A Assessment Of K Class And Personal Research - 983 Words

I would like to give a realistic assessment of the diverse ways to pay for my education as a result of the ACA class and personal research. As demonstrated in the power point presentation there are five types of financial aids discussed. Significantly important to me were grants and scholarships, due to the fact you do not repay any money back. As a perfect illustration of a frugal person to pay for their education these formulate an appositive route for me to take. The ramifications of my impoverishment has lead me to pursue additional grants and scholarships for my schooling and living expenses. Although there are other forms of financial aid, I am disabled, I have found the other viable financial aid that might be able to benefit my†¦show more content†¦Although, it almost negatively influenced my past summer semester when I was bedridden. I wanted to withdraw from classes. Right away, I got assistances from my advisor and instructor informing me not withdraw, just do you r best. In like manner it reminded me this is what I was taught as a child. Consequently, I would not quit and I earned a GPA of a 4.0 and will try my best to maintain that average. How I calculated the GPA, took two classes that were three credit hours each received an A in both classes, multiplied the credited hours by my grades then divided with total hours. Balanced against my health and the chance of losing the financial aid I will move forward. Just encase I may need to be informed about SAP this class has edified me. I will now explain the three types of criteria or measurements for evaluating SAP and the appeal procedure. I will explain Financial Grade Aid Point Average this is calculated from 1-24 credits you are obligated to obtain a 1.6 GPA; 25-47 is 1.8 and the last criteria for more than 47 credited hours must be 2.0 GPA. Depending on what your major is the above GPA’s I’ve mentioned could eliminate you out of some programs. The second prong is SAP is staying in at least virtuous graces in the completion rate. This is an additional information I had never heard of. It is essential to have completed 67% of all attempted courses. Students cannot withdraw from class due to failing grades habitually without ramification. The

Essay on Standardized Testing - 1458 Words

The No Child Left Behind Act and Standardized Testing: State, National, and International American Education has been a work in progress for the past century and a half. To measure its progress, successes, and failings, there are standardized tests. These tests have been used to compare schools, states, and nations. The key subjects being tested as a universal measure are mathematics, reading, and science. To help improve the scores on these tests, the United States put into law the No Child Left Behind act in 2001. When mention of this act is made, it brings several serious questions to mind. What is the No Child Left Behind act? What is it doing for our education system on a local, national and international scale? And how does it†¦show more content†¦A pointed question would be: is it working? One of the purposes of standardized testing is to answer that question. In the U.S. today, there is a great deal of emphasis being placed on children passing the many standardized tests that have been imposed. By means of standardization, education can now be weighed an d have its progress tracked. The performance of students is now a matter of numbers and statistics. The most ambitious form of standardized testing as a form of comparison is the Program for International Student Assessment or PISA. This international testing includes 60 nations belonging to the Organization for Economic Cooperation and Development (OECD) and ranks the performance of 15-year-old students in the core subjects. When the results of the 2009 PISA testing were released, the United States was faced with the harsh reality that our students are falling behind. American students placed 14th in reading literacy, which shows no improvement since 2000, 25th in mathematics, which is still below average, and 17th place in scientific literacy which was an improvement from the below average scores in 2006. Secretary of Education Arne Duncan granted that it was a small victory in his 2009 address, but he remained firm in the fact that America can do better (Duncan, 2010). Such ques tions as why the low scores are being produced and what to do about it are still a matter of heated debate. Members of the Common Core, who wrote an extensiveShow MoreRelatedStandardized Testing1272 Words   |  6 PagesSynthesis Essay on Standardized Testing Standardized testing in the United States started in the mid- 1800’s (Standardized Tests - ProCon.org). This kind of testing was originally created to measure students’ performance and progress in school (Standardized Tests - ProCon.org). In recent years, the public school system has relied heavily on the information this test provides, in doing so creating controversy. Other than being a student myself, and participating in multiple standardized exams such asRead MoreStandardized Testing : Standardized Tests1186 Words   |  5 Pages Standardized Testing Impact Standardized testing is known to improve students’ education, but is it really needed in school? Standardized testing determines whether a student is prepared for the next grade based on their test scores. While some students do great on their test others struggle a lot. Not all students are good test takers; majority of the students do good in school but struggle when it comes down to testing. While many agree that standardized testing helps improve studentsRead MoreStandardized Testing And Standardized Tests1204 Words   |  5 Pagessomething we have all nearly fallen asleep to over our years of standardized tests. I myself can be included with you in that experience and I hope to give you a little more information on these all too familiar tests this afternoon. Today we are going to look at the origins of standardized testing, the purpose of standardized testing, and standardized tests around the world. But first, I want to ask you another question: what is standardized t esting? Is it A) something that has been used for some time inRead MoreStandardized Tests : Standardized Testing963 Words   |  4 PagesOct 2015 Standardized Testing in Florida In recent years Florida’s standardized testing program has taken a turn for the worst. After doing away with the FCAT (Florida Comprehensive Assessment Test) the debate has only grown due to flood of new tests being created such as the Florida Standards Assessment (FSA) or End of Course Exam (EOC). These tests are administered to test students’ abilities at the end of the school year. In spring of 2015, with only two months of testing between the EOC’sRead More Standardized Testing Essay836 Words   |  4 PagesStandardized Testing Scholar Bill Ayers believes standardized testing in schools does not accurately measure what is necessary to be successful in life. Ayers insists that Standardized tests such as the American College Test (ACT) and the Scholastic Aptitude Test (SAT) measure specific facts and function which are among the least interesting and slightest important information that children should know. In an article titled â€Å"Testing the Right Way for Talent†, written by Hugh Price, arguesRead MoreStandardized Testing Should Be Standardized Tests1329 Words   |  6 PagesPretty much everybody in this generation has taken a standardized test in some level of schooling. A standardized test is defined as a â€Å"test that requires all test takers to answer the same questions, or a selection of questions from a common bank of questions, in the same way, and that is scored in a standard or consistent manner, which makes it possible to compare the relative performance of individual students o r groups of students† (â€Å"Standardized Test Definition†). There is lots of debate aroundRead MoreThe Use of Standardized Testing1088 Words   |  4 Pagesthe use of standardized testing has spanned centuries, some of the earlier studies include data from the early 1900’s. According to Frazier (2009), â€Å"there is a significant difference in scores on standardized tests when students have completed a technology education program†. This study shows a correlation between the use of technology within the school system and achievement on standardized tests. Students that are exposed to technology education are more likely to do well on standardized tests. Read MoreEssay On Standardized Testing1137 Words   |  5 PagesStandardized testing in public schools has become a norm across the United States. But, in Texas it has been found that students spend more time taking standardized tests than any other state (â€Å"Too Much Testing†). Standardized testing may be an asset to measure education, or more measure testing skills across the nation, but at what cost does it come? What are its effects on moral within the public education system, and how does the state government of Texas interact within it. Why does the TexasRead MoreThe Shortcomings of Standardized Testing1636 Words   |  7 PagesSince the U.S. Congress passed the No Child Left Behind program, standardized testing has become the norm for American schools. Under this system, each child attending a school is required to take a standardized test at specific grade points to assess their level of comprehension. Parents, scholars and all stakeholders involved take part in constant discussions over its effectiveness in evaluating students’ comprehension, teachers’ competency and the effects of the test on the education system. ThoughRead MoreThe Limitations Of Standardized Testing Essay705 Words   |  3 PagesThe limitations of â€Å"standardized testingà ¢â‚¬  as a rigid and narrow criterion for gauging the educational capabilities of students in public education. The criterion for standardized testing relies on narrow areas of knowledge that define a hierarchical imposition of â€Å"intelligence† testing that forces the student to perform ion a constrained academic environment. This type of testing has become a mechanized tool to reject the individual needs of the student in a linear testing methodology. The importance

English Language and Linguistics Lesson Plans

Question: Describe about the English Language and Linguistics for Lesson Plans. Answer: Introduction Lesson plans for any particular subject should have adequate data to distinguish the individual item based on which the entire lesson plan has been prepared. On the other hand, a lesson plan is supposed to have relevant contents which should be clearly understandable for the learners. However, at the same, it should be considered whether the substances of the lesson plans are worth motivating or not. The purpose of this following report is to review lesson plans for English grammar and linguistics and after that to produce in-depth criticisms of those lesson plans prepared for both teachers and students. Therefore, the report aims to analyze whether the prepared lesson plans are appropriate to give lessons by judging the point of views of both teachers and students who belong to the intermediate level. The analysis of the teaching schedules for both the teachers and the students have been established with the support of different well known learning theories such as behaviorism theory, innate theory and the theory of social construction. Additionally, the report has considered all those essential methods of teaching to support the criticism. Critique of the teachers books The very initial lesson plan for the teachers begins with a brief account about the chief focus of the entire lesson plan which indicates that the lesson aims to teach the way of using "be able to" in the context of failure and success. A lesson plan should state its goal and instructional objectives at the very beginning of the program (Cajkler et al. 2013). Teachers book at its very opening has said that the purpose of the plan and how it is divided into two individual phase. Instructional objectives such as how the aim of the project will be executed have been provided alongside in the introductory stage. According to the lesson plan, the purpose of the first phase is to advise teachers about how they can guide students to learn the usage of certain grammatical phrases which is followed by how teachers can guide students to focus on pronunciation. Nevertheless, the second phase of the plan for the teachers concentrates on how teachers can guide students to give focus on vocabulary . To make the lesson plan more understandable, the program is even segmented into several sections such grammar, pronunciation, speaking, vocabulary, and reading, speaking and listening. According to teachers point of view regarding giving lessons, a teacher expects that a lesson plan should provide a set of actions which could be applied to the students (Arends 2014). At the beginning of the teachers book, there has been given eight steps that the teachers should use in case of giving lessons on grammar. Therefore it seems that instructional objectives have well given and considering the right guidance regarding which teaching should be paid when seems workable. The lesson plan has mentioned that each task which the teachers should follow step by step should be done in a particular time frame though there is less mention of the exact times. A lesson plan for teachers is supposed to set the time of the tasks which are going to be done step by step should mention how much time the teachers should give for individual work (Reece and Walker 2016). Nevertheless, the lesson plan appropriately indicates about the teaching practices those will be provided to each child. Different teaching methods are there to address different kinds of approach regarding teaching (Richards and Rodgers 2014). Following the given steps to teach grammar mainly, it seems the lesson plan has followed both the direct instruction and cooperative learning style. Cooperative learning style that falls under student-centered teaching approach helps teachers to teach how to develop social growth as in this style students get the opportunity to study in groups (Larsen-Freeman and Anderson 2013). On the other side, the direct instruction which is probably the most traditional method of teaching instructs teachers to make teaching demonstration and lecture oriented. Lesson plan in the grammar section includes involvement of students both individually and in the group. The grammar section of the schedule even gives examples of the common mistakes those frequently happen from the part of the students. Therefore, it seems that in the grammar section the lesson plan has successfully p rovided clear guidance to the teachers. In the beginning, it appears that the grammar section has been prepared following the Behaviorism theory. By the behaviorism theory, learners minds are empty which should be filled with knowledge. Furthermore, the knowledge and experiences for the student will be given new changes in behavior will be required (Kendall and Hollon 2013). The grammar section of the lesson plan seems to bring modification in the students sense of using grammar. However, the method in this section does not follow the aspect of the behavioral theory that believes students minds are empty vessels. It is because the initial instruction says that teachers should ask the students to express their individual thought regarding the given article. Therefore, the instruction style is found to follow the Constructivism theory more accurately than the former one. It is the constructivism theory that says people or students constructs their point of view based on the given knowledge or experience (Gopnik and Wellman 2 012). The pronunciation part, on the other hand, is little tiny though offers instruction and found to follow the personal model of inquiry-based style of learning. The personal design is observation oriented in which students learn by observing and imitating the particular process that is used by the teacher. Following this learning style, pronunciation part instructs that the teachers should play audios and should make a sentence which would be followed by the actions of the students right after. Similarly, the vocabulary section instruct on playing sounds and demonstrating sentences. Nonetheless, instructions in the pronunciation, speaking, and vocabulary section of the learning plan are composed considering the Constructivism theory. According to constructivism hypothesis, construction of individual understanding should be done with proper help of a teacher (Kiraly 2014). Each of these parts instructs the teacher to ask the students to make news sentences or to show their individual un derstanding by the given knowledge. On the other hand, teaching method wise, lesson plan on vocabulary, speaking and pronunciation and even in reading and speaking part relate to the cooperative or delegator style. In most of the part in the lesson plan, it seems the planner has given stress upon the theory of constructivism along with the cooperative and direct instruction teaching style. The final instruction part in the lesson plan has also maintained the constructivism theory though has used mixed teaching techniques. Considering all of the parts in the lesson plan, one thing can also be deducted that, the theory of innateness is related to all of the guidance as in each case the teacher is advised to ask the students to make new sentences or express their assumption. Innateness hypothesis says that human beings possess at least some features and knowledge regarding language following which the tasks are established keeping in mind about the capabilities of the students (Samelsdttir 2015). Most importantly, the schedule is made with easy and understandable tasks. Therefore, the assignments are clear. Additionally, provided materials also seem appropriate for the grade level. Unfortunately, there is very less instruction given to make an observation upon the children and few guidelines have been provided to evaluate the outcome after teaching. However, there are som e instructions to get feedback from the students after the class in the speaking and vocabulary, to listen and speaking section. Nevertheless, the plan is little less coordinated with other aspects of school program though it is not required and the schedule is beneficial for needs of the students as the tasks are prepared to develop the students social growth. Critique of the students books Considering the lesson plan made for the students, it seems that the given assignments are provided by the teaching schedule done for the teachers. A lesson assignment is done for the students; need to be prepared in a way which should be understandable and workable for the students (Borg 2015). Unlike the lesson plan prepared for the teachers, students book or teaching schedule has not started with defining the purpose of the entire lesson plan though the primary context which is failure and success have been mentioned in the heading section of the book. The instructions are clear, and almost every task instructs the students to give answers after following the instructions. A lesson plan for the students required to be a clear course and should form as a written guide for the learners (Myhill et al. 2012). The lesson goals have not been explicitly mentioned though specific directions on the objectives for learning such as how to proceed to complete given tasks after reading or obse rving have been provided. The initial one follows the pattern and learning objective presented in the grammar section provided in the lesson plan made for the teachers. Understandable phrases, materials, and use of funny and attractive pictures in the students books are indicative of the fact that the lesson plan has been made to attract the eyes of the learners at first. Materials such as short descriptive stories with tasks like completing short sentences, answering quick questions seem relevant and appropriate to increase the level of interests of the students. As per students' point of view, learning becomes interesting and enjoyable with attractive and funny pictures, short stories (Cohen 2014). The grammar section, therefore, should be appreciated for fulfilling learner's basic learning requirements. However, it is unfortunate that the lesson plan should have specified the grade level at the top of the chapter. Considering the learning pattern given in the students book regarding the grammar, pronunciation and speaking part, it seems that the schedule has been formed the base of the learning process that is project based. The project based style approaches the authentic instructional learning type which is considered to be useful in the case of engaging students' interest and encourage them (Sztajn et al. 2012). Unfortunately, the pattern does not match with some instructions of teachers lesson plan such as directing the students to work in pair or group have not been followed in the lesson plan made for students. However, the tasks created for individual learners address two fundamental concepts of social cognitive theory which are observational learning and reproduction. According to the basic concepts of this approach learning by observing and retaining students to reproduce new behavior or knowledge are required to optimize the educational growth of the students (Carter and McRae 2014). On the other hand, the constructivism hypothesis has also been maintained throughout the student's book as every task in the lesson instruct the students to give answers or their individual expression on behalf of each given assignments. The duties demand students' participation and judge their personal capability and level of assumed knowledge by directing them to provide answers. The vocabulary part on the other side instructs to answer in pairs along with other instructions for individual assignments. The reading and speaking sections behold an article that is easily assumable and comprehensible, and it implicates that the design is made to give an enjoyable and comforting atmosphere to the students. Hence, the lesson plan seems manageable, and the provided contents prove relevant and appropriate for the learners and the grade level. However, some guidelines should have been provided for the students to help them judge their capability. Conclusion From the above report, it can be deduced that lesson plan for the teachers' has been made following student based cooperative and inquiry-based learning style. Step by step instructions have been provided in the guideline scheme, and the materials also seem convenient and apt in the case of teaching. Proper introduction and motive of the lesson plan have been given in the teacher's books though students' books do not contain something like that. Nevertheless, both educators and students lesson plan consider using audiovisuals to make the learning process more enjoyable and exciting. Most importantly, both of the lesson plans are designed considering the hypothesis of constructivism. However, there is less observable data for evaluative criteria in both teachers and students books. It should have been given as a lesson plan could not be called efficient without them. Reference Arends, R., 2014.Learning to teach. McGraw-Hill Higher Education. Borg, S., 2015.Teacher cognition and language education: Research and practice. Bloomsbury Publishing. Cajkler, W., Wood, P., Norton, J. and Pedder, D., 2013. Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?.Cambridge Journal of Education,43(4), pp.537-554. Carter, R. and McRae, J., 2014.Language, literature and the learner: Creative classroom practice. Routledge. Cohen, A.D., 2014.Strategies in learning and using a second language. Routledge. Gopnik, A. and Wellman, H.M., 2012. Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory.Psychological bulletin,138(6), p.1085. Kendall, P.C. and Hollon, S.D. eds., 2013.Cognitive-behavioral interventions: Theory, research, and procedures(Vol. 21). Academic Press. Kiraly, D., 2014.A social constructivist approach to translator education: Empowerment from theory to practice. Routledge. Larsen-Freeman, D. and Anderson, M., 2013.Techniques and Principles in Language Teaching 3rd edition. Oxford university press. Myhill, D.A., Jones, S.M., Lines, H. and Watson, A., 2012. Re-thinking grammar: the impact of embedded grammar teaching on students writing and students metalinguistic understanding.Research Papers in Education,27(2), pp.139-166. Reece, I. and Walker, S., 2016.Teaching, training and learning: A practical guide. Business Education Publishers Ltd. Richards, J.C. and Rodgers, T.S., 2014.Approaches and methods in language teaching. Cambridge university press. Samelsdttir, B., 2015. The Innateness Hypothesis: Can Knowledge of Language be Inborn?. Sztajn, P., Confrey, J., Wilson, P.H. and Edgington, C., 2012. Learning trajectory based instruction toward a theory of teaching.Educational Researcher,41(5), pp.147-156.