Providing for the emotional needs of students receiving services u.docx
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Providing for the emotional needs of students receiving services under the IDEA is often overlooked, especially by administrators who are unaware of this service requirement. Academics are important, but the emotional needs of students must not be neglected. Consider what social and emotional needs should be included in a resource document for PK-12 administrators to provide assistance in developing remediation strategies. Include the following intervention strategies: A. Addressing Daily Accommodations and Modifications (Including Social/Emotional Needs) B. Environmental Issues (Example: Lighting; Seating Arrangement) C. Assistive Technology and Augmentative Communication D. Shortened Schedule E. Shortened Assignments F. Stress Reduction (Example: Time to Talk to Advisor) G. Cognitive Challenges (Example: Extra to Time to Process Information) H. Alternative Goals I. Alternative Curriculum J. Additional Teacher Time to Address Social and Emotional Needs Length: 5-7 pages; minimum of 7 scholarly resources required but other appropriate sources can be included! .
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Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
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PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
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Summary of needs and objectives (e.g. worksheet)
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Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
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This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
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II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
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1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
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1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
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Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
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Capabilities
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1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
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Digital Learning instruction rubric 022014
An instructional practices rubric that addresses the role of digital learning in the instructional environment
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docx
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docx
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
Deped order 42 policy guidelines dll
The document outlines the policy guidelines for daily lesson preparation under the K to 12 Basic Education Program in the Philippines. It discusses the importance of instructional planning and the elements of an effective lesson plan, including objectives, content, learning resources, procedures, remarks, and reflection. Teachers are required to fill out a Daily Lesson Log on a weekly basis that includes these elements. The log is meant to guide teachers' instruction and assessment while allowing flexibility. It also requires teachers to reflect on the effectiveness of their lessons and address student needs.
Development of Educational Guidance Program
Topic: Development of Educational Guidance Program
Student Name: Ruqaya Gilal
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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Merging_Curriculum_and_Skill_for_Productive_Education.pptx
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ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docx
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docx
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docx
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===============================
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In a 3-5 page written assignment, answer the following questions.
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2)
2)
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a.
Examples of Possible Ethnographic Scenes
i.
The coming and going of shoppers in a mall
ii.
Getting on and riding the bus
iii.
Buying coffee at a coffee shop
iv.
Crossing at a cross-walk
3)
3)
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a.
The easiest way to do this is to find a place to sit quietly and to simply watch what is going on.
i.
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b.
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i.
details about the scene itself (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc)
ii.
the people around you, not only their behavior but general information about their characteristics (age, race/ethnicity, gender, class, etc)
iii.
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1.
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iv.
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b.
Type up your notes (you will add them to the end of your write-up)
5)
5)
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a.
Discussion about and definition of culture
b.
a ‘thick description’ of the location
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Purpose
:
This assignment gives you a chance to produce a scholarly paper
(
10
+ pages**)
about current research in Information Science (IS) and related domains (security, business, finance, analytics, communications, social networks, etc.). By
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(
**Longer is better.)
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DEVELOP A THESIS STATEMENT
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Thesis Example
: “The need for effective network security has increased since 9/11;
however
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Therefore
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That is, use a 3-Part THESIS STRUCTURE:
Positive statement (
theory or observed “truth”)
However statement… (problem to research)
Therefore statement… (approach you intend to use to resolve)
FINAL PAPER REQUIREMENTS
Write a 10-12 page paper (including charts, figures, bulleted lists, and other graphics; as well as reference list or bibliography).See outline and rubric below.
Suggested
Outline
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I.
Abstract (write this last to summarize)
II.
Thesis statement
III.
Literature review (or background on topic)
IV.
Argument/discussion of research
V.
Results and conclusion
VI.
References (sources cited/bibliography in APA style)
VII.
(optional) appendices (supporting material)
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Purpose
The purpose of this assignment is to provide the student an opportunity to reflect on the weekly concepts learned in the course.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
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CO2: Integrate knowledge related to evidence-based practice and person-centered care to improve health outcome. (PO 1, 2)
CO3: Demonstrate professional and personal growth through a spirit of inquiry, scholarship, and service in diverse healthcare settings. (PO 3, 4)
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Requirements:
Reflection:
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Purpose
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Action Items
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Ethical issues regarding protection of data. Consider:
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Purpose:
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1.
Cover page and APA formatting:
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2.
Introduction:
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3.
Review of literature:
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4.
Body paragraphs:
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a.
Topic sentence:
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b.
Explanation of topic sentence (1-2 sentences):
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c.
Introduction to evidence (1-2 sentences):
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Educational Technology in the Health Sciences
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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- 1. Providing for the emotional needs of students receiving services under the IDEA is often overlooked, especially by administrators who are unaware of this service requirement. Academics are important, but the emotional needs of students must not be neglected. Consider what social and emotional needs should be included in a resource document for PK-12 administrators to provide assistance in developing remediation strategies. Include the following intervention strategies: A. Addressing Daily Accommodations and Modifications (Including Social/Emotional Needs) B. Environmental Issues (Example: Lighting; Seating Arrangement) C. Assistive Technology and Augmentative Communication D. Shortened Schedule E. Shortened Assignments F. Stress Reduction (Example: Time to Talk to Advisor) G. Cognitive Challenges (Example: Extra to Time to Process Information) H. Alternative Goals I. Alternative Curriculum J. Additional Teacher Time to Address Social and Emotional Needs Length: 5-7 pages; minimum of 7 scholarly resources required but other appropriate sources can be included!