Nt1310 Unit 4 Group Assignment

I believe the name of the new school being built should be named after a local important historical figure in our community. I believe that's the best way to name it because alumni of our previous school would appreciate us keeping the school name local, which could possibly inspire them to donate us money to help build up our school. I believe the mascot should stay relatively similar to the one of our old school because, we all still live in the same community so why not have a similar mascot.

Lesson 1 clip 1 shows the introduction to the lesson, beginning after I welcome students to the classroom, by reviewing coins and their values as a class. After reviewing the Coins PowerPoint, the clip shows the beginning of my explanation for part 1 of the How Much Is Your Name Worth worksheet. The focus learner is wearing a purple sweatshirt in lesson 1. My instruction strayed a little from the lesson plan regarding the check for understanding section. In the lesson plan, at the end of the introduction section I listed to check for understanding before moving on. In the lesson, I did not specifically ask students if they understood the material and were ready to move on, instead I gauged student understanding based on their answers to the

I was first introduced into the IT industry through my personal favourite sport, which is F1. Since I was a small boy, I had a dream to work for one of the 10 teams travelling around the world to race. IT in Organisations will make me suitable for a job at any of those teams no matter which one whether it is Red Bull or Manor. The course suits me because I have been interested in a large amount of areas within the industry. Level 3 has already touched on some of these areas and I am fascinated by modules I haven't done such as Data Management in year one involving the use of a command line interface which I haven't used very much if at all.

Value of p < 0.001 (p=probability value): very strong evidence that the Write Start program improved significantly.

This was by far the most challenging course that I have encountered while obtaining my Master’s Degree in Educational Technology from UCMO. That is not a negative comment as this course has actually impacted me professionally more than any other course I’ve taken to date. This course has taken more time to complete the assignments, more of my attention to detail, and more of my creativity. The last point was the best part about this course. I consider myself to be fairly creative and this course definitely allowed me to do that while bringing my somewhat odd personality to a professional forum. For this I am grateful. Let’s get to the good stuff, shall we?

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

For this class project, I think my group worked well together on the assignments. We all saw we had responsibilities and were expected to do our own parts for each assignment we worked on. For each assignment, we would split it equally among us and used a tool called Google Docs so we were each on our own computers but working together on one file. Google Docs really made the process easier with reviewing all the information and having it all in one file. If any questions came up we had a group text to communicate when we weren’t on campus grounds for class.

[In lesson 1 at time stamp 2:44, I illustrated a Math Mountain and asked students, “What Math Mountain is that?” A student gave an answer of six. I elicited the student’s response by asking, “How do you know that (name)?” The student responded by telling the class that one more than five is six. I continued to build on the students’ answer and circled the six at the top of the mountain. I explained that this was our big total, a vocabulary phrase. I ask students to raise their hands and tell us what the word total means. Some students were hesitant in defining this word, so they did not raise their hands. I went back to what a student mentioned earlier and circled the numbers as I spoke, “(Name) said that five plus one equal six. What do you think total means?” The same student gave the answer, “All of the numbers together.” I paraphrased their response and added to it by motioning my arms in a big circle while repeating, “Big total, it’s going to be the biggest number.” I also had the class repeat the word big total.

The following figure (see Figure A1) shows the concept map task creation use case. An instructor can create a concept map task and name it, add a concept mapping question to the task, update a question in the task, delete a question from the task and view a question in the task, as well as change attributes for a question in the task.

Firstly, I would talk with the student so as I can have a clear understanding of why. Something may have happened that morning or in a previous writing activity that has ruined their confidence. Great teachers get down to children's level to truly tune into what students need to state (Lyons, Ford & Slee, 2013). If the student’s emotional state is affected in any way, their cognition will be affected and they will have trouble focussing, and lack the willingness to participate. Teachers must not overlook the importance of understanding the essential part emotions play in learning (Churchill, Ferguson, Godinho, Johnson, Keddie, & Letts, 2013). If the student is refusing to participate due to something that happened that morning, it is vital

During the coursework I have completed various semester project which helped me learning multiple programming languages, networking concepts, trouble shooting skills and communication skills.

1 Describe a challenge that you encountered while on your most recent co-op. What skills, knowledge and personal qualities did you use to approach it? What did you learn from it? With what type of mindset (growth or fixed) had you approached that challenge? Having had the experiences that you have had since then, would you approach it differently today? Why or why not?

In the creation of Speedy Solutions my team created a group chat where we can discuss different topics and come to an agreement. For the name of our company we decided to go with Speedy Solutions. We choose this title because it will appeal to our consumers. When customers are looking at different brands of computers to buy they want to be sure to have the newest and fastest computer. By stating ‘speedy’ in the title we want our consumers to remember that our technology is quick and will get their desired task accomplished. For the team norms the group decided that all members should have a say in important decisions, therefore important decisions will be made by a vote. For the team norms the team has decided to follow all the suggested norms.

In respense to the postion of a Peer Support Specilaist, working in various shifts has strengthen and acklnowledged me as an employee.

The topic of the group project was Bridging Cross Cultural Communication with Pictographs. There were six group members; Rema Absey, Narsa Suleman, Youa Chang, Venessa Bjork, Jennie Labbs, and Heather Moenck. The division of labor was divided equally among all group members. Each of the group members took part of developing the sections; introduction, literature review, finding, analysis/discussion, and discussion. There were two sections; state the problem and methodology that was disbursed differently. Group member Youa and Heather worked on to state the problem together. The other four groups member Rema, Narsa, Venessa, and Jennie worked on the section methodology together. All the group members worked as a team to revise the draft research project paper