Nt1310 Unit 1 Reflection

There is many things that should be taken into account that requires certain questions to be asked. The first factor would be to what extent was the eyewitness paying attention to the crime taking place. It is important to that witness ability to recall what happened accurately (Schwartz, 2015, p. 13). The next factor would be duration, how long did that crime go on for? The duration comes into plays because the longer the event was going on the longer opportunity the witness has to encode that information for stronger recall (Schwartz, 2015, p. 14). Also, lighting and distance is important because it plays a direct effect on the quality of the memory and encoding. The better the view is for the witness, the better chance the witness has retracing

I am concern about Krista Cain’s ability to complete the COS 121 5H01 class successfully. I reported she did not have a workbook, which was required for the course; however, she stated that she had purchased an electronic copy of the workbook. I gave all the students a copy of the first chapter, including her with the understanding that they had to have all their supplies by the September 11 to continue in the program. I made Krista a copy of the next chapter workbook; however, she did not turn in the assignment. There has been three tests given and her grades are as following: 84, 79, 76. I give the students time during class to complete all their assignments; therefore, I do not assign them any homework. They receive

Students reviewed order of operations (PEMDAS) during the warm up problem. During small group work, the students reviewed the steps for solving proportion problems.

In the first paragraph there is mention of As a someone who worked with DHH students and was required to interpret and or proctor the state mandated tests, I feel the same sentiment you shared in the first paragraph. Especially, since these tests are set up in a way that often sets students with special needs (DHH, LD, ESL) at an extreme disadvantage. In an article about differentiating instruction and Deaf learners, Martin (2010) illustrates how the questions format for standardized testing are difficult for the students to answer and/or understand. Which I believe are applicable to other students with various disabilities.

A few months into this program, I fell flat on my face. I had been doing well juggling the ever-growing list of assignments, until we were assigned Lab Report #1. The science concepts went over my head, resulting in false information as well as a poorly written, list-like paper with many mechanical errors and no flow. Once I received the rubric in my mailbox, I was completely devastated and disappointed in myself, this was the first time I failed. In that moment, I decided to rebound from this and not let it define my year, so I met with Mr. Mercurio and rewrote it, most of it from scratch. Recently, my rewrite appeared in my mailbox, and on it, Mr. Mercurio said, “This is a drastically improved version of your Lab Report.” Still, it

Proof of Student Ideas: I will quote the student, explain their misconceptions and link findings to relevant academic literature.

As we met and tried to discussed our up and coming group presentation, we tried to figure what we were going to do. As we tried to figure out a solution to our problem we begin to think. We went over a number of questions in our heads. Such as, what will align with North Carolina Essential Standards for 6-8 grade science, BIO 2302 course outline and PEA Mission? Then I thought to myself, what would I want to do for an engaging activity if I were in a 6th, 7th, or 8th grade science class. Each meeting we started to ask each other important questions. Do we want talk about ecosystems, rocks, life science, etc? Will that be engaging enough for the students? Should we do something dealing with building things?

I love programming. Nothing beats being on vacation and thinking of an interesting program make with my computer. And then devoting the rest of my free-time to making it with my (limited) programming skills. Now one Christmas break in 9th grade, I went for the gold and decided to make a Galaga clone. Galaga was an arcade space shooter where a white ship tries to defeat an endless array of space monsters. Even though the game is very simple and runs on old machines, it is a very challenging project especially for beginners. See what makes it so challenging is that you need to handle everything that goes on in that game window. If you want to display simple text you need to tell the library what font, coordinates, and dimensions the text needs nevermind an animated ship traveling through the universe.

I was not able to earn a grade above 90 because my reminiscence lacks description and I focused more on plot rather than imagery. First, throughout the story, I did not focus on one situation but have multiple plots. “ My best friend, who is one of the experienced football player” (line 5). Was referred in the beginning of my story, then I transitioned the story to myself, “ I was ready and determined to grab the ball.” Instead of giving background information about my friend, I can focus more on one moment. Next, in the middle of my story, I did not have enough description. “ As we continued to practice, I grew comfortable with one handed catch, so I decided to try something more extreme” (line 7-8). I could add more description about what

I was not at all conflicted with the choosing of my topic, feminism was something that I was previously passionate about and was excited to then further explore. Once my topic was selected, creating my hypothesis was something which caused me great turmoil. With such a broad topic the possibilities of what my focus would be on was endless. When my teacher asked me what my topic would be about, I made the decision to research ‘How society perceives feminism today.’

I cannot believe we are already ending Week 3! This course is flying by, and the knowledge I am learning is a lot from what I stepped into the course knowing. Before this week I was not aware of the amount of people without access to the internet. This stuck out a lot to me that something like the internet which is often taken for granted is limited in some countries. I get frustrated when it’s moving slow or not giving me the answer I was looking for, while some people have never had the luxury of using it. A statistic that shocked me was from the article, A Cell Phone Surge Among World’s Poor where it states “less than one percent of the people in Haiti have access to a landline.” That is something as simple as a house phone that they don’t

For new students, you have now been at RVEC for a month, how has your experience been thus far? What are your likes and dislikes? What are your favorite classes, your worst classes, and why? What is different about you experience at RVEC than it was at your previous school? Is RVEC what you heard or thought it was going to be?

EN131 was a code of a Basic Writing subject, which we studied at 9.30 a.m. on every Monday. This subject was about grammar and writing. One semester passed, time was gone very fast. It was pleasant to recollect my experience of this subject. Although it has been just a semester, this short period was associated with precious memories of various kinds. Therefore, I am glad to show my EN131 experience throughout this essay.

In this paper, I strive to use the knowledge I acquired about teaching science to effectively describe an exceptional science class that encourages students to inquire and investigate their world. During observation of this STEM based science class, I observe several teaching techniques used to effectively shape and structure the science methods being used. The class community was very immersed into the science methodological process skills as students were inspired to discover while becoming effective problem solvers. This analysis will provide a detailed understanding of the skills and teaching techniques used as well as the role they play in the daily running of and effective science classroom.

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing