Observing math instruction free essay sample

In every aspect of life there is a need for some kind of standard, in mathematic instruction there are two aspects of these standards, processing and constructivism. Standards are an example of what learning should occur in students. Standards are important because it gives schools and districts a goal. By incorporating standards it allows everyone involved to be aware of what needs to happen, what the teacher will teach, what the student will learn and any assessments that will be done (great schools). In my opinion standards can improve student achievement because students and parents know what information they have to learn and they can better prepare themselves. Most people like having a pattern or guide of some sort to follow because it takes the guess work out. With such good guide lines in place some people still use traditional math instruction verses constructivist programs. With tradition al instruction the teacher provides the information and is the main authoritative figure, they usually disseminate their knowledge. We will write a custom essay sample on Observing math instruction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The students react directly to the teacher’s instruction, and the classroom atmosphere is very passive. Students are not expected to rely on prior knowledge or background for learning experience. The lessons are usually revolved around a textbook and the assessments are usually formal and informal tests. On the other hand constructivist programs are based on theory. Constructivist teachers interact with their students, promote the construction of their own learning, allow students to have points of view and encourage participation in classroom activities. The students are usually active and work in groups. Constructivism focuses on problem solving, and the application of knowledge. Finally in a constructivist setting there is the use of such tools as running records, observations and portfolios when the student is being assesses because these tools capture knowledge and comprehension of concepts (Mazarro 2009). During recent observation of a math class in an elementary school the opportunity was permitted to see if and how certain math standards were being used in the classroom. The objective of this lesson was students will be able to improve their critical thinking skill by practicing solving problems. This particular teacher was using mathematical processes. In this particular standard the student focuses on problem solving, reasoning, and proof of. This particular teacher had already pre-assigned her students with partners to work with. This evidentially was done in the very beginning of the school year so all the students were familiar with their partners. The teacher presented the students with several sceneries and the students had to develop questions that could be used. She reminded the students they should focus on what the question is asking. There were several little games already in place for problem solving strategies. One of the questions was packing for camp, what things would one need to bring. The students worked with their partner and came up with different questions. The teacher was practicing constructive response. She used pictures, and drew something that resembled a T, this tool allowed the students to visualize the questions she was asking. The question was how many ways can 36 tiles are drawn? The students seem to enjoy the exercise, and the partners they had chosen were actively engaging in exchange of ideas. The teacher had a few students in her class that were Spanish speaking, there were no special education students, disabled students. For the Spanish students there was a paraprofessional that translated and helped the Spanish students to understand the questions being asked. When the teacher was asked about differentiation she stated â€Å"they have been here for a while and they comprehend pretty well with the paraprofessional giving them assistance†. She also explained that sometimes there are special education students in the class but the same procedure takes place with the paraprofessional. As far as this lesson goes the results and expected outcomes were pretty clear. The questions were everyday questions that any of the students could identify with regardless of background or culture. There was no need to make any changes and in my opinion I would not have done anything different. I have often been surprised when doing my practicum at this particular school because there is so little technology available to students. The teacher did however use an overhead board that had some technological tools. The students would go up to this particular board and click on what they wanted to use and then preceded to write whatever their question was. This particular assignment was more or less thinking skills so the use of technology was not necessarily needed. The teacher had different little rhymes she would use to jog the students memory. She allowed time for each question to be answered and when the class was over the students didn’t appear to be as though they were rushed. The assessment of the learning was through group activity so it was based on constructivism. The students were also given test prep questions as homework. The class was mostly based on allowing students to process information and practice problem solving. The best way to describe the assessment was observations. I did notice the teacher kept some type of record of student activity. The opportunity was not awarded to investigate this record. After the lesson and the practicum experience it has become very clear that the use of standards are a very important aspect of education. Standards are the baseline for most things we do in life. The math standards are clear and concise, so the use of these standards has become practical and easy for most teachers to use. The use of standards can make teaching a better experience on my opinion. According to several statistics noted student achievement has greatly improved, but the use of these standards is slow to catch on. The reasoning for this is many teachers have been in the system for a while and are not as open to using updated information. As more new teachers are put into the system the use of these standards will take precedence

An analysis of the Luncheon of the boating party

An analysis of the Luncheon of the boating party Introduction The painting titled Luncheon of the Boating Party by Pierre Augusta Renoir was done in the year 1881. This painting was guided by real life models all of whom being Renoir’s friends who had gathered on the balcony of the Maison Fournaise , a boat commonly found in Chatou, France. The boat was floating along the Seine River and it apart from the roof, its balcony was basically open to an impressive view.Advertising We will write a custom essay sample on An analysis of the Luncheon of the boating party specifically for you for only $16.05 $11/page Learn More Subject matter Pierre Augusta Renoir was an impressionist whose works mostly feature his close friends. The Luncheon of the Boating Party is no different and it includes approximately fourteen individuals. Some of the most prominent characters as from the painting include: Gustave Caillebotte-this was a fellow artist and a close friend to Renoir. He later came to be the custodian of the painting. From the work, he is seated in the forefront wearing a white singlet. He was a revered impressionist and was also a determined boater. Aline Charigot-this is the lady seated in the foreground wearing a black dress. In the painting she is playing with a small black dog. She would later get married to Renoir. Charles Ephrussi This was one of Renoir’s wealthy friends and he was an amateur art historian. He was also a collector and at times doubled up as the senior editor of a magazine called the Gazette des Beaux-Arts. In the painting, he is in the far background sporting a black top hat and, white shirt and a black coat. Jules Laforgue this was Ephrussi’s personal secretary who also happened to possess some poetic skills. He sometimes took on the role of an art critic. Though it has not been confirmed, he is suspected to be the young man dressed casually in a brown jacket and speaking to Ephrussi in the background. In the middle of the composition is an actres s known as Ellen Andrà ©e. She is the one drinking from a glass and she sits directly opposite Raoul Barbier; a baron who happened to be Renoir’s friend.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Louise-Alphonsine she is positioned in the periphery of the composition, to the left of the painting and she has a traditional straw boater on her head. She is bent over the railing of the balcony, smiling and she is supporting her head in her right hand. Alphonsine Fournaise, Jr.-This is Louise’s brother and he is standing next to his sister also wearing a traditional straw bloater. He is the one who took care of the boat rental he is the leftmost character in the painting. Eugà ¨ne Pierre Lestringez-he is wearing a boater and is positioned to the right of the composition in the right hand corner. Paul Lhote-This was Lestringez’s close friend and he was also an ar tist. In the painting he is placed next to Lestringez and they both have been depicted flirting with Jeanne Samary-an actress. Visual characteristics The positioning of the artist was such that he was able to achieve a well balanced painting aside from capitalizing on the dispersion of light to obtain clear and appealing images. The light was also used to capture the mood of the event and Renoir made sure that he used all available reflectors to ensure that the painting was evenly lit. From what we can pick out of the painting, the light mostly came from an opening to the side of the balcony. In order to ensure that the light was evenly spread across the entire composition, Renoir used the white singlets of the two men as well as the large tablecloth in the foreground to disperse it as per his requirements. In order to obtain a well spaced composition and still illustrate the celebratory mood of the event, Renoir made an effort to ensure that he could get in as many characters as p ossible in the background and then put fewer individuals in the foreground. By so doing, the painting developed some element of space without making the party look empty.Advertising We will write a custom essay sample on An analysis of the Luncheon of the boating party specifically for you for only $16.05 $11/page Learn More As far as the usage of color is concerned, the artist made sure that white colors stood prominently in the foreground, middle-ground and background of the painting. This was contrasted by an almost uniform usage of black colors in order to avoid a bleaching effect. The usage of color in this painting is most impressive with the background having some lighter tones and the foreground bearing some darker shades bring about the element of distance from the balcony to the trees in the far background. Mood The mood of the painting is celebratory, with the artist trying to illustrate that characters presented in the composition were having a good time. aside from the strategic use of light and color, Renoir managed to lighten the mood of the scene by properly capturing the happy looks on the faces of the characters as well as ensure that the positioning of the characters was in such a way that it depicted some sense of interaction. Personal involvement with the painting Initially, my attention to the painting was almost drawn to focus on the three characters in the right foreground of the composition. At first I thought that the man wearing a white shirt and a black tie, and leaning in towards the two seated characters was a waiter taking an order. It is only after focusing on the literature and paying further attention to the entire scenario that I was able to figure out that this was a boat. The lady playing with the dog (Aline Charigot), also captured my attention and I kept wondering why she had chosen to ignore the bulky man in a white singlet next to her, and instead focus her attention to the dog. After completi ng the assignment I was also in a position to notice more individuals in the background and even appreciate the various interactions at the time of the party. I definitely agree with the book authors that participation and analysis enhance a viewer’s appreciation of art. This is because from the personal experience in this project, I was able to see much more from the work of art after I was done with the analysis than the first time I looked at the painting. Artistic form, subject matter and content work together to send out the desire message of a composition. From this analytical experience, it is easy to notice how the three work together. The painting would not have relayed the same message had the colors and lighting been ignored or if Renoir had chosen to ignore the importance of balancing the subjects in the work.

Anywhere vs. Any Place

Anywhere vs. Any Place Anywhere vs. Any Place Anywhere vs. Any Place By Maeve Maddox A reader asks if there’s a difference between the adverbs anywhere and any place. According to The Chicago Manual of Style, the word anywhere: is preferred when referring to an indefinite location (my keys could be anywhere). But any place (two words) is narrower when you mean â€Å"any location† (they couldn’t find any place to sit down and rest). Here are Web examples that illustrate this use: The missing passenger plane, which the world has been hunting for days, could be anywhere within a 2,530-mile radius. Suitable temperatures can be anywhere in the range of from ambient to the temperature at which the subsequent nanofiltration step is carried.   Are there any pollution-free places left on Earth? Is there any place that will loan me money in the next hour? The Ngram Viewer shows that one-word anyplace has appeared in printed books since 1800, with a marked rise in use since the 1940s. Another two-word adverb, any time, also appears on the Ngram graph as early as 1800 and shows a rise in use about the same time as anyplace. Popular usage prefers formations such as anyplace and anytime to any place and any time. For example, glossaries of texting terms explain that the abbreviation a3 stands for â€Å"anytime, anywhere, anyplace.† American style guides continue to regard the spelling anyplace as nonstandard, but the one-word version is ubiquitous, even in publications assumed to adhere to standard usage: â€Å"Private equity can go anyplace,† Wilbur Ross, who has also invested in businesses once thought off limits, told The New York Times.- NY Times, 2007. The patterns were intriguing and the textures surprising – although the fabrics seemed quite heavy for a springtime anyplace but Alaska.- Washington Post, 2014. Now a junior, Hezekiah has lived in the Phi Kappa Psi fraternity longer than anyplace else in his life.- Christian Science Monitor, 2014. Merriam-Webster lists both anyplace and anytime without comment, and the M-W Learner’s Dictionary gives the following sentences as examples of acceptable usage: I’ll go anyplace you want. I can’t find my keys anyplace. I’m happy here and I wouldn’t want to live anyplace else. In the grand scheme of things, there’s no reason any place shouldn’t be written anyplace and any time as anytime. After all, anywhere was once written as two words. In the practical scheme of formal English, however, the writer whose audience includes readers of all educational levels is still advised to avoid the one-word versions and write any place and any time because these are the forms viewed as conventional usage in the second decade of the 21st century. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†List of Greek Words in the English LanguageUlterior and Alterior

Fetal Alcohol Syndrome (FAS) Essay Example | Topics and Well Written Essays - 750 words

Fetal Alcohol Syndrome (FAS) - Essay Example It was in 1977, Golden writes, that Americans viewed on national television for the first time a child suffering from fetal alcohol syndrome (FAS) (Golden, 1999, 269). What happened during that event when baby â€Å"Melissa† was introduced to the public was that the public had its first view and gained an understanding through the news segment during which Melissa was introduced by anchor David Brinkley of what FAS was and looked like (Golden, 269). The public learned that the –physical abnormalities of FAS are evidenced in children by conditions of mental retardation (MR), in combination with microcephaly, a condition of a small head; short palperable fissures, or very small eye slits; and a deficient mental ability (Golden, 269).While Melissa was not MR, she did demonstrate a deficient mental capacity, as described by Dr. Kenneth Lyons Jones, who conducted research studies through which he came to know baby Melissa (Golden, 269). The airing of the segment brought about an increased release of information to the American public on the dangers of alcohol and pregnancy (Golden, 269). More than two drinks a day during pregnancy, health officials cautioned, could bring about the very conditions from which Melissa suffered (Golden, 269). Even worse, the effects of alcohol consumption beyond two drinks a day could cause damage greater than what the viewing audiences were seeing as the physical impact of alcohol on baby Melissa (Golden, 269). Tresa M. Roebuck, Sarah N. Mattson, and Edward P. Riley (1999) of San Diego State University also collaborated in studying and writing a book on the effects of alcohol and alcoholism on the brain. â€Å"(Therefore)†¦the impact of prenatal alcohol exposure may be more subtle and far-reaching than once believed (Spear, Spear, Goodlett, 1999, 1),† the group concluded. Suggesting that perhaps less than two drinks per day is enough to adversely impact the developing

The Human-Computer Interface Assignment Example | Topics and Well Written Essays - 1000 words

The Human-Computer Interface - Assignment Example There are various types of the human memory, and human have limited capability to process the information. This information is stored in the different types of memory.†¢Ã‚  Short term or working memory: The short term memory is the capacity and store situated in the frontal lobes. Its function is to manipulate and update the representation, dividing and switching towards the tasks, and selection for the appropriate information. The retention time of the information in the short term memory is from seconds to minutes.†¢Ã‚  Sensory Memory: It corresponds to the perception of an item, and some of the information goes to sensory store, which is actually called as the short term memory. The retention time in sensory memory is in milliseconds to seconds. †¢Ã‚   Long term memory: Cognitive theory is also known as the theory of long term working memory in HCI. This is a long term memory, and requires practice as a prerequisite. Long term theory supposes that information is enc oded in the long term memory, and pace of encoding enlarges with the practice. Information in the long term memory, is encoded in a very organized system. Contrary to Short term memory, the long term memory is not inferred by the secondary task. (Oulasvirta and Saariluomas, 2004).A design team does not know the people behavior about the use of a product. A designer pays a conscious attention for the designing of the internal consistency. Consistency is more required in graphics and layout, dialogue forms and selection techniques.... ensory Memory: It corresponds to the perception of an item, and some of the information goes to sensory store, which is actually called as the short term memory. The retention time in sensory memory is in milliseconds to seconds. Long term memory: Cognitive theory is also known as the theory of long term working memory in HCI. This is a long term memory, and requires practice as a prerequisite. Long term theory supposes that information is encoded in the long term memory, and pace of encoding enlarges with the practice. Information in the long term memory, is encoded in a very organized system. Contrary to Short term memory, the long term memory is not inferred by the secondary task. (Oulasvirta and Saariluomas, 2004). 3. Describe the potential outcomes of not using consistency in the human-computer interface. A design team does not know the people behavior about the use of a product. A designer pays a conscious attention for the designing of the internal consistency. Consistency is more required in graphics and layout, dialogue forms and selection techniques. Each domain of the interface has a set of consistent dimensions. Inconsistency in color, size, style and shapes may create issues for the user. For example, Move forward is consistent with Move backward, but reverse, Go backward is not consistent. Inconsistency in HCI also fosters the level of confusion and frustration for the user as a user may access or generalize the other menu. In case of the inconsistent information, a user takes more time to answer the question on the screen. 4. Summarize and explain the steps of the user-centric design process. An engineer only operates the system to construct the design. System is developed on the need of the users. The users’ involvement for the design process is

The State of Being ‘Human’ in Kanes Blasted Essay -- Literary Analysi

â€Å"I’ve only ever written to escape from hell-and it’s never worked-but at the other end of it when you sit there and watch something and think that’s the most perfect expression of the hell that I felt then maybe it was worth it. (Sarah Kane, Royal Holloway College, London, 3 November 1998).† (Saunders. 2002: 1). Both representative and reflected in this statement made by the British playwright Sarah Kane (1971-1999) (Sierz. 2001: 90-91) is the state of being human. In its literal sense the state of being human could be illustrated as an expression of existence. That of the individual and characteristics and traits experienced through the life of mortal man. (Oxford English Dictionary. 2006: 61 & 366). In addition to this, the associated meaning with the word ‘tested’ suggests ‘a difficult situation that reveals the strength or quality of someone or something.’ (Oxford English Dictionary. 2006: 785). When defined in t hese terms, this then opens up the question to how an expression of human-existence is revealed under pressure in Sarah Kane’s play Blasted (1995). The twentieth century British playwright Sarah Kane’s (1971-1999) first and sensational drama Blasted opened in the Royal Court Theatre Upstairs, London, in January 1995. (Saunders. 2002: 2). From the outset Kane’s play stirred much controversy within the media. The title itself had a great impact upon its audience, as blasted through its formed meaning and literal association is a term ‘expressing annoyance.’ (Oxford English Dictionary. 2006: 70). As stated by the British theatre critic Aleks Sierz, Kane’s Blasted is â€Å"a shocking play whose raw language and powerful images of rape, eye-gouging and cannibalism provoked critical outrage†¦Kane exploded theatri... ...tp://www.robertsilverstone.com/wp-content/articles/Art_of_Being_Human_Part1.pdf. [Accessed 21st April 2012] Stephens, S. (2010) Sarah Kane’s debut play Blasted returns. [On-line] Available from: http://www.guardian.co.uk/stage/2010/oct/24/sarah-kane-blasted. [Accessed 21st April 2012] The American Heritage Dictionary of the English Language, (2009) War. [On-line] Available from: http://www.thefreedictionary.com/war. [Accessed 21st April 2012] The Guardian, (2005) ‘Suicide art? She’s better than that.’ [On-line] Available from: http://www.guardian.co.uk/stage/2005/oct/12/theatre. [Accessed 21st April 2012] Wixson, C. (2005) â€Å"In Better Places†: Space, Identity, and Alienation in Sarah Kane’s Blasted. [On-line] Available from: http://muse.jhu.edu.ezproxy.falmouth.ac.uk/journals/comparative_drama/summary/v039/39.1.wixson.html. [Accessed 19th April 2012]

A view from a bridge by Arthur miller Essay

At the beginning of act 2 in â€Å"a view from a bridge† Arthur Miller creates tension in a number of ways. The first way Arthur miller creates a sense of drama by using body language eg) Eddie’s arm â€Å"jerks slightly in shock† the body language of Eddie is Eddie showing his feelings of disapproval of Katherine and Rodolpho going out together to add to Eddys anger the fact that they both come out of the bedroom together. This shows Eddies love for Katharine but he is becoming far too over protective over Katherine. Arthur Miller also creates tension through the use of short sharp sentences through the scene as well as the repetition of key phrases during the scene, eg) when Katherine says â€Å"I think I can’t stay here no more† when Eddie says â€Å"You aint goin’ nowheres† after that Katherine says: â€Å"Eddie I’m not gonna be a baby anymore† these are all extremely short sentences used within quick succession. The use of short sentences like this is to heighten the drama by showing the views that the characters are in an angry and aggressive as mood well as showing Katherine’s new fear of Eddie and that something is inevitably going to happen. Certain unexpected key events occur in this scene, which shock the audience and create a heightened dramatic impact. This is when Eddie â€Å"reaches out suddenly, draws her to him, as she strives to free herself he kisses her on the mouth† then Rodolpho tells Eddie â€Å"have respect for her† after that: â€Å"Rodolpho flies at him in attack. Eddie pins his arms, laughing and suddenly kisses him. This shows that Eddie’s feelings for Katherine are so powerful that they are uncontrollable; this causes the audience to be shocked and lose respect for Eddie. As well as these happenings, emotions are revealed in this scene, which heightens the tension. This is shown best by Katherine’s fear of Eddie because she usually shows such admiration for Eddie. Eddie crying is also eddy showing emotion â€Å"Eddie strands of tears rolling down his face as h laughs mockingly at Rodolpho. † While Katherine â€Å"is staring at him in horror† Katherine and Rodolpho are also behaving â€Å"out of character† by showing disrespect towards Eddie. Katherine usually acts childish towards him as if Eddie really is her father; and Rodolpho is usually trying to avoid conflict with Eddie as well as trying to win Eddies approval over Katherine Craig young 11vk The mix of violence, humiliation and control in this scene all help to create dramatic impact. This is shown when Rodolpho is violent towards Eddie â€Å"Rodolpho flies at him in attack. † This shows the audience how Rodolpho has changed his attitude towards Eddie. Eddie shows control by forcibly kissing Katherine and then Rodolpho. Eddie does this to show his authority over Katherine and Rodolpho, and to degrade Rodolpho by showing that he has control over him. Further more proving that, Eddie is stronger than Rodolpho. In conclusion the contrast between the events with Eddie and Katherine and the mood of Alferi’s speech at the end of the scene, also creates a sense of tension; due to the contrast between the short sharp aggressive sentences earlier on in the scene then when Alferi speaks there becomes longer calmer sentences, this contrast creates a sense of tension by making the audience think that something more is going to happen. As well as this a part of Alferi’s speech makes the audience realise that something terrible was inevitably going to happen â€Å"but I will never forget how dark the room came when he looked at me; his eyes were tunnels. I kept wanting to call the police, but nothing had happened. Nothing at all had really happened. † This shows that Alferi had the feeling that something had already happened so it seems almost certain that something would happen. A View from a Bridge by Arthur Miller Essay There are several factors which lead to Eddie’s eventual decline. The main ones were things like the influence of the society, influence of the people around him and ultimately himself highlighting his unwillingness to negotiate and his excessively close relationship with Catherine. Nearly all the characters in the story were responsible for Eddie’s eventual downfall. In page 39, Catherine says: â€Å"You wanna dance Rodolfo? † At this point Eddie freezes in obvious disapproval. Rodolfo senses that Eddie is unhappy about her dancing with him so Rodolfo replies: â€Å"No, I-I’m tired† in defense to Eddie. Beatrice makes things worse by saying: â€Å"Go ahead, dance, Rodolfo†. Eddie particularly didn’t like the fact the Catherine had put on high heels in the house, just to make a good impression on a young man (Rodolfo) before the dancing incident. Eddie says: â€Å"What’s the high heels for Garbo? † Alfieri is also to blame for the death of Eddie. In page 58-59, Alfieri and Marco have a lengthy conversation. Alfieri tries to get Marco to promise that he wouldn’t take matters in his own hands but Alfieri didn’t succeed. Alfieri says: â€Å"I’m waiting, Marco, what do you say? † then further onwards Rodolfo says: â€Å"Marco, tell the man† Marco replies: â€Å"He knows such a promise is dishonorable† Marco clearly has pride for himself which he feels that he could lose. Alfieri then promises that Marco will not harm Eddie on behalf of him but this promise was outwardly unsecure. Eddie’s attempt to always be the man of the house was a factor leading to his breakdown. Eddie’s Sicilian background inter links with his 1950’s notions of manhood because it meant that he had to be very manly and be the one who goes off to work. Eddie shows his manliness when he starts to be competitive with Marco and Rodolfo for instance when he starts to teach him Boxing. Eddie says: †well come on , I’ll teach you† and then when Marco showed Eddie that he could pick up a chair with one hand, Eddie looked grumpy because he couldn’t do it, he felt like he was beaten. Many people look up to Eddie and he knows it which is a cause to his downfall. In page 25 Louis says: â€Å"Believe me, Eddie; you got a lotta credit comin’ to you†. Eddies neighborhood motivates him a lot because he is so concerned about his respect in the neighborhood he forgets about what he is doing to the people close to him. This is shown when at the final scene he kept on demanding respect. Eddie says: †wipin the neighborhood with my name like dirty rag ; I want my name back Marco , now gimme my name and we go together to the wedding†. As a result of this Eddie died.