Technology infusion
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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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Lesson plan numbers 2 kubra
This lesson plan is for a 40-minute class for 9-10 year olds on numbers up to 100. It includes a warm-up reviewing previously learned numbers through a song. Students are then split into two groups and participate in two activities - a numbers matrix puzzle and a question game involving math problems - designed to reinforce numbers up to 100 while developing cooperation skills. The goal is for students to identify and use numbers up to 100, follow instructions, and work cooperatively in groups.
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This lesson plan is for teaching ordinal numbers to 9-10 year old students. It is divided into two 40 minute blocks. Students will review numbers 1-100 and be introduced to ordinal numbers like 1st, 2nd, 3rd through activities using a worksheet, videos, and making birthday cards. They will practice identifying the correct order of ordinal numbers and stating their own birthday. Formative assessment will be done through observation during pair and group work activities including using an online Kahoot platform for a visual quiz. The goal is to promote communication, social skills, and cooperation among students.
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This lesson plan is for a 9-10 year old age group and focuses on expressing numbers up to 100 using different patterns and concepts over 60 minutes. The teacher will present numbers up to 20 using odd and even patterns. Students will sing a numbers song and do motions to review numbers 1-20. They will then participate in 5 interactive counting activities including puzzles, drawing numbers, a speaking game, and bingo to reinforce number concepts through cooperation and group work. The teacher will evaluate students throughout based on observation and a worksheet to practice what they learned.
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The document discusses several different classroom setups and their benefits:
1) A boys-only class focuses on reading, math, sports, and meeting boys' specific needs without distraction. The students have thrived in this environment.
2) A technology-focused class uses computers, laptops, an interactive board, and internet resources to engage some students who learn better with technology.
3) A science-focused class has half the room as a lab and the other half as a classroom, allowing students to explore science in more depth than a regular classroom.
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3) Students are asked what they learned and provide feedback to end the lesson. Anticipated problems like computer issues are addressed.
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Lesson plan numbers 2 kubra
This lesson plan is for a 40-minute class for 9-10 year olds on numbers up to 100. It includes a warm-up reviewing previously learned numbers through a song. Students are then split into two groups and participate in two activities - a numbers matrix puzzle and a question game involving math problems - designed to reinforce numbers up to 100 while developing cooperation skills. The goal is for students to identify and use numbers up to 100, follow instructions, and work cooperatively in groups.
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This lesson plan is for teaching ordinal numbers to 9-10 year old students. It is divided into two 40 minute blocks. Students will review numbers 1-100 and be introduced to ordinal numbers like 1st, 2nd, 3rd through activities using a worksheet, videos, and making birthday cards. They will practice identifying the correct order of ordinal numbers and stating their own birthday. Formative assessment will be done through observation during pair and group work activities including using an online Kahoot platform for a visual quiz. The goal is to promote communication, social skills, and cooperation among students.
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This lesson plan is for a 9-10 year old age group and focuses on expressing numbers up to 100 using different patterns and concepts over 60 minutes. The teacher will present numbers up to 20 using odd and even patterns. Students will sing a numbers song and do motions to review numbers 1-20. They will then participate in 5 interactive counting activities including puzzles, drawing numbers, a speaking game, and bingo to reinforce number concepts through cooperation and group work. The teacher will evaluate students throughout based on observation and a worksheet to practice what they learned.
Teaching Opportunities
The document discusses several different classroom setups and their benefits:
1) A boys-only class focuses on reading, math, sports, and meeting boys' specific needs without distraction. The students have thrived in this environment.
2) A technology-focused class uses computers, laptops, an interactive board, and internet resources to engage some students who learn better with technology.
3) A science-focused class has half the room as a lab and the other half as a classroom, allowing students to explore science in more depth than a regular classroom.
SwishMax-shamsa-lesson-plan-1
The lesson plan introduces students to the SWiSH Max software program. It has three main parts:
1) An engagement activity where students arrange Uno cards in order to spell out "SWiSH Max" and post it on the board.
2) A presentation by the teacher demonstrating the SWiSH Max interface, tools, and conducting a competition to label an interface diagram. Worksheets are also distributed.
3) Students are asked what they learned and provide feedback to end the lesson. Anticipated problems like computer issues are addressed.
Questionnaire for proposal
This document is a questionnaire for a study on teaching and learning mathematics through art using educational games among secondary school students in Malaysia. The questionnaire is divided into four sections. Section A collects demographic information. Section B asks about current teaching approaches used in mathematics classes. Section C asks about interest in learning mathematics through art and games. Section D asks whether games can improve academic performance. The researcher is conducting this survey for a master's degree course requirement and requests the respondent's cooperation in completing the anonymous questionnaire to help with the study.
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Mrs. Smith leads the math department and has helped raise math scores over the past few years. Reading scores have also increased from 2010 to 2011 for 6th grade and the school's 8th grade reading scores are higher than the district's average over the past 5 years. To address low reading scores, the school hired permanent reading teachers, implemented afterschool programs, reading intervention classes, and workshops to improve teacher effectiveness.
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This document provides information for parents about an 8th grade math class. It outlines classroom expectations, the math skills students will learn including the real number system, equations, polynomials, and linear functions. It also discusses 21st century skills like creativity, critical thinking, and communication. Students will complete group projects where they teach lessons to the class, which will help develop these skills. Contact information is provided for parents to reach out for extra help.
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I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
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Phone :843-442-8888
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Twitter : @OtisTMcIntosh
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Tiffany Rollins is a 6th grade language arts teacher at Howard Middle School who uses various technologies in her classroom, including a Smart Board, computers, MP3 players, digital cameras, and Active Expression polling devices. She has students use these technologies on a daily basis for activities like grammar exercises on the Smart Board, typing writing assignments, creating PowerPoint presentations and movies. The technologies have been effective in improving student achievement and behavior, though support and repair of broken equipment can sometimes be delayed.
Technology Infusion Project
Tiffany Rollins is a 6th grade language arts teacher at Howard Middle School who uses various technologies in her classroom, including a Smart Board, computers, MP3 players, digital cameras, and Active Expression polling devices. She has students use these technologies on a daily basis for activities like grammar exercises on the Smart Board, writing assignments on computers, recording digital stories and poems with MP3 players, and assessments with Active Expression polling. Test scores were higher in classrooms that received a technology grant, and behaviors also improved as students were more engaged with technology-involved assignments. However, it can be difficult when the equipment fails and needs repairs.
Eureka vist report jan 2011
The document summarizes a site visit report to Eureka Child initiatives in India. It describes visits to a Eureka Model School and Eureka Superkidz center. The Eureka Model School uses interactive and creative teaching methods without desks to encourage group learning. It is delivering high quality education. The Eureka Superkidz center operates with even fewer resources, holding classes outdoors, but still uses innovative grouping and monitoring techniques to effectively teach reading, math and science. Dedicated teachers and staff are key to the success of both programs in reaching underserved children.
Technology infusion project
Tiffany Rollins is a 6th grade language arts teacher at Howard Middle School who uses various technologies in her classroom, including a Smart Board, computers, MP3 players, digital cameras, and Active Expression polling devices. She has students use these technologies on a daily basis for activities like grammar exercises on the Smart Board, typing writing assignments, creating PowerPoint presentations and movies. MP3 players are used for recording voices for digital stories and poems. Active Expression is used for assessments to check understanding. While technology use has improved student achievement and behavior, support and repair of equipment can take time when issues arise.
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.
Interdisciplinary Capstone.docx
Amanda, an elementary art teacher, is concerned about her colleague Maureen's refusal to follow state standards and insistence on planning her own curriculum. The best approach is to discuss concerns with the principal while remaining professional.
Dan, an English department chair, wants to emphasize college readiness by having teachers discuss college experiences and relate classwork to college. Suggested changes include relating assignments to college majors, decorating with college pennants, and highlighting alumni careers.
A middle school is addressing bullying issues through assemblies, posters, and teacher involvement. A suggested first-week math activity is to graph incidents and discuss ways to reduce bullying. The teacher can also post anti-bullying reminders and relate statistics lessons
Tpd naiman-observations123-secondary
I had to observe different groups because there were several teachers' strikes and I lost many lessons.
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Technology infusion
- 1. Technology Infusion 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. Appling County Primary School
- 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. Class Information
- 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. Classroom Technology
- 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. Classroom Technology cont….
- 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. The Students….
- 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. Support Issues…..
- 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. Helpful support….