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As we discuss special populations this week, we are going to app.docx
As we discuss special populations this week, we are going to approach it through the lens of being a Student Teacher in a Special education classroom. Also, we will explore other resources to assist in better understanding Special populations when developing curriculum & assessments.
Read the article
When in Rome...: Influences on Special Education Student-Teachers' Teaching
and respond to the following:
Part 1:
What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations?
What do YOU believe is important to consider when it comes to the student teaching experience and the relationship between student teacher and cooperating teacher?
Part 2:
Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find and summarize it within your response.
Cook, L. (2007).
When in Rome...: Influences on special education student-teachers' teaching
.
International Journal of Special Education, 22
(3), 118-130. Retrieved from ERIC Digest.
.
Special PopulationsAs we discuss special populations this wee.docx
Special Populations
As we discuss special populations this week, we are going to approach it through the lens of being a Student Teacher in a Special education classroom. Also, we will explore other resources to assist in better understanding Special populations when developing curriculum & assessments.
Read the article
When in Rome...: Influences on Special Education Student-Teachers' Teaching
(I attached the article below)
and respond to the following:
Part 1:
What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations?
What do YOU believe is important to consider when it comes to the student teaching experience and the relationship between student teacher and cooperating teacher?
Part 2:
Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find and summarize it within your response.
Cook, L. (2007).
When in Rome...: Influences on special education student-teachers' teaching
.
International Journal of Special Education, 22
(3), 118-130. Retrieved from ERIC Digest.
...
Unit 5PRINTMulticultural Issues in Educational Environment
Unit 5
PRINT
Multicultural Issues in Educational EnvironmentsINTRODUCTION
In the previous units, we focused on the topic of diversity and the different ways in which your learners are diverse. In the next several units, we will focus on multicultural issues and how they impact curriculum, instruction, and assessment.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u05s1] Unit 5 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
[u05s2] Unit 5 Study 2Develop Your Toolbox
Readings
Use the Internet to complete the following:
Majumder, K. (2015, February 20).
Six article types that journals publish: A guide for early career researchers [Blog post]
. Retrieved from http://www.editage.com/insights/6-article-types-that-journals-publish-a-guide-for-early-career-researchers
Purdue University. (n.d.).
Purdue OWL: Reference list: Basic rules
. Retrieved from https://owl.english.purdue.edu/owl/resource/560/05/
These rules are the same as those found in the APA manual; this site might be more convenient for you in some instances, as might be the Campus APA links that follow.
Campus Links
Take advantage of these Capella resources on scholarly research and APA style and format.
Find Scholarly and Peer-Reviewed Sources
.
Sources and Evidence
.
APA Citation – Citing a Book
.
APA Citation – Citing a Journal Article
.
APA Citation – Citing a Website
.
Multimedia
Click
Resource Toolbox
to investigate the Library Research section.
Take the library tour and read about evaluating sources, narrowing your topic, and forming a search strategy. These skills will be helpful to you throughout your degree program at Capella.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u05s3] Unit 5 Study 3Multiculturalism and Instructional Interventions
Readings
Use the Capell ...
What is Special Education 1iStockphotoThinkstockPre-.docx
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
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Recommended
As we discuss special populations this week, we are going to app.docx
As we discuss special populations this week, we are going to approach it through the lens of being a Student Teacher in a Special education classroom. Also, we will explore other resources to assist in better understanding Special populations when developing curriculum & assessments.
Read the article
When in Rome...: Influences on Special Education Student-Teachers' Teaching
and respond to the following:
Part 1:
What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations?
What do YOU believe is important to consider when it comes to the student teaching experience and the relationship between student teacher and cooperating teacher?
Part 2:
Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find and summarize it within your response.
Cook, L. (2007).
When in Rome...: Influences on special education student-teachers' teaching
.
International Journal of Special Education, 22
(3), 118-130. Retrieved from ERIC Digest.
.
Special PopulationsAs we discuss special populations this wee.docx
Special Populations
As we discuss special populations this week, we are going to approach it through the lens of being a Student Teacher in a Special education classroom. Also, we will explore other resources to assist in better understanding Special populations when developing curriculum & assessments.
Read the article
When in Rome...: Influences on Special Education Student-Teachers' Teaching
(I attached the article below)
and respond to the following:
Part 1:
What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations?
What do YOU believe is important to consider when it comes to the student teaching experience and the relationship between student teacher and cooperating teacher?
Part 2:
Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find and summarize it within your response.
Cook, L. (2007).
When in Rome...: Influences on special education student-teachers' teaching
.
International Journal of Special Education, 22
(3), 118-130. Retrieved from ERIC Digest.
...
Unit 5PRINTMulticultural Issues in Educational Environment
Unit 5
PRINT
Multicultural Issues in Educational EnvironmentsINTRODUCTION
In the previous units, we focused on the topic of diversity and the different ways in which your learners are diverse. In the next several units, we will focus on multicultural issues and how they impact curriculum, instruction, and assessment.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u05s1] Unit 5 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
[u05s2] Unit 5 Study 2Develop Your Toolbox
Readings
Use the Internet to complete the following:
Majumder, K. (2015, February 20).
Six article types that journals publish: A guide for early career researchers [Blog post]
. Retrieved from http://www.editage.com/insights/6-article-types-that-journals-publish-a-guide-for-early-career-researchers
Purdue University. (n.d.).
Purdue OWL: Reference list: Basic rules
. Retrieved from https://owl.english.purdue.edu/owl/resource/560/05/
These rules are the same as those found in the APA manual; this site might be more convenient for you in some instances, as might be the Campus APA links that follow.
Campus Links
Take advantage of these Capella resources on scholarly research and APA style and format.
Find Scholarly and Peer-Reviewed Sources
.
Sources and Evidence
.
APA Citation – Citing a Book
.
APA Citation – Citing a Journal Article
.
APA Citation – Citing a Website
.
Multimedia
Click
Resource Toolbox
to investigate the Library Research section.
Take the library tour and read about evaluating sources, narrowing your topic, and forming a search strategy. These skills will be helpful to you throughout your degree program at Capella.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u05s3] Unit 5 Study 3Multiculturalism and Instructional Interventions
Readings
Use the Capell ...
What is Special Education 1iStockphotoThinkstockPre-.docx
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
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Ese 633 week 5 dq 1 discussion on co teaching
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Eed 465 all weeks discussion and assignments – entire course
Eed 465 all weeks discussion and assignments – entire course
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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.
.
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Week 3 - Discussion 1ESE633 Collaborative Relationships & Trans.docx
Week 3 - Discussion 1
ESE633: Collaborative Relationships & Transition
Be a Morale Booster by Being a Leader!
This discussion is your opportunity to demonstrate mastery of the objective
analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery
. The discussion represents your mastery of the Course Learning Outcomes 1 & 2.
Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments.
While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review
Co-Teaching in Inclusive Classrooms: The Pros and Cons
, where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course.
Initial Post -
Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently.
If you last name begins with the letters A – M:
You will address the concerns of the special educator in the co-teaching environment when you hear statements such as: “Sure, I’ve co-taught before. I hated it. All I did was walk around the room and check that my students had their homework or paid attention. I was a glorified aide, at the mercy of whatever the general education teacher wanted me to do” (Murawski & Spencer, 2011, p. 93).
Week 3 - Discussion 2
When to Collaborate and When to Co-Teach?
This discussion is your opportunity to demonstrate mastery of the obj.
Week 1 Discussion 2 Evaluating the Impact of Poverty A Review of .docx
Week 1 Discussion 2 Evaluating the Impact of Poverty: A Review of "Quality" Online Resources
An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA (Links to an external site.)website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA (Links to an external site.) website and how this knowledge will be useful to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA (Links to an external site.) website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
c. Describe the organizational and content features of the Poverty USA (Links to an external site.) website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
Overview
A few words about the importance of reading the Instructor Guidance pages are likely to be useful to you to start off this guidance. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcom ...
Andrew J. Henwood Final Portfolio
This digital portfolio represents my best effort to present work I have completed in order to meet benchmarks and standards for a Masters in Curriculum and Instruction at Eastern Michigan University.
Eed 465 all weeks discussion and assignments – entire course
Eed 465 all weeks discussion and assignments – entire course
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Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx
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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.
.
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Week 3 - Discussion 1ESE633 Collaborative Relationships & Trans.docx
Week 3 - Discussion 1
ESE633: Collaborative Relationships & Transition
Be a Morale Booster by Being a Leader!
This discussion is your opportunity to demonstrate mastery of the objective
analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery
. The discussion represents your mastery of the Course Learning Outcomes 1 & 2.
Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments.
While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review
Co-Teaching in Inclusive Classrooms: The Pros and Cons
, where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course.
Initial Post -
Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently.
If you last name begins with the letters A – M:
You will address the concerns of the special educator in the co-teaching environment when you hear statements such as: “Sure, I’ve co-taught before. I hated it. All I did was walk around the room and check that my students had their homework or paid attention. I was a glorified aide, at the mercy of whatever the general education teacher wanted me to do” (Murawski & Spencer, 2011, p. 93).
Week 3 - Discussion 2
When to Collaborate and When to Co-Teach?
This discussion is your opportunity to demonstrate mastery of the obj.
Week 1 Discussion 2 Evaluating the Impact of Poverty A Review of .docx
Week 1 Discussion 2 Evaluating the Impact of Poverty: A Review of "Quality" Online Resources
An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA (Links to an external site.)website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA (Links to an external site.) website and how this knowledge will be useful to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA (Links to an external site.) website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
c. Describe the organizational and content features of the Poverty USA (Links to an external site.) website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
Overview
A few words about the importance of reading the Instructor Guidance pages are likely to be useful to you to start off this guidance. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcom ...
Andrew J. Henwood Final Portfolio
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Ash edu 645 week 4 discussion 1 special populations new
- 1. ASH EDU 645 Week 4 Discussion 1 Special Populations NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/edu-645- ash/edu-645-week-4-discussion-1-special- populations-new For more classes visit http://www.assignmentcloud.com Special Populations As we discuss special populations this week, we are going to approach it through the lens of being a Student Teacher in a Special education classroom. Also, we will explore other resources to assist in better understanding Special populations when developing curriculum & assessments. Read the article When in Rome...: Influences on Special Education Student-Teachers' Teaching and respond to the following; Part 1: What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations? What do YOU believe is important to consider
- 2. when it comes to the student teaching experience and the relationship between student teacher and cooperating teacher? Part 2: Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find within your response. Guided Response: Respond to at least two of your classmates. Try to find one with a different response than your own. Provide feedback regarding your shared or differing perspectives and pose a question to promote critical thinking.