At Sinclair, which is renowned for its extracurricular activities and groups that any student may enjoy, there is always something to do. Attend a show put on by the Sinclair Theatre department or one of the weekly seminars about social and cultural problems called Sinclair Talks. Take advantage of the chances for service learning supported by Sinclair, such as mentoring at-risk youth, providing aid during natural disasters, and supporting veteran appreciation initiatives. Let’s get into how you can apply for business school at Sinclair community college.
About Sinclair community college
To thrive in professions today, graduates need to possess the necessary abilities. Over 220 programmes are available via Sinclair, including those in highly sought-after technical and specialised fields of study in the Dayton area. More than 15,000 certifications have been attained by Sinclair students in the previous four years.
To fit your lifestyle, Sinclair provides course options and timetables, including online ones. With more than 100 university transfer agreements, credits can be transferred with ease to four-year institutions in Ohio and beyond. This makes it simple to continue your education. Each year, Sinclair loses more than 3,500 students.
Sinclair Community College routinely ranks among the best community schools in America and has one of the lowest tuition prices in Ohio. Sinclair is dedicated to providing high-quality education. The student-to-faculty ratio at Sinclair, which is 19 to 1, is one of the lowest of any Ohio institution. From a median annual wage of $17,500 prior to graduation to $37,400 the following year, Sinclair graduates saw a 114 per cent boost in their yearly earnings.
How can you apply?
You don’t need to reapply if you were admitted to Sinclair and/or registered for classes during the previous two years (including former CCP and Tech Prep students). Call 937-512-3000 for assistance with registration, or sign up right away.
Although F1 visa holders must additionally submit supplementary papers in order to be evaluated, all candidates are eligible for admission. Before a programme may begin, there may be additional conditions that must be met. A.I.S. and A.T.S. degrees, the Health Sciences, Paralegal, Police Academy, Early Childhood Education, GM ASEP, Tesla START, Mopar CAP, and Honda PACT programmes are a few of them.
Are you ready to start on the best road to your future at Sinclair College?
Starting off is easy. The procedures are the same and simple to follow regardless of which Sinclair location is best for you! And remember, if you need assistance; don’t hesitate to contact the admissions office at 937-512-3675 or admissions@sinclair.edu.
Apply in person at any Sinclair store or online. You can submit an application in person on the Dayton campus by going to the Welcome Center, which is on the ground level of Building 10. At the time of your initial registration for classes, a $20 one-time, nonrefundable registration fee will be charged.
Online application for International students:
Use this option to start your application if you wish to enroll at Sinclair, transfer here at the official website of Sinclair, or attend our Intensive ESL program while you are on an F-1 visa, or if you are a visiting F-1 student. Contact the office of international education for further details.
Sinclair Community College Admissions
There is a $20 application fee if you are thinking about applying to Sinclair Community College.
Even while application costs might mount up, some institutions provide free applications, and students who are having financial difficulties may be eligible for an application price waiver.
Applying Early to Sinclair Community College?
Early decision or early action options are not available at Sinclair Community College.
Some students think that applying early to college will increase their prospects. The earlier you apply, the more likely it is that your application will be taken into consideration before those of normal decision candidates, demonstrating your genuine interest in the institution.
View a list of several esteemed universities that accept an excessively higher number of candidates during an early decision or early action than during ordinary admission.
How to Get Into Sinclair Community College
Admission to Sinclair Community College is not difficult to get. Open admissions at Sinclair Community College imply that anybody who meets the minimum requirements can enroll; admission is not selective.
Sinclair Community College welcomed them in 2022.
Nearly all candidates are accepted by non-competitive institutions like Sinclair Community College, regardless of their high school class rank or test results.
Admission as a transfer student is not selective.
What Does Sinclair Community College Look For in an Applicant?
When selecting applicants for their upcoming incoming class, colleges take a variety of things into account. Each institution uses a distinct methodology to select which candidates to accept and which to reject based on which considerations are given the greatest weight. You might wish to think about your application’s strengths and any potential flaws while making your selection of schools to apply to and focus on universities that value your strong suit.
Sinclair Community College 2022 Application Requirements:
All candidates for admission to Sinclair Community College are required to provide the following materials. The admissions office at Sinclair Community College should be contacted twice to confirm all application requirements and supplies.
Required documents for admission to Business
Prepare the necessary paperwork before applying for admission to Sinclair Community College in the United States. The list of required papers should be requested directly from a university since it may differ depending on the country. Additionally, you may request example documents using the live chat.
FAQs
Is Sinclair a good college?
Ohio’s Top 4 Community Colleges In a recent analysis of 23 community colleges in Ohio, Schools.com, a website that connects students to top-notch degree academic programs, named Sinclair College as the No. 4 best community college.
How much is a community college?
Each semester, community college students pay an average of $1,865 in tuition. For in-state students attending a public community college in the US, the average yearly cost is $4,864; for out-of-state students, it is $8,622. Tuition at private two-year community colleges is, on average, $15,100.
Does Sinclair offer scholarships?
For a total of $300, scholarships are given for a maximum of two lessons per kid and four classes per household. Scholarship courses can be taken during one of the sessions or both.
Conclusion
All candidates are eligible for admission, with the exception of F-1 visa holders who are foreign students. Prior to starting some academic programs, there may be extra criteria that need to be fulfilled. These include the A.I.S. and A.T.S. degrees, the Paralegal and Police Academies, the Health Sciences programs, Early Childhood Education, ASAP, CAP, and Honda PACT. Visit the A-Z Program List to find out more about Sinclair’s academic offerings.
If you want to apply for a Business school in Sinclair, then feel free to contact us!
If you need a similar but plagiarism-free “knowledge management”, then feel free to contact us!
Introduction
Knowledge management is crucial for efficiently carrying out business activities. Knowledge management refers to the creation and sharing of information within the organizational structure (Gemino, et al., 2015). This practice is essential for the evaluation of information to achieve organizational goals. Contemporarily, the handling of information is the immediate concern of the organizations. There are many factors that influence the handling of information and create challenges in the management of knowledge. This report will discuss the challenge faced by an organization related to knowledge management.
Challenges in Knowledge Management
The lack of suitable coordination between different entities within the organization is the key issue in knowledge management (Nesheim & Hunskaar, 2015). The organizational structure is the key influencer of the coordination. This issue of knowledge management is related to the process. The organization does not have an appropriate architecture for the efficient processing of information between different departments.
Literature relevant to Knowledge management
Jurgita et al. presented a model for the management of important knowledge in an organization. The system of an organization can be improved by effective strategies that are capable of improving the process of the organization (Raudeliūnienė, et al., 2018). The organizations should identify the needs of the participants and select suitable strategies that could address the issues. Leadership can play a significant role in the effective sharing and evaluation of information. The robust mechanism to retrieve the information can improve knowledge management.
Analysis of organizational information
This section discusses the organizational structure and other information related to the processes of the organization.
Critical Appraisal of the Situation
The organizational structure does not support the robust sharing of information. The bottlenecks in the process slow down the movement of information from one entity to another. It hinders the execution of the plan and decreases the efficiency of the whole system. The outdated system does not provide an efficient architecture for the creation and movement of information.
Recommendations
The organization should make suitable modifications in the organizational structure to improve the process for the movement of information. The bottlenecks in the system should be identified and strategic decision-making should be employed for the handling of information. The process should be updated to improve the coordination between all departments of the organization.
Comparison of two Open Source Tools for Knowledge Management
Slack is an efficient open-source knowledge management tool. This tool provides a robust platform for knowledge sharing. It has many features for storage and integration that facilitate the movement of information. It also provides a social network that could be used as a communication channel within the organization. so is another tool that could be used to increase collaboration within a department or between different departments. It supports the management of different tasks and also manages the database for the organization.
Conclusion
This report discussed the process-related issues in an organization and recommended some solutions to address these issues. The open-source tools increase the efficiency of organizations manifold by facilitating the efficient movement of information.
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If you need a similar but plagiarism-free “influence of social health determinants and role of health workers and physicians”, then feel free to contact us!
CMAJ, 188(17-18), E474-E483. “Taking action on the social determinants of health in clinical practice: a framework for health professionals.” Andermann, A.
Summary:
This article is about the influence of social health determinants on health care and how physicians can help their patients to overcome their medical issues and what measures should be taken on a social level to maintain a healthy community. It is a common review that people who are poor live short life and fall ill easily whereas rich people have better facilities regarding medical and even developed countries are facing this issue. This is important for everyone to get proper guidelines and proper health facilities. Doctors should keep in mind all factors regarding their patient’s social life.
Theme:
The major theme of the paper is, that social difference increases the chances of health problems because one does not have the financial resources for fulfilling even basic life needs. Their quality of life is low and due to being less educated, they do not know how to lead a healthy life.
Basic components of the article:
Following are the main components of the article.
Social determinants of health:
Factors like family income, social support, employment, gender, and available facilities are called social determinants of health and these factors affect a lot on an individual’s health.
The link between social factors and health:
Social factors have a deep link with the health of an individual. For example, a child who is from a lower-class family will have more health issues than a child from an elite class. In easy words, the more facilities one has the better life one will lead.
Influence of health workers on social determinants:
People related to the health department and other health workers can influence the social determinants by the following means:
On an individual level:
The comfort level between physician and patient is necessary. The physician should ask the patient about his social context. Most people are facing health issues because they are away from their hometown for earning or people may be facing mental torture by society due to any incompatibility. So, a doctor’s behavior with a patient can help him to recover soon. Physicians can give suggestions and ideas regarding their issues in caring nature.
On the community level:
Creating an easy and comfortable atmosphere for patients will help them to overcome issues. For example, providing a child care facility will help a single mother to have treatment peacefully.
Arranging medical health camps or providing financial aid can help people to communicate with doctors who cannot afford clinics or avoid getting appointments.
Health workers should be polite and understanding. They should follow the proper communication channel. Their way of discussion should not hurt any of the patient’s self-esteem.
Hurdles in setting health standards in society:
People do not open up to anyone easily about what kind of problem one facing socially. Most of them do not share what circumstances or issues they are facing.
Physicians do not give the proper attention or extra time to every patient.
Most doctors focus on solving health issues medically.
Early childhood development has a deep impact on health. Abusive behavior, family issues, family income, and living with mentally ill family members lead to health issues.
Suggestions:
Following are some suggestions to come up with the hurdles coming in way of setting better health standards
Health workers and physician’s behavior should be nice and polite to patients.
Spending some extra time with each patient will help to understand their mental health and the impact of social factors on their health.
Providing more resources and facilities for health workers can help as well.
Conclusion:
In reference to the article, it is concluded that social factors surely have an impact on health. These determinants can influence an individual’s life but social health workers and physicians can play a vital role in achieving the health goals of any community. Health workers and physicians are an entity of any society thus positive behavior from them can help patients to have better health.
Role of an Administrator:
Being an administrator, I can help out people by arranging free medical facilities or by raising funds for their medical or health care needs. It would be helpful for people who are facing financial issues. Arranging medical camps in schools or colleges with help of physicians and other authorities will help to promote the importance of health care. The influence of social health determinants can be controlled by taking serious measures on the community level.
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This lesson plan was designed to meet the requirements for the Kindergarten Math Virginia Standard of Learning (SOL) and was developed by a team of St. Agnes Catholic School teachers who worked collaboratively planning, implementing, and assessing this unit. We worked in a Professional Learning Community (PLC). This assignment required us to produce a four-week unit plan. We met weekly to share new ideas for instruction and develop a plan that would provide our Kindergarten with lessons that meet the needs of the general education students as well as the students who require accommodations. We worked cooperatively with colleagues to develop a plan that would meet the needs of all the students and the teachers. The St. Agnes PLC for Kindergarten Math included:
Mrs. Gracelin Emmanuel, Teacher
Mrs. Kathy Hofer, Special Education Teacher
Mrs. Madeline Lawson, Resource Teacher
Dr. Teri Eichner, Resource Teacher
Mrs. Jen Kuzdzal Assistant Principal
Within this unit, we cover the VA SOL K.7 on the measurement of money, recognizing coins, and determining the value of a collection of coins (whose total value is 10 cents or less); K.8 on identifying and using instruments to measure the length (ruler), weight (scale), and temperature (thermometer); K.9 on identifying and using instruments to measure time (clock) and tell time to the hour, using analog and digital clocks; K.10 on comparing two objects or events, using direct comparisons or nonstandard units of measure length (shorter, longer).
It was necessary for our team to assess the needs of all the students in our classrooms and to collaborate with other classroom teachers and resource teachers to try to find the best strategies to successfully teach the students in this unit. Our success and, in turn, the student’s success, were dependent on effective collaboration among the teachers, a sound lesson plan with effective implementation, and appropriate assessments.
In this report, we will describe our:
School and teaching team
Teachers
Classrooms
Student biographies
Unit plan
Unit plan calendar
4 sample lessons with assessments both formative and summative instruction
The Unit Plan contains details for instruction with assistive technology for specific students. We will conclude this paper with our group reflection and individual reflections on our unit planning process.
Our School and Team Descriptions
St. Agnes Catholic School is a diocesan school located in Arlington, Virginia. St. Agnes has 460 students enrolled from Pre-K to 8th grade. St. Agnes is not a Title 1 elementary school. St. Agnes has 2 Kindergarten classrooms with 20 students in each class. Both classrooms have a special education teacher and a resource teacher. We are known as the Kindergarten Team 1. Our Kindergarten Team 1 manages one of the Kindergarten classrooms and is co-taught by Mrs. Emmanuel a general education teacher, Mrs. Hofer a special education teacher, and Mrs. Lawson the resource teacher, as noted below:
Mrs. Emmanuel (General Education)
Mrs. Hofer (Special Education)
Mrs. Lawson (Resource Teacher)
Teacher Biographies
Mrs. Emmanuel has 20 years of experience teaching Pre-Kindergarten to 3rd grade. She has been teaching Kindergarten at St. Agnes for the past 10 years. She has taught at Ladies College, Sri Lanka for 10 years. Mrs. Emmanuel has her undergraduate degree in Liberal Studies from Marymount University and a Master’s degree in Education (Pre K – 6) from Marymount University. She is currently working toward a certificate in Special Education at Marymount University.
Mrs. Hofer has 9 years of experience teaching Preschool and 3rd grade. Currently, Mrs. Hofer is in her 4th year as a staff member at St. Agnes where she works as a special education teacher in Kindergarten. Prior to working at St. Agnes, Mrs. Hofer was a Special Education Instructional Assistant at Long Branch Elementary School in Arlington, Virginia. Mrs. Hofer also worked for 2 years as a Lead Preschool Teacher at St. Ann’s Catholic School in Arlington County School and taught 3rd grade as a long-term substitute teacher at Corpus Christi School in Falls Church, Virginia. Mrs. Hofer earned her undergraduate degree in International Relations from George Mason University and is currently working toward a certificate in Special Education at Marymount University.
Ms. Lawson has 8 years of experience teaching preschool-age children and is currently in her 3rd year at St Agnes as a Resources Teacher. She previously taught in Early Childhood programs at a Montessori School in Alexandria, VA, and a Child Development Center in Kodiak, Alaska. Mrs. Lawson has her undergraduate degree in Liberal Arts Excelsior College and is currently working toward a certificate in Special Education at Marymount University.
Target Classroom Description
Mrs. Emmanuel, Mrs. Hofer, and Mrs. Lawson
Student
SPED/ GEN ED
Disability
Student Info
Rhys
SPED
Behavior
Rhys is a Kindergarten student in a general education classroom. He is struggling with his Kindergarten classroom assignments. He is reading below grade level and tested as a DRA 1. In the classroom, he rushes through his work. His goal is to finish first with no regard for accuracy. His comprehension is strong and he has a good memory but his behavior in the classroom is very disruptive and he often is verbally mean to classmates.
Liam
SPED
ADHD
Liam is an active Kindergartner with observed ADHD behaviors. He is easily distracted when working on worksheets and is unable to complete assignments. He appears not to listen when spoken to. Liam enjoys art (painting) and working with manipulative materials. He also enjoys P.E. and outside time with his classmates.
His parents are currently seeking a formal assessment of his observed ADHD behaviors.
Lexi
GEN. ED
Lexi is a lively Kindergartener. She is 5 years and 9 months. Loves to be read to by her mom and has a very big imagination. She loves to draw and has a large vocabulary. She loves to get one-on-one attention. Lexi has been in daycare and school since she was three months. She has 2 older siblings, a sister, and a brother. Parents are very involved in older siblings’ sports activities. Lexi travels with them for all the games so she is tired on Mondays.
Charles
SPED
Asperger’s
Charles is 6 years and 3 months. He repeated Pre-Kindergarten. He is now the oldest in the class and has a younger sibling. Charles frequently tires during active play and lies on the floor during floor activities. He frequently flaps his hands and twirls. Charles will sometimes argue with various adults. He bumps into others while lining up and when walking. Charles is easily distracted by the sights and sounds around him. He usually plays alone and does not recognize others’ feelings, other than physical pain. Even though Charles has a large vocabulary, it takes time for him to get his thoughts into words and to express himself.
James
GEN.ED
James is a kindergarten student in a general education classroom. He is reading above grade level, has a large vocabulary, and is very inquisitive. He is very outgoing and enjoys outdoor play with his classmates. He is an only child and the parents are very involved. They often read to him and take him to museums.
Leena Sofia
GEN. ED
Bilingual and Reading. Leena Sofia is a Kindergarten student in a general education classroom. She is currently reading above grade level and is a DRA 8. She is extremely outgoing and really enjoys collaborating in groups and helping her classmates. She is an avid reader and takes pride in her work.
SETT is an acronym for Student, Environments, Tasks, and Tools. The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of students with disabilities. Originally developed to support assistive technology selection and use in educational settings, the principles of the SETT Framework have been used to guide decisions about a much broader range of educational services, and also, with minor adjustments, have been successfully used in non-educational environments and service plans (Zabala 2005).
SETT Assessment: Charles is in a Kindergarten classroom of 20 students. In this classroom, the students sit at tables of six. This class is co-taught by a special education teacher, a resource teacher, and a general education teacher. In order for Charles to access the general education curriculum, he needs help from the special education teacher to complete his assignments and needs Assistive Technology (AT). Charles’s AT was determined by the SETT Assessment. Due to his handwriting and getting tired easily, Charles uses a pencil grip and a computer with a touch screen and adapted keyboard. He also has a visual schedule glued on his pencil box to show the daily schedule. Charles also has visual timers to show that he can take short breaks throughout the day. The IEP team determined that the above-mentioned AT devices are appropriate for Charles.
SETT Assessment: Liam is in a Kindergarten classroom of 20 students and he either sits at a table with six students or at an individual table with the Special Education Teacher or the Resource Teacher. The class is taught by a general education teacher and an instructional assistant. They are often co-teach. Liam works in the general education curriculum and receives additional support from the resource teacher who has provided strategies for the teacher and IA to help Liam remain on task. He is allowed to walk around the classroom before sitting down at a group table; or sometimes is placed at an individual table with fewer distractions, such as other students working at the table. Liam does not have an IEP or SAP at this time. His teacher and IA have spoken to his parents regarding his behaviors, and the parents are in agreement to seek formal assessment so he can succeed and be less frustrated when attempting to complete a worksheet.
SETT Assessment: Rhys is enrolled in a Kindergarten classroom of 20 students. Rhys’s classmates sit at tables of six students. His class is taught by a general education teacher and an instructional assistant (IA) who are often co-teachers. A reading specialist and a resource teacher (RT) often push in. In this classroom, Rhys works in the general education curriculum, and for some tasks, he uses Assistive Technology (AT). Rhys does not have an IEP or an SAP at this time. However, Rhys’s performance on some tasks have been enhanced when he was provided AT. At a SETT Assessment meeting with his classroom teacher, the IA, and RT, the decision was made to provide Rhys with an iPad for some lessons and assessments. Rhys has difficulty focusing on the teacher’s instructions and cannot complete many individual tasks without disrupting his table and often the entire class. Rhys’s performance and comprehension are often below grade level. Rhys often will follow a lesson and demonstrate mastery in a one-on-one session with the IA or RT but when he returns to the class he has difficulty behaving appropriately with his peers. His Kindergarten class works collaboratively on many assignments but Rhys has trouble finding his role and demonstrating appropriate Kindergarten behaviors. His classroom teacher, IA, RT, and parents are concerned his behavior in the classroom is having a detrimental effect on his performance. An IEP team has been established to determine what further steps can be taken to help Rhys with his classroom behavior and if an IEP is necessary.
ED 529 Critical Assignment
Unit Plan
Date: August 15, 2017
Grade: Kindergarten
Subject area and overarching SOL: Math: Measurement. Focus: Instruments and Attributes
K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.
K.8 The student will identify the instruments used to measure the length (ruler), weight (scale), time (clock: digital and analog); calendar: day, month, and season), and temperature (thermometer).
K.9 The student will tell time to the hour, using analog and digital clocks.
K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block.
Purpose of the unit: From the 2009 VDOE Standards of Learning for students to learn about math measurement in everyday life.
Number of weeks for the unit: 4 weeks
A number of lessons to support the unit:
(one sample lesson per week included)
4 Lessons Total
Collaborative Effort – Week 1: K.7 Money
Mrs. Hofer – Week 2: K.8 Calendar
Mrs. Lawson -Week 3: K.9 Clock
Mrs. Emmanuel -Week 4: K.10 Nonstandard
Assistive Technology Services
Primary educational intent: Copied from the VDOE Standards of Learning 2017 Curriculum Framework for Kindergarten Measurement strand:
Measurement instruction at the primary level focuses on developing the skills and tools needed to measure length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money. Measurement at this level lends itself especially well to the use of concrete materials. Children can see the usefulness of measurement if classroom experiences focus on estimating and measuring real objects. They gain a deep understanding of the concepts of measurement when handling the materials, making physical comparisons, and measuring with tools.
Unit title: Measurement
Key concepts:
· Describe the properties/characteristics of a penny, nickel, dime, and quarter.
· identify a penny, nickel, dime, and quarter.
· Identify that nickel is the same value as five pennies.
· Count a randomly placed collection of pennies and/or nickels whose value is 10 cents or less, and determine the value of the collection.
· Identify a ruler as an instrument to measure length.
· Identify different types of scales as instruments to measure weight.
· Identify the components of a calendar, including days, months, and seasons.
· Identify different types of thermometers as instruments used to measure temperature.
· Identify different types of clocks as instruments to measure time.
· Tell time on an analog clock to the hour.
· Tell time on a digital clock to the hour
· Compare and describe lengths of two objects using direct comparison or nonstandard units of measure.
Overarching “Big Idea” for the unit:
Students will develop a sense of the attributes of measurement and the concept of a measurement unit, i.e.: a measure of length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money, they also begin to recognize the differences between using nonstandard and standard units of measure.
Last unit (students’ prior knowledge):
Looking at Measurement
Using coins
Saving in their own piggy bank
What they did with a coin
Know what a clock is/use of
The scale at the doctor’s office
Weigh fruit/veggies at the grocery store
Overarching “Goal” for the unit:
Students will develop an understanding of mathematical concepts and apply their knowledge and skills to everyday life.
Subject area and standard for next unit:
VDOE SOL 2017 K10
Geometric ideas help children systematically represent and describe their world as they learn to represent planes and solid figures through drawing, block constructions, dramatization, and verbal language.
The focus of instruction at this level is on
• observing, identifying, describing, comparing, contrasting, and investigating solid objects and their faces;
• sorting objects and ordering them directly by comparing them one to the other;
• describing, comparing, contrasting, sorting, and classifying figures; and
• exploring symmetry, congruence, and transformation
Essential knowledge: from the VDOE Curriculum Framework 2009 Document:
K.7 • Develop common references for identifying pennies, nickels, dimes, and quarters.
• Understand the value of a collection of coins whose value is 10 cents or less.
K.8
• Identify an appropriate measuring tool for a given unit of measure.
K.9
• Apply an appropriate technique, depending on the type of clock, to determine the time to the nearest hour.
K.10
• Compare and order objects according to their attributes.
• Develop an understanding of measuring with nonstandard and standard units of measure.
• Recognize attributes (length, height, weight, temperature) that can be measured.
Critical thinking skills:
Problem-solving
Making Predictions
Making Inferences
Inquiry
Investigating
Analyzing
Interpreting Information
Social and Emotional Learning
The students will be introduced to cooperative learning through exchanging coins, taking turns with the measurement tools, and strengthening their listening skills.
4-Week Unit summary
During the first week, the students will learn how to recognize the characteristics of coins and will put this knowledge into practice.
During the second week’s lesson, the students will learn how to identify and use instruments of measure for a calendar.
During the third week, the students will learn about telling time to the hour, using analog and digital clocks.
During the fourth week, the students will learn to compare two objects or events using direct comparison or nonstandard units of measure.
Desired outcomes for each lesson:
Students will be able to identify a penny, nickel, dime, and quarter. Identify that nickel is the same value as five pennies.
Students will be able to use a calendar to learn the day, month, and year.
Students will be able to tell time on a digital clock and an analog clock to the hour.
Students will be able to compare two objects using direct comparison and nonstandard units of measure.
Accommodations:
Charles: The student is provided one-on-one help from the special education teacher to complete his assignments and needs Assistive Technology (AT).
Liam: The student sits next to the teacher during circle time, and is allowed additional time to complete worksheets.
Rhys: The student works individually with the instructional assistant or resource teacher during table work to complete workbook assignment, and is given assistive technology rather than the paper version of the test.
Assistive Technology used and how they reflect unit goals:
Charles uses a pencil grip and a computer with a touch screen and adapted keyboard. He also has a visual schedule glued on his pencil box to show the daily schedule. Charles also has visual timers to show that he can take short breaks throughout the day.
Liam is provided a weighted lap buddy during circle time and uses a pencil grip.
Rhys is allowed to use the iPad or work in the computer lab.
Resource Links for State of Virginia Standards of Learning
Kindergarten Sample Lesson Plans for the Unit (One sample per week – 50 min each)
The lessons described below are example lesson plans for an inclusive, co-taught, kindergarten class on math. The unit will extend for one month and will cover measurement with a focus on instruments and attributes. There is a sample lesson for each week of the unit. The professional learning committee met regularly to discuss best practices for our students and share and compile educational resources. The unit plan and sample lessons are the products of the meetings. The general educator, special educator, and the resource teacher created one lesson as a group for the first week and one lesson for each of their week.
Week One – Introduction to Money
During week one, students will be introduced to money which is the first lesson in our unit. The week will begin with the introduction of money. Students will participate in group activities, worksheets, vocabulary, and games to help engage them with the material. The General Education Teacher, Special Education Teacher, and Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed through a vocabulary and identifying coins worksheet that will serve as a summative assessment. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
SOL K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less (VDOE 2009).
Lesson Objectives: The students will learn to recognize a penny, nickel, dime, and quarter; and determine the value of a nickel.
Link
The lesson will be introduced with the Counting Coins with Annie and Mosby video on BrainPOP. Jr.(https://jr.Brainpop.com/math/money/countingcoin). The class will play the Counting Coin game on BrainPOP Jr. The teacher will follow up with a review of the corresponding vocabulary, and coin value, and recognize each coin (penny, nickel, dime, and quarter). To remember the value of each coin the teacher will teach the Coin Poem.
General Education Teacher will lead the class by introducing money and asking the students if they have seen money and where?
Special Education Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Engage and Explain
The teacher will present a large group lesson, based upon Program of Studies/SOL and student assessment information for SOL: K: 7 The lesson will have the students
a) Recognize penny, nickel, dime, and quarter.
b) Determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.
c) Identify that nickel is the same value as five pennies. During circle time read One Cent, Two Cents, Old Cent, New Cent: All About Money by Bonnie Worth. The teacher will ask the class if they have seen coins. Where can the students save coins? Why save coins? The students individually tell about the coins that they have and where they save them. Give some examples of what you can use coins for. If needed provide more examples. Show the coins and pictures of coins. Display and demonstrate the equivalent values of each coin. Teach the poem
Active Learning
Guided Practice.The teacher will work with small groups of students, pairs, or individual students. The teacher can tailor the instruction based on strengths and students’ needs and check for understanding and document observations. The teacher can observe and assess the students’ understanding. The resource teacher and the special education teacher can also work with students during this time.
Hands-on Practice: Students can make coin rubbings with a worksheet from BrainPOP, Jr. Students will be asked to bring a small bag of real coins from home. With these coins, they will match the real coins with pictures of coins. The students will also practice identifying the coin, writing the value, and drawing a line to the coin name. At the end of the week, a small classroom store will be set up for the students to purchase small items with their coins.
Higher Thinking:The teacher will ask students to combine the coins and form different values. Place different combinations of coins in plastics Easter eggs. The students will open the eggs and tally the coins. Also on a grid with the alphabet printed out place coins under the letters in penny, nickel, dime, and quarter. The students will take a word flash card and the coin for each letter. They add up the coin value of the word and write the value.
Reflection
The teacher will ask each student to take a coin out of their bag. Each corner of the room is assigned a value and the students go to the corresponding corner for the coin they chose. The students can add up their “corner value”. After the end of the lesson, the teacher will review what they learned today.
Now and Then
Students will ask for 7 coins from their parents and draw them. Then write the value of them on a paper and write the total value of the coins.
Overall Accommodations:
· Charles: may need this lesson done separately with the special education teacher either one on one or in a smaller group of students.
· Liam: should be sitting at the front of the class for the lesson, in order for distractions to be minimal and for her to be fully engaged.
· Rhys: the resource teacher will be sitting with Rhys and explaining while giving small breaks. He will also have a Behavior management chart to encourage and track on-task behavior and task completion and receive extra time in completing the assignments.
Week One Assessment – Money
At the beginning of the school year, the teacher will use a mathematics dynamic assessment (MDA), which is an informal assessment that can be used to structure instruction (Kauffman & Hallahan, 2015, p. 141). The MDA will provide the teacher with the information on what are the best techniques for teaching this lesson. This assessment includes a mathematical assessment at the concrete, semi-concrete and abstract levels of instruction as well as identifies math interests and mistake patterns (Kauffman & Hallahan, 2015, p. 141). This is an informal but practical method to collect data to design the instruction to meet the needs of students, especially those with learning disabilities.
Documents/worksheets for Lesson 1:
Match the real coins to the value of the coins.
Value
Real Coins
1 Penny= 1¢
One Cent
1 Nickel= 5¢
Five Cents
1 Dime= 10¢
Ten Cents
1 Quarter=25¢
Twenty-five Cents
Figure 2: Matching real coins to pictures of the coins and the value of the coins. created by G. Emmanuel and K. Hofer
Week Two – Introduction to the Calendar and Dates
During the second week, the students will spend most of their time working with clocks but will continue to work with their calendars by adding the time to events. Some students will find the time lapsed for an activity. This may be used as enrichment for those students. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed through review calendars and date worksheets that will serve as summative assessments. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
SOL K.8 The student will identify the instruments used to measure the length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer). (VDOE 2009)
Lesson Objectives: The students will learn to use the calendar properly. The students will learn to read a calendar and identify the day, month, and seasons.
Link
From the very first day of school to the last, the students will review the daily calendar during the morning meeting. The teacher will review the daily schedule going over what day it is, what month it is, the time of year, count the days of the week, and talk about birthdays and important upcoming dates. These topics are part of SOL K.8 but also an important part of the morning meeting every day. The topics in this unit will be introduced or reviewed with the following short videos and reading the Math Counts series.
Songs: Days of the Week and Macarena Months on Dr. Jean and Friends by Dr. Jean Feldman
General Education Teacher will introduce the calendar and explain its purpose. The class will compile a list of what the students know about a calendar. The teacher will display the list in the classroom and add new items as the students expand their knowledge.
Special Education Teacher will sit with identified students in a quiet location in the classroom. She will limit distractions to help keep their focus on the lessons and encourage active participation.
Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Engage and Explain
The kindergarten students will discuss what information they can gather from a calendar. The class will develop a schedule for our school day. We will use a large daily wall calendar. We will also compare a daily weekly, monthly and yearlong calendar.
General Education Teacher will begin a vocabulary list for the calendar and the class will label the parts of the calendar.
Special Education Teacher will shadow and observe students. She will take notes on students’ class behavior, and participation, reinforce concepts and begin a list of concepts that will need review or further instruction.
Active Learning
The students will complete their own calendars at their desks and the classroom calendar in the large group during the morning meeting. During sharing the students will practice giving their classmates thinking time, raising their hands with answers, and working on self-control by not shouting out.
General Education teachers will discuss the importance of keeping a calendar in everyday life. The students will discuss why we need a calendar.
Special Education Teacher will monitor and periodically review and assess these skills with her students during the school year. She will work with the students to be sure they understand the concepts, completes their assignments, and address any weakness.
Reflection
Students will work on this unit every day from the first day of the school year to the last day of school. Slowly, the students will go from identifying the day, week, month, and year to determining a future date and a past date.
Each morning, the class will gather on the carpet for the morning meeting. At this time, the calendar helper will name the day of the week, date, month, and year. The class will also choose the type of weather for the day. Each student will get a chance to be the calendar helper and update the classroom calendar. This will allow the teacher a quick assessment of the chosen student. The teacher will remind the class to give the calendar helper thinking time, if needed, and to not shout out answers. After the class has confidence in their daily calendar skills, the teacher can ask the students to name tomorrow, yesterday, and the date a week from today or a week ago. We can use visual tools to graph the weather too. We can use Unix cubes or clips to compare sunny days to cloudy days. The class can also count the first hundred days of school with popsicle sticks bundled into groups of ten. With each passing day, the students will gain stronger calendar skills, calendar vocabulary, and an understanding of the passage of time.
Now and Then
Students will make their own calendars. We will ask the students to find different calendars at home and the use of the calendar. During calendar work we will learn about the following concepts:
week, month, year, date
events a month from now, three months from now
seasons: Autumn, Winter, Spring, Summer
morning, afternoon, evening
before and after
beginning of the year, middle of the year, end of the year, new year,
week-end, week-day
General Education Teacher will provide the scavenger hunt list. She will use poster graphs to compare elapsed time and dates.
Special Education Teacher will send home instructions to parents for the scavenger hunt and explanation of the unit so they can reinforce the measurement lessons at home.
Overall Accommodations:
Break Passes: Charles, James, Rhys
Simplifying Instructions: Liam
Behavior Charts: Liam, Rhys
Worksheet in iPad: Charles, Rhys
Small-Group Instruction: Liam, James
Individuel Instruction: Charles, Rhys
Partners: 1. Lexi, Rhys 2. Leena Sofia, James
Enrichment work: Leena Sofia, Lexi
Week Two Assessment – Calendar
The classroom calendar is a daily activity in Kindergarten, allowing the teacher to assess the students’ knowledge of the days, weeks, months, and years and knowledge of the weather every morning. The K8 SOL will expand the students’ knowledge and application of the calendar. During this week the student will have daily assessments and a cumulative assessment of their calendar knowledge.
Documents/worksheets for Lesson 2:
Figure 10: Student’s Calendar worksheet 1 created by Kathy Hofer
Student’s Calendar Worksheet
Figure 11: My Daily Calendar created by Kathy Hofer
Figure 12: Calendar Review created by Madeline A Lawson
Week Three – Introduction to Telling Time
During the third week, the students will spend most of their time learning about clocks, both analog and digital; and making their own clocks. Telling time will take additional instructional time and lots of practice is essential. Several books will be available for the students to read about telling time, clocks and when things happen. At the beginning of each lesson, the class will watch BrainPOP Jr. videos and complete some of the activities. This may be used as enrichment for some students. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed through review clock and time worksheets that will serve as a summative assessment. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
K.9 The student will tell time to the hour, using analog and digital clocks. Also, the student will identify the instruments used to measure time (clock: digital and analog) [K.8].
Lesson Objectives:
The students will learn the proper use of a clock. The students will learn to read analog and digital clocks. The students will discuss the passage of time.
Link
During our morning meeting from the very first day of school to the last, the students will review the daily schedule and note the time of each activity. These topics are part of SOL K.9 (and K.8) but also part of the morning meeting every day. The topics in this unit will be introduced or reviewed with the following short videos and reading the Math Counts series book Time.
General Education Teacher will introduce each topic. Develop a list of what the students know about the topic. Keep the list up in the classroom to add new items as the students expand their knowledge.
Special Education Teacher will sit with identified students in a quiet and removal location in the classroom. She will limit distractions to help keep their focus on the lessons and encourage active participation.
Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Engage and Explain
The students will discuss when they see a clock and what time it is during their daily routine at school and at home. We will develop a time schedule for our school day and create a list for this schedule. We will use the following tools: a digital and analog clock. Also, students will use the Time Activity Set by Learning Resources that provides additional learning through hands-on learning: a clock with movable hands, puzzle pieces to match both analog and digital, 2-hour dice and 1 minute die to write the time after dice are rolled, and dry-erase cards to write the time.
General Education Teacher will introduce each part of the clock for the students to see and work with.
Special Education Teacher will shadow and observe students. She will take notes on students’ class behavior, and participation, reinforce concepts and begin a list of concepts that will need review or further instruction.
Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Active Learning
Every day, during the school year, the students will look at the clock during morning circle time and students will take turns explaining what time it is during our morning schedule routine. Also, the students will work with an instructional toy ‘parts of a clock’ and the Time Activity Set. The students will use table clocks to find the time for classroom and home activities.
During the computer, students will practice telling time within one of abcya’s online educational games Telling Time.
Parents will be encouraged their child to practice at home with a real clock, discussing their family schedule for both am and pm activities (soccer is at 5:00 pm; reading time at the library is at 4:00 pm, and Mass is at 9:00 am).
Note: this link is unique to the school’s abcya’s log-in account for students.
General Education Teacher will provide instructions on how to use the instructional toy ‘parts of a clock’ and will walk around the room monitoring students’ progress, assisting those who need help, and noting skills that need review.
Special Education Teacher will sit with Liam and Rhys at the horseshoe table and provide instruction and help. She will ask these students to return to their tables to work with classmates. She will then ask Charles to sit with her to work on the lesson and observe his progress and assist when needed.
Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Reflection
During these lessons, the students will switch seats and work with different classmates. The students will share in during these group sessions and at circle time what they have learned about telling time.
During sharing, students will practice raising their hands to be called on, allowing other students time to think before giving the answer or speaking out of turn, and work on self-control by not shouting out.
A few of these tasks will begin the first week of school and expand on over the year and during the measurement unit. Other topics will be introduced during the unit. The yearlong tasks can be used for critical thinking projects during the unit week.
Now and Then
Students will make their own clock. We will ask the students to find different types of clocks at home. The students will also complete a daily home time schedule and turn in the worksheet (see attached).
We will expand this lesson into time-lapse and determine how long the students watched TV, played outside, practiced piano, etc. During clockwork we will learn about the following concepts:
· morning (am), night (pm)
· before and after time
· second, minute, hour, moment
· time schedule of daily activities
General Education Teacher will provide the materials for the students to make their own clock, the daily home time schedule worksheet, and will use poster graphs to compare elapsed time and dates. Also, the teacher will discuss the importance of learning how to tell time.
Special Education Teacher will monitor and periodically review and assess these skills with her students during the school year. She will work with the students to be sure they understand the concepts of telling time, complete their worksheets, and address any weaknesses.
Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Overall Accommodations:
· Charles: may need this lesson done separately with the special education teacher either one on one or in a smaller group of students.
· Liam: should be sitting at the front of the class for the lesson, in order for distractions to be minimal and for her to be fully engaged.
· Rhys: the resource teacher will be sitting with Rhys and explaining while giving small breaks. He will also have a Behavior management chart to encourage and track on-task behavior and task completion and receive extra time in completing the assignments.
Week Three Assessment – Clock
The different learning resources for this lesson plan, videos on telling time, books about clocks, learning about the different parts of the clock, and worksheets, incorporated into the students’ daily work and morning circle time will allow the teacher to assess the student’s knowledge of the different parts of a clock and if they can identify the time of day. Additionally, assessment worksheets will ensure that the students have a better understanding of the concept of time and how a clock works.
Documents/worksheets for Lesson 3:
Paper Plate Clock
Take two paper plates—one plate should be a larger dinner plate-like Chinet and the smaller plate a solid, bright color. Glue the colored plate on the white plate so your clock has a rim that’s a different color from the face.
Add clock numbers on the plate. The numbers can be handwritten with a marker, foam numbers, or stickers.
Cut out the hour and minute hands bright, solid, contrasting colored paper and fasten it to the center of the plate with a brad.
Daily Home and School Time Schedule
Morning schedule – am
Wake up
Get ready for school
breakfast
Arrive at school
Figure 16: Morning Schedule – am. Created by Madeline A. Lawson
Evening schedule – pm
Arrive home after school
Snack
Homework
Sport activity
Dinner
Bedtime
Figure 17: Evening Schedule – pm Created by Madeline A. Lawson
Week Four – Introduction to Measure Lengths with Nonstandard Units
During week four of our unit plan, the students will be introduced to Measure Lengths with Nonstandard Units. The week will begin with the introduction of what it means to nonstandard units and how we can measure lengths with nonstandard units. Students will participate in group activities, worksheets, vocabulary, and games to help engage them with the material. The Special Education Teacher, the General Education Teacher, and the Resource Teacher will work together to teach and differentiate the lesson, as well as to accommodate certain students who need it. The students will be assessed from the mathematics dynamic assessment worksheet that will serve as a summative assessment. The General Education Teacher, the Special Education Teacher, and the Resource Teacher will be observing and taking notes throughout the week and this information will serve as a formative assessment along with the worksheets and group activities.
LEARN
SOL K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block (VDOE 2009)
Link
The lesson will be introduced by inviting the students to the carpet. Draw a straight line on the board with a yardstick, and tell the students that they are going to measure the line. Ask the students what can be used to measure the line. Read the Literature Book – How Big is a Foot? By Rolf Myller. Ask the students what was used to measure in the story, and inform the students that the line drawn on the board is going to be measured not with a ruler, but with other units that are known as nonstandard units.
General Education Teacher will lead the class by introducing the lesson by showing the students different lengths using non-standard units of measure
Special Education Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Resource Teacher will walk around the room prompting the students into coming up with ideas and making sure that all students are active and participating.
Engage and Explain
The teacher will present a large group lesson, based on Program of Studies/SOL and student assessment information for SOL: K: 10 The lesson will have the students
· Students will measure lengths using nonstandard units.
· Students will write the length in numbers.
· Students will measure one object using three different nonstandard units, and graph the results (students already know how to graph).
· Students will recognize that a measurement must include a number and the unit.
During circle time read How Big is a Foot? By Rolf Myller. Ask the students what was used to measure in the story, and inform the students that the line drawn on the board is going to be measured not with a ruler, but with other units that are known as nonstandard units. Give some examples of nonstandard units. If needed provide more examples.
Active Learning
Guided Practice.The teacher will work with small groups of students, pairs or individual students. The teacher can tailor the instruction based on strengths and students’ needs and check for understanding and document observations. The teacher can observe and assess the students’ understanding. The resource teacher and special education teacher can also work with students during this time.
Hands-on Practice: Students can write their names and graph their names to see how many letters were there. Let them know that instead of the letters, they are going to graph the units to see how many are needed for that particular object. Tell that they are going to measure the length of the room using their steps (feet), measure the length of their desk using the new pencils, links, and yellow yarn, and measure the length of the teacher’s desk using their hands. Remind them to write down the number and draw the graph.
Higher Thinking: The teacher will ask students to find 3 different objects, measure them with the same unit, and make a graph. The students can measure a10 inch line using the counting cubes, crayons, and red yarn. Remind them to measure, write down the number, and draw a graph. The students can also compare the lengths. Challenge the students by asking them why the measurements are different even though they are measuring the same object.
Reflection
The teacher will ask each student what their measurements were, and observe them recording the number with the unit and completing the graph. After the end of the lesson, the teacher will review what they learned today.
Now and Then
Students will: measure their room using their feet and another family member’s feet. Write the number down and draw a graph comparing the measurements.
Overall Accommodations:
· Charles: may need this lesson done separately with the special education teacher either one on one or in a smaller group of students.
· Liam: should be sitting at the front of the class for the lesson, in order for distractions to be minimal and for her to be fully engaged.
· Rhys: the resource teacher will be sitting with Rhys and explaining while giving small breaks. He will also have a Behavior management chart to encourage and track on-task behavior and task completion and receive extra time in completing the assignments.
Week Four Assessment – Nonstandard
The mathematics dynamic assessment will provide the teacher with the information on what are the best techniques for teaching this lesson. This is an informal but practical method to collect data to design the instruction to meet the needs of students, especially those with learning disabilities.
Documents/worksheets for Lesson 4: (Created by Gracelin Emmanuel)
Measuring the line on the board (Figure 20)
Clothes pins
Red Yarn
Measuring the length of the room (Figure 21)
Student A Foot
Student B Foot
Student C Foot
Measuring the length of the student desk (Figure 22)
Pencils
Links
Yellow yarn
Measuring a 10-inch line (Figure 23)
Cubes
Crayons
Red yarn
Measuring the line on the board (Figure 24)
Pencils
Cubes
Crayons
Measuring the teacher’s table (Figure 25)
Student D hand
Student E hand
Student F hand
Measure from Home (Figure 26)
Object
Object
Object
Assistive Technology
Assistive technology is a vital component in education today, and it enables students with disabilities to grasp the general education curriculum. Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities. AT can be low-tech such as communication boards made of cardboard or fuzzy felt. It can be high-tech: special-purpose computers. AT can be hardware: prosthetics, mounting systems, and positioning devices. AT can be computer hardware: special switches, keyboards, and pointing devices. AT can be computer software: screen readers and communication programs. AT can be inclusive or specialized learning materials and curriculum aids. AT can be specialized curricular software. AT can be much more—electronic devices, wheelchairs, walkers, braces, educational software, power lifts, pencil holders, eye-gaze and head trackers, and much more. Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things. Different disabilities require different assistive technologies.
We have outlined the assistive technology plan for certain students:
Charles uses a pencil grip and a computer with a touch screen and adapted keyboard. He also has a visual schedule glued on his pencil box to show the daily schedule. Charles also has visual timers to show that he can take short breaks throughout the day.
Liam is provided a weighted lap buddy during circle time and uses a pencil grip
Rhys is allowed to use the iPad or work in the computer lab.
Formative
Week One – Money: Throughout the lesson students will be given formative assessments to show understanding of the material taught, comprising of matching the value of the coin, combining coins to have equivalent for a nickel, a dime, and a quarter, the classroom shopping.
Week Two – Calendar: During the week, the students will be asked to complete a daily calendar worksheet as morning work. Using the Calendar Worksheet, the students will identify the name of the day, week, month, and year. They will be asked to write the name of each and the numbers. If possible, the students can write the digital time. The teacher will observe the students as they work and allow them to collaborate. During writer’s corner, the students will complete the My Daily Calendar Worksheet, writing complete sentences about their activities for the day.
Week Three – Clock: During the week, the students will be learning about digital and analog clocks, creating their own clock, and using materials from the Time Activity Set to reinforce the knowledge they have learned throughout the week to identify the face of the clock, the hands, the direction the hands of the clock move, and time of day (am, pm; morning, evening; second, minute, hour, and moment). Also, the students will be asked the complete a worksheet for their daily activities throughout the day for certain activities (both at school and at home). The teacher will observe the students as they work and allow them to collaborate.
Week Four – Nonstandard: Throughout the lesson, students will be given formative assessments to show understanding of the material taught, formative assessments will be done when the students are measuring, recording (using the correct unit), and graphing.
Summative
Week One – Money: The classroom shopping and fill in the blank on What’s It Worth (Figure 8), and writing how many cents (Figure 9).
Week Two – Calendar: At the end of the week, the students will complete a quiz asking them to fill in the missing part of the calendar. They can use the wall calendar and calendar vocabulary word list for help.
Week Three – Clock: At the end of the week, the students will participate in a special morning circle time about the time of day if it’s morning or evening, am or pm; have Show and Tell of the clock they made, and discuss the daily schedule worksheets that they completed (both at school and at home).
Week Four – Nonstandard: The students will be asked to measure the teacher’s desk using their hands, write the unit and draw a class graph. Each student has to fill in the number of boxes according to the measurement (figure 25).
Group Reflection
In the lessons for this Virginia SOL Standard, Kindergarten students will develop important mathematical skills. The Kindergarten students will form basic problem-solving skills, practice mathematical communication, develop mathematical reasoning skills, form connections, and develop a basic understanding of mathematical representations. The skills the Kindergarten students learn during these lessons are life skills that are used daily and are necessary for all students to understand. These lessons do not preclude special education students from doing the exact same work as general education students. The instruction and pace may be different for students who learn differently, but the end result should be the same. Reading a clock or calendar, counting money, measuring length and height, and measuring weight or temperature are skills we all use every day. It does not matter what a student’s career or education path may be: everyone needs the ability to use these mathematical skills in everyday life.
If you need a similar but plagiarism-free “education lesson plan”, then feel free to contact us!
Step 1: Formulate an appropriate inquiry question. “Appropriate” means it is related to the phenomenological study of religion, and it is a question we haven’t already answered in this class. For example, “Can morality exist without religion” is already answered in chapter 8 (YES!). A new related question could be, “What does morality without God look like?” Another already answered question: “What is the Just War Theory?” Richter answers this in chapter 9. However, you can go deeper on the topic by making your question more specific. For example, “What is the history of the Just War Theory?” or “Did the Catholic church use the Just War Theory to motivate people to join the Crusades against Jews and Christians in the 12th century?”
Step 1a. Explain why you have selected this question. For example, was there something you learned in a course that made you wonder about this topic? Did you have a personal experience that prompted your inquiry?
Step 2: Develop a research strategy that is logically consistent with your inquiry question. Congratulations–you have unlimited funding to pursue your project! Write a step-by-step plan for your research and explain why each step is chosen. It’s always a good idea to start a new research project with a visit to the library databases to learn what has already been published on your topic in peer-reviewed sources. After that, your question may require extensive library research, an archeological expedition to the Holy Land, a survey of Tibetan Buddhists, interviews with American atheists, or any combination of different types of research.
Step 3: Use the library databases to find 2 peer-reviewed sources on your inquiry question. A peer-reviewed source is either a book, a book chapter, a journal article, or a scholarly report. You can filter the database search to only show peer-reviewed sources. The librarians are a great resource and you can talk to them via the chat function on the website.
Step 4: Create a polished research plan.
Option A: Create a written plan. Use this template Download Use this template. Save the template with a new file name. Fill in each section and delete the instructions. Grammar and spell check! Polished means close to perfect. The Academic Hub provides free writing assistance online.
Option B: Create a multimedia presentation. There are many ways to present your plan such as PPT with audio, a video, Prezi, and TiKTok (just kidding). I encourage you to run your presentation plan by me in advance.
Step 5: Evaluate your Plan against the RUBRIC (which will be linked here soon). Have you covered everything required? Are your 2 sources correctly cited? Is it polished and perfect?
Step 6: Submit the Plan on Canvas. Last submissions will be marked down but still earn partial credit. This assignment is graded out of 25 points.
Religious Experiences
Pick one religious practice that leads to a religious experience (e.g., meditation, yoga, mind-altering substances, fasting, prayer, scripture reading) from a religious tradition. Post an image, audio clip, or video clip of the practice. Describe the practice, its religious context, and the experience it ideally leads to.
– 250 words
– use your own words ( easy words)
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Learning remotely and how the world suddenly became unable to attend schools and learn in the way they used to. The importance of this topic for teachers is to facilitate the education process for everyone at all levels and to provide the opportunity for education, even if the student is unable to attend for any emergency, this does not hinder him from taking his full lessons. This topic has become important to me because it has become prevalent in all countries of the world, and we know how to use technology to our advantage, I wonder can e-learning continue forever? why not? If it gives the same positive results as the present education in schools and universities.
Literature Review Interdiction
A review of recent research studies on the effects of Covid-19 online schooling shows mixed results. Studies show evidence of positive outcomes as well as negative effects. The review below begins with Ferlazzo’s 2021 study of eight ways Covid-19 changed education. It continues with Morgan’s 2022 study of a future result. Eye study in 2020 is one that considers advantages and also disadvantages. D’souza 2020 found positive effects on literacy and finally Thorsteinsen et al 2021 found that Covid-19 had negative effects on social and emotional behaviors.
Literature Review
This paper below will show the research evidence that covid affected schools. These Effects were focused especially on Elementary schools. We will start with general research on the influence of Covid-19 and end with Thorsteinsen et al. (2021) explaining the significance of Covid-19 on a specific research study on behavior.
The Pandemic has affected education and schools (Ferlazzo, 2021). He puts eight ways that the covid-19 Pandemic will have changed education, concludes Points as 1) Students would be undergoing extraordinary growth 2) Technical skills would be improved with online learning 3) The independence and personal skills of students would be increased 4) Social interest among students would develop to maintain good learning skills 5) Emotional support for the student would also be increased 6) Academic developments among students would be improved 7) Students would have enhanced literacy of digital systems and 8) Remote instruction of the online learning would increase the focus of students and standards of education (Ferlazzo, 2021).
Morgan (2022) also connected research dealing with the future given Covid, his article outlines (Alleviating the challenges with remote learning during a pandemic) this article is complete my thinking and my opinion because this is one of the plans in the future in education. He ends it by saying “Online learning provides opportunities for emotional and physical health to the students. Important reforms are much needed to support the children living with low-income circumstances to make studies easier for them. Classes can be suspended anytime, so online learning would be a great learning source for students (Morgan, 2022).
The search also outlines the positive and negative aspects of online learning ( Eye, 2020). Similar to the other research, there are advantages and disadvantages. The main advantage of online learning is that it provides convenience and comfortability to the students, and the main drawback of online learning is the technology and loss of time. It also affects social interaction. Students are far away, and they do not contact one another physically. Online learning is an opportunity for students without access to reach the place and get knowledge and skills (Eye, 2021).
There has also been researching on basic skills, like literacy (D’Souza, 2021) conducted research to study the impact-focused on student engagement, and she founds positive aspects. To describe the impact and influence of online learning on the reading abilities of children. It has been found that online learning increases optimism among children. Her analysis shows that online learning helps students in every district learn how to improve reading skills and removes barriers and discrimination among students. The enhanced reading ability among students has made things easy and convenient for them to learn. I agree with the perspective of D’Souza, and her research is based on the real situation that we all witnessed during the Pandemic. And I support her analysis that COVID has a positive impact on students’ learning (D’Souza, 2021).
Finally, In this literature review, my focus is also on more than just elementary academic education. Research by Thorsteinsen et al. (2021) studied how covid-19 impacts school engagement and how learning changed in these years of the Pandemic. The author and his group collected data via questionnaires, which included That COVID-19 has caused the shutting down of schools in many countries and affected the well-being of children. This research shows that COVID restrictions affected the children’s emotional states related to studies and joining new groups. They were unhappy and felt disengaged in the study activities. Schools had to make structural changes to ensure the interest of children. This change relates to online learning, and schools started online learning to make children happy and increase their engagement.
A questionnaire analysis was done to collect the data related to the research. The hypothesis was that COVID had affected student engagement, proving right. This research paper has identified that children like to get engaged with their teachers and friends for fast learning and do not like to connect with new people. So online learning connects children with class fellows and teachers that emotionally satisfy them. Conclusion this article’s conclusion leads toward structural change in COVID time and it would lead to online learning to increase students’ interest (Thorsteinsen, et al., 2021).
In conclusion, this Pandemic has effects Poth positive and negative. Studies in elementary schools and other schools show increases the students’ interest and make the process of learning interesting for them. Students’ engagement, interest in studies, and improvement of speaking skills are achieved during this Pandemic.
Methodology
My methodology is based on the literature on the academic, social, and emotional effects of Covid-19. Like the literature studies mentioned above, I will use a questionnaire.
My questionnaire was verbal and administered by two female parents.
In my neighborhood, I have families with kids. I see them every morning riding their children on the school bus. I selected two of these parents as subjects.
The first subject is from Pakistan, and she has one boy in third grade. I asked her some questions, and she was happy to answer all my questions.
I start with her by asking, what is online learning for you? She said that online learning at first was tiring because it was new to us as mothers, but we got used to it after a while and felt very comfortable.
Q 2: How old is your son?
Answer: he is eight years old.
Q 3: How do you rate online education out of 10?
Answer: 8
Q 4: Do you want to continue online education?
Answer: yes
Q 5: Is your child feeling comfortable with online education?
Answer: yes
Q 6: Has your child’s Academic level changed in online learning?
Answer: No, his level was the same or maybe better than in person because my son is a shy person, and one of the advantages of online learning is no direct contact with others, and this was a good point for him.
The second subject was interviewed another day. She is also one of my neighbors. She is from Russia, her daughter is in the seventh grade, and I asked her some questions:
Q1: How old is your daughter?
A: she is 12 years old.
Q2: What is your general opinion about online learning?
A: well, online learning was a big challenge for me as a single mom. I have to check on my daughter every hour that her camera is on, and she participates with the teacher and peers.
Q3: How do you rate online education out of 10?
A: 6
Q4: Has your daughter’s Academic level changed in online learning?
A: yes, I think she was better when she was attending in-person classes because she needs constant follow-up from their teachers in class at her age.
Q5: Do you want to continue online learning?
A: No
Q6: Do you want to say something as an opinion?
A: No.
Results
The interview with these two people has given mixed responses regarding the impact of the Pandemic on students’ learning. In my opinion, the preference for online learning varies from person to person according to the interest and nature of students. I agree that online learning is challenging, but it’s an excellent opportunity to learn new things and excel in students’ technical skills. It’s a good option for parents to check on their children and track their performances.
Person 1 Boy 8 years old
Person 2 Girl 12 years old
Their academic level was the same or better than I person school because of their personality
Positive: 80%
Their academic level was lower than in in-person school because of her age
Positive: 60%
Negative: 20%
Negative: 40%
Similarity: No
Similarity: NO
Differences: Improved learning
Difference: Reduced Learning
As can be seen from the chart above, there were some similarities. The only strong similarity was they through the same number of months in online learning. Parents were able to check their child’s work.
There were a number of differences starting with the boy having positive improvement in learning, and the girl having a reduced learning experience. The boy’s experience reflected his personality, and he was comfortable at home. The girl’s experience reflected that her mother couldn’t control her at home. The online work for the girl didn’t motivate her to stay online. The opposite attitude was demonstrated by the boy. The fact of the boy was only 8 years old is significant. The mother had better control than the mother of the girl that was 12 years old.
Conclusion
This study aims to identify the impact of COVID-19 on students’ online learning. It has been found in the research that Pandemic has a positive impact on the learning of students. The students of all levels have improved their technical and personal skills. The learning interest among students has increased through online learning methods. The educational system modification had positive and negative impacts on the learning of students, but the majority of impacts were positive with enhanced performances. It has been found that online learning increases the optimism among children, and online learning is an opportunity for those students who have no access to get reach the place and get knowledge and skills. It can be concluded that the Pandemic has given a lot of opportunities to the students to attend classes with flexible timings and interesting learning methods. It activated the intuitive abilities of the students.
Limitations and Implications
The gathering of data for this study was limited in terms of numbers. It essentially is a case study of two students. It is also limited to middle-class students attending above-average schools.
Finally, the data is self-reported. There was no corroboration with schoolwork and grades.
There are however some interesting implications for further study. More interviews could reveal differences based on gender. Interviews with students from lower and upper socioeconomic status families could result in other differences. Finally, another area not explored is children from non-emigrant English-speaking homes.
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To complete the assignment, you should copy and paste the questions listed here to the assignment (word doc or Google Doc–make sure I have access to it!). Then, you can provide your answers directly below them. This will ensure that you clearly address each question, and do not miss any of the points.
Remember to review (Key sources I sent on Whatsapp) to ensure you are providing all of the material you need to answer the questions below.
Part I: Understanding Abels’s Arguments and How Historians Craft Their Works
What are Abels’s arguments about how historians create their narratives about people from the past?
What are the issues that Abels raises with Asser’s text, The Life of King Alfred, as a source for understanding the medieval king?
What is historical accuracy, and in what ways does the medieval concept of historical accuracy differ from our own?
How does medieval Christian culture play a role in the portrayal of Alfred’s life?
What critiques does Abels have about the way in which Plummer did (or did not) use his sources, and how did his own biases influence his conclusions?
According to Abels, how does Smyth use historical sources?
How does Abels use medieval primary source evidence to craft his biography of Alfred?
Part II: The Biographies of Alfred, Charlemagne, and Aethelflaed
Choose two of our leaders from this unit (Alfred, Charlemagne, or Aethelflaed) to start working on their biographies as contemporary medieval historians. You do not have to write their entire biography! Rather, you will be thinking about the concepts you learned about bias and the use of sources to sketch out some ideas here.
For each leader you choose, do the following:
Identify at least one primary source that you plan to use to assess their rule. You should clearly name the title of the source and its author.
Identify the bias of each of those primary sources that you would use for the biography of each leader. Explain why those sources have this particular bias by giving specific evidence from each source, and then in your own words, provide an analysis of how that evidence supports your claim that this particular bias exists.
Identify what argument about each medieval leader’s life that you would make as their biographer (e.g., Alfred was a bad ruler, Charlemagne was a weak king, etc.).
Give at least one piece of evidence from each primary source that you used, and your specific analysis of it, to support your argument.
Identify what you think your contemporary bias is as a biographer. That is, what is your worldview, and how does this potentially impact how you read and view these sources?
Download Christianity and Early Medieval Kingdoms in Europe below:
To complete this assignment, please do the following:
Part I:
Provide an overview of how Byzantine and Islamic societies were significant during the medieval time period. Make sure you give specific examples from our readings that give the historical context (world history encyclopedia readings/videos). Be sure to address how the fall of the Western Roman Empire impacted their medieval development.
Provide a summary of the main scholarly arguments put forth for how the medieval world is more than Western Europe. You should be assessing the analysis essays/videos of our contemporary historians (e.g., the Medieval Dark Ages Debunked video and the article by Marianne O’Doherty). In this summary, identify the scholars’ arguments, and what evidence they use to support their ideas.
Based on your readings in this unit, what do you think is a significant aspect of the Middle Ages? What further questions about the Middle Ages did this unit raise for you as a new medieval historian to investigate further? Why do you think this question is important for understanding the time period?
Your assessment of the background and historical debates about defining the Middle Ages will be due by Wednesday, May 18th.
Part II:
You must choose one post by your classmate to respond to.
Your response must assess how your classmate’s ideas about the Middle Ages, and their significance, now fit with the new material that you have learned from unit two. Do the people, events, and societies described in this unit support the ideas your classmate has put forth? Why or why not? What questions or issues does this material now raise? You should address the historical context of the material you are using in unit two, and also provide specific evidence from at least one primary source from the unit to further support your assessment.
Your assessment of your classmate’s post using materials from Unit 2 are due by Friday, May May 20th.
In total, your initial assessment and response to a classmate’s assessment should be at least 500 words.
Andrew Emmanuel
YesterdayMay 17 at 9:46 am
As shown in Mark Cartwright’s “Byzantine Empire”, the Byzantine Empire created a unique culture of art, architecture, religion, and law. As observed throughout history, the thriving Byzantine society was significant during the medieval time because of their view on individual rank, women’s social position, and the influence of education and religion. As expressed through rank, many societal members were able to receive higher individual status through wealth, religion, and education (Cartwright). This thinking was significant throughout their society because it was able to show how people could earn themselves into higher classes without depending on one’s family history. Women, in their society, were also dependent on their rank, which could increase through the influence of their education and religion (Cartwright). Even though they could not hold office or become a governmental official, they could own property, businesses, and various lands. The social position is significant because it shows how their society is progressing in terms of giving rights to women and better showing equality within a growing community (Cartwright). As shown through society’s stress on education and religion, this belief is significant because it shows their priorities on increasing knowledge and becoming well-rounded leaders. Since the Eastern Roman Empire split and became the Byzantine Empire, the fall of the Western Roman Empire did not impact their medieval development. Not only is this shown through the Byzantine Empire existing for hundreds of years, but this is also shown through their various developmental skills experienced through architecture and cultural traditions (“What Caused the Fall of the Western Roman Empire?”). As expressed in Syed Muhammad Khan’s “Islamic Caliphates”, Islamic societies were also significant. They played a role in expanding religion, revealing the power within territories, and examining the importance of Constantinople (Khan). Collectively, these three ideas and experiences were significant because of how they had an impact on power and rule. As shown through the caliphate, the Islamic societies are known for their abundance of power and how this played a role in gaining territories and different methods of thinking and religion (Khan). Regarding the fall of the Western Roman Empire, Islam, as a religion, was able to rise. However, Islamic societies would increase in trade and trade routes, grow in military conquests, and grow their influence on other developing societies.
As shown in Dr. Paul Sturtevant’s and Dr. Amy Kaufman’s research, they were able to conclude that the medieval world is more than Western Europe. These two scholars showed how Islamic culture and civilizations played a major role in the medieval world as expansion and growth were taking place (“Debunking the Medieval ‘Dark Ages’ Myth”). Dr. Sturtevant and Dr. Kaufman were then able to show how the rising impact of religion and medicine could be considered a factor during the medieval world through the influence on knowledge. These scholars argued that the medieval world was often looked at poorly through various negative connotations and how it helped societies thrive. By showing the impact of the Renaissance and the growth in culture, Dr. Sturtevant and Dr. Kaufman provided evidence to support their ideas. However, in Marianne O’ Doherty’s “Where Were the Middle Ages,” she argues that the impact of Northern and Eastern Europe was just as prevalent in the medieval world as in Western Europe. By showing how art, architecture, visual aesthetics, and modern styles were being adaptive in Northern and Eastern Europe rather than Western Europe, O’ Doherty was able to provide evidence and support for her ideas.
Based on the reading in this unit, I believe that a significant aspect of the Middle Ages was religion. As shown through the many sources of the week, religion played a role in determining wars and battles, social status, and wealth. As a new medieval historian, I would further want to investigate the influence of Christianity and how new religions could rise from the predominantly Christian Middle Ages. Even though the Middle Ages was a time of Christianity, I think it would be interesting to see how new religions were able to be introduced. For understanding the time, this question is important because it shows whether the Middle Ages was truly a time of innovation and creativity or whether it was strict depending on the changes that wants to be made.
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