The document discusses a teacher's inquiry into how classroom materials influence children's learning. The teacher studied how children in her classroom used different materials during an investigation into faces and expressions. She found that the number of materials available, children's prior experience with materials, teacher guidance, time spent with materials, and connecting to previous activities all influenced how children engaged with materials and their investigation. The teacher's research was informed by discussions with student teachers and education professors.
Active parenting 30 years of video basedparent educationaman341480
This document summarizes Michael Popkin's Active Parenting program, which provides Adlerian-based parenting education. It has reached over 3 million parents worldwide through video-based courses. The program teaches parents skills to instill five key qualities in children - responsibility, cooperation, respect, courage, and self-esteem - which are needed to succeed in modern society. Active Parenting uses videos, group discussions, and activities to demonstrate an authoritative parenting style focused on discipline, support, and respect. The program has been shown to be effective through research studies listing it as evidence-based.
Brian Puerling presents on teaching in the digital age with smart tools for early learners. He discusses current issues around technology use in early education and provides examples of how teachers have integrated technology into their classrooms, including book publication, blogging, video conferencing with authors, and more. He emphasizes that technology should be used as one tool among many to enhance learning and development.
This slide show was presented at the BELMAS conference in July, 2017. It represents work-in-progress about parental engagement in Jewish families. The questionnaire for parents in Jewish families is still live - please help complete this research so we can learn more! The survey is here:
https://bathreg.onlinesurveys.ac.uk/parental-engagement-in-jewish-families-copy
Lili Levinowitz and Lauren Guilmartin of Music Together share how music can be used to engage families in children's learning and how to encourage learning at home!
Starting STEM Early: Embedding Matter, Energy, and Engineering into the Early...Kengo Yamada
Looking to incorporate STEM and the NGSS into your early childhood environment? I presented this inquiry-based workshop where administrators, teachers and I explored some hands-on activities to appropriately introduce topics of matter, energy, and engineering into an early childhood classroom.
Teachers walked away with a list of activities and an understanding of how to navigate the NGSS website in search of appropriate standard connections.
The document discusses the work of FirstSchool, an initiative aimed at improving education for young minority and low-income children. It does this by partnering with schools to help teachers implement research-based practices through collaborative inquiry. Data is collected on student experiences and used to facilitate changes in instructional practices and classroom culture. Results show increases in teaching time, literacy instruction, collaboration and student autonomy, and decreases in transitions between activities. The goal is to create a high-quality, seamless educational experience for young children.
Jenne Parks: Guiding Teachers to Use Teachable Moments in Early Childhood Set...Hatch Early Learning
This document discusses how to identify and utilize teachable moments in early childhood settings. It defines teachable moments as unplanned learning opportunities that arise from everyday interactions and experiences. The document encourages teachers to listen, observe, and ask open-ended questions to children to capture teachable moments and make the most of accidental discoveries. When teachable moments are seized, they can help motivate learning, improve retention of concepts, and allow children to transfer skills to new situations.
This document provides an overview of the cognitive development theories of Jean Piaget and Lev Vygotsky. Piaget was a Swiss psychologist who developed the theory of cognitive development occurring in stages that are age-appropriate. Vygotsky was a Russian psychologist who emphasized the social impacts on cognitive development and introduced concepts like the zone of proximal development. The thesis argues that Vygotsky's theory provides a more versatile foundation for schools today due to concepts like the zone of proximal development and its emphasis on societal influences on growth.
Active parenting 30 years of video basedparent educationaman341480
This document summarizes Michael Popkin's Active Parenting program, which provides Adlerian-based parenting education. It has reached over 3 million parents worldwide through video-based courses. The program teaches parents skills to instill five key qualities in children - responsibility, cooperation, respect, courage, and self-esteem - which are needed to succeed in modern society. Active Parenting uses videos, group discussions, and activities to demonstrate an authoritative parenting style focused on discipline, support, and respect. The program has been shown to be effective through research studies listing it as evidence-based.
Brian Puerling presents on teaching in the digital age with smart tools for early learners. He discusses current issues around technology use in early education and provides examples of how teachers have integrated technology into their classrooms, including book publication, blogging, video conferencing with authors, and more. He emphasizes that technology should be used as one tool among many to enhance learning and development.
This slide show was presented at the BELMAS conference in July, 2017. It represents work-in-progress about parental engagement in Jewish families. The questionnaire for parents in Jewish families is still live - please help complete this research so we can learn more! The survey is here:
https://bathreg.onlinesurveys.ac.uk/parental-engagement-in-jewish-families-copy
Lili Levinowitz and Lauren Guilmartin of Music Together share how music can be used to engage families in children's learning and how to encourage learning at home!
Starting STEM Early: Embedding Matter, Energy, and Engineering into the Early...Kengo Yamada
Looking to incorporate STEM and the NGSS into your early childhood environment? I presented this inquiry-based workshop where administrators, teachers and I explored some hands-on activities to appropriately introduce topics of matter, energy, and engineering into an early childhood classroom.
Teachers walked away with a list of activities and an understanding of how to navigate the NGSS website in search of appropriate standard connections.
The document discusses the work of FirstSchool, an initiative aimed at improving education for young minority and low-income children. It does this by partnering with schools to help teachers implement research-based practices through collaborative inquiry. Data is collected on student experiences and used to facilitate changes in instructional practices and classroom culture. Results show increases in teaching time, literacy instruction, collaboration and student autonomy, and decreases in transitions between activities. The goal is to create a high-quality, seamless educational experience for young children.
Jenne Parks: Guiding Teachers to Use Teachable Moments in Early Childhood Set...Hatch Early Learning
This document discusses how to identify and utilize teachable moments in early childhood settings. It defines teachable moments as unplanned learning opportunities that arise from everyday interactions and experiences. The document encourages teachers to listen, observe, and ask open-ended questions to children to capture teachable moments and make the most of accidental discoveries. When teachable moments are seized, they can help motivate learning, improve retention of concepts, and allow children to transfer skills to new situations.
This document provides an overview of the cognitive development theories of Jean Piaget and Lev Vygotsky. Piaget was a Swiss psychologist who developed the theory of cognitive development occurring in stages that are age-appropriate. Vygotsky was a Russian psychologist who emphasized the social impacts on cognitive development and introduced concepts like the zone of proximal development. The thesis argues that Vygotsky's theory provides a more versatile foundation for schools today due to concepts like the zone of proximal development and its emphasis on societal influences on growth.
Learning, technology and design - architectures for networked learningPeter Goodyear
1. The document discusses the increasing complexity of designing effective learning environments and activities due to the blending of online and in-person interactions.
2. It emphasizes analyzing what students actually do and helping them integrate and manage their "connected learning" across different tools, places, and media.
3. Several frameworks and approaches for instructional design in blended contexts are presented, including focusing on tasks, tools, and people; capturing design ideas through patterns and pattern languages; and using collaboration scripts to structure group work.
The document provides feedback on a student's assignment on identifying a literature search question. The feedback indicates that the literature search question is not phrased as a question and suggests being more careful. It also finds the scope identification to be borderline and needing more details. Finally, it notes that the identified search terms are not actually databases as required, but are journals and people, and suggests using academic databases and keyword variations instead.
Role and importance of learning materials in education, Learning objectives a...DrHafizKosar
1. Role and importance of learning materials Importance of Learning Materials in Education Enhancing Understanding
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
6. With the advent of technology, online resources, e-books, and interactive platforms enable students to learn at their own pace and revisit materials as needed, promoting self-directed learning.
7. Learning materials often include feedback mechanisms, such as answer keys, explanations, and grading rubrics.
8. Interactive elements, gamification, and multimedia content can contribute to a more dynamic and motivating learning experience.
9. Learning materials can facilitate collaborative learning experiences like group projects, discussions, and shared resources.
4. Learning Objectives and Instructional Design
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
Maka Eradze presents on learning analytics at Tallinn University. She is a PhD student from Georgia studying the monitoring and analysis of learning interactions in digital learning ecosystems. Her presentation covers the origins and definitions of big data and learning analytics. It discusses where data comes from, including digital footprints within learning management systems. The presentation also outlines some of the key reasons for using learning analytics, including improving student success and enabling research into learning and teaching. Finally, it discusses some of the methods and applications of learning analytics, including educational data mining and adaptive learning.
This document outlines a lesson plan for teaching English to elementary school students around Halloween. The lesson plan aims to review Halloween characters, practice using the verb "to be" in real situations, learn the expression "to be wearing", and allow students to demonstrate their knowledge both orally and in writing. The plan includes 5 activities to introduce and practice the new content, addresses key competencies, and outlines the methodology, timing, resources, and evaluation of the lesson.
The document discusses the evolution of books from printed to digital formats. It explores how ebooks and interactive books (ibooks) add multimedia, flexibility of content, adaptability, interactivity, and data capture capabilities. Models of collaborative learning are presented, including how technology can expand access to knowledge. The creation of a religious literacy ebook using the Book Creator app is proposed.
This document outlines the views of Paula Camila Gómez and Oved Mesa Restrepo on language, the social context of language, learning and learners, and teaching. It discusses their belief that language is a human faculty that allows communication and the creation of society. It also discusses their views that language is influenced by social structures and contexts, that learning involves different intelligences and the learner should be at the center, and that teaching requires collaboration between teacher and student. It concludes by stating these beliefs will affect how they design courses as curriculum designers.
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
Anecdotal Records Valuable Tools For Assessing Young Children S DevelopmentKelly Taylor
Sammy, aged 2 years 9 months, explored color paddles and correctly identified that yellow and blue paddles make green. At age 3, Sammy climbed into and out of a large wagon without assistance, lifting each leg into and out of the wagon. Anecdotal records involve objectively documenting children's behaviors and development over time to inform curriculum planning, communicate with families, and identify potential delays.
This document provides an overview for a parent meeting on early childhood education. It includes summaries of what will be covered: early learning standards, lesson plans, developmentally appropriate practices, play and socialization, and assessment strategies. Sample lesson plans are also provided covering literacy, math, science, and creative arts. The teacher explains that regular communication with parents is important so they understand what is being taught. Methods like newsletters, notes, and meetings will be used to update parents on lessons and get their input.
The document provides guidance for conducting a research synthesis. It discusses the purpose of a research synthesis, which is to gain in-depth knowledge of studies in one's area of interest. It also lists several questions researchers should aim to answer when reviewing a research article, such as the problem investigated, debates in the field, research questions, methods used, findings, and how the article can contribute to one's own thesis. The document uses an example research article by García & López-Velásquez (2003) to illustrate how to extract these details and demonstrate understanding of the key elements of a research study.
The document describes a virtual classroom project at a French high school. The project aims to link students collaboratively through a virtual world to develop interaction skills. Students can organize encounters and collaborate as if in a real classroom, represented by avatars. They can simulate professional situations through serious games with teachers. The virtual world allows international collaboration and learning beyond the classroom. Students build knowledge by interacting with specialists and solving complex scenarios together dynamically.
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
This document discusses different approaches to learning in new learning environments. It describes learning as knowledge acquisition, participation, and knowledge construction. The document emphasizes that learning today involves creating something new rather than just repeating what is already known. It also discusses the roles of learners and instructors, with learners taking an active role in building knowledge and problem solving while instructors provide context and guide the learning process. Technology can support learning by helping to guide, activate, and support both individual and collaborative learning, though it does not ensure learning on its own.
How Teachers Influence The World View Of Studejajp1968
The document discusses a proposed research study on how teachers influence the worldviews of their students. It aims to investigate whether teacher influence occurs through the content they teach, the ways they teach, or both. The researcher plans to first survey teachers on their perspectives then conduct interviews to further design the study. A participatory action research approach is proposed where teachers would collectively study this issue and generalize their experiences to theory.
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
Paracentesis diagnostic procedure ALT Active Learning Template .docxaman341480
Paracentesis diagnostic procedure ALT: Active Learning Template (ALT) – Designed to guide students in the learning and review of nursing knowledge.
Each section of the templates is labeled and indicates the type of information that should be added.
The templates can be completed by placing text directly into the document.
This is a pre-class assignment, to be completed and submitted prior to class.
Use the Active Learning Template for Diagnostic Procedures Provided in the module.
Complete the template in relation to the diagnostic procedure Paracentesis.
.
Paper to include Name of the Culture,(Italian)Country of Origin.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
More Related Content
Similar to 852020 teacher inquiry on the influence of materials on chil
Learning, technology and design - architectures for networked learningPeter Goodyear
1. The document discusses the increasing complexity of designing effective learning environments and activities due to the blending of online and in-person interactions.
2. It emphasizes analyzing what students actually do and helping them integrate and manage their "connected learning" across different tools, places, and media.
3. Several frameworks and approaches for instructional design in blended contexts are presented, including focusing on tasks, tools, and people; capturing design ideas through patterns and pattern languages; and using collaboration scripts to structure group work.
The document provides feedback on a student's assignment on identifying a literature search question. The feedback indicates that the literature search question is not phrased as a question and suggests being more careful. It also finds the scope identification to be borderline and needing more details. Finally, it notes that the identified search terms are not actually databases as required, but are journals and people, and suggests using academic databases and keyword variations instead.
Role and importance of learning materials in education, Learning objectives a...DrHafizKosar
1. Role and importance of learning materials Importance of Learning Materials in Education Enhancing Understanding
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
6. With the advent of technology, online resources, e-books, and interactive platforms enable students to learn at their own pace and revisit materials as needed, promoting self-directed learning.
7. Learning materials often include feedback mechanisms, such as answer keys, explanations, and grading rubrics.
8. Interactive elements, gamification, and multimedia content can contribute to a more dynamic and motivating learning experience.
9. Learning materials can facilitate collaborative learning experiences like group projects, discussions, and shared resources.
4. Learning Objectives and Instructional Design
2. Role of learning materials in education for Reinforcing Knowledge
These materials encompass a wide range of resources, including textbooks, multimedia presentations, online resources, simulations, and more. In multiple ways contribute to reinforcing knowledge in education:
1. Textbooks, articles, and multimedia resources contribute to a well-rounded education by presenting different angles and aspects of a topic.
2. Visual aids, such as charts, graphs, diagrams, and videos, help to illustrate complex concepts and make abstract ideas more tangible.
3. Real-world examples, case studies, and practical applications of theoretical concepts help students see the relevance of what they are learning and how it can be applied in different contexts, reinforcing the practical aspects of knowledge.
4. Practice exercises, quizzes, and review questions help students revisit and solidify their understanding of the material, contributing to long-term retention.
5. Different students have different learning styles, and learning materials can be designed to cater to various preferences.
Maka Eradze presents on learning analytics at Tallinn University. She is a PhD student from Georgia studying the monitoring and analysis of learning interactions in digital learning ecosystems. Her presentation covers the origins and definitions of big data and learning analytics. It discusses where data comes from, including digital footprints within learning management systems. The presentation also outlines some of the key reasons for using learning analytics, including improving student success and enabling research into learning and teaching. Finally, it discusses some of the methods and applications of learning analytics, including educational data mining and adaptive learning.
This document outlines a lesson plan for teaching English to elementary school students around Halloween. The lesson plan aims to review Halloween characters, practice using the verb "to be" in real situations, learn the expression "to be wearing", and allow students to demonstrate their knowledge both orally and in writing. The plan includes 5 activities to introduce and practice the new content, addresses key competencies, and outlines the methodology, timing, resources, and evaluation of the lesson.
The document discusses the evolution of books from printed to digital formats. It explores how ebooks and interactive books (ibooks) add multimedia, flexibility of content, adaptability, interactivity, and data capture capabilities. Models of collaborative learning are presented, including how technology can expand access to knowledge. The creation of a religious literacy ebook using the Book Creator app is proposed.
This document outlines the views of Paula Camila Gómez and Oved Mesa Restrepo on language, the social context of language, learning and learners, and teaching. It discusses their belief that language is a human faculty that allows communication and the creation of society. It also discusses their views that language is influenced by social structures and contexts, that learning involves different intelligences and the learner should be at the center, and that teaching requires collaboration between teacher and student. It concludes by stating these beliefs will affect how they design courses as curriculum designers.
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
Anecdotal Records Valuable Tools For Assessing Young Children S DevelopmentKelly Taylor
Sammy, aged 2 years 9 months, explored color paddles and correctly identified that yellow and blue paddles make green. At age 3, Sammy climbed into and out of a large wagon without assistance, lifting each leg into and out of the wagon. Anecdotal records involve objectively documenting children's behaviors and development over time to inform curriculum planning, communicate with families, and identify potential delays.
This document provides an overview for a parent meeting on early childhood education. It includes summaries of what will be covered: early learning standards, lesson plans, developmentally appropriate practices, play and socialization, and assessment strategies. Sample lesson plans are also provided covering literacy, math, science, and creative arts. The teacher explains that regular communication with parents is important so they understand what is being taught. Methods like newsletters, notes, and meetings will be used to update parents on lessons and get their input.
The document provides guidance for conducting a research synthesis. It discusses the purpose of a research synthesis, which is to gain in-depth knowledge of studies in one's area of interest. It also lists several questions researchers should aim to answer when reviewing a research article, such as the problem investigated, debates in the field, research questions, methods used, findings, and how the article can contribute to one's own thesis. The document uses an example research article by García & López-Velásquez (2003) to illustrate how to extract these details and demonstrate understanding of the key elements of a research study.
The document describes a virtual classroom project at a French high school. The project aims to link students collaboratively through a virtual world to develop interaction skills. Students can organize encounters and collaborate as if in a real classroom, represented by avatars. They can simulate professional situations through serious games with teachers. The virtual world allows international collaboration and learning beyond the classroom. Students build knowledge by interacting with specialists and solving complex scenarios together dynamically.
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
This document discusses different approaches to learning in new learning environments. It describes learning as knowledge acquisition, participation, and knowledge construction. The document emphasizes that learning today involves creating something new rather than just repeating what is already known. It also discusses the roles of learners and instructors, with learners taking an active role in building knowledge and problem solving while instructors provide context and guide the learning process. Technology can support learning by helping to guide, activate, and support both individual and collaborative learning, though it does not ensure learning on its own.
How Teachers Influence The World View Of Studejajp1968
The document discusses a proposed research study on how teachers influence the worldviews of their students. It aims to investigate whether teacher influence occurs through the content they teach, the ways they teach, or both. The researcher plans to first survey teachers on their perspectives then conduct interviews to further design the study. A participatory action research approach is proposed where teachers would collectively study this issue and generalize their experiences to theory.
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
Paracentesis diagnostic procedure ALT Active Learning Template .docxaman341480
Paracentesis diagnostic procedure ALT: Active Learning Template (ALT) – Designed to guide students in the learning and review of nursing knowledge.
Each section of the templates is labeled and indicates the type of information that should be added.
The templates can be completed by placing text directly into the document.
This is a pre-class assignment, to be completed and submitted prior to class.
Use the Active Learning Template for Diagnostic Procedures Provided in the module.
Complete the template in relation to the diagnostic procedure Paracentesis.
.
Paper to include Name of the Culture,(Italian)Country of Origin.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
Paper on Tone What is Flannery O’Connor really discussing in A.docxaman341480
Paper on Tone:
What is Flannery O’Connor really discussing in “A Good Man is Hard to Find”? How might it be comparable or contrasted by the message of Joyce Carol Oates in “Where Are You Going, Where Have You Been”? What are your thoughts on the victims in the story? Were they innocent? What did they say or do to make them worthy of their ultimate fates?
have to be mla and five pages
.
P
A
P
E
R
S
December 2008 � Project Management Journal � DOI: 10.1002/pmj 5
Why Do Projects Fail?
Project failure rates are certainly cause for concern, but consider that more
and more organizations are adopting a project-based model of organization,
called PBO, and it is not surprising to find that addressing failures and learning
from them has become increasingly important (Eden, Ackermann, & Williams,
2005; Gray & Larson, 2006; Hyvari, 2006; Robertson & Williams, 2006; Thiry &
Deguire, 2007).
Failures occur despite the fact that we have significantly improved the
process of planning, executing, and controlling projects. Two contributions
would include the Project Management Institute’s (PMI’s) A Guide to the
Project Management Body of Knowledge (PMBOK® Guide) (2004) and the
literature on critical success factors (CSFs) (Cooke-Davies, 2002; Fortune &
White, 2006; Hyvari, 2006; Pinto & Slevin, 1987; Sutterfield, Friday-Stroud,
& Shivers-Blackwell, 2006).
To help us understand how projects fail, it may be useful to classify the
approaches represented by the PMBOK® Guide, Capability Maturity Model
Integration (CMMI), Earned Value Management (EVM), Critical Chain
Project Management (CCPM), and CSFs as the Rational Expectation view
of project management. They assume that project leaders follow a rational
and consistent approach to project management and strive to achieve spe-
cific organizational goals (Bazerman, 1994; Beach & Connolly, 2005). It is a
view that emphasizes what “should” be done. Argyris (1999) referred to this
as the “espoused” theory of individuals and organizations.
There is, however, another view, and it focuses on the way in which indi-
viduals within an organization actually behave and make decisions.
Borrowing from the work of Simon (1955) and Tversky and Kahneman (1974,
1981), it can be classified as the “behavioral” view of project management. It
emphasizes what individuals and groups “actually” do and how managers
make decisions involving values and risk preferences (Bazerman, 1994).
Argyris (1999) called this the “theory-in-practice.”
This article focuses on the behavioral view of project management and
how an understanding of systematic biases—those common to the human
decision-making process—can prove useful in diagnosing project failure. By
studying these systematic biases, we can learn how decision makers respond
to ambiguity, complexity, and uncertainty, as well as how their own particu-
lar psychological processes influence project decision making (Schwenk,
1984). From this behavioral view we can learn more about why management
approves an overly ambitious scope, why communications between teams is
limited, why a manager might ignore signs that the project is going badly, or
why a manager discourages the participation of a wider constituency in the
project management process.
The article begins with a framework for analyzing project outcomes,
introduces the systematic biases commonly associated with d.
PAPER TOPIC You may choose any biological, chemical or physic.docxaman341480
PAPER TOPIC
: You may choose any biological, chemical or physical agent (physical agent being a source of ionizing or non-ionizing radiation) which presents an environmental hazard, directly or indirectly, to humans. You must describe what the agent is, the nature of the risk (e.g., exposure effects), how it moves through the environment before reaching a target host (e.g., soil, groundwater, food chain, human), and how it moves (and possibly changes) within the body following entry. Include hazard source(s) and recommendations for control measures.
Length: 6 - 8 typed (double spaced) pages, excluding references. References must be from peer-reviewed sources in science literature. The references are to be cited within the body of the paper (numerically sequenced) and listed by its number on a separate reference page (see your text chapters for examples).
TEXTBOOK: Essentials of Environmental Health: 3 rd Edition; by Robert Friis. Publisher: Jones & Bartlett; Year Published: 2018
.
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
This document provides instructions for a history paper assignment. It outlines the requirements for the paper, including length, formatting, sources, citations, and organization. Students must write a paper between 900-1200 words analyzing at least two primary sources about African American political participation and voting in the 1880s in the context of secondary sources. The paper must include an introduction with historical context and thesis, at least two body paragraphs with analysis of evidence from the sources, and a conclusion. Footnotes and a bibliography are required to cite sources in Chicago style.
Paper to include Name of the Culture,(Italian)Country of Or.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
PAPER EXPECTATIONSFollow the instructions.Make your ideas .docxaman341480
The document provides instructions for a paper assignment comparing two hip hop songs from provided lists. It emphasizes concise writing, avoiding repetition, using specific details and examples to support points, and properly citing sources in MLA format. Failure to follow the instructions or plagiarism will result in deductions or a score of zero. Students must choose one song from each list for a minimum 3-page paper that compares and contrasts the two songs.
Paper Title (use style paper title)Note Sub-titles are not.docxaman341480
Paper Title* (use style: paper title)
*Note: Sub-titles are not captured in Xplore and should not be used
line 1: 1st Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 4th Given Name Surname
line 2: dept. name of organization(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 2nd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 5th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 3rd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 6th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
Abstract—This electronic document is a “live” template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. *CRITICAL: Do Not Use Symbols, Special Characters, Footnotes, or Math in Paper Title or Abstract. (Abstract)
Keywords—component, formatting, style, styling, insert (key words)
I. Introduction (Heading 1)
This template, modified in MS Word 2007 and saved as a “Word 97-2003 Document” for the PC, provides authors with most of the formatting specifications needed for preparing electronic versions of their papers. All standard paper components have been specified for three reasons: (1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements that facilitate the concurrent or later production of electronic products, and (3) conformity of style throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-in; examples of the type styles are provided throughout this document and are identified in italic type, within parentheses, following the example. Some components, such as multi-leveled equations, graphics, and tables are not prescribed, although the various table text styles are provided. The formatter will need to create these components, incorporating the applicable criteria that follow.
II. Ease of Use
A. Selecting a Template (Heading 2)
First, confirm that you have the correct template for your paper size. This template has been tailored for output on the A4 paper size. If you are using US letter-sized paper, please close this file and download the Microsoft Word, Letter file.
B. Maintaining the Integrity of the Specifications
The template is used to format your paper and style the text. All margins, column widths, line spaces, and text fonts are prescribed; please do n.
Paper requirementsMust be eight to ten pages in length (exclud.docxaman341480
Paper requirements
Must be eight to ten pages in length (excluding the title page, references page, exhibits, etc.) and formatted according to APA style as outlined in the Writing Center.
Must include a cover page:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a clearly stated thesis or topic.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must document all sources in APA style as outlined in the Writing Center.
Must use at least five scholarly sources, in addition to the text.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved style guide.
.
Paper is due March 15th. Needed it by March 14th for reviewT.docxaman341480
Paper is due March 15th. Needed it by March 14th for review
The goal of this assignment is to discuss the S.S.I of A.D.D.R.E.S.S.I.N.G.
S is for your socioeconomic status
S is for your sexual orientation
I is for your indigenous heritage
Instructions: You will write a 2-3 page paper discussing sociologically how the three variables above impact society and other social institutions on a micro/macro level. This paper will ask you to hone into your own personal experiences to see how these identities play a role in your life and your own identities, but also ask you to discuss them thinking about society collectively.
Format: APA
.
Paper deadline[10 pts] Due Saturday 0321 Turn in the followin.docxaman341480
Paper deadline
[10 pts] Due Saturday 03/21 Turn in the following document, submitted by email, keeping the format below, including:
Title
Author’s name
Abstract
Copy your proposal paragraph here. [You will add your main quantitative results to this paragraph in a later assignment]
I. Introduction
First paragraph: motivation and question:
· Present data or references showing why your question is important. 10 sentences.
Second paragraph: literature review (3 references at the very minimum):
· One connecting sentence to start the paragraph + 5 sentences by article +one sentence of conclusion regarding what we learn overall from the literature.
Description of what you are doing: theoretical model used, method, country, period:
· One connecting sentence + 4 sentences.
Quantitative results:[You will add your main quantitative results to this paragraph in a later assignment]
II. Methodology
a. [To be completed in a later assignment]
b. Calibration
i. Data description
Paragraph describing the data set. It must include important details, such as the provenance, the exact name of the data set, the frequency, and period covered.
ii. Parameters and model economy
Paragraph describing the table that you are filling below, which describes the ratios of the economy that you are studying (consumption/GDP, Investment/GDP, government expenditure/GDP, wage income/GDP). (Use program (7) Data treatment)
If you study two countries, make two tables.
Table 1: Actual versus model economy
Country
C/Y
I/Y
G/Y
wN/Y
Actual economy
Reference list
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Appendix
Your Mathematica code:
Data treatment, submitted as a separate file named: Your name_data1.nb
Contemporary
Project Management
Timothy J. Kloppenborg
•
Vittal Anantatmula
•
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, unde.
Paper C Topic Selection (Individual) and Research of an existin.docxaman341480
Paper C: Topic Selection (Individual) and Research of an existing or emerging technology and its related ethical issues.
For the first part of this assignment, select a topic for individual research.
Select a digital ethical issue for your research that is caused by the existing or emerging technology.
Following is a link to some suggested topical ideas you may want to consider as a candidate for this assignment.
Be sure to keep in mind that
the technology aspects of this assignment are different from those of Paper A (Application of decision making frameworks to IT-related ethical issues) or Paper B, which dealt with aspects of ethical issues and a subsequent organizational policy.
Recommended Source:
https://www.scu.edu/ethics/ethics-resources/ethics-articles/
The above link will help you to find articles on ethics in many fields and disciplines
,
please remember that
the emphasis on this paper is on
digital technology
and the ethical issue(s) with its use
Topic Title
– Begin with a topic title that describes what you will research.
Explain the reason for your topic selection
briefly in a
paragraph of at least 150 words
. In addition, please determine
three critically important questions
you would like to address regarding your topic, in your individual research paper.
Include a written description (100 words) for each question that includes why that question is critically important.
The objective in developing and posing these questions is
to stage your research and guide your preparation of the final Research Paper
, so that one or more ethical principles are applied and explained as a result of your research. This process helps you
establish a thesis for your research
.
Lastly,
provide at least three proposed reference sources, at least two of which must be from the UMGC library database (or an equivalent academic database)
, which you plan to use to address (i.e., research) the three questions.
These proposed reference sources must have external links. (Note: you are likely to find additional and even better references/sources as you continue your research for this Assignment.)
Remember: the emphasis on this paper is on digital technology and the ethical issue(s) with its use! Remember to follow all APA formatting requirements.
For the second part of this assignment, conduct research using the Web for the answers to the questions that you selected for the first part of this assignment. Please ensure that your research for this assignment addresses the
ethical issues of an existing or emerging technology
!
Prepare a minimum 4- 6 page, double-spaced paper and submit it to the Assignments Module as an attached Microsoft Word file. Indicate appropriate APA compliant reference citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Paper C is due at the end of t.
Paper Ba matrix mapping of a key IT-related organizational (o.docxaman341480
Paper B:
a matrix mapping of a key IT-related organizational (or personal) ethical issue concerning privacy and organizational policy designed to correct the ethical issue.
The first step of this assignment is an opportunity to analyze a key IT-related
organizational (or personal, if you are not in the job force) ethical issue, related to privacy,
subject to relevant laws, regulations, and policies
.
Both of the following sites provide sources, and an excellent backdrop for issues relating to privacy protection and the law.
See EPIC Privacy Issues
at:
http://epic.org/privacy/
See List on left
and/or: EFF Privacy at
https://www.eff.org/issues/privacy
[see list below in center on this page].
This includes sub-topics discussing information privacy, privacy laws, applications and court rulings (case law is usually an extension of the basic law based on the facts from specific cases and real-world court decisions), and key privacy and anonymity issues.
While the sites provide many interesting topics, be sure to focus on our class IT topics.
.
Paper CriteriaTopic selection—A current governmental policy re.docxaman341480
Paper Criteria:
*Topic selection—A current governmental policy related to the state of Texas.
*Content—Address the various sides of the current issue with the student drawing personal conclusions based on their analysis of the issue, and demonstrating an understanding of its complexities.
*Present an informed evaluation of the evidence and the different viewpoints surrounding the topic. Compare and contrast the different viewpoints of the sources cited, taking into account position limits. Analyze and question your sources’ assumptions.
*Paper length—Your paper should contain a minimum of 750 words (not counting headings). (No maximum length). The paper should be typewritten, double-spaced, and based on information from a minimum of three sources (no maximum).
*Writing style—With few or no typographical errors, misspelled words, and grammatical errors. Use proper complete sentence and paragraph structure. Improve your writing style by revising the paper as many times as necessary.
*Citations—Anytime you borrow someone’s ideas, paraphrase or quote them, and cite all sources using an appropriate method approved by the Instructor. Construct a bibliography (e.g., a “work cited” or “End Notes” page) using an appropriate method approved by the Instructor.
.
Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docxaman341480
Paper #4 Prompt
Due Date April 17
Rough Draft (Optional) Due April 10
This paper requires you to reference and cite BOTH “Reading Lolita in Tehran” by Azar Nafasi and “The Naked Citadel” by Susan Faludi in a well thought-out analysis.
Azar Nafasi describes the life in the Islamic Republic after the revolution and the newfound laws which arose as a result of it. She explains how the totalitarian regime has oppressed women and limited them in their everyday lives and activities driving them to hide their true identities under the required black scarves and dresses. Susan Faludi describes the Citadel as a “living museum”, whose main attempt is to preserve the same ideals and traditions as when the school was first founded and shape the boys that attend the school into men.
Consider the following quote:
“Our world in that living room with its window framing my beloved Elburz Mountains became our sanctuary, our self-contained universe, mocking the reality of black-scarved, timid faces in the city that sprawled below” (Nafasi 419).
Both Nafasi and Faludi are exploring group behavior and identity in their works, but how does the Citadel boys’ and Tehran women’s behavior change depending on who they are around and where they are at the moment? Are their true identities suppressed at any given time and how? What does the word sanctuary mean for both the Citadel and the women in Iran? The Citadel and Nafisi’s living room seem to offer different ideas of the word sanctuary. How does Faludi understand the way the Citadel presents itself as a ‘sanctuary’ from a libertine and effeminized world? Similarly, how do the weekly meetings in the author’s living room serve as a sanctuary for the women in the literature group and why do they find the need to expose their true selves and all their colors in this sacred space? Could the Citadel be considered functioning as a totalitarian regime? If so, how are the Citadel’s “laws” similar to the laws of the Islamic Republic after the revolution regarding their behavior towards women?
You can also consider more broadly how space- open space, isolated space, can be a tool of both oppression as well as resistance.
Provide a well thought-out analysis of BOTH texts and include quotes to support your argument. Consider whether the two authors would agree with each others’ writing and main idea, if not, what would they disagree on?
Rough Draft MUST BE4 full pages in length
Final Draft MUST BE 5 full pages in length
Font MUST BETimes New Roman, Double Spaced
7
Kat
The Illusions of Individual Identity and Choice
Individuals, especially in America, have become increasingly more adept at convincing themselves they are special. Americans are now told from birth that they are special, that they have something unique to offer the world, that they should “be themselves because everybody else is already taken.” This trope, however, assumes that as individuals, our identities are entirely separate from those of the humans.
Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docxaman341480
Page 1 of 2
Summer 2020
AFR 110N Sec. 101, Dr. Govere
Country Project Step 1: Colonial History and Current Political Context
Country Project Step 1 Rubric
Main Tasks Components of the Tasks Total
points
1. Basic
information
about your
country of study
What is the name of the country you are researching? What
was its name prior to colonial rule? (I point)
What is the capital city of the country being researched?
Did the capital city change its name after colonial rule? (I
point)
What is the geographical location (latitude and longitude,
and topography (e.g., tropical, desert, savanna, mountainous
or a combination)? (I point)
3
2. Colonial
history of your
country of study
Which European colonial power ruled this territory and
when? (I point)
What was the nature and type of colonial rule in the country
you are researching? (I point)
How did colonial occupation impact the following?
o local political structures;(3 points)
o social and cultural institutions (e.g., land ownership,
marriage, inheritance, gender relations, etc.); (3
points)
o traditional religions and/or spiritual practices; (3
points)
o the economy (3 points)
What were the two major events during colonial occupation
that catalyzed the process of independence? (3 points)
When (the date) did the country gain independence? Who
became the leader of the country at independence? How is
independence celebrated in contemporary society? (3
points)
20
Page 2 of 2
3. Current
political context
What type of political system was introduced immediately
after independence, and what changes were made in the
TWO decades AFTER independence? (3 points)
Explain how the politics of the country have changed over
the last twenty years. (3 points)
Who is the present leader of your assigned country? (1
point)
What is the current political system in place? Name the
main political parties. (3 points)
When were the last elections held, and what was the
outcome, that is, which political party gained power and
which political party ceded power (if relevant)? (2 points)
How did the contending parties, the populace, the media,
and election observers react to the election results? (2
points)
When is the next election scheduled to be held? (I point)
Assess the state of the political system and the role of the
media in the country you are researching. (3 points)
What is the current relationship between the U.S. and your
assigned country? (2 points)
20
4. Conclusion
Using all the data you have collected and the analyses you
have conducted pertaining to the above questions, write a
conclusion addressing how the current political context in
your country of study has not only been influenced by
colonial rule but also by African regional political
developments and the international political context. (3
points)
3
5. Other
requirements
Referencing: Evidential Proof .
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxaman341480
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
Page | 2
(
BSBMGT516
Facilitate continuous improvement
Learner Guide
)
BSBMGT516
Facilitate continuous improvementTable of Contents
Table of Contents3
Unit of Competency6
Performance Criteria7
Foundation Skills8
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Lead continuous improvement systems and processes11
1.1 – Develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate12
Clarification of roles and expectations13
Communication devices and processes – such as intranet and email communication systems – to facilitate input into workplace decisions14
Long-term or short-term plans factoring in opportunities for team input14
What information could you provide your team with?14
Mentoring and 'buddy' systems to support team members to participate in decision making15
Training and development activities16
Performance plans17
Reward/recognition programs for high performing staff18
Why teams don’t work in the decision-making process?19
Decision-making processes in detail19
Activity 1.121
1.2 – Establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders22
The stakeholders23
The continuous improvement process23
Systems24
Policies and procedures24
Scenario 124
Forums24
Scenario 225
Scenario 325
25
Scenario 425
Scenario 525
Scenario 626
Scenario 726
1.3 – Ensure that change and improvement processes meet sustainability requirements27
Addressing environmental resource sustainability initiatives27
Apply the waste management hierarchy in the workplace28
Regulations and Corporate Social Responsibility (CSR)29
Waste management29
Ecological footprint31
Government initiatives31
Productivity stewardship32
Green Office Program35
Green purchasing36
Sustainability reporting36
Supporting sustainable supply chain36
1.4 – Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation's continuous improvement processes37
Effective mentoring37
Types of mentoring37
Skills for mentors38
Mentoring model39
Effective coaching39
Skills for coaches41
Activities 1.2 and 1.343
1.5 – Ensure that insights and experiences from business activities are captured and accessible through knowledge management systems44
Activities 1.4 and 1.550
2. Monitor and adjust performance strategies51
2.1 – Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved52
2.2 – Adjust and communicate strategies to stakeholders according to organisational procedures55
Problem-solving chart57
Problem solving flow chart57
Activities 2.1 and 2.260
3. Manage opportunities for further improvement61
3.1 – Establish processes to ensure that team members are informed of outcomes of continuous improvement eff.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
852020 teacher inquiry on the influence of materials on chil
1. 8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 1/15
Resources / Publications / Young Children / November 2016 /
Teacher Inquiry on the Influence of
Materials on Children’s Learning (Voices)
RACHEL SCHAEFER
T h o u g h t s o n t h e A r t i c l e | A n d y
S t r e m m e l , Voices E x e c u t i v e E d i t o r
R a c h e l S c h a e f e r ’ s i n q u i r y f o c u s e s o n t h e
w a y s c l a s s r o o m
m a t e r i a l s i n f l u e n c e l e a r n i n g a n d t h e i r r o
l e i n i n v e s t i g a t i o n s .
M u c h o f w h a t w e k n o w a b o u t h o w c h i l d r e n
c o n s t r u c t
k n o w l e d g e a n d u n d e r s t a n d i n g t h r o u g h t h
e u s e o f m a t e r i a l s
c o m e s f r o m t h e t h e o r i e s o f P i a g e t a n d V y
g o t s k y a n d t h e w o r k
o f a c a d e m i c r e s e a r c h e r s . H e r e w e h a v e a t
e a c h e r w h o u s e s
m e t h o d s o f i n q u i r y c o m m o n t o c l a s s r o o m
t e a c h i n g ( e . g . ,
c o n v e r s a t i o n s w i t h o t h e r t e a c h e r s , o b s e r
v a t i o n s o f c h i l d r e n
i n t e r a c t i n g w i t h m a t e r i a l s , o p p o r t u n i t i e
2. s f o r w r i t t e n a n d
v e r b a l r e f l e c t i o n ) a n d w h o i n v o l v e s a g r o
u p o f s t u d e n t
t e a c h e r s t o s t u d y q u e s t i o n s o f m e a n i n g a
n d t o h e l p h e r t h i n k
t h r o u g h h e r r e s e a r c h p r o c e s s . R a c h e l d e
m o n s t r a t e s h o w o n e
g o e s a b o u t a s k i n g q u e s t i o n s , h y p o t h e s i z i
n g , r e f l e c t i n g ,
g a t h e r i n g a n d a n a l y z i n g d a t a , a n d u s i n g
w h a t h a s b e e n
l e a r n e d t o t h i n k a b o u t h e r t e a c h i n g a n d c
h i l d r e n ’ s l e a r n i n g i n
n e w w a y s .
The addition of the parallel voice of Rachel’s mentor, Kay
Cutler, to provide a
commentary on Rachel’s learning, adds a critical and insightful
perspective on the value
of teacher research.
Teacher Inquiry on the Influence of Materials
on Children’s Learning (Voices)
https://www.naeyc.org/resources
https://www.naeyc.org/resources/pubs
https://www.naeyc.org/resources/pubs/yc
https://www.naeyc.org/resources/pubs/yc/nov2016
https://www.naeyc.org/
https://www.naeyc.org/
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
3. inquiry-materials 2/15
While considering teacher research topics, I became interested
in project-based learning,
an approach that emphasizes children’s active participation as
they investigate and study
real-world questions and challenges. As I focused my research
and worked with my early
childhood education professors, I developed a definition that I,
as an educator, felt
described what an investigation entailed: An investigation is an
inquiry that takes place
over an unspecified amount of time, in which children and
teachers act as protagonists
in their learning to make discoveries of their own wonderings.
After reflecting with my
professors, I chose to concentrate my research specifically on
materials and their role in
investigations. I formed my research question: In what ways do
classroom materials
influence learning?
I hypothesized that as children manipulated the materials,
becoming familiar with them
through experimentation, they would participate in a deeper
investigation. Using teacher
research, I studied how different classroom materials influence
learning.
Review of the literature
Sobel (2005), Smith (2002), and others, when describing
placebased or science
education, use the term investigations when real-world problem
solving in the
community occurs as the world becomes the classroom. Siry,
4. Ziegler, and Max (2012) use
the term investigations when describing young children’s
explorations of science-based
inquiry experiences. The inquiry process offers a multitude of
benefits to children as they
engage in their own exploration and take ownership of their
learning. Children develop
their own questions, make predictions about possible
hypotheses, examine ways to test
their theories, find ways to represent their findings, and solve
problems through trial and
error (Clark 2006).
Schools following the Reggio Emilia approach rely on a type of
investigation as well. They
describe progettazione as a more global, flexible approach in
which initial hypotheses are
made by children about classroom work but are modified or
have directional change as
the investigation progresses, incorporating the “otherness” of
those engaged in the work
(Rinaldi 2006). Frequently, small groups of children work
together to study, discuss,
explore, and hypothesize about a topic (Project Zero & Reggio
Children 2001).
Projects, as Helm and Katz (2010) call them, have been said to
be the backbone of
children’s and teachers’ learning experiences as they follow the
inquiry learning process.
Projects can take on many different forms, whether a day spent
investigating bugs on the
playground or a yearlong study of a tree changing through the
seasons.
5. 8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 3/15
How children learn
Piaget (2000) proposed that children learn by actively
constructing their own knowledge
and creating their own theories. Children learn best when they
are creating their own
understanding of how things work. A child comes to know
something by physically or
mentally acting on it (Piaget, Henriques, & Ascher 1992).
Projects, investigations, and a
more encompassing term, inquiry-based learning, provide the
opportunity for these
meaningful, hands-on experiences to occur.
During inquiry-based learning, children apply their current
understandings to new
encounters in their environment. If their previous knowledge
allows them to fully
understand the event, new understandings emerge and the
children progress to a more
advanced cognitive level (Duckworth 2006).
Vygotsky stressed the importance of the internal process—that
is, the thinking or internal
dialogue that assists children in solving a conflict or creating an
object rather than the
actual solution or creation of an object itself (Wertsch 1985;
Fernyhough 2008). When
children work together using inquiry-based learning, they share
6. the thinking and learning
that happens during the investigation (Project Zero & Reggio
Children 2001; Krechevsky
et al. 2013).
Relationship between materials and
environment in children’s learning
According to Vygotsky ([1930–1935] 1978), the types of
materials teachers choose for
children to use mediate children’s development of higher mental
processes. In addition,
how and where materials are placed in the environment
influences how children can use
those materials (Kozulin et al. 2003). Furthermore, experiences
with materials shape the
development of shared meaning between individuals, giving
shared meaning to symbolic
cognitive tools such as letters, numbers, or words.
Open-ended materials offer meaningful ways for children to
deepen their understanding
of a concept, build creativity, and heighten their cognitive
abilities (Daly & Beloglovsky
2015). When children use different
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 4/15
materials (clay, wire, etc.) to explore the same concept, they
learn more about the concept
7. because of the affordances that each medium possesses.
Foreman (1994)
defines affordances as “the relationship between the
transformable properties of a
medium and the child’s desire to use that property to make
symbols” (4). Some mediums
are better than others when representing a concept, because of
both the child’s ability to
manipulate the medium and the medium’s potential to symbolize
the concept.
The hundred languages concept, which originated in the early
care and education systems
in Reggio Emilia, Italy, takes the idea of affordances a step
further in its assessment that
the set of affordances a material has to offer “has the ability to
take on expressive aspects
and meaning comparable to a verbal language… [which is]
foundational to the pedagogy
of Reggio Emilia” (Schwall 2015a, 49). Materials can become
inventive languages only as
children develop relationships with the materials—relationships
that develop over an
extended period of time (Schwall 2015b) when the materials are
intentionally placed in
the environment.
Once children have developed a relationship with materials over
time, they find new ways
of using them (Hill, Stremmel, & Fu 2005; Daly & Beloglovsky
2015; Schwall 2015a).
Children experiment, investigate, and form hypotheses about the
materials’ potential
uses. In an inquiry-based learning environment, these
hypotheses about materials’ uses
can then spur children on to make creative connections about
8. their topic of inquiry
(Cadwell, Geismar Ryan, & Schwall 2015).
Acting as a third teacher, the environment plays an essential
role in inquiry-based
learning. As explained by Reggio Emilia educators, the
environment acts both as a
“container” for experiences and as “content” for exploration and
investigations
(Abramson, Robinson, & Ankenman 1995). The relationship
between materials and the
environment is complex. The decisions teachers make about the
placement and
collections of materials in a classroom or studio space influence
how children perceive
and use the materials (Schwall 2015).
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 5/15
Methods
For the purpose of this study, I conducted a teacher research
project over the course of
three months that focused on the different ways classroom
materials influence learning,
as the children investigated faces and expressions. The
children’s investigation originated
from their interest in a teacher-directed self-portrait activity.
Setting
9. I collected data from the afternoon classroom of 4- and 5-year-
olds at a midwestern
university laboratory school. There were 18 children in the
class, 6 boys and 12 girls. In
addition to myself as the mentor teacher, four student teachers
worked in the classroom
and rotated lead teaching responsibilities each week (creating
lesson plans, setting out
materials, etc.). Each student teacher continually observed and
analyzed the influence of
classroom materials on learning. The three professors I had
worked with to develop my
research question became an inquiry group that met with us to
aid us in our analysis.
Procedure
Throughout the study, I met with the student teachers daily to
discuss our observations.
To help us think critically, the inquiry group joined us during
weekly meetings to review
our observations and reflections. The inquiry group also read
the teachers’ daily
anecdotal records, our teacher discussion records, and my own
reflections and journaling.
Our methods for data collection were as follows.
• Individual teacher reflections. Teachers journaled their
observations of
children’s interactions with the materials weekly.
• Anecdotal records. Teachers recorded children’s
conversations about
their experiences with the materials, discoveries they made
while
10. exploring, and conversations they had with one another while
using the
materials.
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 6/15
• End-of-the-day meetings. At the end of each day, teachers
met to
discuss the day’s events and our insights about the children’s
learning and
use of materials. We, along with the inquiry group, recorded
and analyzed
these conversations for insights into recurring themes of how
children
used the materials throughout the week and the impact this
usage had on
their investigations.
• Group teaching reflections. Teachers reflected during weekly
meetings
and dialogue with the inquiry group on the choices they made
regarding
materials, as well as other aspects of teaching, throughout the
week.
Findings
While analyzing the data, we found five common themes, or
findings.
11. 1. The number of materials within an area affected the
children’s investigation.
2. The children’s prior experience with materials influenced
how they used them.
3. Teachers were able to influence the children’s use of
materials with commentary and
questions.
4. The amount of time the materials were offered impacted
children’s investigation.
5. Integrating parts of a previous activity into a new activity
helped children transition to
the new method of investigating.
Findings from the investigation with an
assortment of media
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teac her-
inquiry-materials 7/15
Self-portraits. As the children used colored pencils and paper to
create self-portraits
while looking into handheld mirrors, we observed many
children drawing basic facial
features such as eyes, mouths, and hair. Most children initially
used colors randomly
rather than using colors to accurately represent their eye or hair
color. Despite this lack of
12. attention, children had a high interest in the self-portrait
activity. We extended this
provocation by encouraging the children to create faces that
expressed different
emotions.
Collage faces—and the first finding. We replaced the materials
for drawing self-
portraits with magazines from which children could cut out
different facial features and
assemble them into faces. Our hope was that this activity would
help the children pay
closer attention to facial features. The materials we chose to
support this activity included
magazines, scissors, glue, multicultural construction paper,
crayons, yarn, mirrors, and
two referent images assembled by the teachers.
The children took the activity in a different direction by cutting
out miscellaneous objects
unrelated to faces and gluing them to the paper. Some children
drew faces on the paper
and then added yarn to represent hair, like that on a reference
image, or cut out an entire
face and glued it on a piece of construction paper. The children
repeatedly left the area
unorganized. At this point our first finding emerged: the number
of materials in an area
affected the children’s investigation. We realized that if we put
out too many materials,
the children became overwhelmed and would not visit the area.
A return to self-portraits. Next, as a teaching team, we webbed
possible directions
that the children’s investigation could take: we considered
physical attributes and facial
13. expressions in relation to emotions, and we considered
children’s previous knowledge
about each of these directions, based on our observations. As
interest continued, we
replaced the magazine activity with the self-portrait activity and
the materials from the
previous week.
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 8/15
As we looked through the selfportraits to complete a class
assessment of the children’s
individual knowledge of facial features, we noticed that the
majority of the drawings had
basic features but not much detail (i.e., children drew circles for
eyes with dots in the
middle but did not include eyelashes, irises, eyebrows, etc.). We
also noticed that the
children didn’t use the mirrors as much as we had hoped.
Smaller paintbrushes and the observation booth. As the next
step in the
children’s investigations, we introduced paint as a medium for
self-portraits. For this
activity, children used paint to draw over their reflections on an
observation booth mirror
that was a part of our classroom. Although children were
familiar with paint as a
medium, the observation booth mirror was an unfamiliar canvas.
We hypothesized that
14. because the mirror would be directly in front of the children,
they would pay close
attention to their own facial features (including the size) and
draw the features to match
their own.
The student teachers and I reflected on our observations about
painting on the
observation booth mirrors.
Teacher One: First, let’s talk about what everyone observed
from
yesterday. Let’s start with the painting.
Teacher Two: I don’t think [the children] were really doing
anything
that we thought they would do ... They aren’t really doing their
reflection. Maybe if we wanted them to actually trace their face,
we
could find a way to use colored pencils because then they could
add
more detail.
Teacher One: I know this is something we talked about in the
booth,
too. The paint was so thick ... it was a lot harder for them to
draw in
those details.
Teacher Three: But they used small brushes, which helped.
Teacher
Two: It still would cover half of your face with one stroke.
Teacher One: I know that they didn’t use the mirrors as we
hoped.
And just looking at the sizes of what they were drawing was not
congruent with their faces.
The materials we chose to support this activity included paint,
small paintbrushes, the
15. observation booth window, smocks, garbage bags, and hollow
blocks for children to use
as a platform to stand on. We limited the amount of paint
because we did not want the
children to become overwhelmed. We chose multicultural colors
and yellow and blue so
the children could mix colors.
As we observed, we noticed that although the children could see
themselves in the mirror,
many did not paint themselves to scale. We wondered whether
the paintbrushes and
paint made it more difficult for children to draw details than the
colored pencils and
crayons they had been using for previous activities. The
children included facial
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 9/15
attributes, but they did not choose colors to match their
features. Many children
appeared hesitant to paint on the mirrors. We wondered what
would happen if we left the
activity out all week.
Light table. At the same time the children were painting, a light
table was also available.
We had taken photos of the children and enlarged them so that
they could explore their
eyes, noses, and mouths, using
16. markers to trace around and color in their features. When
observing the light table, I saw
few children visiting. At the time, the light table was up high,
sitting on top of another
table, because its legs were broken, making it difficult to
access. One child really struggled
to reach the materials but still managed to trace around the eyes
of her photo carefully.
When she finished tracing, she scribbled in the rest of the eye. I
wondered whether this
was because she became frustrated or whether her intention was
to color the eye’s iris.
We agreed it was important to make the light table more
accessible and discussed using
colored pencils instead of markers because colored pencils
allowed for more detail.
Clay—and two more findings. During the first weeks of
preschool, the art area had
clay for the children to explore. The clay was hard and not easy
to manipulate, so we had
children add water to the clay to soften it. When we
reintroduced more malleable clay
during the investigation, we noticed the children still wanted to
add water to it, despite
the fact that it was softer and easier to manipulate. Upon
evaluating this observation, our
inquiry group noticed the second finding: children’s previous
experience with the
materials influenced how they used the various media.
To further our research on how children were using the clay, we
felt it would be necessary
to post teachers in the area, dialoguing with the children about
the processes of creating a
17. selfportrait, expressions, and facial features. The next day, after
asking children to join
me in the clay area, I sat down and began talking about
flattening my clay so I could
“draw” on it. The children in the area with me asked if they
could use a rolling pin to
flatten their pieces.
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 10/15
One girl sitting at the table with me began to draw the same
face I was drawing. We
discussed the shape of noses and how to draw them. She added
nostrils, something I had
not added. Another girl created a silly face out of her flat piece
of clay. She told me it was
silly because of the way she had made the mouth (which was a
straight line). From past
experiences with her, I knew that when she made a silly face,
she would put two fingers
on each side of her mouth and pull, causing her mouth to go
straight.
Following this scaffolding experience, our inquiry group
continued to dialogue about our
processes, which led to our third research finding: teachers can
influence how children
use materials through commentary and questioning (a form of
scaffolding) while children
use materials.
18. Inquiry group dialogue and two more findings
While the teachers and I were discussing our observations and
reflections with the
inquiry group, a fourth finding soon emerged: when integrating
a new activity in the
children’s investigation, purposefully pairing parts of the “old”
activity with the “new”
activity scaffolded the children’s confidence in exploring the
new activity. For example,
we would consistently use paint but change what the children
would use as a canvas.
A fifth finding that emerged was that the amount of time the
materials were in an area
impacted the children’s investigation. When the children
explored the same materials for
a long time, their representations became more detailed. We had
tempera paint and an
eye template in the art area for several weeks. As the children
used the materials daily,
they gradually added more details to their eyes, such as
eyelashes. The children also
began to mix paint independently to match their actual eye
color.
Familiar materials promote detail
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 11/15
19. As the semester ended, we were curious to know what would
happen if we asked the
children to draw a picture of a friend. As a culminating event,
we paired each child with a
friend and asked them to draw one another. We provided
familiar materials—colored
pencils and paper. As the children drew their friends, we found
that the children were
very particular about how they were drawn. One girl said to
another, “You don’t have the
right colors,” referring to her hair. A boy said to his partner,
“You need ears. See, I have
ears.” Many children paid attention to specific details such as
the size of the mouth (“I’m
only making it this big because her lips are small.”). The
children also began making
comparisons to one another, saying things such as, “Rebekah
has longer hair than I do.
My hair is about to my shoulder.” The children paid attention to
the colors they chose,
using yellow to represent blonde hair and blue to represent the
color of the iris.
Limitations
There are limitations to this study. The study was conducted
over a short amount of time
(approximately three months). Because the study was completed
in a laboratory setting,
some student teachers may have been too immersed in learning
the basics of teaching to
be able to focus energy into the depth of this study. This was
the first experience with a
teacher research project for most of the student teachers.
20. Conclusion and discussion
Forming a question about the influence materials have on
learning led to meaningful
teacher research that changed the way I teach today. I am now a
kindergarten teacher,
and when I introduce new materials to my classroom, I give
children time to explore and
build relationships with the mate of materials evolves along
with children’s learning. My
teacher research shaped this perspective.
New questions
Although I was able to find answers to my original question, I
have developed more
questions as a result of conducting my teacher research. I now
wonder which of these
themes had the greatest impact on children’s investigation. I
also wonder how the
different themes influenced one another. For example, did the
questions teachers asked
children influence the way the children used the materials more
than having materials
available for a prolonged period of time? Moreover, what would
have happened if we had
allowed the children to take more of a role in choosing
materials? Would they have visited
an area more because they were part of the decision making?
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
21. inquiry-materials 12/15
Last, what other media could have been introduced? We focused
primarily on materials
for drawing and painting. While children became familiar with
the affordances of these
materials, what would they have done if we introduced them to
something like wire? How
much time would they have needed to become familiar with its
affordances? What would
be a sufficient amount of time for children to explore it? Is
there such a timeframe? How
do the children let you know that they are completely
comfortable with a new medium?
While I continue to ask questions and reflect, I realize the
importance of my study and
the significance it can have on other early childhood educators
and myself in future
teaching endeavors. I understand the role that materials play in
curriculum development
and investigations. This newfound knowledge, as a result of my
teacher research, is
something I will carry with me for the rest of my teaching
career. The process of teacher
research has greatly enhanced my abilities as a teacher and
continues to significantly
impact my daily teaching practices.
References
Abramson, S., R. Robinson, & K. Ankenman. 1995. “Project
Work With Diverse Students:
Adapting Curriculum Based on the Reggio Emilia Approach.”
Childhood Education 71
(4): 197–202.
22. Cadwell, L., L. Geismar Ryan, & C. Schwall. 2015. “The
Atelier: A System of Physical and
Conceptual Spaces.” Chap. 10 in In the Spirit of the Studio:
Learning From the Atelier of
Reggio Emilia, 2nd ed., eds. L. Gandini, L. Hill, L. Cadwell, &
C. Schwall, 111–34. New
York: Teachers College Press.
Clark, A. 2006. “Changing Classroom Practice to Include the
Project Approach.” Early
Childhood Research and Practice 8 (2).
http://ecrp.uiuc.edu/v8n2/clark.html.
Daly, L., & M. Beloglovsky. 2015. Loose Parts: Inspiring Play
in Young Children. St.
Paul, MN: Redleaf.
Duckworth, E. 2006. The Having of Wonderful Ideas: And
Other Essays on Teaching and
Learning. 3rd ed. New York: Teachers College Press.
Fernyhough, C. 2008. “Getting Vygotskian About Theory of
Mind: Mediation, Dialogue,
and the Development of Social Understanding.” Developmental
Review 28 (2): 225–62.
http://ecrp.uiuc.edu/v8n2/clark.html
8/5/2020 Teacher Inquiry on the Influence of Materials on
Children’s Learning (Voices) | NAEYC
https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
inquiry-materials 13/15
Foreman, G. 1994. “Different Media, Different Languages.”
23. Paper presented at the Study
Seminar on the Experience of the Municipal Infant–Toddler
Centers and Preprimary
Schools of Reggio Emilia in Reggio Emilia, Italy. ERIC,
ED375932.
Helm, J.H., & L. Katz. 2010. “Projects and Young Children.”
Chap. 1 in Young
Investigators: The Project Approach in the Early Years, 2nd ed.,
1–11. New York:
Teachers College Press.
Hill, L.T., A.J. Stremmel, & V.R. Fu. 2005. Teaching as
Inquiry: Rethinking Curriculum
in Early Childhood Education. New York: Pearson Education.
Kozulin, A., B. Gindis, V.S. Ageyev, & S.M. Miller. 2003.
Vygotsky’s Educational Theory
in Cultural Context. New York: Cambridge University Press.
Krechevsky, M., B. Mardell, M. Rivard, & D. Wilson. 2013.
Visible Learners: Promoting
Reggio-Inspired Approaches in All Schools. San Francisco:
Jossey-Bass.
Piaget, J., G. Henriques, & E. Ascher. 1992. Morphisms and
Categories: Comparing and
Transforming. Trans. T. Brown. Hillsdale, NJ: Erlbaum.
Project Zero & Reggio Children 2001. Making Learning
Visible: Children as Individual
and Group Learners. Reggio Emilia, Italy: Reggio Children.
Rinalldi, C. 2006. In Dialogue With Reggio Emilia: Listening,
Researching, and
Learning. New York: Routledge.
24. Schwall, C. 2015a. “The …
EDU 151 Key Assessment
Student Name: _____________________________ Date:
__________________
This assessment is used in every section of EDU 151, designed
to focus on Standards 2b,3a,3c,3d,4a, 5b, 6a,6d
Key Elements
Below Expectations
D/F
Approaches Expectations
B/C
Meets Expectations
A
Comments
2b: Supporting and engaging families and communities through
respectful, reciprocal relationships
No evidence that any resources were provided to the family to
get them involved in developing the learning activity.
Evidence that resources were provided to the family to get
them involved in developing the learning activity.
Exceptional resources were provided to the family to get them
involved in the development of the learning activity
25. 3a. Understanding the goals, benefits, and uses of assessment –
including its use in development of appropriate goals,
curriculum, and teaching strategies for young children
Activity (music or art) was not identified.
Activity (music or art) was stated but no reason for why the
activity was chosen for this child was given.
Activity (music or art) was stated and a well thought out reason
for why the activity was chosen for this child was given.
3b. Knowing about and using observation, documentation, and
other appropriate assessment tools and approaches, including
the use of technology in documentation, assessment and data
collection.
No evidence of an observation or documentation tool used to
assess the child.
26. Some evidence of an observation or documentation tool used to
assess the child.
Shows evidence of an appropriate observation/documentation
tool used to assess the child.
.
3c: Understanding and practicing responsible assessment to
promote positive outcomes for each child, including the use of
assistive technology for children with disabilities.
Shows no understanding of what materials are appropriate to
complete the activity.
Shows basic understanding of what materials are appropriate to
complete the activity.
Shows a clear understanding of what materials are appropriate
for the child’s age to complete the activity.
27. 3d: Knowing about assessment partnerships with families and
with professional colleagues to build effective learning
environments
Little to no evidence of including families and professional
Some evidence of including families and professional
colleagues in the assessment process.
.
28. Shows evidence of including families and professional
colleagues in the assessment process.
.
4a: Understanding positive relationships and supportive
interactions as the foundation of their work with young children
Provide ways to build relationships or interaction with families
during the activity planning process.
Provides some ways to build a relationships interaction with
families during the activity planning process
Provides varies ways to build relationships with families during
the activity planning process.
29. 5b:Knowing and using the central concepts, inquiry tools, and
structures of content areas or academic disciplines
Student does not use the appropriate lesson plan submitted from
previous module assignment.
Student does use the appropriate lesson plan submitted from
previous module assignment. Lesson plan activity chosen is not
age appropriate.
Student does use the appropriate lesson plan submitted from
previous module assignment. Lesson plan activity chosen is age
appropriate.
6a. Identifying and involving oneself with the early childhood
field.
Student does not describe his/her involvement with the activity
focuses on serving the designated child and family in this
classroom.
Student provides some description of his/her involvement with
the activity focuses on serving the designated child and family
in this classroom.
Student accurately describes what the activity focuses on
serving the designated child and family in this classroom.
6d: Integrating knowledgeable, reflective, and critical
perspectives on early education based upon mastery of relevant
theory and research
30. Student does not give examples on the use of research to
support the appropriateness of the activity.
Student gives 1-2 examples on the use of research to support the
appropriateness of the activity.
Student gives 3 or more examples of what resources were used
to support the appropriateness of the activity.
Three of errors in grammar and spelling exist.
One to two errors in grammar and spelling exist.
No errors in grammar and spelling exist, well-constructed
observations are evident.
31. Lesson Plan Form 2
Week
of:________________________________Study/Project/Topic:_
______________________________
List Items added to each learning center below that will
enhance learning of the selected topic.
Blocks
Dramatic Play
Manipulatives
Outdoors
Art
Library
Discovery/Science
Sensory
32. Music and Movement
Family /Community Involvement
Monday
Tuesday
Wednesday
Thursday
Friday
Group Time
(songs, stories, games, discussions, etc.)
Story Time
Small-Group Activities
33. Math Activity
Science Activity
Fine Motor Activity
Literacy Activity
Large Motor Activity
Special Activities
(site visits, special events, etc.)