JXT2 Task 2.edited.docx Educational Psychology, JXT2 Task Two WGU Washington My i

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JXT2 Task 2.edited.docx Educational Psychology, JXT2 Task Two WGU Washington My instructional setting is a Mathematics class at Mann Middle School in Lakewood, Wa. I currently teach 8th-grade ... mathematics with classes averaging around 32-36 students, which puts me at an overage for much of the year. This area is in the midst of an ever-growing city where our school is beyond capacity due to the high military fluctuation of students. My female to male ratio of students is pretty even in every class. Each student has their own learning style and capacity to learn. Accommodations will be implemented for every student so they may have a successful year. With this in mind, all students learn at different speeds and enter into my schoolroom with distinctive backgrounds. As a result, the curriculum and instruction should be altered to suit the individual needs of each student. Curriculum Content: Adherence to Behavioral Theories I currently teach 7th-grade algebra at Mann Middle School Based off MAP score data which is a state-designed assessment to measure student growth that is given at the beginning of the year it is evident that students are coming into 7th grade with apparent gaps that need to be addressed before we may dive into the 7th-grade curriculum that is based around common core standards. The first adjustment I would make to the curriculum would be to add the 6th-grade common core standard at the start of our number system unit. I would add this content of dividing fractions as thi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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