LEARNING JOURNAL The Beginning of My LTB Journey Leadership and Team-Building (LTB) is one of the most interesting and unique modules I have taken since entering into Singapore Management University. Its differentiating factor lies in its main focus on students’ personal development‚ while inculcating a heart of service through a community service orientated project. Although the concepts of good leadership are relatively easy to grasp and seniors comment that “LTB is merely putting theory
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The stages of play Children discover and learn about their world through play. Play develops imagination and creativity‚ and gives children practice in the social skills they need in our world. Children do not play for reward or because someone told them to‚ they play because they like it. Children learn the skills of socializing with one another in social play. By playing with one another children will learn social rules such as waiting‚ taking turns‚ cooperation‚ and sharing. Children go through
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Write a brief summary or blog of your experiences teaching this lesson‚ addressing the following questions: • What went well? What did not go well? (Cite specific examples) Students were able to understand the how a beaver could change their environment through the visual representation seen in the video. Also‚ students were able to utilize their background knowledge on animals building homes to understand the impact on the wood and stopping water in a stream or river from flowing. However‚ it took
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Detailed Lesson Plan in English Grade 3 1. OBJECTIVE At the end of the sixty minute session each pupil learns to Use Adjectives in describing persons‚ places‚ ideas and events. 2. SUBJECT MATTER 2.1. Chapter IV: Adjectives 2.2. Lesson One: Recognizing Adjectives Lesson Two: Descriptive and Limiting Adjective 2.3. Concept: Appreciation of beautiful scenery of the Philippines 2.4. Materials 2.4.1. Video Presentation and Powerpoint Presentation
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LESSON PLAN GENERAL INFORMATION Subject(s): Writing Topic or Unit of Study: Expository Writing Grade/Level: 3 Instructional Setting: The setting is in a classroom with the teacher at the front of the classroom and the students seated at their desks. The classroom is a 3rd grade class with 15 students. STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): NV- Clark County Curriculum Overview Grade Level :Grade Three Subject :ENGLISH LANGUAGE ARTS/READING Area :EXPOSITORY
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Relationship Stages I have several relationships‚ friendships and boyfriends‚ over the years that started off great and for some reason or another ended. I have a clear account that I can recall taking me through every stage of relationships‚ as discussed in Chapter Ten‚ from the Interpersonal Communication Book. I dealt with the dying of relations with the same methods suggested in the text‚ such as seeking support and avoiding negative patterns. I will discuss some of these stages and how they
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children’s painting on bullet board and encouraged their parents to appreciate their works. Since I can speak English‚ Mandarin‚ Cantonese and Korea‚ I made an effort to talk with some parents in their native languages. Those parents were surprised and appreciated when they heard me talking their home language. I listened patiently to the parents’ ideas and preference and discussed with my host teacher. To share the developmental experience of children‚ I usually jot notes and write anecdotal reports to the
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|1. CANDIDATE INDUCTION |Overwrite of the award | | |Initial assessment | | |Identify any special needs or assessment requirements | | |Explain the role of the assessor and the candidate
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EXPRESSING OBLIGATION WITH ‘MUST’ : A LESSON PLAN MAKING AND RESPONDING TO REQUESTS : A LESSON PLAN 1. Level Elementary‚ approximately 90 hours of English 1. Level The lesson below was given to students near the end of their first year English. 2. Aims To present‚ practice and produce some forms of the present tense of must for expressing obligation. To develop the skill of listening for specific information. To check or teach certain vocabulary items: visa / valid / passport / to carry
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give them the chance to use the language. In the previous lesson taught about the use of Used to- did not use to‚ Students were able to participate and they did their class activity. However‚ they had some problems to differentiate when the affirmative form of the structure should be used and when not. Besides‚ students did not have enough oral practice . Students interaction did not occur‚ so next classes must provide them. The use of authentic language can be very meaningful for learners
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