Reflection Essay on the Positive and Negative Sides of the Unit Plan

The advantage of my unit plan is that I tried many different types of courses for students. These include: discussion of previous understanding, game simulation, interactive PowerPoint slide, mapping, reading and analysis of key documents, interpretation of images, analysis of films, comparison and comparison, continuity, discussion , Site activities, group work and individual research. I incorporate this content into the course many times and I am trying to meet a wide range of learners of visual, written and oral.

• Do students brainstorm in class to discuss possible side effects of their plan? Does any good impact seem worthy of publicity? Do you need to solve or refute a possible adverse effect at first glance? • He refutes the hypothesis that the work he / she thinks is better than not requiring skills to function well, and that children and elderly people get better by carefully care (16 ). He briefly mentioned child development studies in child development studies, but did not mention whether research supports the assertion on elderly care.

Although studies on the impact of using laptop computers on learning and participation of students are limited, there are some evidences that show positive and negative effects. As a positive aspect, if students ask questions through laptops, the number of questions is greater than in traditional courses (Anderson et al., 2003; Caron & Gely, 2004; Samson, 2010). Students' laptop grades are somewhat higher (Wurst, Smarkola, & Gaffney, 2008), but we know that there is a negative correlation between laptop computers and grades (Grace). - Martin & Gay, 2001; Fried, 2008). As a negative aspect, students report that their laptops (Barak, Lipson, & Lerman, 2006; Maxwell, 2007) and classmates laptops (Fried, 2008; Mazzie, 2008) are distracting.

People who claim to use grades to motivate their students believe that they encourage students to work harder from a negative and positive perspective. As a negative aspect, getting a low score can motivate students to work harder. On a positive side, assuming high scores will motivate students to keep or update their efforts. As described later in this chapter, some educators strongly oppose the use of performance as an incentive. But regardless of whether it is right or wrong, this goal is reflected in several American schools. For example, Austin and McCann (1992) found that 7% of the Board of Education documents, 15% of district level documents, and 10% of teacher's documents highlight motivation for achievement purposes .