IPPR Instructions Use these assigned topics to complete your IPPR Lesson Plans: IPPR #1 Lesson Plan: Place value‚ integers‚ and computation (Module/Week 3) – Create a place mat and teach a lesson that will assist students with understanding place value and computation using integers (not decimals). IPPR #2 Lesson Plan: Problem Solving (Module/Week 5) – Multi-step word problem solving using formulas‚ fractions‚ or algebraic equations. Create or select a tool that could be used to teach and
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SUBDOMAIN 310.1 - BUSINESS LAW Competency 310.1.2: Organizational Forms - The graduate can select the appropriate form of organization for a business. Objectives: 310.1.2-01: Differentiate between a sole proprietorship and general partnership. 310.1.2-02: Differentiate between a general partnership and a limited partnership. 310.1.2-03: Identify the distinguishing characteristics of C-corporations. 310.1.2-04: Identify the distinguishing characteristics of S-corporations. 310.1.2-05: Recognize
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Core Abilities Historically‚ in many career and education programs‚ the focus has been on topics specific to the occupational area. Today’s fast-paced global marketplace is demanding more‚ and “soft skills” are emerging in importance. In today’s global workforce‚ soft skills are more directly related to professional success than ever before. The faculty has identified seven related topics of soft skills‚ or “core abilities” that are crucial to success both during school and after graduation. Core
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Table of Contents Basic Computing Systems Organization…………………………………………………………………3 Instruction Cycle…………………………………………………………………………………………..3 The Fetch-Decode-Execute Cycle……..………………………........…………………………………….4 Fetch Cycle………………………………………………………………………...………………………5 Decode Cycle………………………………………………………………………………………………6 Execute Cycle……………………………………………………………………………………..….……7 System Buses……………………………………………………………………………………….…..….8 Registers……………………………………………………………………………………………...……9 Clocks…………………………………………………………
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THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN THE ELEMENTARY MATHEMATICS CLASSROOM A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION BY BRIAN E. SCOTT APPROVED BY: _______________________________________________ Dr. Patricia Clark‚ Committee Chairperson ____________ Date _______________________________________________ Dr. Nancy Melser‚ Committee Member ____________ Date _______________________________________________
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Running Header: Differentiated Instruction 1 Differentiated Instruction II Cher Nickerson-Jemerson EDU677: Monitor & Evaluating Curriculum & Instruction Systems Thinking Instructor: MiShawna Moore December 14‚ 2011 Differentiated Instruction 2 Teachers
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differentiated instruction. Differentiated instruction varies in three different areas content‚process and product. VAKT is also a teaching style that covers four different types of learning. VAKT stands for visual‚ auditory‚ kinesthetic and tactile. For children to learn they need to be given equal opportunities to reach their maximum potential. Differential instruction is adjusting teaching methods to meet the individual needs of all students in the classroom(1). Differentiated instruction is used
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Direct Instruction Following the many approaches‚ theories‚ and development through cognitive‚ conceptual‚ constructivist styles of teaching‚ the Direct Instruction allows a constant source of inspiration‚ support‚ encouragement‚ and motivation. By starting the education of life applied to myself‚ my family‚ my daily actions in all I do‚ this action applies the appropriate knowledge‚ dispositions‚ and performances in developing diverse approaches to strategies that are constructive‚ consistent
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