Motivating Adolescent Learners: Curriculum Based on Real Life Kelly Franklin is a math teacher in a middle school. She is teaching a lesson on discounts‚ percentage rates‚ and decimals. In the video‚ Ms. Franklin has set up a school store for her students to work in to create a real world experience. The students work in the store in the mornings and are fully responsible for the profits and products. With the store‚ students in her class are more motivated to learn the information so they can apply
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During my semester in Nature of the Learner I was placed in a second grade classroom at Johnson Street Elementary. This was a global studies school. I was very hesitant on my first day of going into the school. I wasn’t quite sure what to expect but I was excited to be in the classroom because second grade was my favorite age group to work with. During this placement I assumed that I would help out the kids within the class but I didn’t. My teacher had me help out this one little guy every week.
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the Learner‚ respond to the following prompts/questions: State the principle of the Bible passage which you chose for Teaching Assignment 1. Personalize the principle by explaining how it applies to different people in different settings and stages of life (e.g.‚ men‚ women‚ boys‚ girls‚ married‚ single‚ old‚ young‚ rich‚ poor‚ etc.). Share a short story or example from your own life which illustrates the principle you have identified. The principle of Exodus 18:13-27‚ that I chose to focus on
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PTSD 1 Running Head: PTSD PTSD: A Focus on Civilians and Grief Brian A. Wong Marshall University Author Note Brian A. Wong‚ junior psychology major‚ counseling minor‚ Department of Psychology‚ Marshall University. This research was an assignment in Abnormal Psychology (PSY 408) taught by Jason R. Weaver‚ due Monday‚ April 23‚ 2012. Correspondence concerning this article should be addressed to Brian A. Wong‚ Psychology Major‚ Department of Psychology. Email: brian.wong@live.marshall
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Interview with a Non-Traditional Adult Learner: An Interpretative Report Introduction Non-traditional students can be identified as students who may have "non-traditional" characteristics which may include being financially independent‚ or delayed enrollment into college (not entering right out of high school)‚ or are returning to college after having "stepped-out" at least once‚ or are working full time or attending college part time‚ or have children‚ are married‚ widowed or divorced‚ or commute
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Process focus. Organizations produce goods and services which are delivered to its customers. Focus on the total set of related activities or processes which actually deliver the product or service to the customer instead of focusing on the optimal performance of separate departments and divisions leads to better overall performance and results for the company. Most organizations today are still structured around divisions and departments. Each division has its own budget‚ responsibilities and
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Research has found that intrinsic motivation is the one that is usually associated with high educational achievements by students. Studies showing the power of intrinsic motivation "Mark Lepper’s research (1988) said that intrinsically motivated learners tend to employ strategies that demand more effort and that enable them to process information more deeply. They also prefer tasks that are more challenging and are willing to put in greater amounts of effort to achieve learning goals." "Condry and
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Focus Personal Training Institute115 West 27th Street‚ 11th Floor‚ NY‚ NY 10001 Description Founded by Gabe Valencia and Joseph Masiello‚ Focus Personal Training Institute is an American training company headquartered in New York City. It specializes in certificate courses‚ exam preparation and job placement services. Mission Statement To educate and develop personal trainers who demonstrate technical proficiency‚ integrity and professionalism. Vision To improve the education of every personal trainer
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clear circulation of the ends words (Donald‚ 1995). It can be explained that Vietnamese people do not release word-final voiced consonant in mother tongue (Thompson‚ 1965). This can be regarded ending sounds as the most common errors of Vietnamese learners‚ as based on an earlier research by Australian government publication Asian language Motes. Encountering with final sounds problem that possibly led to the lack or wrong linking sounds. In terms of Vietnamese language‚ there is no “linking sounds”
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(practical) feedback to learners and discuss how these can motivate learners. Constructive feedback is a form of feedback which is helpful and supportive. It is motivational in that it neither gives false descriptions of a learner’s ability nor does it destroy their self-esteem‚ but aims to develop and fine-tune skills. Giving constructive feedback is crucial; without it learners cannot learn (Rogers‚ 2004). When used to emphasise progress rather than failure‚ it motivates learners‚ building confidence
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