HED4806 ASSIGNMENT 3 FULL REVISION
NOTES WITH DECOLONISATION OF
EDUCATION AND LANGUAGE POLICY
CONCEPTS
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
,Lesson briefly explaining the transitions of power from the second
nation to
Answer: backward design
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second
nation to
Answer: positive punishment
,◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second
nation to
Answer: a mentor teacher
◉ The most important question for a teacher to consider when
assessing the classroom climate is:
, Answer: Are all students being intellectually involved and active
during the lessons?
◉ Use the information below to answer the following questions. The
pieces of information build to create a classroom scenario, and the
questions ask you to decide on the most appropriate course of
action based on the situation.
PART 1
A 10th grade World History teacher is planning an assessment
related to the following learning goal:
Learning Objective: The student demonstrates understanding of the
Columbian Exchange and explains its impact.
All of the concepts being assessed were covered either through a
lecture or assigned reading. The assessment will be due at the end of
the week and will require the students to demonstrate their
understanding through one of the following ways:
Write an informative essay
Work with a partner to record a podcast on the topic
Write a short story the depicts the experience of a person
participating in the Columbian Exchange
Film a news broadcast as if you were living during this time pe
Answer: reliability
◉ Use the information below to answer the following questions. The
pieces of information build to create a classroom scenario, and the
NOTES WITH DECOLONISATION OF
EDUCATION AND LANGUAGE POLICY
CONCEPTS
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
,Lesson briefly explaining the transitions of power from the second
nation to
Answer: backward design
◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second
nation to
Answer: positive punishment
,◉ PART 1
Ms. Grimes is a fourth-grade teacher planning a social studies unit
about the 6 flags that have flown over Texas. She knows that the
state standard requires the students to be able to explain the
meanings of the six flags that flew over Texas. With that in mind, she
has planned the following progression of activities related to this
skill for their social studies class time:
Day 1
Provide each student with a timeline that is already segmented
based on the duration of each nation's control of Texas. The timeline
will serve as an outline for student notes, and they will add the years
and name of each nation. They will also cut out and glue on pictures
of each flag.
Day 2
Lesson briefly explaining the transition of power from the first
nation to the second. Students will draw and label the first two flags.
Focus on Spain and France
Day 3
Lesson briefly explaining the transitions of power from the second
nation to
Answer: a mentor teacher
◉ The most important question for a teacher to consider when
assessing the classroom climate is:
, Answer: Are all students being intellectually involved and active
during the lessons?
◉ Use the information below to answer the following questions. The
pieces of information build to create a classroom scenario, and the
questions ask you to decide on the most appropriate course of
action based on the situation.
PART 1
A 10th grade World History teacher is planning an assessment
related to the following learning goal:
Learning Objective: The student demonstrates understanding of the
Columbian Exchange and explains its impact.
All of the concepts being assessed were covered either through a
lecture or assigned reading. The assessment will be due at the end of
the week and will require the students to demonstrate their
understanding through one of the following ways:
Write an informative essay
Work with a partner to record a podcast on the topic
Write a short story the depicts the experience of a person
participating in the Columbian Exchange
Film a news broadcast as if you were living during this time pe
Answer: reliability
◉ Use the information below to answer the following questions. The
pieces of information build to create a classroom scenario, and the
