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Tuesday, January 19

Sunday, March 10

  1. page home edited {globe.jpeg.gif} {globe.jpeg.gif} ‍‍ ... Charleston County [[#|Schools]] Schools Social S…
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    Charleston County [[#|Schools]]Schools Social Studies
    Organizer and Creator: Margueritte Daniel
    {social studies logo 2.jpg}
    (view changes)
    12:22 pm
  2. page home edited {globe.jpeg.gif} {globe.jpeg.gif} ‍‍ ... Charleston County Schools [[#|Schools]] Social S…
    {globe.jpeg.gif} {globe.jpeg.gif}
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    Charleston County Schools[[#|Schools]] Social Studies
    Organizer and Creator: Margueritte Daniel
    {social studies logo 2.jpg}
    (view changes)
    6:30 am

Monday, February 18

  1. page The Great Depression edited ... With a partner create a PowerPoint x--Before Computer Use:‍Before Computer Use: With your p…
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    With a partner create a PowerPoint
    x--Before Computer Use:‍Before Computer Use:
    With your partner, decide who will answer what questions.
    With your partner, decide how you will collaborate to combine the information.

    Plan PowerPoint presentation
    x--During Computer Use:‍During Computer Use:
    (view changes)
    10:19 pm
  2. page Reflections edited ... {nteqmodel.gif} Write a 250- to 300-word reflection about your experience developing a lesso…
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    {nteqmodel.gif}
    Write a 250- to 300-word reflection about your experience developing a lesson using the NTeQ lesson plan. Explain how using a format such as the NTeQ contributes to improved student learning experiences.
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    student-centered lesson.
    Not

    Not
    only does
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    so the studensstudents are more
    One of the most important component in the NTeQ lesson plan is the problem. What problem will your students be solving? After you determine a problem, you now determine how students will use technology to solve the problem. One thing that stood out in my mind is the fact that you should plan the activities during the computer use and then plan the activities before computer use. I like thinking about it in this order because planning before computer use activities needs to be in preparation for their computer work.
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    before the comptuercomputer use. This
    (view changes)
    10:08 pm
  3. page NTeQ Student Lessons edited ... Lesson 3: Inventions of the Industrial Revolution The following are three groups of students …
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    Lesson 3: Inventions of the Industrial Revolution
    The following are three groups of students that I have taught. They are all different in their own way and modifications and changes should be made so that all students in my classroom can succeed.
    Choose three diverse groups of students from your current teaching environment.
    Create a visual depiction for each diverse student group that displays their needs, abilities, interests, and learning styles.

    Gifted and Talented Students {images.jpg}
    Often read widely, quickly, and have large vocabularies.
    ...
    Can work independently at an earlier age and can concentrate for longer periods.
    Like to learn new things, are willing to examine the unusual, and are highly inquisitive.
    NEED:NEEDS: independent assignments
    ABILITIES: generally excel in the areas of reading, vocabulary, concentration, inquisitiveness and have a strong sense of self-efficacy
    INTERESTS: seeks information and knowledge that soars beyond the surface-level curiosity
    ...
    Have difficulty with comprehension and retention of material that is read, but not material presented orally.
    Confuse similar words, have difficulty using phonics, and have problems reading multi-syllable words.
    NEED:NEEDS: material that
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    rate, have difficulitydifficulty adjusting speed
    INTERESTS: lacks a diverse scope of the world as seen through books but exposure and modeling can spark and promote interest
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    and/or kinesthetic learlearner
    Lesson Two: Children of the Holocaust will have modifications, activities, and/or supplements to help these students.
    *Look for the picture to find these changes in the lesson.*
    ...
    May never have been fully immersed in an English-speaking environment
    May speak only their first language at home with family.
    NEED:NEEDS: material that
    ABILITIES: may have limited comprehension of information presented in English
    INTERESTS: are centered around their culture and past experiences
    (view changes)
    9:58 pm
  4. page NTeQ Student Lessons edited ... Can work independently at an earlier age and can concentrate for longer periods. Like to lear…
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    Can work independently at an earlier age and can concentrate for longer periods.
    Like to learn new things, are willing to examine the unusual, and are highly inquisitive.
    NEED: independent assignments that inspire each to explore the subject matter and challenge them to excel
    ABILITIES: generally excel in the areas of reading, vocabulary, concentration, inquisitiveness and have a strong sense of self-efficacy
    INTERESTS: seeks information and knowledge that soars beyond the surface-level curiosity
    LEARNING STYLES: may be visual and/or kinesthetic learners

    Lesson One: The Great Depression will have modifications, activities, and/or supplements to help these students.
    *Look for the picture to find these changes in the lesson.*
    ...
    Have difficulty with comprehension and retention of material that is read, but not material presented orally.
    Confuse similar words, have difficulty using phonics, and have problems reading multi-syllable words.
    NEED: material that meaningful and presented in an easier format or read to them
    ABILITIES: read at a slower rate, have difficulity adjusting speed to the nature of the reading task and, have difficulty comprehending what they read
    INTERESTS: lacks a diverse scope of the world as seen through books but exposure and modeling can spark and promote interest
    LEARNING STYLES: may be an auditory and/or kinesthetic lear

    Lesson Two: Children of the Holocaust will have modifications, activities, and/or supplements to help these students.
    *Look for the picture to find these changes in the lesson.*
    ...
    May never have been fully immersed in an English-speaking environment
    May speak only their first language at home with family.
    NEED: material that is broken into small bricks of information, using pictures and simple vocabulary
    ABILITIES: may have limited comprehension of information presented in English
    INTERESTS: are centered around their culture and past experiences
    LEARNING STYLES: may be a visual learner (pictures)

    Lesson Three: Inventions of the Industrial Revolution will have modifications, activities, and/or supplements to help these students.
    *Look for the picture to find these changes in the lesson.*
    (view changes)
    9:51 pm
  5. page Inventions-Industrial Revolution edited ... ESL Industrial Revolution website This site has flashcards and terms and definitions with audi…
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    ESL Industrial Revolution website This site has flashcards and terms and definitions with audio--perfect for ESL students!
    x--Problem:‍Problem:
    What is the importance of inventions of the Industrial Revolution and how did it change the world?
    x--Data Manipulation:‍Data Manipulation:
    Computer Function
    (view changes)
    9:48 pm

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