Lesson Review 1 ASE
Morning February
2006
Spacer
Wednesday, February
01, 2006 9
Learners Present 3.25 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
SELF
MANAGEMENT - Accurately assess self, set personal goals, monitor progress &
exhibit self control (Personal Qualities)
Math - Individualized Math work
mostly.
Michelle Rypysc from Porter And Chester Institute spoke to the class
about training and
financial aid opportunities at Porter and Chester. She described the differences between a
Community College and a Career Training Institute, and answered
questions.
Student Comments
Female 16.00 --
17.99
Math Work Today:] I finished my decimals unit and corrected it[.] Now I
will be moving on to fractions.
[What helped you learn today?] Today was a good use of my time because I
learned more math.
Male 18.00 --
24.99
I need help with place value & rounding
Male 16.00 --
17.99
[I learned today because . . .] your loud mouth
[I could have learned more if . . .] you were louder
Male 16.00 --
17.99
Math Work Today:] I did a few pages in my book in decimal place value
and <>=
[Other Learning (or Work) Efforts:] listen to the lady about Porter and
Chester Institute.
Female 45.00 --
59.99
I worked on word problems dealing with adding decimals[.] I got 2 right[.] I also got 4 wrong out of six
word problems I redid the problems that I got and they did
come out right.
Thursday, February
02, 2006 9
Learners Present 3.25 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
What kinds of things science can explain and predict. What kinds of
things it cannot (Predictability)
"Socrates and Plato taught
that 'the good' will lead to 'happiness'
What is your opinion of the
relationship between 'good' and 'happiness'? What questions could you ask to take a more
'scientific' approach to these issues?"
This was mostly a writing exercise with people being asked to generate
as many questions as
possible.
There are "what" questions (definitions) and "how"
or "when" questions (procedural) - and some
Student Comments
Female 45.00 --
59.99
I got a head start on my essay.
[Word Bank words:] vibrant, brilliant, lurid, fiery
I took notes and will have to reread my book on philosophers.
Female 25.00 --
44.99
[the] more I write[,] the more
[it] gets easy for me.
Monday, February
06, 2006 6
Learners Present 3.25 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Increased knowledge of grammar rules (Writing)
John gave the class sentence fragments (usually based on dependent
clauses) and worked with
them on strategies to make them into complete sentences.
We reviewed baby connecting words (and, or, but, so) and advanced
connecting words
(because, although, if, when, while, who . . . .) Sometimes a fragment can be corrected by
REMOVING an advanced connecting word.
Student Comments
Male 18.00 --
24.99
[Other Writing You Did Today:] turning group[s] of words into sentences
Female 16.00 --
17.99
I got The Republic and Laws of Plato and a new book.
[Next Steps] to read [The] Republic, then [The] Laws of Plato
[What helped you learn today?] I thought I did very well as [I] worked
as hard as I could.
Male 16.00 --
17.99
no writing [-] just listen to that dude
Female 45.00 --
59.99
[Word Bank words:] vivid, usually, unfortunately
Female 16.00 --
17.99
I wrote a poem for my writing and the title is ["]Things to Do
Before I Die["]
[Other Learning (or Work) Efforts:] I read and created sentences using
connection words such as
but, and, although, however, etc.
[What helped you learn today?] the visitor [John Clayton, volunteer] was
helpful to my learning today.
Tuesday, February
07, 2006 4
Learners Present 3.25 hours
How
different perspectives on human behavior, interactions, and history affect
people's understanding of the world. (Perspective
& Interpretation)
Develop reading Vocabulary (Reading)
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Develop writing vocabulary (Writing)
Recognize there is not always a "right" answer (Critical
Thinking)
We reviewed 20 different
concepts of justice: some from Plato, some from Socialism, some
from modern liberal democracy, some traditional, and some generated by
the class.
Students ranked the most important, the least important, and identified
which concepts they
would reject as irrelevant or unjust.
(Discussion about the "smooth functioning of the state" lead
to references to NAZI Germany.
Discussion about the possibility of "unjust" laws lead to
references to slavery and the Civil
Rights movement.)
Student Comments
Female 16.00 --
17.99
I typed my poem yesterday[,] but I'm not sure if I'm satisfied with what
I wrote.
[Other Writing You Did Today:] we wrote about what we thought justice
was
[Your Current Math Efforts:] I
worked on fractions - least common denominator - it is kind of difficult
[What helped you learn today?] I found justice an interesting topic[,]
but it has a lot to do with
opinions[,] and when we speak our opinions we never really get anywhere
with it
Female 16.00 --
17.99
[Other Writing You Did Today:] printed out herpes info and took notes on
justice.
[What helped you learn today?] the computer & everyone's inputs on what is justice.
Female 45.00 --
59.99
[Word Bank words:] dialog, prevention, occupation, skeletal
Wednesday, February
08, 2006 8
Learners Present 3.25 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing from a variety of math techniques
Math:
Discussion about why there are requirements for tracking what people do
in both Writing and Math.
Then people worked on their own math progress helping each other or
getting help from the
Student Comments
Male 16.00 --
17.99
I revise[d] my monthly writing.
[Next Steps] to almost be done with it.
[What helped you learn today?] I learn[ed] fractions give me headaches.
Male 18.00 --
24.99
[What didn't help?] I didn't read the word problems the right way.
Thursday, February
09, 2006 9
Learners Present 3.25 hours
Where and why there is conflict (Conflict & Resolution)
Develop reading Vocabulary (Reading)
INTERPRET & COMMUNICATE INFORMATION (Information (Acquiring and
Using))
Respond in writing to written & oral questions (Writing)
The importance of patterns of change in evolution, equilibrium, and
conservation (Patterns of Change)
We read, discussed, and wrote on an article about differing views on
Darwin's theory of
evolution and what it suggests about the "natural" relations
between humans. Modern Dawinists
are more and more interested in
how cooperation, trust, and reciprocity evolved. They see
that humans have an inborn tendency to try to balance cooperation v.
competition (altruism v.
"survival of the fittest")
Key words:
altruism - selflessness - sacrificing one's good for the good of another
reciprocity - giving good for good and bad for bad
Darwinism (after Charles Darwin) the belief that species evolve through
natural selection
Marxism (after Karl Marx) the belief that wealth producing goods should
be owned in common
with more equal benefits to all.
Freudianism (after Sigmund Freud) the belief that human behavior is
strongly influenced by
unconscious feelings and desires.
Capitalism - an economic system based on competition, the profit motive,
private ownership of
wealth producing goods, and free labor.
Student
Comments
Male 18.00 --
24.99
I worked on my essay today and made good progress.
[Word Bank words:] altruism, Marxism, reciprocity
I thought it was good that we had class [discussion].
Female 16.00 --
17.99
[Word Bank words:] altruism, reciprocity, manipulation, Marxism,
Freudianism, Darwinism, capitalism
I liked the question about what we thought was good for human society.
Female 18.00 --
24.99
I don't like this discussion on justice.
Monday, February 13,
2006 3
Learners Present 3.25 hours
individual writing with John.
Tuesday, February 14, 2006 6
Learners Present 3.25 hours
Individual math and writing.
Wednesday, February 15, 2006 4
Learners Present 3.25 hours
individual math.
Thursday, February
16, 2006 8
Learners Present 3.25 hours
Gave them all science practice
tests to see where they were at with their understanding of
science stuff they have been going over in class. They all did it with
no complaints. They were
in a rush to see how they scored.
Amber asked them to write something about the importance of a GED, how
employability skills
have been integrated into class, how she has helped them, or where the
GED will take them.
Gave these writings to Hollyn to send with Block Grant.
Tuesday, February 21, 2006 7
Learners Present 3.25 hours
WRITING
- Communicate thoughts, ideas & information in writing; Create documents
(letters, directions, reports, graphs) (Basic
Revise work with assistance (Writing)
Lots of people did some last minute revisions and finished up their
writing projects for February.
(A few got started.)
Student Comments
Female 45.00 --
59.99
I did some practice doing multiplying decimals.
Male 16.00 --
17.99
[Word Bank words:] intricate
Wednesday, February
22, 2006 8
Learners Present 3.25 hours
Compute
with whole numbers, fractions, decimals & integers using appropriate
algorithms and a variety of techniques (Number
Relationships & Computation)
INTERPRET & COMMUNICATE INFORMATION (Information (Acquiring and
Using))
Differentiate fact & fiction (Critical Thinking)
We also had a presentation from the American Friends Service Committee
about military
recruiting. It packed in a lot
of information and critical thinking skills.
(Unfortunately, our
government does not always tell us the truth.)
Student Comments
Male 18.00 --
24.99
I worked on place value and did pretty good so far.
Thursday, February
23, 2006 6
Learners Present 3.25 hours
Individual Work - Writing or Math
Student Comments
Male 16.00 --
17.99
[Word Bank words:] protrusion
Monday, February
27, 2006 5
Learners Present 3.25 hours
Individual writing with John.
Tuesday, February
28, 2006 5
Learners Present 3.25 hours
Worked on pre tests on the
computers and their writing.