Setting the Stage for Success Setting the Stage for Success Chastity Jones Laura Wilde 07/07/2014 EDU673: Instruct. Strat. for Differentiated Teach & Learn Success for the students in school does not only result from the instructions given by the teachers, but also by the way the school environment is set. The environment in which the students carry put their studies is crucial for their success. A well designed school environment makes the students secure and comfortable and ready to learn. Accepting environment makes the students motivated and ready to study. The results that the school records from this environment are higher than what it could have been if the environment was not designed well. The designers of a school therefore should design a school in such a way that the environment for the students will be conducive for leaning and should meet the needs of all the students. The subject area is the elementary level where the students are active learners who need good instructions to be given to help them develop good behavior and succeed in their learning environment. The students on subject; include all the students of different genders, abilities and students with various needs. In designing a classroom environment, the building should be located in a place where there is minimal or no disturbance at all. The quiet and without any distraction that may distract the students attention. For example, the building should be away from the road where there are cars passing or away from the industries where there is a lot of noise being produced. According to Wolfe, P. (2001), attention is the first tool that we use to learn since through our attention, we are able to get what is said or what we are learning. The students are supposed to focus at one thing at a time to allow coding of correct information. Disturbance therefore should be minimal for learning to be successful. The environment should also be flexible and allow for students collaboration in school. This will enable the students to carry out their discussion and help one another. Also, it should be located in a place where all the students including the physically challenged are able to access easily. The arrangement of a classroom should be made in a way that furniture be arranged in such a way that the students seat facing the chalk or the white board where the teacher writes on. This will ensure that the students get the right information being taught by the teacher. The furniture in a class should be made in a way that all the students including those who have the physical needs are able to use them. This will not limit some students on the basis of biological difference. All the classrooms should be spacious to avoid congestion. Enough space in the classroom will make the students comfortable in their learning. Spacious classrooms will allow free circulation of fresh air in the classroom. The number of students is supposed to be proportional to the space avai.

1. Setting the Stage for Success
Setting the Stage for Success
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Success for the students in school does not only result from the
instructions given by the teachers, but also by the way the
school environment is set. The environment in which the
students carry put their studies is crucial for their success. A
well designed school environment makes the students secure
and comfortable and ready to learn. Accepting environment
makes the students motivated and ready to study. The results
that the school records from this environment are higher than
what it could have been if the environment was not designed
well. The designers of a school therefore should design a school
in such a way that the environment for the students will be
conducive for leaning and should meet the needs of all the
students. The subject area is the elementary level where the
students are active learners who need good instructions to be

2. given to help them develop good behavior and succeed in their
learning environment. The students on subject; include all the
students of different genders, abilities and students with various
needs.
In designing a classroom environment, the building should be
located in a place where there is minimal or no disturbance at
all. The quiet and without any distraction that may distract the
students attention. For example, the building should be away
from the road where there are cars passing or away from the
industries where there is a lot of noise being produced.
According to Wolfe, P. (2001), attention is the first tool that we
use to learn since through our attention, we are able to get what
is said or what we are learning. The students are supposed to
focus at one thing at a time to allow coding of correct
information. Disturbance therefore should be minimal for
learning to be successful. The environment should also be
flexible and allow for students collaboration in school. This will
enable the students to carry out their discussion and help one
another. Also, it should be located in a place where all the
students including the physically challenged are able to access
easily.
The arrangement of a classroom should be made in a way that
furniture be arranged in such a way that the students seat facing
the chalk or the white board where the teacher writes on. This
will ensure that the students get the right information being
taught by the teacher. The furniture in a class should be made in
a way that all the students including those who have the
physical needs are able to use them. This will not limit some
students on the basis of biological difference.
All the classrooms should be spacious to avoid congestion.
Enough space in the classroom will make the students
comfortable in their learning. Spacious classrooms will allow
free circulation of fresh air in the classroom. The number of
students is supposed to be proportional to the space available
for them. They are not supposed to be congested in the class
because congestion will create discomfort among the students,

3. therefore making them unable to learn properly. The number of
students should also be small for easy management and delivery
of information by the teacher or the instructor. For example,
there should be 20 to 30 students per class for easy management
and instruction giving by the teacher.
The class should also be well lit to make it easy for the students
to read the texts or any other written material. A well-lit class
reduces the stress that is associated with the students straining
to read their learning materials. Reduced stress in learning will
make the students enjoy their learning and therefore excel in
their learning.
Class composition also influences how the students perform.
Students should be put together including those of different sex
or those within different abilities and needs. In doing so, the
students will feel not discriminated on some ground and
therefore become ready to learn. There is also support and
cooperation among the students. This will help the students help
one another in areas where they have some weaknesses. Willis,
J. (2007) in his research found that classrooms with highly
cooperative groups of students have students with positive
views of fairness in grading, stronger class cohesion, and strong
social support. Female students for example have been found to
prefer working with others students when studying and when
solving their classroom problems. According to Willis, J. (2007)
some girls do better in math and science particularly when
separated from male students but other perform with no
difference when in a mixed-sex classroom.
There are also strategies that have been found to promote
positive behaviors among the students in school. Training
teachers to integrate values instruction into the class
management is a strategy that can help in creating positive
behaviors in class. According to Chapman, C and King, R.
(2005), teachers should allow the students to take part in any
decision making that the students issues may be touched. In
doing so, the students will develop an understanding of their
responsibilities in life together with the skills. Another strategy

4. is to promote a caring community in the school. In some
occasions, the teachers should mix the older and the young
students in one classroom so that the older students help the
younger students by teaching them what to do when in school.
In doing so, the students will develop the positive behaviors.
Encourage teachers to use positive discipline practices.
Teachers should avoid threatening or punishing the students
when they do a mistake. Instead they should look for positive
ways of helping them correct their mistakes. The teachers
should use consistent positive disciplinary practices for example
clear expectations, discussions, and modeling. In doing so, the
students will adopt the positive behavior that is desirable by
everybody. The school should have clear rules and regulations
that regulate the students’ behaviors. They should also have
clear designed routine programs on how things should be done.
References:
Puckett, K (2013). Differentiating Instruction: A Practical
Guide. Bridgepoint Education: San Diego, CA.
Willis, J. (2007). Research-based strategies to ignite student
learning: Insights from a neurologist and classroom teacher.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Wolfe, P. (2001). Brain matters: Translating research into
classroom practice. Association for Supervision and Curriculum
Development
Chapman, C. And King, R. (2005) Differentiated assessment
strategies: One tool doesn’t fit all. Thousand Oaks: Corwin
Press.
2
BWeek Two Exercise Assignment
Revenue and Expenses

5. 1. Recognition of concepts. Jim Armstrong operates a small
company that books entertainers for theaters, parties,
conventions, and so forth. The company’s fiscal year ends on
June 30. Consider the following items and classify each as
either (1) prepaid expense, (2) unearned revenue, (3) accrued
expense, (4) accrued revenue, or (5) none of the foregoing.
a Interest owed on the company's bank loan, to be paid in
early July
b Professional fees earned but not billed as of June 30
c Office supplies on hand at year-end
d An advance payment from a client for a performance next
month at a convention
e The payment in part (d) from the client's point of view
f Amounts paid on June 30 for a 1-year insurance policy
g The bank loan payable in part (a)
h Repairs to the firm's copy machine, incurred and paid in
June
2. Understanding the closing process. Examine the following
list of accounts:
Note Payable
Accumulated Depreciation: Building
Alex Kenzy, Drawing
Accounts Payable
Product Revenue
Cash
Accounts Receivable
Supplies Expense
Utility Expense
Which of the preceding accounts
a. appear on a post-closing trial balance?

6. b. are commonly known as temporary, or nominal, accounts?
c. generate a debit to Income Summary in the closing process?
d. are closed to the capital account in the closing process?
3. Adjusting entries and financial statements. The following
information pertains to Sally Corporation:
· The company previously collected $1,500 as an advance
payment for services to be rendered in the future. By the end of
December, one half of this amount had been earned.
· Sally Corporation provided $1,500 of services to Artech
Corporation; no billing had been made by December 31.
· Salaries owed to employees at year-end amounted to $1,000.
· The Supplies account revealed a balance of $8,800, yet only
$3,300 of supplies were actually on hand at the end of the
period.
· The company paid $18,000 on October 1 of the current year to
Vantage Property Management. The payment was for 6 months’
rent of Sally Corporation’s headquarters, beginning on
November 1.
Sally Corporation’s accounting year ends on December 31.
Instructions
Analyze the five preceding cases individually and determine the
following:
a. The type of adjusting entry needed at year-end (Use the
following codes: A, adjustment of a prepaid expense; B,
adjustment of an unearned revenue; C, adjustment to record an
accrued expense; or D, adjustment to record an accrued
revenue.)
b. The year-end journal entry to adjust the accounts
c. The income statement impact of each adjustment (e.g.,
increases total revenues by $500)
4. Adjusting entries. You have been retained to examine the
records of Mary’s Day Care Center as of December 31, 20X3,
the close of the current reporting period. In the course of your
examination, you discover the following:

7. · On January 1, 20X3, the Supplies account had a balance of
$1,350. During the year, $5,520 worth of supplies was
purchased, and a balance of $1,620 remained unused on
December 31.
· Unrecorded interest owed to the center totaled $275 as of
December 31.
· All clients pay tuition in advance, and their payments are
credited to the Unearned Tuition Revenue account. The account
was credited for $65,500 on August 31. With the exception of
$15,500 all amounts were for the current semester ending on
December 31.
· Depreciation on the school’s van was $3,000 for the year.
· On August 1, the center began to pay rent in 6-month
installments of $24,000. Mary wrote a check to the owner of the
building and recorded the check in Prepaid Rent, a new account.
· Two salaried employees earn $400 each for a 5-day week. The
employees are paid every Friday, and December 31 falls on a
Thursday.
· Mary’s Day Care paid insurance premiums as follows, each
time debiting Prepaid Insurance:
Date Paid
Policy No.
Length of Policy
Amount
Feb. 1, 20X2
1033MCM19
1 year
$540
Jan. 1, 20X3
7952789HP
1 year
912
Aug. 1, 20X3
XQ943675ST
2 years

8. 840
Instructions
The center’s accounts were last adjusted on December 31,
20X2. Prepare the adjusting entries necessary under the accrual
basis of accounting.
5. Bank reconciliation and entries. The following information
was taken from the accounting records of Palmetto Company for
the month of January:
Balance per bank
$6,150
Balance per company records
3,580
Bank service charge for January
20
Deposits in transit
940
Interest on note collected by bank
100
Note collected by bank
1,000
NSF check returned by the bank with the bank statement
650
Outstanding checks
3,080
Instructions:
a. Prepare Palmetto’s January bank reconciliation.
b. Prepare any necessary journal entries for Palmetto.
6. Direct write-off method. Harrisburg Company, which began
business in early 20X7, reported $40,000 of accounts receivable
on the December 31, 20X7, balance sheet. Included in this
amount was $550 for a sale made to Tom Mattingly in July. On
January 4, 20X8, the company learned that Mattingly had filed

9. for personal bankruptcy. Harrisburg uses the direct write-off
method to account for uncollectibles.
a. Prepare the journal entry needed to write off Mattingly’s
account.
b. Comment on the ability of the direct write-off method to
value receivables on the year-end balance sheet.
7. Allowance method: analysis of receivables. At a January
20X2 meeting, the president of Sonic Sound directed the sales
staff “to move some product this year.” The president noted that
the credit evaluation department was being disbanded because it
had restricted the company’s growth. Credit decisions would
now be made by the sales staff.
By the end of the year, Sonic had generated significant gains in
sales, and the president was very pleased. The following data
were provided by the accounting department:
20X2
20X1
Sales
$23,987,000
$8,423,000
Accounts Receivable, 12/31
12,444,000
1,056,000
Allowance for Uncollectible Accounts, 12/31
?
23,000 cr.
The $12,444,000 receivables balance was aged as follows:
Age of Receivable
Amount
Percentage of Accounts Expected to Be Collected
Under 31 days
$4,321,000
99%

10. 31-60 days
4,890,000
90
61-90 days
1,067,000
80
Over 90 days
2,166,000
60
Assume that no accounts were written off during 20X2.
Instructions
a. Estimate the amount of Uncollectible Accounts as of
December 31, 20X2.
b. What is the company’s Uncollectible Accounts expense for
20X2?
c. Compute the net realizable value of Accounts Receivable at
the end of 20X1 and 20X2.
d. Compute the net realizable value at the end of 20X1 and
20X2 as a percentage of respective year-end receivables
balances. Analyze your findings and comment on the president’s
decision to close the credit evaluation department.
Assignment: Creating a Unit Plan: Template Guide
Introduction
– ability levels, gender, students

11. with special needs, English language
learners (ELLs)
family background, recurring behavior
issues, etc.)
Stage 1: This FIRST stage is to determine the “Big Picture”;
what you want students to learn,
conceptually, at the unit’s conclusion. (For the purpose of this
class, consider a unit to be
three days)
English…)
standard
of mastery
master at the end of the unit
1. The students will (measurable verb) by (activity) with (___%
of accuracy)
2. The students will (measurable verb) by (activity) with (___%
of accuracy)
Online Resources:
o http://www.corestandards.org/the-standards
o http://teachonline.asu.edu/2012/07/writing-measurable-
learning-objectives/
o
http://www.p21.org/storage/documents/P21CommonCoreToolkit
.pdf

12. Stage 2: The second stage outlines evidence of Learning
including pre-assessments, formative
assessments, and a summative assessment
-assessment: explain how you will measure student’s level
of readiness and preexisting
knowledge specific to the content chosen. Include how you will
take into account student strengths,
interests, and learning needs
assessments to drive differentiated
instruction throughout the unit specific to the content you’ve
chosen. Be sure to include how these
assessments address UDL principals.
will measure the student’s level of
unit mastery. You must include how this assessment addresses
UDL principals, DI theory, and takes
into account your diverse student population.
http://www.corestandards.org/the-standards
http://teachonline.asu.edu/2012/07/writing-measurable-learning-
objectives/
http://www.p21.org/storage/documents/P21CommonCoreToolkit
.pdf

13. Stage 3: The final stage of the unit plan involves developing the
activities and experiences.
Unit Goal: The final demonstration of mastery driven by the
CCSS.
Day 1: Learning Objective
At the conclusion of this lesson, students will (measurable
action verb) by (activity) with ____%
accuracy.
Activity: A brief description the activity students
will complete to master the lesson objective that
incorporates differentiation and UDL techniques.
Formative Assessment: How will the lesson
objective be assessed? (e.g.: worksheet, journal,
project, etc…)
Technology
How will this technology tool be incorporated and how does it
address differentiated instruction with
supporting evidence from at least one scholarly citation, how it
will be used to aid instruction, and how
it is an example of universal design.
What self-regulation strategies have been built into the lesson,
how they are reinforced, and
differentiated depending on the student’s level of need.

14. Day 2: Learning Objective
At the conclusion of this lesson, students will (measurable
action verb) by (activity) with ____%
accuracy.
Activity: A brief description the activity students
will complete to master the lesson objective that
incorporates differentiation and UDL techniques.
Formative Assessment: How will the lesson
objective be assessed? (e.g.: worksheet, journal,
project, etc…)
Technology
How will this technology tool be incorporated and how does it
address differentiated instruction with
supporting evidence from at least one scholarly citation, how it
will be used to aid instruction, and how
it is an example of universal design.
What self-regulation strategies have been built into the lesson,
how they are reinforced, and
differentiated depending on the student’s level of need.
Day 3: Learning Objective
At the conclusion of this lesson, students will (measurable
action verb) by (activity) with ____%
accuracy.
Activity: A brief description the activity students

15. will complete to master the lesson objective that
incorporates differentiation and UDL techniques.
Formative Assessment: How will the lesson
objective be assessed? (e.g.: worksheet, journal,
project, etc…)
Technology
How will this technology tool be incorporated and how does it
address differentiated instruction with
supporting evidence from at least one scholarly citation, how it
will be used to aid instruction, and how
it is an example of universal design.
What self-regulation strategies have been built into the lesson,
how they are reinforced, and
differentiated depending on the student’s level of need.