities to answer in front of the class, praising their efforts. The goal is for students to feel comfortable practicing their English skills through interactive activities led by the facilitative teacher.
Rodrigo diaz alcazar reflective narrative
Rodrigo completed his teaching practicum at two different schools. At the first school, he observed classes and taught English lessons, building rapport with the students through games and activities related to video games. He learned about classroom management and adapting lessons to student interests from his mentor teacher. His second placement was teaching English to a 17-year-old student in prison, where he had to adapt his teaching approach due to the unique environment and build a personal connection with his student. Overall, the experiences taught Rodrigo the importance of listening to students, modifying lessons based on their interests, and using games and imagination to engage learners of all ages.
Tma1
The document describes a classroom observation of a Grade 5 science lesson taught by Ms. Stella. It notes that the teacher engaged students by asking stimulating questions, connecting lessons to students' prior knowledge and imagination, and motivating participation through feedback and rewards. Students responded positively overall, though some were distracted at times. The teacher demonstrated strong classroom management skills and passion for teaching to keep students engaged throughout the lesson.
Tpd estebo-primary schoolpracticum
Cynthia taught her first English lesson to a class of 10-year-old students in Spain. She focused on vocabulary related to food, dates, weather, likes and dislikes. Real objects and visuals like flashcards engaged the students. They participated actively in activities using the textbook, worksheets, and speaking practice. While the use of materials was largely successful, Cynthia realized she needs to allow more time for activities and check student understanding of all vocabulary. Overall, the lesson provided experience that will help her strengthen planning and pacing for future classes.
Autism: PDD Inclusive Classrom Example
1. The document describes a first grade inclusive classroom with 21 students, including 7 who receive special education services for needs like speech/language disorders, emotional/behavioral disorders, and autism spectrum disorders.
2. The classroom has desks arranged in rows, behavioral rules and schedule posted, and areas for different activities. Mrs. Smith uses direct instruction as well as small group work.
3. Mrs. Smith employs a token economy system where students can earn and spend "turtle dollars" based on their behavior. She also assigns student leaders and incorporates multisensory activities into lessons.
2º Observation Report
Rocío led an English lesson for a fourth grade class. She began with a greeting song and reviewed fruit, vegetable, and meat vocabulary using colorful flashcards. Rocío spoke English throughout and checked individual student understanding by walking around. Two activities involved matching words to pictures on posters and ordering words to form questions and answers. The students were engaged but Rocío needs to reinforce learning with closures by checking poster vocabulary as a class and having groups read their question-answer sentences. Rocío managed her time well despite not finishing all planned activities, and the pedagogical partner provided helpful support.
Classroom observation final presentation
This document summarizes a classroom observation of a kindergarten classroom. It describes the demographics of the students, the daily lesson plan and activities, including a math activity, story time, and writer's workshop. It also discusses adaptations the teacher makes for English language learners, including modeling, tactile learning, social interaction, repetitive practice, and assessment. The recommendations call for further labeling of objects in the classroom and adding visual supports to explain abstract concepts discussed during lessons.
Ethnographic narrative
The document provides an ethnographic narrative of the observer's experience observing an English language class at a primary school in Argentina. Some key details include:
- The class has students aged 10-11 and uses a variety of songs, games, and activities to keep students engaged in English.
- On the first day, the students were enthusiastic about English class and asked questions of the observers.
- The teacher manages the classroom well, using routines, behavior management strategies, and a variety of activities and materials to teach pronunciation, listening, speaking and other English skills.
El 324 fe powerpoint
The document summarizes the author's field experience working in Mrs. Stephens' 2nd grade classroom at Johnson Elementary School. It describes the classroom setup, daily schedule including lessons, materials used, and tutoring sessions. The author notes tips for the future like multiple bathroom breaks and only the teacher sharpening pencils. In conclusion, the author felt it was a great first experience that provided helpful insights into becoming a teacher.
Belén de la cruz and other narratives (1)
1. The document summarizes observations from a lesson in a 5th grade English class in Argentina. The students were enthusiastic about learning English and enjoyed singing a greeting song. They asked and answered questions about names and ages.
2. The classroom had posters made by students on the walls. Students sat in pairs or groups of four. On Fridays, the students were tired after PE and difficult to focus, so the teacher had them close their eyes and breathe to calm down.
3. The teacher followed a routine for each lesson, reviewed previous material, explained new activities, and provided praise and feedback. She checked understanding and corrected mistakes. The last class was disrupted by students discussing a football game, but the teacher
Campbell county school district
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
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
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
For technical assistance on all eInstruction® or Turning Technologies products please call 866-746-3015
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
FE paper Ed Psych
This case study examines a tutoring experience with a 6-year-old Hispanic boy named Nick at Sunnyside Elementary School. Nick was struggling with sight words, spelling, and sentence structure. The tutor observed that Nick may have ADHD based on distractibility and fidgeting. A token economy was implemented using operant conditioning to motivate Nick with stars and prizes for completing tasks. This approach showed success, as Nick's sight word scores dramatically improved over several weeks. The study provides insight into Nick's challenges, the school environment, and an effective tutoring method.
Similar to Technology infusion (14)
Inclusion He’s Just a Goofy GuyEst. Time 1 HourThe con
Inclusion He’s Just a Goofy GuyEst. Time 1 HourThe con
Technology infusion
- 1. Toni Bowers FRIT 8132
- 2. This school has an estimated 600 students enrolled. I chose a first grade classroom that consists of 14 males and 10 females. There are 14 white, 7 black, and 3 Hispanic students.
- 3. This teacher has an inclusion class where a Special Education teacher co-teaches for one hour daily. She teaches all subjects that include math, science, language arts, spelling, reading, and social studies.
- 4. Within the classroom, the teacher uses an Activboard during most of her math lessons. She displays the problems on the Activboard and shows examples while explaining the problem.
- 5. When she teaches math facts, she lets her students use the ‘wand’. The students take turns using the wand to click on the correct answer to the problem.
- 6. The teacher has seen the students’ memorization of math facts grow more quickly. Their understanding of math facts has increased since she has been using the wand to let students go up to the board. The reason she gives for this is because the class is very competitive and each student doesn’t want to be out done by his/her classmates.
- 7. The only major support issue the teacher reported was being able to get one of the technology support workers to be able to change the projector bulb. She says it takes at least two weeks before someone is willing to come and change the bulb for her.
- 8. She says that the media specialist is always willing to try and help her with any problem that she has. The teacher said that normally the media specialist is very quick to respond by coming that afternoon or first thing the next morning.