videos

Watch video and then reply the questions its that isolated... 1. https://www.youtube.com/watch?v=BAXo6KeTmuw&feature=youtu.be The wards are completing an integrated item of con-over. What three subjects are the wards utilizing to con-over environmental preservation? How was technology husbandd in this item of con-over? Ms. Hartfield’s rank is considered ward-centered. Give three models that you saw in the video that would be considered ward-centered. How was technology husbandd in this item of con-over? 2.https://youtu.be/t8t3axJytqI How did the educator continue the wards occupied during the teaching? What achieve you select detached from this video that you potentiality use in your rankroom? What extrinsics did the teaching conceal? Did the teaching shape the extrinsics motive? 3. https://youtu.be/ERIwByt4xc0 How was technology husbandd in this lection rankroom? What caution did the educator conference to the rank encircling using online esthetic? How did the educator succor the ward’s imagineing in class enhancement? The educator’s bearing of collaborate, evaluate, attach, and imagine critically can direct a class’s argument. Explain how this achieve succor the class adequate their assignment. 4. https://youtu.be/NSY0dG59qjo Were wards auspicious in the understanding order? What rules and acts contributed to educator and ward consummation? What achieve you select detached from this video that you potentiality use in your rankroom.? Give models of technology that was used during the teaching. 5.https://youtu.be/uHduo5ZAwG0 How does the educator link the subject of the teaching to the ward’s former understanding? Why is this dignified? How is the “thumbs up, thumbs down” act used? How does applying concepts to legitimate duration situations desire the ward’s agreement in the teaching? 6.https://youtu.be/C8zHoYW2b34 Were wards auspicious during this teaching? Explain. Imagine you were in this rankroom – how could you befit actively implicated in the rankroom to succor the educator? Why do you imagine the wards were motivated during life occasion? 7.https://youtu.be/DDdv3JXJ2nU In your own utterance, transcribe a paltry resume of the understanding video you watched. If you could add an interactive earnestness to this teaching what would it be? Explain how it would motivate the wards to attain the esthetic? What extrinsic(s) did the teaching conceal? Did the teaching shape the extrinsic motive? 8. https://youtu.be/-XhyYXauSII How did the educator motivate her wards to attain? Is this educator telling to describe to her wards? Explain. How did the educator husband rankroom administration during this drama teaching? Explain. 9.https://youtu.be/FG152JGTHzg How does the educator interact delay the wards during class argument? Look environing the rankroom, in what way did the educator engender an summoning, sure, and sensational understanding environment? What did you attain from the educator’s rankroom administration title (rules and acts)? Describe what you observed. Is this rankroom an model of ward-centered teaching? Explain. 10.https://youtu.be/wg83S9OoX4o What rankroom administration acts were obvious in the skill teaching? What is the firecracker snap used for? How did the educator interact during the skill teaching? 11.https://youtu.be/E-sAFxAt5wM How does the educator link the subject of the teaching to the ward’s former understanding? Why is this dignified? In your own utterance, transcribe a paltry resume of the video you watched. What techniques did the educator use to continue the wards occupied throughout the teaching? 12.https://youtu.be/9WVTA9FP-AI What is the mind of starting the teaching delay the pictures? How does this succor address the needs of a sundry ward population? How does the educator interact delay the wards during class argument? Why is sharing effect delay ward peers dignified? How does the educator hint tiering understanding for divergent ward populations?