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Scanned by CamScanner Week 2- Assignment EDU 372 Week 2 - Assignment Multicultural Perspective Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge. Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the Common Core State Standards Initiative (CCSS), develop a learning activity that includes these key features of multicultural education: a. Integration of content – How does your learning activity incorporate content from different cultures? b. Reducing Prejudice – How does the learning activity attempt to minimize any of your own prejudices as well as your students? c. Making Teaching Equitable – How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential? d. Empowering Learners – How does the learning activity empower all students to work toward their academic potential? e. Construction of Knowledge – How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs? Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection. Click to view an example of this week's assignment. You have several options in completing this task: a. Write a three-four page paper (does not include a title page or reference page). b. Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide). c. Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide). d. Use a combination of the above. Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the Ashford Writing Center, and be sure to include a title page or slide as well as reference page or slide. .

Education

c. Making Teaching Equitable – How does the instructional
approach to your learning activity meet the needs of all your
students by recognizing learning styles, interests, and
motivation to help achieve academic potential?
d. Empowering Learners – How does the learning activity
empower all students to work toward their academic potential?
e. Construction of Knowledge – How does your learning activity
promote different perspectives that validate how culture
influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS
followed by your learning activity. Then explain how your
learning activity meets each element of multicultural education
by providing evidence to justify and support your assertions.
Then reflect on your K-12 school experience. Was a
multicultural education part of your schooling? What factors
may have contributed to the inclusion or exclusion of a
multicultural education in your own early schooling? Make sure
to incorporate the five key features of multicultural education in
your reflection.
Click to view an example of this week's assignment.
You have several options in completing this task:
a. Write a three-four page paper (does not include a title page or
reference page).
b. Develop a PPT presentation that is 8-10 slides long (does not
include title page slide or reference page slide).
c. Use Voicethread or Prezi that is 8-10 slides long (does not
include a title page slide or reference page slide).
d. Use a combination of the above.
Be sure to reference the course text and at least one other
scholarly source. Your assignment should follow APA

formatting guidelines as outlined in the Ashford Writing Center,
and be sure to include a title page or slide as well as reference
page or slide.
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.

Similar to Scanned by CamScannerWeek 2- Assignment EDU 372Week.docx

Project One Educational System Binder 1. Describe the nature of the project that you accomplished. 2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.) 3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project? 4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work. 5. Make specific recommendations for improving upon what you accomplished. 6. Submit a plan for monitoring the impact of your project. I. Overview Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models. My role is to research effective co-teaching models and present this information to staff during an in-service training. II. Relevant Data a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles. b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms. c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design. d. Assist co-teachers with co-planning sessions and differentiation strategies. III. Diverse Educational Setting a. Different grade levels – High school grades 9-12 b. Different disciplines – core content areas (English, Math, Science, History) c. Work with diverse student populations – General Education, Special Education Students and English Language Learners IV. ISLLC Standards a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth. b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment. ...

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First Assignment Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012). Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive. Using one of the following free online presentation tools listed below, create an interactive presentation that: a) Compares and contrasts the two concepts b) Explains how you envision blending the concepts in your current or future classroom. In your presentation be sure to include: How you will present new information How students will demonstrate their prior background knowledge Your strategies to engage and motivate students At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation. All in-text citations included must be cited in APA format at the conclusion of your post. Post your link along with a brief introduction in your initial post. Free Online Presentation Tools Glogster Pearltrees Prezi VoiceThread Present.Me. Guided Response: Review at least two of your peers’ presentations and address the following questions: Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom? What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning? Online Tutorials: Creating a VoiceThread Glogster - Learning the Basics How to create a narrated PowerPoint using Present.me How to create a Voki Get started with Prezi. Getting started with Pearltrees Second Assignment Creating a Unit Plan Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology. Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes: Introduction: Provide a brief introduction (this can be copied from your Week Two assignment) A brief description of your current (or fictional classroom) Grade Level and Content Area Total number of students – ability levels, gender, students with special needs, English language learners (ELLs) Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.) Stage 1: The first stage is to deter.

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Differentiating instruction is vital to the individual growth of students. Social studies instruction provides students with opportunities to display knowledge and skills in multiple ways, including through the arts. The purpose of this assignment is to analyze a group of diverse students and design a standards-based lesson plan that meets the needs of all students while incorporating student experiences, cultures, and communities into instruction. Select an upper elementary (5-8) grade level and at least one social studies standard related to civics or government and one arts standard. Using the “COE Lesson Plan Template,” write a complete lesson plan that is aligned to the standard you chose . Include the following in your lesson plan: Classroom and Student Factors/Grouping: Based on your Clinical Field Experience class, describe the class and student factors that affect instructional planning. Use this information to differentiate for the needs of students throughout the lesson plan. National/State Learning Standards: Identify one world history and one arts standard for your selected grade level. Specific Learning Target(s)/Objectives: Create at least one specific learning objective that is aligned to both standards. Academic Language: List relevant academic language and how it will be modeled. Resources, Materials, Equipment, and Technology: Describe resources required for the lesson, including media or technology that can be used for differentiation and that supports real-world application. Multiple Means of Representation: Explain how content will be presented to meet the needs of all students. Multiple Means of Engagement: Include at least one learning activity that allows students to explore, practice, and apply the content and academic language within standards-based social studies instruction. Multiple Means of Expression: Describe formative and summative assessments that enhance student learning within standards-based social studies instruction. In a 100-250 word reflection, explain how your differentiated instructional strategies integrate technology and incorporate student experiences, culture, and communities through real-world application. .

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RUBRIC Total Possible Score: 8.00 Video Analysis Questions Total: 2.00 Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing. Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing. Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing. Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions. Equity Strategies Total: 2.50 Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing. Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing. Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing. Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions. Culturally Relevant Strategies Total: 2.50 Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing. Basic - Minimally describes any e.

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Cultural Competence in the Classroom Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation Why Kids Hate School?: Nikhil Goyal at [email protected] (Links to an external site.) . In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below. In your paper, include the following: (3 points) Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence: Awareness of one’s own cultural worldview (including biases) Knowledge of different cultural practices and worldviews Positive attitudes and open-mindedness toward cultural differences Ability to work successfully with others from different cultures Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in The 4Cs Research Series (Links to an external site.) ) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points). Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points): Maximizing academic success through relevant instructional experiences Addressing cultural competence thr.

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••• JONATHAN LETHEM CRITICS OFTEN USE the word prolifi.docx

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•••••i A National Profile of the Real Estate Industry and the Appraisal Profession by J. Reid Cummings and Donald R. Epley, PhD, MAI, SRA FEATURES T J- he he real estate industry has been devastated on many fronts' in the years following the Great Recession, whieh began in 2007^ due to the bursting of the housing bubble and the subsequent finaneial crisis relating to the mortgage market meltdown.' The implosion of the mortgage markets initially began when two Bear Stearns mortgage-backed securities hedge funds, holding nearly $10 billion in assets, disintegrated into nothing.* Panie quickly spread to financial institutions that could not hide the extent of their toxic, subprime exposures, and a massive, worldwide credit squeeze ensued; outright fear soon replaced panic. Subsequent eredit tightening and substantial illiquidity in the financial markets rapidly and severely affected the housing and construction markets.' Throughout the United States, properties of all kinds saw dramatic value declines. In thousands of cases, real estate foreclosures disrupted people's lives, forced businesses to close, eaused financial institutions to falter, capsized wbole market segments, devastated entire industries, and squeezed municipal and state government budgets dependent upon use and property tax revenues.* While the effeets of property value declines and the waves of foreclosures in markets across the country captured most of the headlines, one significant impact of the upheaval in US real estate markets has gone largely unreported: its impact on employment in the real estate industry, and specifically, the real estate appraisal profession. This article presents a current employment profile of the US real estate industry, with special attention given to appraisal profes- sionals. It serves as an informative picture of the appraisal profession for use as a benchmark for future assessment of growth. As a component of the real estate industry, the appraisal profession ranks as the smallest in employment, is highly correlated to movements in empioyment of brokers and agents, and relies on commerciai banking, credit, and real estate lessors and managers to deliver its products. 1. James R. DeLisle, "At the Crossroads of Expansion and Recession," TheAppraisalJournal 75, no. 4 (Fall 2007): 314-322; James R. DeLisle, "The Perfect Storm Rippiing Over to Reai Estate," The Appraisal Journal 76, no, 3 (Summer 2008): 200-210. 2. Randaii W. Eberts, "When Wiii US Empioyment Recover from tiie Great Recession?" International Labor Brief 9, no. 2 (2011): 4-12 (W. E. Upjohn Institute for Employment Research): Chad R. Wilkerson, "Recession and Recovery Across the Nation: Lessons from History," Economic Review 94, no. 2 (2009): 5-24. 3. Kataiina M. Bianco, The Subprime Lending Crisis: Causes and Effects of the Mortgage Meltdown (New York: CCH, inc., 2008): Lawrence H. White, "Fédérai Reserve Policy and the Housing Bubbie," in Lessons Fro.

•••••iA National Profile ofthe Real Estate Industry and.docx

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“Let us consider […] a pair of cases which I shall call Rescue I and Rescue II. In the first Rescue story we are hurrying in our jeep to save some people – let there be five of them – who are imminently threatened by the ocean tide. We have not a moment to spare, so when we hear of a single person who also needs rescuing from some other disaster we say regretfully that we cannot rescue him, but must leave him to die. To most of us, this seems clear […]. This is Rescue I and with it I contrast Rescue II. In this second story we are again hurrying to the place where the tide is coming in in order to rescue the party of people, but this time it is relevant that the road is narrow and rocky. In this version, the lone individual is trapped (do not ask me how) on the path. If we are to rescue the five we would have to drive over him. But can we do so? If we stop he will be all right eventually: he is in no danger unless from us. But of course, all five of the others will be drowned. As in the first story, our choice is between a course of action that will leave one man dead and five alive at the end of the day and a course of action which will have the opposite result. (Philippa Foot, “Killing and Letting Die,” from Abortion and Legal Perspectives, eds. Garfield and Hennessey, 2004, University of Massachusetts Press) 1. What would Mill tell the rescuer to do, in Rescue I and Rescue II, according to his theory of utilitarianism? Be clear in explaining Mill’s recommendation, and how he would justify it. In doing so, you must include a discussion of the following:   o The Principle of Utility and how it would specifically apply in this situation—who gets “counted” and how? 2. What would Kant tell the rescuer to do, in Rescue I and Rescue II, according to his deontological theory? Be clear in explaining Kant’s recommendation and how he would justify it. In doing so, you must include a discussion of the following:  o The first version of the Categorical Imperative and how it would specifically apply in these two situations (hint, you have to say what the maxim would be and what duty would be generated according to it).   o The second version of the Categorical Imperative and how it would specifically apply in this situation. 3. Explain one criticism of both Mill and Kant. Afterward, argue for which ethical approach, on your view is superior. Be specific and provide reasons for your claim. .

 Let us consider […] a pair of cases which I shall call Rescue .docx

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• Enhanced eText—Keeps students engaged in learning on their own time, while helping them achieve greater conceptual understanding of course material. The worked examples bring learning to life, and algorithmic practice allows students to apply the very concepts they are reading about. Combining resources that illuminate content with accessible self-assessment, MyLab with Enhanced eText provides students with a complete digital learning experience—all in one place. • MediaShare for Business—Consisting of a curated collection of business videos tagged to learning outcomes and customizable, auto-scored assignments, MediaShare for Business helps students understand why they are learning key concepts and how they will apply those in their careers. Instructors can also assign favorite YouTube clips or original content and employ MediaShare’s powerful repository of tools to maximize student accountability and interactive learning, and provide contextualized feedback for students and teams who upload presentations, media, or business plans. • Writing Space—Better writers make great learners who perform better in their courses. Designed to help you develop and assess concept mastery and critical thinking, the Writing Space offers a single place to create, track, and grade writing assignments, provide resources, and exchange meaningful, personalized feedback with students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own assignments, you decide your level of involvement in evaluating students’ work. The auto-graded option allows you to assign writing in large classes without having to grade essays by hand. And because of integration with Turnitin®, Writing Space can check students’ work for improper citation or plagiarism. • Branching, Decision-Making Simulations—Put your students in the role of manager as they make a series of decisions based on a realistic business challenge. The simulations change and branch based on their decisions, creating various scenario paths. At the end of each simulation, students receive a grade and a detailed report of the choices they made with the associated consequences included. Engage, Assess, Apply • Learning Catalytics™—Is an interactive, student response tool that uses students’ smartphones, tablets, or laptops to engage them in more sophisticated tasks and thinking. Now included with MyLab with eText, Learning Catalytics enables you to generate classroom discussion, guide your lecture, and promote peer-to-peer learning with real-time analytics. • LMS Integration—You can now link from Blackboard Learn, Brightspace by D2L, Canvas, or Moodle to MyManagementLab. Access assignments, rosters, and resources, and synchronize grades with your LMS gradebook. For students, single sign-on provides access to all the personalized learning resources that make studying more efficient and effective. • Reporting Dashboard—View, analyze, and re.

• Enhanced eText—Keeps students engaged in learning on th.docx

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• Here’s the approach you can take for this paper: Title page (ensure team members and IDs are listed) Introduction – provide a background of the selected organization. Risk #1 Description Impact on organization Recommendation on how to manage it Risk #2 Description Impact on organization Recommendation on how to manage it Risk #3 Description Impact on organization Recommendation on how to manage it Conclusion References (minimum of 12 reputable sources) Appendix (if any) The paper will range from 15-to-20-pages includes title page, content, and references. Please write in APA Style. .

• Here’s the approach you can take for this paperTitle.docx

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•Your team will select a big data analytics project that is introduced to an organization of your choice … please address the following items: •Provide a background of the company chosen. •Determine the problems or opportunities that that this project will solve. What is the value of the project? •Describe the impact of the problem. In other words, is the organization suffering financial losses? Are there opportunities that are not exploited? •Provide a clear description regarding the metrics your team will use to measure performance. Please include a discussion pertaining to the key performance indicators (KPIs). •Recommend a big data tool that will help you solve your problem or exploit the opportunity, such as Hadoop, Cloudera, MongoDB, or Hive. •Evaluate the data requirements. Here are questions to consider: What type of data is needed? Where can you find the data? How can the data be collected? How can you verify the integrity of the data? •Discuss the gaps that you will need to bridge. Will you need help from vendors to do this work? Is it necessary to secure the services of other subject matter experts (SMEs)? •What type of project management approach will you use this initiative? Agile? Waterfall? Hybrid? Please provide a justification for the selected approach. •Provide a summary and conclusion. .

•Your team will select a big data analytics project that is intr.docx

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