Week13 implications 2_

•Download as PPT, PDF•

0 likes•150 views

Brian Friedt

This week ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

This is a short PowerPoint ,[object Object],[object Object],[object Object],[object Object]

Enjoy the reading ,[object Object],[object Object]

What's hot

Research Methodology 10 slides

qnisya85

Teaching

Unruan

SUMMARY II

Rita (Dr. Rita) Zuba Prokopetz

10322611 Jane

伊真羅

Multitasking and study

Jason de Nys

Agency Meeting 11/6 English Learner

rmd1843

Immigration experiences in schools

Bsterritt

The Relationship Between Extroversion-Introversion and English Proficiency Am...

minya123

H For Humanistic Approaches

Michael Alexandrovich

The Relationship Between the Extraversion Trait and Use of The English Langua...

minya123

SPS Stats Question Stems Compatible

Maura Dudley

Experiences with Education ~ A laughter made for PPT contest

Mca140 software solutions

What's hot (12)

Research Methodology 10 slides

Teaching

SUMMARY II

10322611 Jane

Multitasking and study

Agency Meeting 11/6 English Learner

Immigration experiences in schools

The Relationship Between Extroversion-Introversion and English Proficiency Am...

H For Humanistic Approaches

The Relationship Between the Extraversion Trait and Use of The English Langua...

SPS Stats Question Stems Compatible

Experiences with Education ~ A laughter made for PPT contest

Viewers also liked

Week 14 collaboration

Brian Friedt

Week Six Ebd

Brian Friedt

Other low incidence sped 23000

Brian Friedt

Week 14 collaboration a

Brian Friedt

Week 8 Other Disabilities

Brian Friedt

Week Seven Cd

Brian Friedt

Physical disabilities sped 5 23000

Brian Friedt

Viewers also liked (7)

Week 14 collaboration

Week Six Ebd

Other low incidence sped 23000

Week 14 collaboration a

Week 8 Other Disabilities

Week Seven Cd

Physical disabilities sped 5 23000

Similar to Week13 implications 2_

Day 1 8 6 08

sourkcat

ED 7999 Research

Kaila Collins (MAT)

Week 1 Discussion Explaining it Clearly This discussion is your opportunity to demonstrate your understanding of the objective: Define relevant terms specific to academic and legal concepts for students with mild to moderate disabilities. The discussion represents your understanding of the Course Learning Outcome 1 and the MASE Program Learning Outcomes 1 and 6. In addition to reviewing the Required and Recommended Resources and Instructor Guidance for Week One, prepare for this discussion by considering the following scenario: Imagine that you are walking into your very first classroom as a new special education teacher. You will be working closely with Mr. Franklin, the general educator who has been in the education field for over ten years. In your “co-teaching” environment, Mr. Franklin and you will be delivering instruction to the entire class, which is comprised of 28 students in the classroom with seven students identified as having specialized academic and/or behavioral needs. This type of classroom is considered an inclusive setting, where students of the same age are educated together with multiple types of differentiation of the instruction occurring based on the students’ individualized needs. In an inclusive environment such as this, there will be some students who are formally identified as having specialized academic and/or behavioral challenges. Some of these students may be falling behind in their academics. Others may not appear engaged in the classwork or homework activities. Yet others may appear to have a bad attitude. As co-teachers, you will both be responsible to collaboratively create and deliver instruction to meet the students’ needs. Before the school year officially begins, you meet with Mr. Franklin to discuss the each of your roles within the co-teaching environment. It was discussed that Mr. Franklin will be expert of the instructional content and your role as the specialist will be to help students access the information at their own levels. During this meeting, Mr. Franklin admits that he has never been partnered with someone who understands students with special needs. He states he has not co-taught before and doesn’t understand what is expected specific to the students with specialized learning needs. He asks you to explain some of the terms and acronyms he’s heard before because he’s not sure what they mean, including the Individuals with Disabilities Education Act (IDEA) and the Individualized Education Program (IEP). As the special educator, part of your job is to explain each of these terms in a way that Mr. Franklin will understand along with providing authentic examples to support the definition you have provided. Initial Post: Create an initial response that defines at least five terms specific to academic and legal concepts that apply when working with students with mild to moderate disabilities. With each definition provide an example that includes support from the readings and the In ...

Week 1 Discussion Explaining it ClearlyThis discussion is your o.docx

jessiehampson

ELPA LR Presentation KCampbell

kcampbell6

Ese 315 entire course

waritheame1973

Literate Environment Analysis

YeshuaourSavior1

Mr Sadoor Ahmad Book Review.pptx

Sadoorahmad

Literacy by design

Kathleen Wild

Creating a literate environment power point presentation

Grazia Russo

Reading

York County School of Technology

Materials development by Dr. Ghobadi rad

HamidGhobadi2

Cracking Common Learning Myths

LiteracyCenter

ER Proposal Presentation - 10-13-06

Nancy Baum

The effectiveness of stad

emmmie

Reading comprehension

teacherglenda132992

How well can they read? Preparing pupils for transition to Key Stage 3

Challenge Partners

Please Respond to the following discussion posts in at least one of the following ways: Expand upon one of the topics a colleague described by sharing additional information and/or perspectives on the topic. Cite and explain resources related to a colleague’s topic–for example, a blog, a website, or a book–where additional information may be obtained. Respond to someone with similar interests. Ask questions to become better acquainted with your colleague. Discussion #1 Currently I am an instructor in Walden’s MSED program and a supervisor of student teachers for a local university. Before retiring from the public school system in Michigan, I participated in a pilot program, Arts Across the Curriculum, that implemented the curriculum in a magnet setting for 6 th graders. It was highly successful, raising testing scores at the end of the school year significantly ( Bolak , Bialach , & Dunphy , 2005). My primary motivation for pursuing a PhD is to qualify for continued work with Walden’s MSED program as an instructor, but I am excited about examining the following topics: In so many classrooms, in so many school districts across our nation, the emphasis is on scoring well on the mandated high stakes testing. Oftentimes the arts, i.e. music, dance/movement, drama, and visual arts, are overlooked or given low priority. But evidence is now emerging that shows that arts education can have powerful effects on student achievement. Moreover, these effects may be most profound for struggling students ( Rabkin & Redmond, 2006, p. 60-64). Consequently, this topic is important to me. Another topic that is of interest to me is the current controversial issue of Common Core Standards. I believe well-developed standards are important and that there should be some uniformity across our nation, but communities should not feel that they will lose all influence on what those standards should be or how they are implemented. A third topic that is of interest to me is how best to address the needs of English language learners and others with special needs. Some school districts, especially those with high ESL populations, are doing will with this issue, but not all. All students have a right to opportunities to succeed at learning. References: Bialach , D., Bolak , K., & Dunphy , M. (2005). Standards-based, thematic units integrate the arts and energize students and teachers. Mi ddle School Journal, 36(5) , 9-19. Rabkin , N. & Redmond, r. (2006). The arts make a difference. Educational Leadership, 63 (5), 60-64. Discussion #2 Today, I started on a new journey in my life. A journey that I pray leads me to an EdD in Educational Administration and Leadership. Each of us approaches leadership with a unique set of beliefs and attitudes about the nature of people and the nature of work ( Northouse , 2009). Being able to understand as much as I can about my leadership style and about being a leader is essential. And that is one reason that I a.

Please Respond to the following discussion posts in at least one o.docx

blazelaj2

Elementary principals meeting 3 4-14

Jennifer Evans

Week4a pptslides drafting the introduction - background of study

Hafizul Mukhlis

Creating a literate environment in the classroom, P-3

Christina_Crawford

Similar to Week13 implications 2_ (20)

Day 1 8 6 08

ED 7999 Research

Week 1 Discussion Explaining it ClearlyThis discussion is your o.docx

ELPA LR Presentation KCampbell

Ese 315 entire course

Literate Environment Analysis

Mr Sadoor Ahmad Book Review.pptx

Literacy by design

Creating a literate environment power point presentation

Reading

Materials development by Dr. Ghobadi rad

Cracking Common Learning Myths

ER Proposal Presentation - 10-13-06

The effectiveness of stad

Reading comprehension

How well can they read? Preparing pupils for transition to Key Stage 3

Please Respond to the following discussion posts in at least one o.docx

Elementary principals meeting 3 4-14

Week4a pptslides drafting the introduction - background of study

Creating a literate environment in the classroom, P-3

Week13 implications 2_

Recommended

Recommended

More Related Content

What's hot

What's hot (12)

Viewers also liked

Viewers also liked (7)

Similar to Week13 implications 2_

Similar to Week13 implications 2_ (20)

More from Brian Friedt

More from Brian Friedt (20)

Week13 implications 2_