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Overview of chapter 4 on Brain and behavior
Psych101 chapter 2 neuroscience & behavior
Brain and behavior discussion
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Recommended: Overview of chapter 4 on Brain and behavior
1. Reflect and discuss how the content in Module 1 prepared you to demonstrate mastery on the assignment in Module 1.
Module 1 content were readings from the IRIS website. The content I read related to the importance of having a classroom management plan. Some of the content I was introduced were procedures, delivering negative and positive consequences, classroom rules, and surface management strategies. After reading the IRIS module, I was able to complete the assignment for module 1 with ease. The assignment questions were well written and I was able to answer them by using the material that was provided from the IRIS website. I gained mastery because after reading the content for module 1 and completing the assignment, I learned why it is important to have a classroom management plan.
2. Reflect and discuss how the content in Module 2 prepared you to demonstrate mastery on the assignment in Module 2.
The assignment for module 2 was to write a reflection over the content provided by the module. There were two articles that I had to read. However, the articles focused on one main point: classroom management. While I was reading the articles provided by module 2, I highlighted the main points and wrote down notes. After I finished reading, I
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In the discussion/post we had to give a brief summary of the disorder and how an educator would structure and accommodate to the student’s needs. Module 3 did not provide any reading content. However, it was our obligation to search for articles and information regarding the neurological behavior assigned. I kept some of my undergrad textbooks that related to behavior, so I decided to use those as references. I also used outside resources such as scholarly articles, studies, and personal interviews. Reading other classmates post gave me an insight of other neurological behaviors and how I could modify my teaching to meet the students’
I feel that I have done ok on this module, but as I have never done an assignment I have been feeling anxious about this.
I’m convinced that much learning has occurred in this course, both on your part and on mine. So I’m most interested in your telling me what you have learned, rather than asking questions on this exam that require you to demonstrate your learning. So, look back over the course and compose a page each on what you have learned about each of these course objectives.
What questions do you have about the overarching Unit 5 assignment? Although not due until the end of the class, it is important that you begin planning for this project early in the course. What are your initial thoughts about how you will approach this assignment? Explain.
In the beginning of this week, I tried to continue and complete the reading of the previous unit as I'm not just interested in having good grades in my assignments without reading all the materials, but really insist on learning in order to have a solid base in computer science that can boost my carrier. So I started to read the "Problem Solving and Programming Design" and the "Problem Solving Basics" documents and I really enjoyed them as I learned how to decompose a problem in order to design an algorithm and to provide a good and consistent program.
The first learning outcome in which I would like to discuss is writing. Writing effectively for rhetorical situations while working on my discourse community paper about Kappa Delta Sorority is perhaps one of the areas I found myself struggling the most in. This is because I consistently got stuck when making sure the paper had a logical flow within each paragraph and keeping
Review your practicum learning agreement, as well as any other relevant doucments from this course. In which areas have you shown significant professional growth?
Artifact 1: Artifact 1, under Tab C: Curricular Content Knowledge, the Instructional Plan Module, completed during ELSE 6193 Laboratory Experience was completed. For the Instructional Module, candidates were to create and teach two lesson plans for both elementary and secondary instructional settings. The lessons plans were to address one or more of the goals and objectives that were written in each student’s Individual Education Program (IEP). The candidates were to describe in detail the adaptations and modification that were needed for the target students to be able to fully participate in each lesson. Additionally, each lesson plan was to incorporate some type of technology.
One of the key assignments that I think has allowed me to develop the most during this module is the assessment centre. During this task for Enterprise Rent-A-Car, we were put into groups and given a specific budget of money that we could donate to a panel of charities, based on the company 's values. What I wanted to achieve was to get an insight into what the environment is like and the sort of exercises that take place so that I can become familiar with the process, and I can use it to my advantage. Going to the assessment centre, I was slightly nervous as I had never taken part in one before and for the fact that I was being marked on my performance, so I was unsure of what to expect, which made me feel uncomfortable. However, during the exercise, I became more comfortable as I got into the task and though that I made a valuable contribution to the group. I made a conscious effort to be confident in challenging the
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
Group Discussion: I will ask the class which one of the performance assessment stood out to them in the video and why?
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
What do you expect to learn from this course that will help you develop in the areas you’ve identified?
The chapter of discussion was composed of five parts: introduction, reflection on the project, reflection on implications of the project, reflection of the MA experience, and summary.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.