24th September 2013 Assignment Unit 303 Support Learning Activities Mrs S the class teacher‚ the children and I sat on the carpet and Mrs S asked the children to identify different value coins by sight. I was then asked by Mrs S to help year 1 yellow table with counting coins and recognising the value of money. Mrs C gave each table various amounts of 1 pence‚ 2 pence‚ 5 pence and 10 pence coins. I asked all of my table to sit down properly. One child was kneeling on her chair so I
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because RSCS is the perfect learning environment‚ next‚ because RCSC has an absolutely marvelous staff‚ and finally‚ because RCSC has many extra curricular activities. The first way that the school corporation can make you smarter is because it has the perfect learning environment. It does this by being such a quiet and peaceful/calm environment. Next‚ because it has an engaging environment that enhances your learning experience. Finally‚ RCSC has such a good environment for l The next way
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Physical Education Kindergarten Shatara Williams PED 212: Foundation of Movement & Motor Activities Instructor: James Woodward February 03‚ 2014 LESSON PLAN Lesson Information: (Follow the Leader) Date: 02/03/2014 Grade Level: Kindergarten (ages 5 and 6) Level of Development: Kindergarten (ages 5 and 6) Number of Students: 18 Fundamental Skill: Demonstrate locomotor skills (running‚ jumping‚ skipping‚ crawling‚ marching‚ and etc.) State Standard: Georgia‚ The Georgia Performance
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How to Prepare for Any Disaster 6/10/2013 Topics in Contemporary Social Issues We must have tools and plans in place to make it on our own in case of a disaster happening. Just like having a functioning smoke detector in your house‚ having emergency supply kits will put tools that one may need at your feet. It is important to be prepared to use what you have on hand to make it on your own for at least three days‚ maybe even longer. There are six basic items that one should ensure if any disaster
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frameworks to support the learning and development of children’s Literacy and Mathematical skills. Practitioners and professionals working with young children will follow The Early Years Foundation Stage which is a statutory requirement. The Early Years Matters expresses that “The environment plays a key role in supporting and extending children’s development and learning”. http://www.earlyyearsmatters.co.uk/our-services/school-and-nursery-improvement-partner/enabling-environments/ (Accessed 18/04/2018)
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Benefiting Students Through A Brain-Based Learning Environment Jaime Pike ESE 370 Instructor Pickens December 18‚ 2011 Benefiting Students Through A Brain-Based Learning Environment The question of nature versus nurture as it pertains to human development has been a debate among psychologists for years. And after decades of research‚ there is still no definitive answer as to whether nature (genes) or nurture (environment and upbringing) are responsible for certain characteristics of
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Level 4 PTLLS Unit 012 Principles of assessments in lifelong learning Zoe Swinger Gravells (2012) describes an assessment as a way of finding out if the learning has taken place. Petty (1998) also describes an assessment as “collecting‚ measuring and interpreting information relating to students responses to the process of instruction”. Assessments main function is to see what learning has taken place. Assessment should be valid and reliable‚ and ensures trainers as well as learners have a correct
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UNIT 8 – Use information and communication technology to support pupils’ learning K1 the school’s ICT policy Our school has an ICT policy that gives guidelines for all when working with ICT in the classroom or ICT suite. All adults in the school have to sign a form to say that when using ICT equipment in school we will not access any inappropriate content and will only use the resources in school for educational purposes. All ICT problems should be reported to the relevant ICT team and if
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informal learning environment is the UW football locker room‚ which is a not just a place for showering and changing‚ but an environment where teammates connect on a deeper level than in a formal learning environment. The formal learning environment we experience is practice‚ with a set time‚ structure‚ and goals to follow through directions given to us. This is very helpful‚ but I learn and grow the most as a player and person in the locker room. In this informal learning environment‚ there are
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Prepare for Factoring Block (Algebra) Learning Goal: Get ready for factoring by practicing with factor pairs and factor thinking. This is a (ideally) a two-player game. Game Setup: There is a gameboard‚ a set of game tiles‚ and two sets of player ID cards (one set is X‚ one set is =). It is very important that the game tile pages get printed back to back on cardstock so that when it is cut out‚ you might see correct pairs as the front and back of a card. The player cards (= or x) should
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