Category: Education

  

Assignment 5 documents

Assignment: Continuous Program Evaluation

As with whole systems change and sustainability, continuous program evaluation is required to fulfill your commitment to improving the lives of all students. Although some of the evaluations you conduct may be informal, at the program level, the evaluation process is typically formal, can be quite complex, and must be formalized into a written plan. Data are gathered and collected from hundreds of students to compare their overall performance. Other factors include program costs, student and teacher input, and feasibility, just to name a few. Evaluations may also consist of comparing the effectiveness of two different instructional approaches. Here, data collection may consist of pre- and post-data from students and data collected from teachers to determine the effectiveness of each approach. Despite the type of evaluation, there is a formal written plan that is typically shared amongst stakeholders and used for curriculum planning and programming for students with exceptionalities.

For this Assignment, you will evaluate your programs effectiveness using Fullans Coherence Assessment Tool and reflect on what you have learned from this collaborative process. This is Part 5 of your Course Project and will further demonstrate your effectiveness of implementing the Coherence Framework.

To Prepare:

Review the Model of Sustainability in the McIntosh et al. article. Reflect on the four factors contributing to sustainability.

Although it is not a requirement, you may wish to conduct a meeting with other leaders in the system and reflect on the components of the Coherence Framework to assist you in complete the tool. Use their responses and suggestions to assist in completing the assessment tool.

Review and complete the Coherence Assessment Tool (Figure 6.2).

By Day 7 of Week 9

Part 5: Reflection, Social Change, and Lifelong Learning

Write a 4- to 6-page paper addressing the following:

Complete the Coherence Assessment Tool (Figure 6.2) and include as an Appendix to your paper. Provide a 2- to 3-page analysis of your findings and the identified evidence that you reported on the tool, including the following:

o Briefly summarize how you are addressing the four components and the related 13 subcomponents. Please note: You do not need to address each component/subcomponent, just provide an overall summary.

o Describe how coherence is perceived at all levels of your organization and identify one area where perceptions are similar and one area where perceptions are different.

o Explain at least two strengths as well as two areas you believe are of greatest need to move toward continuous improvement and sustain whole systems change.

Include a 2- to 3-page reflection on what you learned from this collaborative process of program evaluation, including the following:

o Identify at least two positive and two negative outcomes of program evaluation. Support these with evidence from research and professional experience.

o Explain how you, as a leader in special education, plan to improve positive program outcomes based on special education program evaluation and impact student learning. Include in your response how program evaluation can align with Waldens Mission of creating positive social change.

o Describe the key elements you will need in the future to lead special education programs that are accountable and sustainable.

o Describe how you will stay current on evidence-based practices for program leadership, systems change, and program evaluation.

 

Information: I am attaching the Table as assignment 5

CIRCLES is the project I am working on.

I will attach previous assignment done and articles

1. When planning assessments for your students, why is it important to include both formative and summative assessments? What other factors do you consider when planning for instruction other than assessments?

2. How do you ensure equity and fairness for all your students when planning for assessments Explain how you would differentiate for students during formative assessments.

Topic 3: Discussion Question 1 

Why is it important to create engagement at the beginning of a lesson? What strategies can you use to create engagement with students at the beginning of a lesson? Provide three examples.

Topic 3: Discussion Question 2 

You are teaching a second grade literacy lesson and you are introducing a new literacy concept during direct instruction. Before you begin your lesson, you ask your students some pre-assessment questions for understanding, but you are not getting the responses that you wanted from your students. It seems as though students are not prepared to begin this next literacy lesson.

As the teacher, how would you respond to this scenario, keeping in mind that assessment drives instruction? 

***** Respond in a paragraph following the established guidelines. The answer must be of a substantial nature and with quotes present in the textbook. Agree or disagree is not appropriate. ***** Only use this book and specific pages.   Represent the quotes (author, year, and page) when reflecting the content in your paragraph.

 

Source of reference: textbook Chapter 4, PAGES 39, 40 

Textbook: Teaching Students with Language and

Communication Disabilities, S.J. Kuder, 5th Edition.2018.Pearson.

Peer 1

  

LANGUAGE ACQUISITION MODELS   1 

Language Acquisition Models

Hellen D. Forchue

January 17, 2020

Language Acquisition Models 2

From the seventies, there is a radical change concerning the context and orientation in the study of children’s language. Therefore, this study was emphasized in the development of the child’s spontaneous speech. The question was how children acquired their first language. From this question came some theories, of which their respective creators presented their views. Theories of acquisition and development of language. The Behavioral Model, the Nativist or Syntactic Model, the Semantic-Cognitive Model, the Social Interactionist Model, the Information Processing Model, and the Emergentist Model. 

Skinner’s behavioral approach tells us that: the child is seen as a relatively passive recipient of external influences-from parents, siblings, and others (p.46). In other words, Skinner’s behavioral approach takes an empiricist position, which considers that language development comes solely and exclusively from external and internal experience and stimuli. According to his theory, the infant learns by answers that are verbal and intraverbal, in a secondary way. On the positive aspects of behaviorism is the way of speaking to the child, what was first called the Babytalk. Also, treatment programs for children with speech disorders or speech therapy. Studies are analyzed globally verbal, in other words, (conversation). The criticized part of the theory implies the misuse of the order of the acquired words, the explanation of novel productions, and the grammatical errors produced for adults (p. 47). According to the textbook, the theory still has some value, such as parents and other important roles. Also, it has been a successful tool in developing intervention approaches to improve the language skills of many people with significant language disorders (p. 47).

The Nativist or Syntactic Model: Noam (1965; 1968) and others developed the nativist/syntactic theory of language acquisition in response to the behavioral theory of language acquisition (p. 48). Chomsky’s position is mentalistic, according to which language 

Language Acquisition Models 3

is conceived from innate structures; that is why his theory is known as “generative grammar.” According to Chomsky, the innatism of language is congenital and genetic in the individual, therefore, it is what he calls LAD (Language Acquisition Device). Chomsky’s point of view is that this mechanism has as its content a set of universal principles that are Universal Grammar. When one is born with this ability or device, one begins to receive linguistic stimuli or primary linguistic information. Once this data is processed in the LAD, there is an output or result that is the Grammar of the language in question. The textbook states: “this theory has some limitations, such as the diminished role given to language input. Also, it stems from the theoretical underpinning of the model itself. Last, the nativist theory poses a dilemma to those who are interested in helping children improve their language performance, as it seems to suggest that there is little hope for children experiencing the acquisition of syntax in children.” 

While Fillmores and Bloom’s work focused on the role of semantics in language acquisition, psychologist Jean Piaget was interested in the relationship between cognition (thought) and language (p. 50) The Semantic- Cognitive Model Piaget’s position is mentalist like Chomsky’s and also constructivist. Piaget proposes a genetic and formal theory of knowledge according to which the child must master the conceptual structure of the physical and social world to acquire language. According to Piaget: cognitive developments such as object permanence must precede language development (p. 50). Piaget postulated, unlike Chomsky, that the fact that there are universal elements in language does not mean that they 

are innate. They are the first cognitive schemes and the functional mechanisms of intelligence (assimilation and accommodation). On the other hand, both agreed with the approach of 

Language Acquisition Models  4

constructivist theories, in which there is a genesis of mental structures. In disagreement with Skinner, for the language is a product of reason and not of associative learning.

Theoretical Foundation: “there is a developmental theory that views social interaction with others as essential for the development of independent cognitive and linguistic functioning-the theory of Vygotsky (1978, 1987).” Vygotsky viewed the child as developing and functioning within a social context.” For Vygotsky, human development is produced through processes of exchange and transmission of knowledge in a communicative and social environment (culture). In other words, the transfer of knowledge of culture is done through language. Therefore, language is the main way of these processes and influences the development of the mind. Mental functions are interpreted as internalized social norms as a result of a source of consciousness. Therefore, language and thought are two different things with different origins, and that throughout the development, there is a functional interconnection, in which thought is verbalized, and speech becomes rational. Therefore, thought is not language-dependent human development is produced through processes of exchange and transmission of knowledge in a communicative and social environment (culture). In other words, the transfer of knowledge of culture is done through language. For Vygotsky, children’s language is initially social (mode of communication with adults) and is external in form and function. Gradually the language is internalized and goes through an egocentric period with an external form but with an internal function. Finally, it becomes a verbal thought that has an internal form.

The information- processing model of learning has been applied to language acquisition by psycholinguistics such as Elizabeth Bates and Bryan Mac Whinney in their competition model of language acquisition (Bates & Mac Whinney, 1987) (p. 53). 

Language Acquisition Models 5

The theory of information processing is nothing more than the comparison of the human mind with a computer. Where the mind is an information processor, people simply respond to stimuli. In other words, people receive process and deliver results. According to the textbook: “the information processing model has provided another view of language learning. Also, children are not only learning syntax, but they are also learning meaning, and doing so in the context of communication (pragmatics) at the same time” (p. 54).

The textbook states: the emerging model suggests that language arises from the interaction of social patterns and the biology of the cognitive system (Mac Whinney, 1998). In other words, the acquired language skills are the sum of the external environment and the child’s learning abilities. The model advocates that although the child does not possess the innate mechanisms for grammatical structures, neurons are organized and function in the brain so that they have the ability to learn language associations. In addition, language learning is based on the ability of young children to implicitly track the regularities in the language they hear, such as which pairs of sounds usually mark the boundaries between words and which are usually within words (Aslin, Saffran and Newport, 1998; Regier and Gahl, 2004).

Language Acquisition Models 6

References

https://www.tandfonline.com/doi/full/10.1080/10489223.2017.1312850

Kuder, S. J. (2018). Teaching Students with Language and Communication Disabilities. New York, NY: Pearson

Watkins, R. V. (2015). Applying Vygotskian Developmental Theory to Language Intervention. Retrieved January 10, 2020, from https://scholar.google.com/scholar?q=The social interactionist model&hl=en&as_sdt=0&as_vis=1&oi=scholart

Instructional Models/Strategies Analysis 

            

Instructional models apply learning theories to the selection of   instructional strategies in a manner that will improve planning and   differentiation to aid in student success. Understanding how various   teaching models and strategies were designed to better reach students   allows teachers to adjust their teaching styles to adapt their classrooms.

For this assignment, complete the “Instructional   Models/Strategies” template.

Part 1: Analysis

• Describe  the defining characteristics of each     instructional model or strategy.
• Include an example of how     you would use the instructional model or strategy in your teaching     to meet the needs of diverse students.
• Explain  how     the instructional model or strategy supports the diverse needs of   students.

Part 2: Application

Review the academic standard and learning objective you created in   Topic 2. Using the “Class Profile,” select three of the six   instructional models from Part 1 that would be appropriate to teach   the standard and objective.

For each model, include the following:

• Explanation of how you would implement the model or strategy     to teach the standard and objective from Topic 2 
• Rationale explaining why the instructional model or strategy is     effective in supporting student learning of the standard and   objective

Support your findings with 2-3 scholarly resources.

GCU 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 LopesWrite Technical Support articles for assistance.

In one paragraph, discuss the idea that popular culture educates as it entertains. What does this mean? Who is being educated? Who is doing the educating? What hegemonic topics might be taught to someone watching dance on screen?  Support your ideas with examples.

Access the Internet Web site of any two U.S. state health departments and compare and contrast the two state-local public health systems in terms of their structure, general functions, specific services, resources, and other important features. Your focus should be on state-local public health systems in these two states, rather than only the state health agencies.

Two pages

Consider this week’s discussion in the context of the Triple Aim Initiatives.

 Speech therapists are an important related service provider for students with language impairments to help support their expressive and receptive communication needs. Speech therapists frequently consult with general education teachers and special education teachers to provide training on the correct integration of augmentative and alternative communication systems and other types of assistive technology to help students meet their speech goals.

Collaborate with a certified K5 classroom teacher to observe and communicate with a certified K5 speech therapist about AAC and other AT systems and appropriate interventions.

Examine the following through your collaboration and observations:
 

Recommended AAC and AT systems

Recommended high tech and lowtech assistive technology to facilitate students communication and learning

The connection between listening, reading comprehension skills, semantics, and syntax

Implementing AAC to facilitate engagement in learning

Collaborative roles when working with special education and general education teachers

In 250500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice.

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

 

As an early childhood education professional, there will be many times that you will need to refer to Websites for information and research. In Module 01 you started an Early Childhood Education Resource Guide. This guide will serve as a helpful tool to support your work in the early childhood field. In this module you will create a new reference sheet for your guide.

For this assignment:

1. Update your reference sheet to add at least five (5) Websites or other sources of information about trends in early childhood education (ECE) and early childhood comprehensive systems.
2. Provide a 1-2 sentence description of each source.

 

Comprehensive Early Childhood Systems are an important tool to meet the needs of young children and their families while incorporating research and current trends. By bringing together early childhood stakeholder across sectors, children can be served more effectively and efficiently.

The concept of a comprehensive early childhood system might be difficult to explain. In order to reinforce the concept and demonstrate your understanding, this assignment will allow you to give them a more comprehensive look by creating a visual representation to illustrate the idea.

For this assignment:

1. Review the materials and links with information about Comprehensive Early Childhood Systems.
2. Demonstrate your understanding by creating an original 1-page visual representation (diagram, logic model, infographic, etc.) of Comprehensive Early Childhood Systems.
3. At a minimum, this infographic should include:
   1. Cross-sector stakeholders involved
   2. Supports as a result of this system
   3. Expected outcomes
   4. Other components you feel are important

Links:

  Early Childhood Systems Working Group (ECSWG)  

  Early Childhood Systems is the Early Childhood Comprehensive Systems Grant Program