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1.
The first thing I will reflect on it the hooknewit on our cobber net. This resource that I didn't know what was until we talked about it in class, is a great tool for finding and then become a wiz with that section of technology. I never thought I would use it but I find myself using it more for projects and to find ways to include a more advanced and fun topic to the students.
Second is looping, when we talked about it I had a brief idea of what it was as it is quite easy to understand what it means to "loop" but understanding that looping is an essential piece of teaching and know knowing it is very useful and mandatory it will help myself create a common ground for me and my students.
Lastly is the proper way of dealing with a reoccurring problem student. Most of what I have heard or seen is a teacher sending the person out or to the principle, but after our discussion in class I know that the proper steps to take are to just build a relationship with that student, after all that is what they want is attention, so by creating a individualized plan or relationship with them it will solve the problem if not contact Dr. Ford.
2.
https://apnews.com/fa30893dca8f4fe69f4070084c5398cb
With sex ed being a shaky topic for teachers to cover already some state have decided to just cut the requirements for it down to just discussing the prevention of HIV and AIDS. My reaction to this is positive, but I did not think it would be when I first saw this article of news. I think it is good in our world today because of gender. It is difficult to talk about gender as is so I think by the states doing this it will save the argument and possible uproars by others if we do not discuss partners or anything except safety. What they engage in sexually you cannot control but what we can control is supplying them the essential knowledge to engage safely.
3.
The picture below is in my opinion funny. I find it funny because according to this doctor if you do not do these things you will live a healthy life. But there is SO much more that goes into it, it is not just physical health, mental health too.

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Must have one formal form of assessment when presenting in 352
Why do we assess? We assess for feedback for us and students, because it enhances teaching
Who assess'? We assess
What are they? Formal and informal
List three ways you can modify an assessment?
Not everything we assess, is graded
3 parts to an assessment
Rubric-criteria and levels
Activity

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Purposeful teaching- teaching with a purpose.
Passive (traditional) vs Active learning.
Desktop cooperative learning strategies companion.
Things I learned today are many new ways to implement new ways to spread out the group work and a very good way of looping through the three minute pause.
(My job is not just to teach, it is to help my students learn and become health literate.)

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TPA- teacher performance assistant
Measures good and effective teaching
three parts to edTPA
1. context for learning and planning 2. instruction 3. assessment -handbook, rubrics, and URLP
Use all five to six pages when completing the instruction commentary. You might need to elaborate things like think pair share.

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K: Base all units off of your standards then followed by your benchmarks, from there use data that relates to your community or surrounding areas, learn skills.

W: How much goes into lesson planning?

L: Use blooms taxonomy and blooms verbs to help write lesson plans,  Types of assessment- Diagnostic "what you know", Formative "for learning", Summative "at the end".
Academic language (from SCALE) functions, vocab, discourse, syntax.

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looping when teaching
Things from the vocation retreat- when talking with a student directly get down to their level so they are not talked down at. making simple actions to a student that might blow up and to just keep pushing that boundary until a conversation can be made.

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Remind 101 is a great tool to use for reminders.
Teaching philosophy:
Interactive class, 80/20, activities, try to not do pretraditional, teach more standards based and best practiced.
Current health practice- skills, objectives. Standard learning outcome
Scope and sequence is the vertical alignment
Diagnostic- Happens before
Formative- Looping and checking for understanding such as having them repeat instructions back, also have slides in presentations that recaps previous slides and have input and output.
Summative- focuses on the outcome

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Use Hooknewit on cobber net on the bottom of the page, it is very helpful when understanding new technology. Good and bad teaching strategies
think pair share if you need to break crickets.
Try to minimize work for them so they can focus.

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Every learner deserves a right to education. Do google searches, ask the student, ask the teacher for ways to help students with learning difficulties. Why do students not like school? Find out how younger students learn best. A good thing to do would be to come up with two alternate ways to learn the lesson and let them pick the way they want to learn it. Poor classroom management makes your class not very fun. FAIL.... its the first attempt at learning. 80% to 20% students participate more then you do. Use RAFT PDF for ways to add novelty to lessons.

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Proper ways to deal with a reoccurring problem student, develop an individualized plan or work with their talkative characteristics instead of against them.

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Class Padlet on technology in the classroom: https://padlet.com/cassandraglynn/Educ352
I statements
https://www.google.com/search?q=i+statements&rlz=1C1CHBF_enUS825US825&sxsrf=ACYBGNRgB6GAhBIaeEhgMU9haUHOw9Ti4g:1580403204986&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjFhIrd5KvnAhVHK80KHZCYC9EQ_AUoAXoECBMQAw&biw=1396&bih=686#imgrc=_
Slide Garden for quick class surveys etc.
https://answergarden.ch/1108203
Slide Carnival for slide shows
https://www.slidescarnival.com/
Flipgrid- https://flipgrid.com/cc32558e
A place for students to take a two minute video.
***You can use it to help introduce classes.

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Icebreakers create a positive and welcoming environment, Set students up for success like giving them a few extra seconds to get a couple more answers or questions. Set groups up before class unless otherwise.
(4S's) Safety, Skills, Success, Standards
FAIL (First Attempt In Learning)
Pedagogical learning- how knowledge and skills are imparted in educational context.

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Refrain from using deficit thinking instead use more positive thinking. Everyday bring yourself and bring your best.
Class charter is to have many, or few things the class agrees upon and want to implement.

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Think of teaching as a bank account, you have to put something in to get something out. Handle the situation yourself, at least to the best of your ability.

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Refresher on ice breaker feedback. It is a way for us teachers to flip the script in order to move on with content sometimes. Really think about allowing no food into class. Give them prompts on the board so its easy for them to think about topics. Before doing the icebreakers we need to let them know the purpose or the Why. (building community)
4S's- and, whole-part-whole Tell them the activity for the ice breaker then tell and show them the proper way and then have them do it again.
No elimination ice breakers!
NO WINNING AND NO LOSING!
Ask them to tell you
A good activity to do to learn names it an action followed by their name ex: crossover Cole. No grouping by physical traits!  Stand so everyone can see you. Be enthusiastic but not too enthusiastic. Try to memorize part of your lesson, look at board or paper for a glance then go off of that topic. Checking for understanding is actually checking for misunderstanding.
Time prompt are a very effective way to manage your class.
(1st Day of Class ideas)
Before class have the students say their name as the walk into class and give them a crisp high five, then have them turn to a shoulder partner and tell them 2 things they did this summer then class share one thing they did over summer that was their favorite and monitor the time so everyone has equal amount of sharing time, go over terms of seating chart, give a brief background on yourself, go through main rules of the classroom, icebreaker in small groups, with the last 10 minutes of class go through part of the syllabus for 5 of the 10 and the last 5 could be a time to share what they hope to learn in class or come up with a class charter.
One thing that will help answer a question well is two answer two steps backwards from the original question.
Know what holidays your students participate in!