Ash edu 382 week 4 discussion 2 dq 2 culture new
•Download as DOC, PDF•
0 likes•10 views
edu 382 week 4 discussion 1 learning style debate new,edu 382 week 4 discussion 2 dq 2 culture new,edu 382 week 4 journal intellectual strengthsv new,ash edu 382 week 4,edu 382 week 4,ash edu 382 week 4 tutorial,ash edu 382 week 4 assignment,ash edu 382 week 4 help
Report
Share
Report
Share
Recommended
Ash edu 382 week 4 discussion 2 dq 2 culture new
edu 382 week 4 discussion 1 learning style debate new,edu 382 week 4 discussion 2 dq 2 culture new,edu 382 week 4 journal intellectual strengthsv new,ash edu 382 week 4,edu 382 week 4,ash edu 382 week 4 tutorial,ash edu 382 week 4 assignment,ash edu 382 week 4 help
Ash ece 430 week 2 journal new
ece 430 week 2 assignment lesson plan new,ece 430 week 2 discussion 1 week two case study analysis new,ece 430 week 2 discussion 2 lesson planning new,ece 430 week 2 journal new,ash ece 430,ece 430,ash ece 430 week 2 tutorial,ece 430 week 2 assignment,ash ece 430 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
This document provides guidance for an EDU 382 week 2 discussion on curriculum. It defines curriculum as what is taught (planning) and instruction as how it is taught (implementation). Students are asked to identify the five characteristics of a quality curriculum from Chapter 3 and explain why they are important and how they support learning. Students then choose between three unit topics and answer questions about relating the topic to real world, engaging questions, and a brief learner-centered activity to develop problem-solving skills. Classmates are to review and provide feedback on discussions.
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
EDU 382 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-382-ash
For more classes visit
http://www.uopassignments.com/
Recommended
Ash edu 382 week 4 discussion 2 dq 2 culture new
edu 382 week 4 discussion 1 learning style debate new,edu 382 week 4 discussion 2 dq 2 culture new,edu 382 week 4 journal intellectual strengthsv new,ash edu 382 week 4,edu 382 week 4,ash edu 382 week 4 tutorial,ash edu 382 week 4 assignment,ash edu 382 week 4 help
Ash ece 430 week 2 journal new
ece 430 week 2 assignment lesson plan new,ece 430 week 2 discussion 1 week two case study analysis new,ece 430 week 2 discussion 2 lesson planning new,ece 430 week 2 journal new,ash ece 430,ece 430,ash ece 430 week 2 tutorial,ece 430 week 2 assignment,ash ece 430 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
This document provides guidance for an EDU 382 week 2 discussion on curriculum. It defines curriculum as what is taught (planning) and instruction as how it is taught (implementation). Students are asked to identify the five characteristics of a quality curriculum from Chapter 3 and explain why they are important and how they support learning. Students then choose between three unit topics and answer questions about relating the topic to real world, engaging questions, and a brief learner-centered activity to develop problem-solving skills. Classmates are to review and provide feedback on discussions.
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
EDU 382 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-382-ash
For more classes visit
http://www.uopassignments.com/
Ash ece 430 week 2 journal new
ece 430 week 2 assignment lesson plan new,ece 430 week 2 discussion 1 week two case study analysis new,ece 430 week 2 discussion 2 lesson planning new,ece 430 week 2 journal new,ash ece 430,ece 430,ash ece 430 week 2 tutorial,ece 430 week 2 assignment,ash ece 430 week 2 help
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docx
RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any e.
Scanned by CamScannerWeek 2- Assignment EDU 372Week.docx
Scanned by CamScanner
Week 2- Assignment EDU 372
Week 2 - Assignment
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the Common Core State Standards Initiative (CCSS), develop a learning activity that includes these key features of multicultural education:
a. Integration of content – How does your learning activity incorporate content from different cultures?
b. Reducing Prejudice – How does the learning activity attempt to minimize any of your own prejudices as well as your students?
c. Making Teaching Equitable – How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
d. Empowering Learners – How does the learning activity empower all students to work toward their academic potential?
e. Construction of Knowledge – How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Click to view an example of this week's assignment.
You have several options in completing this task:
a. Write a three-four page paper (does not include a title page or reference page).
b. Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide).
c. Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide).
d. Use a combination of the above.
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the Ashford Writing Center, and be sure to include a title page or slide as well as reference page or slide.
.
EDU 650 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-650-ash
For more classes visit
http://www.uopassignments.com
Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx
Ashford 3: - Week 2 - Assignment
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the
Common Core State Standards Initiative
(CCSS), develop a learning activity that includes these key features of multicultural education:
Integration of content
– How does your learning activity incorporate content from different cultures?
Reducing Prejudice
– How does the learning activity attempt to minimize any of your own prejudices as well as your students?
Making Teaching Equitable
– How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
Empowering Learners
– How does the learning activity empower all students to work toward their academic potential?
Construction of Knowledge
– How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Write a three-four page paper (does not include a title page or reference page)
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the
Ashford Writing Center
, and be sure to include a title page or slide as well as reference page or slide.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
EDU 645 RANK Education Planning--edu645rank.com
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
Strategies thatdifferentiateinstructionk.4 001
The document provides strategies for differentiating instruction including using marker boards, clock buddies, and seasonal partners to group students and check understanding, as well as differentiating content, process, and product. It emphasizes knowing what you want students to know, understand, and do, and creating a supportive classroom environment that meets diverse student needs.
EDU 64 5RANK Inspiring Innovation--edu645rank.com
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
Ldm, 1 5
This document provides an outline for a course on learning delivery modalities (LDMs). It discusses two activities in Lesson 1 on understanding the different LDMs. Activity 1 defines face-to-face learning, distance learning, blended learning, and homeschooling and has learners check their own definitions. Activity 2 compares the distinguishing features, essential resources, roles of teachers/parents/schools for modular distance learning, online distance learning, and TV-based instruction. The purpose is for learners to understand the different LDMs prescribed in the learning continuity plan.
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Apt 501 module 8
Chapter 8 - Planning the Instructional Strategy: Theoretical Bases (The Systematic Design of Instruction. 8th edition)
Edu 230 (cultural diversity in the classroom) entire course
This document provides an overview of the entire course content for EDU 230 (Cultural Diversity in the Classroom). It includes discussion questions, assignments, and supplemental materials for each of the 7 weekly topics. The course examines issues of cultural diversity and multiculturalism in education. Students are expected to complete discussion posts, interviews, presentations, lesson plan analyses and other assignments exploring topics like cultural identity, home-school connections, historical perspectives on multiculturalism, English language learning strategies, citizenship programs, and issues in multicultural education. The goal is to prepare teachers to effectively address the needs of a diverse student population.
EDU 673 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-673-ash
For more classes visit
http://www.uopassignments.com
EDU 675 - Week 1 pp
This document outlines the weekly assignments for an education course, which include discussions, a journal entry, and a written assignment on professional learning communities (PLCs) and their impact on school culture. It provides guidance on the discussion topics, which evaluate a checklist on PLC implementation and examine the effects of differentiated instruction and PLCs on school culture. References and strategies are presented for developing effective PLCs through job-embedded professional development activities like study groups, coaching, and examining student work.
rws-q3-module-1-shs-reading-and-writing-skills.pdf
Here are the answers:
A. 1. narration 2. description 3. definition 4. classification 5. cause and effect
6. persuasion 7. comparison and contrast 8. problem-solution
B. 1-f 2-d 3-c 4-e 5-a 6-g 7-b 8-h
English Curriculum Review Presentation
The document summarizes the key areas of analysis, ideology, and recommendations for the National Curriculum for English Language 2006 in Pakistan according to a child-centered approach. It finds that while the curriculum aims to be learner-centered, in reality it places more emphasis on knowledge transmission and has shortcomings in areas like guidelines for implementation, emphasis on skills over knowledge, inclusion of diverse learning styles, and assessment practices. The document recommends revisions to better align the curriculum with learner-centered ideology through changes like incorporating practical guidelines, increasing emphasis on productive skills, and focusing on formative assessment.
Fs4 episode1
The document discusses field study activities for exploring curriculum concepts. It includes a rubric for evaluation, tools for curriculum analysis including an H-chart comparing traditional and progressive views, and a graphic organizer identifying key considerations for curriculum design. The student observes that while some teachers may not be aware of different curriculum types, elements of various types can be seen in classrooms as the written curriculum is implemented and influences learners.
EDU 671 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-671-ash
For more classes visit
http://www.uopassignments.com
LAYOUT
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
PRINTStrategies for Promoting Inclusiveness and Welcoming
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
Uop cis 349 final exam guide set 1 new
This document provides a study guide for the UOP CIS 349 final exam, with questions covering topics like business drivers, separation of duties, data access controls, security assessments, network domains, encryption, and disaster recovery. It includes 25 multiple choice questions testing knowledge of information security principles and controls across different network domains.
Ash hcs 334 week 5 discussion 2 fitness resources and exercise behavior
hcs 334 week 5 discussion 1 flexibility and wellness new,hcs 334 week 5 discussion 2 fitness resources and exercise behavior new,hcs 334 week 5 final project personal fitness and wellness for optimal living new,ash hcs 334 week 5,hcs 334 week 5,ash hcs 334 week 5 tutorial,ash hcs 334 week 5 assignment,ash hcs 334 week 5 help
More Related Content
Similar to Ash edu 382 week 4 discussion 2 dq 2 culture new
Ash ece 430 week 2 journal new
ece 430 week 2 assignment lesson plan new,ece 430 week 2 discussion 1 week two case study analysis new,ece 430 week 2 discussion 2 lesson planning new,ece 430 week 2 journal new,ash ece 430,ece 430,ash ece 430 week 2 tutorial,ece 430 week 2 assignment,ash ece 430 week 2 help
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docx
RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any e.
Scanned by CamScannerWeek 2- Assignment EDU 372Week.docx
Scanned by CamScanner
Week 2- Assignment EDU 372
Week 2 - Assignment
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the Common Core State Standards Initiative (CCSS), develop a learning activity that includes these key features of multicultural education:
a. Integration of content – How does your learning activity incorporate content from different cultures?
b. Reducing Prejudice – How does the learning activity attempt to minimize any of your own prejudices as well as your students?
c. Making Teaching Equitable – How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
d. Empowering Learners – How does the learning activity empower all students to work toward their academic potential?
e. Construction of Knowledge – How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Click to view an example of this week's assignment.
You have several options in completing this task:
a. Write a three-four page paper (does not include a title page or reference page).
b. Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide).
c. Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide).
d. Use a combination of the above.
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the Ashford Writing Center, and be sure to include a title page or slide as well as reference page or slide.
.
EDU 650 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-650-ash
For more classes visit
http://www.uopassignments.com
Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx
Ashford 3: - Week 2 - Assignment
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the
Common Core State Standards Initiative
(CCSS), develop a learning activity that includes these key features of multicultural education:
Integration of content
– How does your learning activity incorporate content from different cultures?
Reducing Prejudice
– How does the learning activity attempt to minimize any of your own prejudices as well as your students?
Making Teaching Equitable
– How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
Empowering Learners
– How does the learning activity empower all students to work toward their academic potential?
Construction of Knowledge
– How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Write a three-four page paper (does not include a title page or reference page)
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the
Ashford Writing Center
, and be sure to include a title page or slide as well as reference page or slide.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
EDU 645 RANK Education Planning--edu645rank.com
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
Strategies thatdifferentiateinstructionk.4 001
The document provides strategies for differentiating instruction including using marker boards, clock buddies, and seasonal partners to group students and check understanding, as well as differentiating content, process, and product. It emphasizes knowing what you want students to know, understand, and do, and creating a supportive classroom environment that meets diverse student needs.
EDU 64 5RANK Inspiring Innovation--edu645rank.com
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
Ldm, 1 5
This document provides an outline for a course on learning delivery modalities (LDMs). It discusses two activities in Lesson 1 on understanding the different LDMs. Activity 1 defines face-to-face learning, distance learning, blended learning, and homeschooling and has learners check their own definitions. Activity 2 compares the distinguishing features, essential resources, roles of teachers/parents/schools for modular distance learning, online distance learning, and TV-based instruction. The purpose is for learners to understand the different LDMs prescribed in the learning continuity plan.
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Apt 501 module 8
Chapter 8 - Planning the Instructional Strategy: Theoretical Bases (The Systematic Design of Instruction. 8th edition)
Edu 230 (cultural diversity in the classroom) entire course
This document provides an overview of the entire course content for EDU 230 (Cultural Diversity in the Classroom). It includes discussion questions, assignments, and supplemental materials for each of the 7 weekly topics. The course examines issues of cultural diversity and multiculturalism in education. Students are expected to complete discussion posts, interviews, presentations, lesson plan analyses and other assignments exploring topics like cultural identity, home-school connections, historical perspectives on multiculturalism, English language learning strategies, citizenship programs, and issues in multicultural education. The goal is to prepare teachers to effectively address the needs of a diverse student population.
EDU 673 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-673-ash
For more classes visit
http://www.uopassignments.com
EDU 675 - Week 1 pp
This document outlines the weekly assignments for an education course, which include discussions, a journal entry, and a written assignment on professional learning communities (PLCs) and their impact on school culture. It provides guidance on the discussion topics, which evaluate a checklist on PLC implementation and examine the effects of differentiated instruction and PLCs on school culture. References and strategies are presented for developing effective PLCs through job-embedded professional development activities like study groups, coaching, and examining student work.
rws-q3-module-1-shs-reading-and-writing-skills.pdf
Here are the answers:
A. 1. narration 2. description 3. definition 4. classification 5. cause and effect
6. persuasion 7. comparison and contrast 8. problem-solution
B. 1-f 2-d 3-c 4-e 5-a 6-g 7-b 8-h
English Curriculum Review Presentation
The document summarizes the key areas of analysis, ideology, and recommendations for the National Curriculum for English Language 2006 in Pakistan according to a child-centered approach. It finds that while the curriculum aims to be learner-centered, in reality it places more emphasis on knowledge transmission and has shortcomings in areas like guidelines for implementation, emphasis on skills over knowledge, inclusion of diverse learning styles, and assessment practices. The document recommends revisions to better align the curriculum with learner-centered ideology through changes like incorporating practical guidelines, increasing emphasis on productive skills, and focusing on formative assessment.
Fs4 episode1
The document discusses field study activities for exploring curriculum concepts. It includes a rubric for evaluation, tools for curriculum analysis including an H-chart comparing traditional and progressive views, and a graphic organizer identifying key considerations for curriculum design. The student observes that while some teachers may not be aware of different curriculum types, elements of various types can be seen in classrooms as the written curriculum is implemented and influences learners.
EDU 671 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-671-ash
For more classes visit
http://www.uopassignments.com
LAYOUT
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
PRINTStrategies for Promoting Inclusiveness and Welcoming
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
Similar to Ash edu 382 week 4 discussion 2 dq 2 culture new (20)
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docx
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docx
Scanned by CamScannerWeek 2- Assignment EDU 372Week.docx
Scanned by CamScannerWeek 2- Assignment EDU 372Week.docx
Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx
Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educ.docx
Edu 230 (cultural diversity in the classroom) entire course
Edu 230 (cultural diversity in the classroom) entire course
rws-q3-module-1-shs-reading-and-writing-skills.pdf
rws-q3-module-1-shs-reading-and-writing-skills.pdf
PRINTStrategies for Promoting Inclusiveness and Welcoming
PRINTStrategies for Promoting Inclusiveness and Welcoming
More from uopassignment
Uop cis 349 final exam guide set 1 new
This document provides a study guide for the UOP CIS 349 final exam, with questions covering topics like business drivers, separation of duties, data access controls, security assessments, network domains, encryption, and disaster recovery. It includes 25 multiple choice questions testing knowledge of information security principles and controls across different network domains.
Ash hcs 334 week 5 discussion 2 fitness resources and exercise behavior
hcs 334 week 5 discussion 1 flexibility and wellness new,hcs 334 week 5 discussion 2 fitness resources and exercise behavior new,hcs 334 week 5 final project personal fitness and wellness for optimal living new,ash hcs 334 week 5,hcs 334 week 5,ash hcs 334 week 5 tutorial,ash hcs 334 week 5 assignment,ash hcs 334 week 5 help
Ash hcs 334 week 2 quiz
hcs 334 week 2 discussion 1 components of physical fitness new,hcs 334 week 2 assignment cardiorespiratory assessment and prescription new,hcs 334 week 2 quiz new,ash hcs 334 week 2,hcs 334 week 2,ash hcs 334 week 2 tutorial,ash hcs 334 week 2 assignment,ash hcs 334 week 2 help
Ash hcs 334 week 2 assignment cardiorespiratory assessment and prescription new
hcs 334 week 2 discussion 1 components of physical fitness new,hcs 334 week 2 assignment cardiorespiratory assessment and prescription new,hcs 334 week 2 quiz new,ash hcs 334 week 2,hcs 334 week 2,ash hcs 334 week 2 tutorial,ash hcs 334 week 2 assignment,ash hcs 334 week 2 help
Mktg 320 week 4 dq 2 making surveys work
mktg/320 week 4,devry mktg 320 week 4, mktg 320 week 4 dq 1 marketing research on the internet,devry mktg 320 week 4 dq 1,devry mktg 320 week 4 dq 2,mktg/320,devry mktg/320,devry mktg 320 week 4 tutorial,mktg 320 week 4 assignment
Ash mgt 601 week 3 quiz
ash mgt 601 week 3 dq 1 job design,mgt 601 week 3 dq 2 organizational life cycles,mgt 601 week 3 quiz,ash mgt 601 week 3,mgt 601 week 3,ash mgt 601 week 3 tutorial,ash mgt 601 week 3 assignment,ash mgt 601 week 3 help
Devry ecet 380 week 5 lab code division multiple access a 3 g cellular multip...
This document describes two lab experiments using the TIMS modeling system:
1) A CDMA lab to generate and detect CDMA signals with and without noise using modules like the sequence generator, multiple sequence source, and CDMA decoder.
2) An OFDM lab to implement an OFDM generator using modules like the sequence generator, multiplier, and adder and generate/analyze OFDM waveforms. The document provides background on CDMA and OFDM multiple access schemes.
Devry ecet 375 week 6 homework new
ecet 375 week 6 homework new,ecet 375 week 6 ilab exploring internet protocol hierarchy and ethernet layers new,devry ecet 375 week 6 tutorial,devry ecet 375 week 6 assignment,devry ecet 375 week 6 help
Devry ecet 375 week 1
ecet 375 week 1 homework new,ecet 375 week 1 ilab exploring internet standards,rs-232 communication,and connectors new,devry ecet 375 week 1 tutorial,devry ecet 375 week 1 assignment,devry ecet 375 week 1 help
Uop ecet 370 week 7 ilab collections framework new
ecet 370 week 7,devry ecet 370 week 7,ecet 370 week 7 ilabs,ecet 370,devry ecet 370,devry ecet 370 week 7 lab 7 binary trees,ecet 370 week 7 assignment,ecet 370 week 7 lab 7 binary trees,ecet 370 entire coursen
Devry ecet 370 week 6 ilab binary trees new
ecet 370,ecet 370 entire course,ecet 370 devry,devryecet 370,ecet 370 ilabs,ecet 370 week1ilabs,ecet 370 week 2 ilabs,ecet 370 week 3 ilabs,ecet 370 week4 ilabs,ecet 370 week 5 ilabs,ecet 370 week 7 ilabs
Devry ecet 370 week 5 ilab search techniques and hashing new
ecet 370 week 5,devry ecet 370 week 5,ecet 370 week 5 ilabs,ecet 370,devry ecet 370,devry ecet 370 week 5 lab 5 search algorithms and techniques,ecet 370 week 5 assignment,ecet 370 week 5 lab 5 search algorithms and techniques,ecet 370 entire course
Devry ecet 370 week 4 ilab the efficiency of algorithms and sorting new
ecet 370 week 4,devry ecet 370 week 4,ecet 370 week 4 ilabs,ecet 370,devry ecet 370,devry ecet 370 week 4 lab 4 complexity of computational problems,ecet 370 week 4 assignment,ecet 370 week 4 lab 4 complexity of computational problems,ecet 370 entire cour
Devry ecet 370 week 3 ilab the stack and the queue ad ts new
ecet 370 week 3,devry ecet 370 week 3,ecet 370 week 3 ilabs,ecet 370,devry ecet 370,devry ecet 370 week 3 lab 3 linked lists,ecet 370 week 3 assignment,ecet 370 week 3 lab 3 linked lists,ecet 370 entire course
Devry ecet 370 week 2 ilab linked lists new
ecet 370 week 2,devry ecet 370 week 2,ecet 370 week 2 ilabs,ecet 370,devry ecet 370,devry ecet 370 week 2 ilabs,ecet 370 week 2 assignment,ecet 370 week 2 lab 1,ecet 370 entire course
Devry ecet 370 week 1 i lab array
ecet 370 week 1,devry ecet 370 week 1,ecet 370 week 1 ilabs,ecet 370,devry ecet 370,devry ecet 370 week 1 ilabs,ecet 370 week 1 assignment,ecet 370 week 1 lab 1,ecet 370 entire course
Ethc 445 final exam
uop fin 200,uop fin 200,uop fin 200 complete course,uop fin 200 entire course,uop fin 200 week 1,uop fin 200 week2,uop fin 200 week 3,uop fin 200 week 4,uop fin 200 week 5,uop fin 200 week 6,uop fin 200 week 7,uop fin 200 week 8, uop fin 200 week 9,uop fin 200 tutorials,uop fin 200 assignments,fin 200help,fin 200 final exam 5 sets
Ethc 445 final exam
ethc 445,devry ethc 445,devry ethc 445 entire course,devry ethc 445entire class,devry ethc 445 final exam,devry ethc 445 entire course with final exam,devry ethc 445 week 1,devry ethc 445 week 2,devry ethc 445 week 3,devry ethc 445 week 4,devry ethc 445 week 5,devry ethc 445 week 6,devry ethc 445 week 7,devry ethc 445 tutorials,devry ethc 445assignments,devry ethc 445 help
Xeco 212 week 5 check point a new house
uop xeco 212 week 5 dq 1 and dq 2,uop xeco 212 week 5 checkpoint a new house-risks and benefits,uop xeco 212 week 5,xeco 212 week 5,uop xeco 212,xeco 212,uop xeco 212 week 5 tutorial,uop xeco 212 week 5 assignment,uop xeco 212 week 5 help
Uop acc 543 week 3 exam new syllabus
acc 543 week 3 assignment budgeting and controlling costs,acc 543 week 3 exam,acc 543 week 3 team memo managing earnings, denominator capacity level and ethics,uop acc 543,acc 543,uop acc 543 week 3 tutorial,acc 543 week 3 assignment,uop acc 543 week 3 help
More from uopassignment (20)
Ash hcs 334 week 5 discussion 2 fitness resources and exercise behavior
Ash hcs 334 week 5 discussion 2 fitness resources and exercise behavior
Ash hcs 334 week 2 assignment cardiorespiratory assessment and prescription new
Ash hcs 334 week 2 assignment cardiorespiratory assessment and prescription new
Devry ecet 380 week 5 lab code division multiple access a 3 g cellular multip...
Devry ecet 380 week 5 lab code division multiple access a 3 g cellular multip...
Uop ecet 370 week 7 ilab collections framework new
Uop ecet 370 week 7 ilab collections framework new
Devry ecet 370 week 5 ilab search techniques and hashing new
Devry ecet 370 week 5 ilab search techniques and hashing new
Devry ecet 370 week 4 ilab the efficiency of algorithms and sorting new
Devry ecet 370 week 4 ilab the efficiency of algorithms and sorting new
Devry ecet 370 week 3 ilab the stack and the queue ad ts new
Devry ecet 370 week 3 ilab the stack and the queue ad ts new
Recently uploaded
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Recently uploaded (20)
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Ash edu 382 week 4 discussion 2 dq 2 culture new
- 1. ASH EDU 382 Week 4 Discussion 2 DQ 2 Culture NEW Check this A+ tutorial guideline at http://www.uopassignments.com/edu-382- ash/edu-382-week-4-discussion-2-dq-2- culture-recent For more classes visit http://www.uopassignments.com EDU 382 Week 4 Discussion 2 DQ 2 Culture NEW Although culture can influence how a student comes to acquire or process knowledge, it is important not to generalize these characteristics as they may not be indicative of every student. Since culture is part of one’s learning profile, it is important for educators to be aware of how it can influence student learning based on particular preferences. Take a moment to reflect on how your own culture influences your learning. How do you like to learn and how might culture influence this learning preference? Take a look at Figure 7.1 and share where you fall on the six continua of cultural tendencies and beliefs. Based on your results, how might it influence the way you teach?
- 2. Now read Chapter 9 of Owning It: Proven Strategies for Success in ALL of Your Roles as a Teacher Today and answer the following questions: In Chapter 9, Kajitani (2013) describes three different ways to begin introducing a culturally relevant curriculum into your classroom. Examine and describe these three different steps in your own words and consider how these steps can support your understanding of the various cultural backgrounds of your students. Give a specific example of how you might differentiate content based on one’s culturally background. Why is it especially important not to generalize learning style preferences among cultures? Be sure to utilize the course text and Owning It: Provide Strategies in ALL of your Roles as a Teacher Today to support your response. Guided Response:Respond to at least two of your classmates posts and examine your cultural differences. Based upon the response of your peer, propose some ways you might differentiate for learning profile his or her culture. Explain how your suggested differentiated instructional
- 3. approach would benefit his or her learning. Be sure to respond to any queries or comments posted by your instructor.