Order ID: 89JHGSJE83839 | Style: APA/MLA/Harvard/Chicago | Pages: 5-10 |
Instructions:
Scenario
You’re the teacher in charge of greeting students at the door every morning. As soon as he comes to school, one small child, who is new to the school, begins to whimper. The child is usually dropped off by his father, who tries to cheer him up but is clearly frustrated. On the fifth morning, as he drops him off, his father gives him a strong smack on the bottom and tells him, Little boys, don’t cry!
Answer the following questions:
What emotions is the youngster likely to be feeling right now?
What feelings could the father be going through?
What are your plans for the child?
What will you say to your father, and when will you say it?
What could have been done to avoid this situation?
This project contributes to course learning outcomes 1 and 2 as well as student learning objectives 1, 2, and 7.
.2-
Establish a Discovery Center.
My Discovery Center/Table was one of my favorite parts of my classroom (read pages 290-291 9th edition or pages 312-313 10th edition). When I taught preschool, I worked hard to update this area with fresh materials on a regular basis to coincide with the weekly or monthly theme. I’d think about the aesthetics of this section and whether or not to include books and other types of literacy to supplement the hands-on material supplied.
POST: I’d like you to design a distinctive and engaging Discovery Center for this post. Begin your post by giving your Discovery Center a name. Then make a detailed list of the items you’d put on your Discovery Table for the kids to actively investigate and control. Describe how you would organize and arrange the resources and equipment so that youngsters are drawn to this area to explore and learn. Include natural or discovered items, as one of the skills required of an early childhood teacher is the ability to “scavenge” materials. Make careful to include key points from the textbook or article in this post.
This project contributes to course learning result two as well as student learning objectives 3, 4, and 8.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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