Differentiated Instruction xxxxxxxx AET 525 March 21‚ 2011 xxxxxxxx Post-secondary classes are becoming more academically diverse today regionally and globally. Instructors are becoming more aware of diversity and must proactively differentiate approaches that would allow students to study what they are interested in at their own pace and in an independent manner. The difference between differentiated and traditional instruction is students would be in control of their learning and
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timed test that consists of the three sections listed here. THE TOEFL Listening Comprehension Statements Short Dialogs Minitalks and Extended Conversations Structure and Written Expression Structure Written Expression Section 3 Vocabulary and Reading Comprehension Vocabulary Reading Comprehension Section 1 Part A Part B Part C Section 2 50 questions 35 minutes 20 questions 15 questions 15 questions 40 questions 25 minutes 15 questions 25 questions 60 questions 45 minutes 30 questions 30 questions
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Title of Lesson ____Be safe in the environment____ Subject(s) _Theatre and Health and Safety_ Name: __ Grade level(s): _Second Grade_ Lesson Duration: __1 hour 20 minutes________ National/State Standards (as required by subject area) Objective(s) Assessment of Objective(s) South Carolina Academic Standards: Health and Safety Grade Two Standard 7: The student will demonstrate the ability to practice health-enhancing behaviors and to avoid or reduce health risks. Indicator:
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SOCIAL DIMENSIONOF EDUCATION ARTICLE21: SOCIAL SCIENCE THEORIES OF EDUCATION Education is one of the major institutions that constitute society. There are various various social science theories that relate to education. These are; consensus‚ conflict‚ structural functionalist and interactionist theories. Conflict theory deals with the emergence of conflict within a particular human society and the larger issue for this theory is the role the education plays in maintaining the prestige‚ power
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A Detailed Lesson Plan in English IV By: Jhessa P. Rada I.OBJECTIVES At the end of the lesson‚ the students should be able to; 1. show enjoyment from reading a poem‚ 2. answer question about the poem‚ 3. identify adjectives used in the sentence‚ 4. write a sentence using adjectives. II. SUBJECT MATTER a. Topic: Pointing Out Adjectives in the Poem “The Town Where I Lived” by A.J. Gil b. Skill: Pupils will develop reading‚ writing‚ speaking‚ and listening skills c. Concept (Grammar Integration)
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Mariette B. Remedial Instruction in English Malabanan‚ Liezl Euness Prof. Mary Ann Perdon VOCABULARY INSTRUCTION What is Vocabulary? * Vocabulary refers to the words we must know to comprehend and communicate effectively. * Vocabulary can be described as oral vocabulary or reading vocabulary. * Oral vocabulary refers to words that we use or recognize in listening. * Reading vocabulary refers to words we recognize or use in print. Vocabulary plays a critical role in
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Academic College of Education Teaching Vocabulary / Prof. Penny Ur Final Assignment: Vocabulary activities analysis Merav Malinker ID: 031764236 First Activity the below activity was taken from HTTP://STRAUSSPUBLISHING.COM/SAMPLELESSON.HTML [pic] Although it is suggested on-line‚ I referred to this sample lesson as if adopted by a teacher to use as a lesson plan for teaching vocabulary. Reviewing the words on left end column‚
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REYES‚ Michael A. Educ 2: Social Dimension BSCS - 4 Prof. Fernandez I. Objectives: At the end of the lesson‚ the students should be able to: a. Define what is Globalization and its Impact on Education b. Observe the impact of globalization on Education c. Develop of being globally competitive II. Subject Matter a. Topic: Globalization and its Impact on Education b. Instructional Materials: LCD Projector and a laptop c. References: Vega‚ Violeta A
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Communicate Professionally * Demonstrate communication standards specific to occupational area * Write professionally * Speak professionally * Interpret professional documents * Demonstrate critical listening skills * Communicate using professional non-verbal behavior 2. Use Appropriate Technology * Select equipment‚ tools‚ and resources to produce desired results * Demonstrate proper and safe usage of equipment * Demonstrate occupational specific computer skills
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Workshop I Workshop II Workshop III Workshop IV Workshop V Fundamentals of Inquiry Facilitator’s Guide WORKSHOP II: PROCESS SKILLS A Professional Development Curriculum from the Institute for Inquiry® The second in a set of five workshops for teacher professional development. PROCESS SKILLS Exploratorium‚ San Francisco‚ CA 94123 www.exploratorium.edu © 2006 by Exploratorium. All rights reserved. Permission for use of these materials is granted for noncommercial educational
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