Category: Education

Part 1: Pre-Assessment and Implementation

During your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement who would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.

With this information, develop a pre-assessment in the English Language Arts content area using the ELA Pre-Assessment template. The pre-assessment must align with the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify how well selected students know the concept, and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.

1. Share the pre-assessment with your mentor teacher and ask for his or her feedback.
2. Administer the pre-assessment that you created to the selected group of students and use the data to prepare for the lesson plan in Clinical Field Experience C.
3. With your mentor teacher, identify a book that can be used to create ELA activities appropriate for the identified students. You will use this book for your upcoming Clinical Field Experience C: ELA Mini-Lesson Plan assignment.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

Part 2: Reflection

In 250-500 words, summarize and reflect on your field experience and the steps you took to identify students for the pre-assessment. How did the pre-assessment provide data to determine the learning gaps and needs of students? What challenges did you face when developing and delivering the pre-assessment? Explain how you will use your findings in your future professional practice.

Submit the ELA Pre-Assessment and reflection as one deliverable.

  

Deliverance 6-7page 

You have been called in to consult with the new principal of a large urban high school. The principal has just transferred from a smaller school in the suburbs of another city in another state. Her educational background includes one of the most prestigious schools of education in the country. In fact, she has published a handbook for classroom management. Her performance at her previous school was praised for its easygoing and adaptable nature.

She has been at principal rank for three years but is just in the process of acclimating to this more energetic and complex school environment. Although the school is nonunion, its faculty has been in place for many years, and the staff has an average of about seven years of experience. There has been little change in the school administration or organization. At the same time, the student dropout rate is at 51% and climbing, and the student graduation rate is only 46%. The director of instruction for her district has expressed concern about the quality of education in the school.

To begin your consultation, you want the principal to adopt a leadership theory as a general framework for her own development as a leader in this new environment. You have focused in on three likely theories: hierarchical, transformational, and facilitative.

Write a document in which you address the most likely leadership theory for the principal to pursue in this situation and for this background. She will also want to take into account her own preferred styles, so explain how you might help her confirm and document those. For the theory you have selected for consideration, describe the characteristics of the theory, and explain why it is appropriate in this situation, given her background and current circumstances.

Be sure to address the following:

• What      reasoning do you give her for using theory as a starting point for      behavioral change or organizational change?
• How      will this principal distinguish between her management responsibilities      and her leadership responsibilities? What are the ethical considerations      in both?
• What      are a few of the key management actions that this scenario may suggest?
• What      are some positive and concrete things that she can do to implement the      selected leadership theory in tandem with management actions?
• At      what factors will you and she look for in the school to find results of      her adoption of the selected theory?

It is not necessary to adhere to APA document style for this submission. However, it is advisable to support your arguments and explanations with citations and a reference page formatted in APA style.

Please submit your assignment.

  

Graduate Programs Discussion Boards

Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.

Minimum Weekly DB Expectations

• Post      an original and thoughtful Main Post to      the DB prompt.
• Respond      to at least 2 other posts from learners and/or the instructor (Response      Posts).
• The      first contribution (Main Post or Response Post)      must be posted before midnight (Central time) on Friday of each week.
• Two      additional responses are required after Friday of each week.
• For      DB assignment prompts with a Part One and Part Two, Part One should be      addressed in the first week of the unit with a Main Post and minimum of 2      Response Posts, and Part Two should be addressed in the second week of the      unit with a Main Post and a minimum of 2 Response Posts.

More on DBs

At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 4-6 strong paragraphs for Main Posts and 23 strong paragraphs for Response Posts.

Discussion Board Question Details

Part 1

Suppose that you have recently accepted a new administrative role in either a corporate or educational setting. Your new employer has requested that you select a leadership theory to use as a foundation for your role as a senior administrator. Focus your discussion on the following:

• What      leadership theory would you select and why? Discuss why the leadership      theory you selected would be a good match for you and your new role within      this organization or institution.
• How      does your approach differ from that of your classmates? How could that be      important in an organization with varied underlying theories?
• Are      there ethical implications for the organization in which theories are      selected or predominate? How do leadership theories interact with ethical      considerations in an educational or corporate training setting?
• What      might happen? As a leader, what can you do about it? Exchange your ideas      on this.

Part 2

Suppose you have recently accepted a new administrative role in either a corporate or educational setting. Imagine that the previous leader who was in this administrative role before you was a Great Man (according to the Great Man theory of leadership). Based on the leadership theory you selected in Part 1, participate in a dialogue on ways that your leadership theory and approach might be different from the previous person in this role. Focus your discussion on the following:

• How      would you retrain members of your organization to respond to issues      according to your preferred approach?
• If      training were not the answer, what actions might help affect the      organizational change?
• How      does your approach differ from that of your classmates? What do you see in      common?

In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

Your assignment will be graded in accordance with the following criteria. Click to view the grading rubric.

 

Having an understanding of various types of literary texts and genres of literature is crucial in order to know how to integrate them into English language arts lessons in an elementary classroom.

Part 1: Matrix

For this assignment, you will complete the Literary Genre Matrix to describe different types of literary texts and how each can be implemented in the classroom.

Below are examples of fiction and nonfiction genre.

• Fiction. Drama, fable , fairy tale, fantasy, folklore, historical fiction, horror, humor, legend, mystery, mythology, poetry, realistic fiction, science fiction, short story, tall tale, etc.
• Nonfiction. Biography, essay, narrative nonfiction, speech, etc.

Choose two examples of fiction genre and two examples of nonfiction genre and address the following in the Literary Genre Matrix.

• Definition of each form of chosen fiction and nonfiction genre.
• Two examples of grade cluster appropriate texts for grades K-2, 3-5, and 6-8.
• Two strategies to integrate each text selected into reading, writing, and listening instruction.
• Two strategies to integrate chosen forms of fiction and nonfiction genre using a technology application.
• Provide the name of the technology.

Part 2: Reflection

In 250-500 words, summarize and reflect on the different literary genre and how each can be implemented in your future classroom. Explain the strategies for student comprehension in reading. What strategies do you use to choose appropriate texts/genres for grade level strands? How does selecting the appropriate text support a positive attitude toward reading and comprehension skills?

Support your findings with at least two scholarly resources.

 Leading the Way for Developmentally Appropriate Practices

Leading the Way for Developmentally Appropriate Practices. 1st Post Due by Day 3. One of the many responsibilities of a program administrator includes serving as an instructional leader. As such, you are expected to both model and coach others in your program to ensure that their instructional strategies are developmentally appropriate and culturally sensitive. As the educational leader, you have a unique opportunity to support each and every child in your program. Doing so will require an understanding of several important terms and laws.

To discover resources for advocating for children with disabilities, begin by watching this five-minute introductory video, .

In your initial post,

• Describe why the video above is an important resource for program administrators.
• Define and discuss the three dimensions of developmentally appropriate practice (DAP) outlined in our text (Knowledge of child development and learning; knowing each child as an individual; and the communitys social and cultural context).
• Discuss the role of the program administrator in implementing DAP.

Part 1: Observation

Observing a classroom environment can provide much needed detail and understanding of students learning needs and continued progress.

For this field experience, observe a K-8 classroom during a math lesson. During your observation of the lesson, complete the Math Observation template.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Ask your mentor teacher for the unit and standards and unit the class is currently learning, in order to develop the pre-assessment for Clinical Field Experience B.

Part 2: Reflection

Following your observation, discuss the math lesson with your mentor teacher. In 250-500 words summarize and reflect on your observation and, and describe how you will apply what you have learned to your future professional practice.

Your discussion should include the following:

1. How do you engage students in learning opportunities specific to mathematics?
2. What strategies do you use to apply real-world relevancy to math lessons?
3. How do you modify or adjust instruction based on responses from students?
4. How do you prepare to teach instruction in mathematics (vocabulary, knowledge of material, content standards, and resources)?

Speak with your mentor teacher about implementing a math pre-assessment during Clinical Field Experience B. Inquire about the unit and standards that the classroom is learning in order to prepare your pre-assessment.

Submit your observation form and collaboration summary as one deliverable.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the  for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

      

Building Confidence   in STEM Presentation

The brain grows at an amazing rate during development, which makes it so important that we provide young children with the best environment to learn and grow. Too much abstract thinking at a young age could possibly overwhelm a child. It is important to understand how the brain functions at each developmental milestone.

For this assignment, use the topic materials and your own research to create a 15-20 slide digital presentation that can be used during an open house geared toward families of children grades K-3.  Be sure to include a title slide, reference slide, and presenter notes.

Your presentation needs to include the following:

Brain development at each stage in relation to how children learn.

The significance of constructivism for meaningful learning during the developmental stages of young children.

The importance of introducing STEM at an early age.

At least 2-3 family resources about the importance of supporting inquiry and exploration in early childhood.

Support your presentation with 2-3 scholarly resources.

In addition to your presentation, write a 100-250 word reflection in which you discuss your self-confidence as it pertains to STEM education. Explain how you will incorporate STEM concepts into your future classroom. Discuss the significance of professional lifelong learning, especially subjects in the STEM field.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

  

Clinical Field   Experience A: Math Lessons

Select an inclusive K-3 early childhood site where you will complete the field experience required for this course.  During the remaining weeks of your clinical field experience you will be working with a small group of students identified by your mentor teacher to help differentiate your mentor teachers lesson.  If you have permission from your mentor, you will also be asked to implement a lesson or mini-lesson to the class or small group in different areas of STEM. 

For this field experience, observe the classroom focusing on math, if possible. If not, observe another STEM area (science, engineering, or technology). Additionally, interview your mentor teacher and include the following questions:

What is your teaching philosophy for math instruction?

How do you provide a focus on hands-on practice and thinking mathematically?

In what way would you embed mathematics learning opportunities in the learning environment, as well as beyond the classroom?

What tools and resources (including technology) do you use to allow exploration and enhance conceptual understanding?

How do you incorporate communication as part of thinking mathematically?

How do you ensure an equal learning opportunity for all students, including those with exceptionalities?

In 250-500 words, summarize and reflect on the interview, including your discussion of strategies and specific examples of hands-on STEM lessons. Discuss how the lesson promoted problem-solving and critical thinking skills for students. Explain how the mentor teacher prompted the importance of communication as part of thinking mathematically. Discuss how the strategies used promote discussion, motivation, and engagement. Explain how you will use your findings in your future professional practice.

Support your reflection with 1-2 scholarly resources.

In addition to the above observations, interview, and reflection for this topic, speak with your mentor teacher about assisting during an upcoming science lesson or activity. This will help you prepare for the Topic 3 assignment. With your mentor teacher, identify a small group of students who would benefit from differentiation and engagement strategies during the upcoming science lesson or activity.   

Once you have identified the lesson and group you will be assisting with, continue to work with your mentor teacher on the following:

Identify areas of strengths and potential improvement for the small group.

Identify which state standards and learning objectives the lesson is focused on.

Based on the lesson and the groups characteristics, develop and share with your mentor teacher two differentiation and engagement strategies to utilize during the upcoming lesson or activity, making adjustments where needed.

Prepare to utilize the identified strategies with the small group during the agreed upon science lesson or activity.

Spend any remaining field experience hours for this topic observing and/or assisting your mentor teacher with instructional tasks in the classroom.

Submit your observation notes, interview notes, and reflection as one deliverable.  

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

  

Math – Reasoning or   Problem Solving Lesson Plan

Math is a strong focus in the STEM curriculum.  Education is always changing and the focus of STEM education is increasing across all grade levels. It is important for us as educators to set a mathematical foundation at an early age to inspire students interest in math and STEM.

Develop a math lesson plan for your field experience classroom using the Class Profile and the COE Lesson Plan Template. Begin by selecting a K-3 standard and learning outcomes from your states math standards for that grade level.  It is highly recommended that you select the same grade level as your practicum classroom and continue to use that grade throughout the course.

Your lesson plan should be completed in its entirety, with a focus on:

Mathematical instructional practices with learning progression.

Problem solving or reasoning techniques that promote critical and creative thinking.

How the students will communicate their thinking.

Incorporate the use technology.

As appropriate, concepts discussed with your mentor teacher during the field experience for this topic.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

  Create a reply to the attached  post following the established guidelines .  

Replies are to be substantial in nature and well referenced. Agreeing or not agreeing is not appropriate. the student made his ports from this Chapter 12 page 362 Week 12 1 

I only need a paragraph with your opinion or input on that student post, you can add any other idea, Please Agreeing or not agreeing is not appropriate

Revising my paper research 

I would like someone revising my papers

1-Connection between ideas and translations

2-there are some sentences dont make senses and need to rewrite again to make clear  

3-Organization and coherence  

4- grammatical correctness

Due Week 10 and worth 320 points

For Part A of this assignment, provide revised Parts 1, 2, 3, and 4 (Part A not included in page count but included in the evaluation.)

For Part B of this assignment, write a three to four (3-4) page paper that fulfills the criteria numbered 2-5 in this list.

Part A: Assignment Compilation

1. Provide revised Parts 1, 2, 3, and 4.

Part B: Written Portion

1. Discuss ways and a rationale for including supporting theory in the report, especially as the theory relates to the object of your evaluation. Provide research support.
2. Analyze the impact of standard and alternative forms of measurements upon the target of your program evaluation. Provide research support.
3. Discuss three (3) reasons and at least one (1) method for conducting a metaevaluation on your evaluation project.
4. Recommend roles and responsibilities with supporting rationale for those conducting a metaevaluation on the program.
5. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
6. Format your assignment according to the following formatting requirements:
7. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
8. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
9. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

• Analyze the impact of standard and alternative forms of measurements upon program evaluation.
• Explore the role of evaluators in the school evaluation process.
• Develop a program evaluation plan for education.
• Write clearly and concisely about education program evaluation using proper writing mechanics.
• Use technology and information resources to research issues in educational program evaluation.

Click to view the grading rubric.