Objectives:
-- Demonstrate knowledge of continents, oceans, maps, globes, and projections Activities: -- Take map quiz Independent Learning: -- None Notes/Handouts/Information covered in class: -- None
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Objectives: -- Describe how to access and use Naviance -- Determine your career preferences Activities: -- Access Naviance through the "For Students" link on the OGMS website -- Log in as directed by Ms. Woronec -- Take preference inventories -- Decide which of the results you want to research further; complete worksheet. -- Answer on back of worksheet: -- How does your True Colors -- What is your plan Independent Learning: -- Study for quiz tomorrow on continents/oceans, ads & disads of maps/globes, projections Notes/Handouts/Information covered in class:
Objectives: -- Evaluate your current level of preparedness for quiz -- Name and describe the 4 categories of True Colors -- Explain the role that each color can take in your life, its positives and negatives Activities: -- Quiz review: Continents and oceans, located, spelled, and capitalized perfectly; advantages and disadvantages of maps and globes; demonstration of making a round orange peel flat; projections -- Reviewed handouts: "Succeeding with people who are predominantly..." and "Color Positives and Negatives" -- Listed own percentages on class compilation chart Independent Learning: -- Study for quiz Wednesday: Continents and oceans, located, spelled, and capitalized perfectly; advantages and disadvantages of maps and globes; projections Notes/Handouts/Information covered in class: [See files at top of post]
Objectives:
-- Name and describe the 4 categories of True Colors -- Determine color dominance and weakness -- Explain how understanding colors can affect your life Activities: -- Check predictions by percentages -- Take True Colors determination test -- Compare to predictions -- View descriptions of the various colors -- Begin to discuss implications, pros, and cons of colors Independent Learning: -- Quiz date has been moved from Monday to Wednesday. Continue to study continents, oceans, ads and disads of maps and globes, and projections. -- Weekly weekend work: -- Check VUE, do any missing work -- Organize backpack -- Resupply pencils Notes/Handouts/Information covered in class: [See file at top of post] Objectives:
-- Explain the characteristics of all 3 sensory learning styles -- Explain how each can be used to study for a quiz -- Explain the importance of building up weaker styles as well as using dominant style Activities: -- Do last minute revisions to learning style presentation -- Present information about learning style in that learning style's format -- Discuss how to use each learning style to study for upcoming quiz -- Suggest alternate ways of thinking to students who excuse their shortcomings based on their dominant learning style not being used -- Read information on True Colors; make predictions Independent Learning: -- Continue studying for quiz on Monday: Continents/Oceans (location & spelling), advantages/disadvantages of maps/globes, and projections Notes/Handouts/Information covered in class: -- (see previous posts) Objectives: -- Characterize your dominant learning style -- Describe methods of studying that work with your dominant learning style Activities: -- Take notes on your learning style from handouts provided (see below) -- In a group of like learning styles, design a presentation that tells about your learning style using characteristics of your learning style Independent Learning: -- Continue studying for quiz, probably on Monday, on continents & oceans, advantages & disadvantages of maps/globes, and projection Notes/Handouts/Information covered in class:
Objectives: -- Name and describe the 3 types of sensory learning styles -- Determine the sensory learning style they most often use (learning preference) -- Explain how they can use their learning style to enhance their performance at school Activities: -- Discuss with neighbor sensory preferences at a school dance -- Review self-efficacy (belief in your ability to produce a desired outcome) and its relationship to knowledge of learning styles -- Take learning styles quiz from link on Ms. Schaedler's website -- Record percentages of auditory, visual, and tactile (kinesthetic) sensory preferene -- Take notes on suggested keys to success for your particular sensory preference(s) -- Read handouts associated with learing styles Independent Learning: -- Begin to study for quiz most likely on Monday: Continents/Oceans, ads & disads of maps/globes, projections. (See previous posts for details and notes.) Notes/Handouts/Information covered in class: (More will be added once scanned in to computer) http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
Objectives: -- Evaluate advantages and disadvantages of maps and globes -- Define "projection" and explain how they came about Activities: -- Finisn note-taking on advantages and disadvantages of maps and globes -- Take notes on projections -- View different map projections and the ways they distort the earth Independent Learning: -- Start studying for quiz on continents and oceans, advantages and disadvantages of maps and globes, and projections, probably on next Monday Notes/Handouts/Information covered in class:
Objectives:
-- Demonstrate ability to problem-solve using time management strategies Activities: -- Take time management quiz Independent Learning: -- Weekly Weekend Work: -- Check VUE, do any missing work -- Organize backpack -- Resupply pencils Notes/Handouts/Material covered in class: -- None Objectives: -- Explain one way that the US Constitution is important in our lives Activities: -- Talk with neighbor about what the Constitution is -- Hear a brief overview of the history of the Constitution -- Complete a Constitutional People Search -- Go over answers to Constitutional People Search -- Sing Happy Birthday to the Constitution -- Write one way that the Constitution has influenced our lives Independent Learning: -- Make sure you have all time-management materials for open-note quiz tomorrow Notes/Handouts/Information covered in class:
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AuthorMs. Schaedler is starting her 29th year of teaching middle school. (She loves it!) Most of her work has been in Social Studies, but she has also designed and implemented a program teaching "lifelong learning skills" to middle school students to enhance their success. Archives
May 2016
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