Delivery writing key words so they can be learning

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Chemistry: The Molecular Science
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Chapter 20 / Exercise 38
Chemistry: The Molecular Science
Moore/Stanitski
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Delivery : Writing key words, so they can be learning and how to pronounce, and other strategies and teaching methods for visual learners will be used. However, using these methods can be helpful to the students learn. The school has a goal where all students need to use their thinking caps and try to use different strategies in every class. It is important to show students different learning techniques rather than just reviewing the information. Lessons are more about taking in the information, rather than just receiving it. Students need to learn how to take ownership of their education. Assessment : When delivery the information to the student needs to check to make sure the students understand and use formative assessment to deliver the instruction. When it's time to deliver the summative assessment and what to expect from the students. We have to come up with a small outcome to be able to be successful. The summative assessment is an opportunity to illustrate what you know and what you can and can't do. The teacher need to take the time out to reflect on what worked best and what didn't work and take lesson and reapply it . The materials in this document were adapted from The Renaissance Partnership For Improving Teacher Quality Project Teacher Work Sample, downloaded 6/22/2011 from . Last modified 6/1/2015. 5
We have textbook solutions for you!
The document you are viewing contains questions related to this textbook.
Chemistry: The Molecular Science
The document you are viewing contains questions related to this textbook.
Chapter 20 / Exercise 38
Chemistry: The Molecular Science
Moore/Stanitski
Expert Verified
TWS Standard 2: Topics and Learning Goals Unit Topic - National or state academic content standards – RI.6.1.- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2-Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3-Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. Learning goal (LG) The students will understand the features of informational text. The students will produce informational pieces that require gathering information and research. The students will demonstrate the use of headings to organize their information and include appropriate facts and details. One to three measurable objective(s) - The students will recognize and identify analogies and figurative language when reading fictional text with 80% accuracy as measured by 4 to 5 classroom assessments The students will draw conclusions, make inferences, identify plot and characters development, compare and contrast and summarize the story. The materials in this document were adapted from The Renaissance Partnership For Improving Teacher Quality Project Teacher Work Sample, downloaded 6/22/2011 from . Last modified 6/1/2015
Last name, First name Research Connection Locate one literature source that expounds upon one of the topics described in this standard. The reference may be found in a peer-reviewed or a professional journal.

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