This document provides information and assignments for an entire online course on assistive technology and universal design for learning. Week 1 covers universal design for learning principles and developing a lesson plan that incorporates them. It also addresses response to intervention and how this supports assistive technology use. Week 2 focuses on the referral and assessment process for assistive technology and tools like iPads that support students with autism. Later weeks examine high-incidence disabilities, strategies for learning disabilities, evaluating assistive technologies, physical disabilities and distance learning, and creating an assistive technology plan.
This document provides materials for the EDU 620 Entire Course, including assignments, discussion questions, and projects for each of the 6 weeks. It lists files for responses, evaluations, lesson plans, and analyses on topics like universal design for learning, response to intervention, assistive technology assessments, high-incidence disabilities, and assistive technologies for specific learning needs. Students can access and download these materials to complete the coursework over the 6 weeks.
http://finishedexams.com/homework_text.php?cat=4577
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
This document outlines an agenda for a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Talk, Help, Explore, Practice, Apply, Cooperate, Transfer) framework. Day 1 focuses on reviewing the framework and developing writing activities. Day 2 focuses on developing talking activities, using assistive technologies, and planning implementation of the framework. The goal is for participants to create multi-sensory activities and lessons within each module to adapt curriculum for special needs students using low-tech, computer, and mobile supports.
At what every neuropsychologist needs to knowKarenJan
This document discusses assistive technology and its importance for struggling learners. It defines assistive technology as any item or piece of equipment that helps improve the functional abilities of a student with disabilities. The document notes that every student on an IEP must be considered for assistive technology. It provides examples of assistive technology devices and services and emphasizes the importance of a team approach to assessment, implementation, and use of assistive technology.
http://finishedexams.com/homework_text.php?cat=15850
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
Edu 645 Teaching Effectively--tutorialrank.comSoaps102
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A+
EDU 645 Week 1
Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning. Respond substantively to at least two of your peers. Analyze their responses and compare and contrast
This document outlines the assignments and assessments for an early childhood education course on evaluation and assessment of young children. It includes discussion questions, article reviews, comparison charts, essays, and presentations focused on topics like formative and summative evaluations, technology in assessment, standardized tests, informal measures, progress monitoring, portfolios, and communicating with parents. The assignments require analyzing readings, conducting research, interviewing educators, and designing assessment tools to demonstrate understanding of assessing child development and progress.
Technology, Pedagogy And Content Knowledgeteacherlara247
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
This document provides materials for the EDU 620 Entire Course, including assignments, discussion questions, and projects for each of the 6 weeks. It lists files for responses, evaluations, lesson plans, and analyses on topics like universal design for learning, response to intervention, assistive technology assessments, high-incidence disabilities, and assistive technologies for specific learning needs. Students can access and download these materials to complete the coursework over the 6 weeks.
http://finishedexams.com/homework_text.php?cat=4577
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
This document outlines an agenda for a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Talk, Help, Explore, Practice, Apply, Cooperate, Transfer) framework. Day 1 focuses on reviewing the framework and developing writing activities. Day 2 focuses on developing talking activities, using assistive technologies, and planning implementation of the framework. The goal is for participants to create multi-sensory activities and lessons within each module to adapt curriculum for special needs students using low-tech, computer, and mobile supports.
At what every neuropsychologist needs to knowKarenJan
This document discusses assistive technology and its importance for struggling learners. It defines assistive technology as any item or piece of equipment that helps improve the functional abilities of a student with disabilities. The document notes that every student on an IEP must be considered for assistive technology. It provides examples of assistive technology devices and services and emphasizes the importance of a team approach to assessment, implementation, and use of assistive technology.
http://finishedexams.com/homework_text.php?cat=15850
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
Edu 645 Teaching Effectively--tutorialrank.comSoaps102
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A+
EDU 645 Week 1
Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning. Respond substantively to at least two of your peers. Analyze their responses and compare and contrast
This document outlines the assignments and assessments for an early childhood education course on evaluation and assessment of young children. It includes discussion questions, article reviews, comparison charts, essays, and presentations focused on topics like formative and summative evaluations, technology in assessment, standardized tests, informal measures, progress monitoring, portfolios, and communicating with parents. The assignments require analyzing readings, conducting research, interviewing educators, and designing assessment tools to demonstrate understanding of assessing child development and progress.
Technology, Pedagogy And Content Knowledgeteacherlara247
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
This document provides an overview of assistive technology and resources for teachers to support students with different abilities. It defines universal design for learning and the Individuals with Disabilities Education Act. It then discusses choosing assistive technology and provides examples of technologies and strategies to support students with ADHD, auditory disabilities, and mild disabilities. Resources for further information are also listed.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
This document outlines the topics and assignments for a course on employee training. The topics include human capital, strategic training models, needs assessments, learning theories, the learning organization, evaluating training programs, and the transfer of training. Assignments include discussion posts, papers on corporate university models, learning theories, the transfer of training, and a final paper on an approved topic related to employee training. Students will analyze issues, cite references, and respond to classmates' posts.
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
The document provides guidance for students on writing an A2 essay that evaluates approaches to help close the global development gap. It discusses identifying relevant sources, structuring the essay, using evidence to support arguments, and understanding concepts. Students participate in activities to analyze sources for evidence of the development gap, causes, and actions taken. They discuss strategies seen in a video on Cambodia and themes in a reading on trade barriers and the rich-poor gap. The goal is to hone skills in observation, interpretation, and using evidence in essays.
The document provides guidelines for cell phone use during training sessions. It requests that attendees silence their phones or set them to vibrate out of courtesy. Calls should be taken outside of meeting rooms. It notes that technology will be used during training, but attendees will be prompted on when it's acceptable to use personal devices. For longer sessions, scheduled technology breaks will be provided to allow checking phones and emails.
This document provides an overview of students with disabilities and resources to help teach them. It defines various disabilities like learning disabilities, ADHD, autism, and hearing/visual impairments that may require an Individualized Education Plan (IEP). Traits of each disability are described. Assistive technologies are discussed that can help students with reading, writing, organization, and focus. Examples include audio books, speech recognition software, custom keyboards and more. Guidelines are provided for developing IEPs and considering assistive technologies to help students learn in inclusive classrooms.
Elm 530 Enhance teaching / snaptutorial.comHarrisGeorg56
ELM 530 Week 1 Assignment Formative Assessment Video Reflection
Details:
View the video on the Teaching Channel website. Answer the two reflection questions on the side of the video page, as well as the following in one paragraph each (four paragraphs total) in 250-500-words:
List examples of the use of academic language in the video.
What practices might you adopt in your future classroom and why?
APA format is not required, but solid academic writing is expected.
This document provides an introduction, task, process, and evaluation for a lesson on the War of 1812 for 10th grade American history students. The introduction gives background on the war and its causes. The task is for students to understand the key events and outcomes of the war. The process outlines steps for students to research the war through online resources and class discussions. The evaluation section provides a rubric for presenting findings.
The document outlines a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Teach, Help, Encourage - Plan, Adapt, Collaborate, Teach) framework. Day 1 includes an introduction to the four-module framework and developing activities for the Learn About and Read About modules. Day 2 focuses on planning modules and integrating assistive technology supports matched to student needs, interests and available resources. The framework provides a systematic color-coded approach to vocabulary development, comprehension and expression of curriculum content for all students.
The document provides information on ePortfolios, including:
1) An ePortfolio is a collection of electronic artifacts that represents an individual's progress and learning over time.
2) Several universities in Ontario have integrated ePortfolios in courses or programs, including the University of Toronto and McMaster University.
3) Constructing an effective ePortfolio involves 5 main steps - collecting, reflecting, evaluating, selecting, and presenting artifacts and information.
This document provides an introduction, task, and process for a student webquest on determining the true history of baseball using online resources. Students will be tasked with using 4 websites to decide which account of baseball's history is credible based on the reliability of the sources. The process involves assigning students to teams to review the websites and compile their findings into a short story about the true origins and early history of baseball.
This document provides an introduction and overview for a webquest lesson on how mathematics is used in daily life. The introduction questions why students think they will never use math and sets up the task of exploring how math applies to various careers and daily tasks. Students will be assigned to teams and research different roles to understand how math is relevant. Their work will be evaluated using a rubric assessing the amount and quality of information collected, use of resources, and organization.
This document provides templates for the main sections of a WebQuest, including an introduction, task, process, evaluation, conclusion, and credits. The templates are intended to guide students through an educational activity and teachers in designing a lesson based on the WebQuest framework.
Thanksgiving - More than turkeys and feathersPaula Bidwell
This is the first in a elementary series about the United States holiday called "Thanksgiving". For many Native Americans this holiday is a "Day of Mourning". The history of the Plymouth colony and its relationship with the Wampanoag Native people began in an interesting manner where equality and justice did exist through a treaty that is historically the longest unbroken treaty with Native people in the United States. Although, what happened after the mythical "First Thanksgiving" is a tragedy, as more and more colonists arrived with the sole intent of financial profit from exporting resources. England pushed this venture forward in their pursuit of owning and controlling the "New World" before the French and the Spanish. This naturally lead to the extermination of the original people. This genocide or extermination continued throughout American history and across the United States. It is tragedy and injustice at it's utmost and far too many remnants of it exist today as was found in the 2012 United Nations investigation of the violation of Native American Human rights.
Through this series on Thanksgiving created by myself, a Native American and a friend who is a direct descendent of a Pilgrim family we have transmuted the tragedy using our personal relationship which evolved through many tears and intensely emotional moments of changing our ancestral anger and shame into a positive relationship enabling us to see a new world in a positive light with much potential. Through this series and through our website at http://www.manyhoops.com we hope to share our journey.
This document discusses adapting the Baha'i faith to be more relevant and inclusive of Native American audiences and concerns. It outlines some key issues facing Native Americans, such as religious persecution, stereotyping, and human rights violations. It then examines how Baha'i teachings around progressive revelation and independent investigation of truth can speak to these concerns. The document suggests sharing teachings by connecting them to wisdom from Native American figures and stories of martyrs, both past and present. The goal is to increase Native American participation and leadership in the Baha'i faith by making their perspectives and contributions heard.
R.B. Shirsat is the proprietor of Amit Engineering Systems, located in Pune, India. He has over 24 years of experience in mechanical engineering fields including production, inspection, purchasing, and product development. He started his own business, Amit Sales Corporation, in 1997 supplying water treatment plant spare parts. The company has since expanded into designing, engineering, manufacturing, supplying, erecting, and commissioning complete turnkey projects for industries including steel, power, chemical, and fertilizer. Some of the company's notable projects include water treatment plants for Essar Power Limited and Bhander Power Limited. The company also supplies spare parts and mechanical equipment to various Indian companies and exports products to Saudi Arabia
Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
This document provides an overview of assistive technology and resources for teachers to support students with different abilities. It defines universal design for learning and the Individuals with Disabilities Education Act. It then discusses choosing assistive technology and provides examples of technologies and strategies to support students with ADHD, auditory disabilities, and mild disabilities. Resources for further information are also listed.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
This document outlines the topics and assignments for a course on employee training. The topics include human capital, strategic training models, needs assessments, learning theories, the learning organization, evaluating training programs, and the transfer of training. Assignments include discussion posts, papers on corporate university models, learning theories, the transfer of training, and a final paper on an approved topic related to employee training. Students will analyze issues, cite references, and respond to classmates' posts.
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
The document provides guidance for students on writing an A2 essay that evaluates approaches to help close the global development gap. It discusses identifying relevant sources, structuring the essay, using evidence to support arguments, and understanding concepts. Students participate in activities to analyze sources for evidence of the development gap, causes, and actions taken. They discuss strategies seen in a video on Cambodia and themes in a reading on trade barriers and the rich-poor gap. The goal is to hone skills in observation, interpretation, and using evidence in essays.
The document provides guidelines for cell phone use during training sessions. It requests that attendees silence their phones or set them to vibrate out of courtesy. Calls should be taken outside of meeting rooms. It notes that technology will be used during training, but attendees will be prompted on when it's acceptable to use personal devices. For longer sessions, scheduled technology breaks will be provided to allow checking phones and emails.
This document provides an overview of students with disabilities and resources to help teach them. It defines various disabilities like learning disabilities, ADHD, autism, and hearing/visual impairments that may require an Individualized Education Plan (IEP). Traits of each disability are described. Assistive technologies are discussed that can help students with reading, writing, organization, and focus. Examples include audio books, speech recognition software, custom keyboards and more. Guidelines are provided for developing IEPs and considering assistive technologies to help students learn in inclusive classrooms.
Elm 530 Enhance teaching / snaptutorial.comHarrisGeorg56
ELM 530 Week 1 Assignment Formative Assessment Video Reflection
Details:
View the video on the Teaching Channel website. Answer the two reflection questions on the side of the video page, as well as the following in one paragraph each (four paragraphs total) in 250-500-words:
List examples of the use of academic language in the video.
What practices might you adopt in your future classroom and why?
APA format is not required, but solid academic writing is expected.
This document provides an introduction, task, process, and evaluation for a lesson on the War of 1812 for 10th grade American history students. The introduction gives background on the war and its causes. The task is for students to understand the key events and outcomes of the war. The process outlines steps for students to research the war through online resources and class discussions. The evaluation section provides a rubric for presenting findings.
The document outlines a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Teach, Help, Encourage - Plan, Adapt, Collaborate, Teach) framework. Day 1 includes an introduction to the four-module framework and developing activities for the Learn About and Read About modules. Day 2 focuses on planning modules and integrating assistive technology supports matched to student needs, interests and available resources. The framework provides a systematic color-coded approach to vocabulary development, comprehension and expression of curriculum content for all students.
The document provides information on ePortfolios, including:
1) An ePortfolio is a collection of electronic artifacts that represents an individual's progress and learning over time.
2) Several universities in Ontario have integrated ePortfolios in courses or programs, including the University of Toronto and McMaster University.
3) Constructing an effective ePortfolio involves 5 main steps - collecting, reflecting, evaluating, selecting, and presenting artifacts and information.
This document provides an introduction, task, and process for a student webquest on determining the true history of baseball using online resources. Students will be tasked with using 4 websites to decide which account of baseball's history is credible based on the reliability of the sources. The process involves assigning students to teams to review the websites and compile their findings into a short story about the true origins and early history of baseball.
This document provides an introduction and overview for a webquest lesson on how mathematics is used in daily life. The introduction questions why students think they will never use math and sets up the task of exploring how math applies to various careers and daily tasks. Students will be assigned to teams and research different roles to understand how math is relevant. Their work will be evaluated using a rubric assessing the amount and quality of information collected, use of resources, and organization.
This document provides templates for the main sections of a WebQuest, including an introduction, task, process, evaluation, conclusion, and credits. The templates are intended to guide students through an educational activity and teachers in designing a lesson based on the WebQuest framework.
Thanksgiving - More than turkeys and feathersPaula Bidwell
This is the first in a elementary series about the United States holiday called "Thanksgiving". For many Native Americans this holiday is a "Day of Mourning". The history of the Plymouth colony and its relationship with the Wampanoag Native people began in an interesting manner where equality and justice did exist through a treaty that is historically the longest unbroken treaty with Native people in the United States. Although, what happened after the mythical "First Thanksgiving" is a tragedy, as more and more colonists arrived with the sole intent of financial profit from exporting resources. England pushed this venture forward in their pursuit of owning and controlling the "New World" before the French and the Spanish. This naturally lead to the extermination of the original people. This genocide or extermination continued throughout American history and across the United States. It is tragedy and injustice at it's utmost and far too many remnants of it exist today as was found in the 2012 United Nations investigation of the violation of Native American Human rights.
Through this series on Thanksgiving created by myself, a Native American and a friend who is a direct descendent of a Pilgrim family we have transmuted the tragedy using our personal relationship which evolved through many tears and intensely emotional moments of changing our ancestral anger and shame into a positive relationship enabling us to see a new world in a positive light with much potential. Through this series and through our website at http://www.manyhoops.com we hope to share our journey.
This document discusses adapting the Baha'i faith to be more relevant and inclusive of Native American audiences and concerns. It outlines some key issues facing Native Americans, such as religious persecution, stereotyping, and human rights violations. It then examines how Baha'i teachings around progressive revelation and independent investigation of truth can speak to these concerns. The document suggests sharing teachings by connecting them to wisdom from Native American figures and stories of martyrs, both past and present. The goal is to increase Native American participation and leadership in the Baha'i faith by making their perspectives and contributions heard.
R.B. Shirsat is the proprietor of Amit Engineering Systems, located in Pune, India. He has over 24 years of experience in mechanical engineering fields including production, inspection, purchasing, and product development. He started his own business, Amit Sales Corporation, in 1997 supplying water treatment plant spare parts. The company has since expanded into designing, engineering, manufacturing, supplying, erecting, and commissioning complete turnkey projects for industries including steel, power, chemical, and fertilizer. Some of the company's notable projects include water treatment plants for Essar Power Limited and Bhander Power Limited. The company also supplies spare parts and mechanical equipment to various Indian companies and exports products to Saudi Arabia
Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
Art therapy uses the creative process of art making to improve mental, physical, and emotional well-being. It integrates human development, visual art, and counseling models. Art therapists work with people of all ages dealing with issues like trauma, illness, addiction, and more. They treat clients in settings like hospitals, schools, private practice, and more using art-based techniques. Journaling combines written and visual expression as a way to process emotions and thoughts.
The Báb was a 19th century Persian religious leader who founded Bábism and whose teachings prepared the way for Bahá'u'lláh and the Bahá'í Faith. He declared himself to be a messenger from God and his teachings challenged Islamic orthodoxy, leading to his imprisonment and execution by firing squad in 1850. Despite miraculously surviving the first round of bullets, he was killed in a second round of firing. His martyrdom and the subsequent persecution of Bábís helped spread awareness of his message in Europe and established the Bábís and Bahá'ís as renowned for their courage and faith in the face of oppression. Persecution of Bahá'ís continues in
The document discusses different types of computer systems including mainframes, midrange computers, and microcomputers. It describes the components and functions of a basic computer system including input, processing, output, storage, and control. The document also outlines various computer peripherals for input, output, and storage technologies such as keyboards, printers, and magnetic disk drives. It discusses trade-offs between different storage options like semiconductor memory, magnetic disks, optical disks, and tape storage.
Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. The constructivist theory in the classroom allows students to learn by doing, working collaboratively through different developmental stages using technology and their imagination. Teachers will use this theory to encourage student-led discovery and peer discussion within the Zone of Proximal Development to optimize learning.
This document discusses India's potential to become a global automotive product development hub. It notes that while India is emerging as a large manufacturing hub for small cars, it still lacks end-to-end product and process development capabilities. It outlines three paths suppliers have taken - Dependents who collaborate with OEMs, Explorers who set up design cells, and Visionaries who invest heavily in integrated design and manufacturing. It argues for increased collaboration between OEMs, suppliers, and academic institutions to develop India's automotive innovation ecosystem and testing infrastructure to global standards.
This document discusses the importance of education in Islam. It states that seeking knowledge is obligatory for every Muslim man and woman according to many hadiths and verses from the Quran. Acquiring knowledge helps improve one's faith and allows Muslims to better understand their religion and the world around them.
The document provides a resume for Saif Al-Shadfan seeking a position as a Safety Professional. It details his education in chemical engineering and project management as well as extensive experience over 10 years in health, safety, and environment roles on large industrial projects in Qatar, including his current role as Deputy HSE Manager on a refinery project. The resume also lists safety training and workshops he has completed relevant to the role.
The document is Meta Thurman's scrapbook from November 19th 2012. It discusses various geometry concepts like parallel lines, congruent objects, vertical angles, perpendicular lines, intersecting lines, supplementary angles, different proportions, adjacent angles, similarity, 2D and 3D shapes, surface area, Pythagorean theorem, diameter, and volume. Many of the concepts are related to diagrams of horses, fences, and tack for horseback riding to explain their practical applications.
Many Messengers of God - The PeacemakerPaula Bidwell
The document discusses Deganawidah, known as the Peacemaker, who was a messenger of God sent to indigenous nations in North America in the 12th century. The Peacemaker brought a message of unity between the nations and established the Great Law of Peace, creating a new civilization through social, spiritual, and moral changes. His message of peace continues to influence indigenous people and others around the world over 800 years later through traditions like the Haudenosaunee Grand Council and emphasis on concepts like justice, righteousness, and unity between all people.
Thanksgiving and Pilgrims - What's in a name?Paula Bidwell
The original people of Plymouth colony did not call themselves "Pilgrims". They would not have known whom you were talking about if you called them that. They instead called themselves "Separatists". They were a specific religious group that arose out of the Church of England. The people, we call "Pilgrims" are all too frequently confused with Puritans and the stereotypical depictions of the Thanksgiving pilgrims with somber clothing and big black hats with buckles is not accurate and depicts instead the typical clothing of the Puritans who came to Plymouth colony much later. In contrast, the original inhabitants of Plymouth colony wore colorful clothing and did not have silver buckles on their hats. There are many other confusing terms relating to the original people of Plymouth colony and it important to recognize the impact of "What's in Name", especially in regard to our children's education about the history of the United States.
Thanksgiving quiz that reaches beyond the edges of myth and is "Boring no more!"Paula Bidwell
This Thanksgiving quiz is truly not boring and reaches beyond the edges of myth. For example, do you know which Pilgrim was called "Captain Shrimp" and why? Did you know that eel was probably served at the first Thanksgiving? History can be fun and interesting - take the quiz! Also visit our website with more information about Thanksgiving. This website is not about the usual Thanksgiving history, it contains historical and cultural aspects to this national holiday that you might not have known before. http://www.ManyHoops.com
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
If you take a look at my scores, I got below expectations on writtMalikPinckney86
If you take a look at my scores, I got below expectations on written communication. I also got a 1.28 in another area. Please make sure you look at this. However, I just felt like there was too many mistakes
Shlonda,
Overall, job well done. The biggest area of improvement is proofreading. Have you started using Grammarly yet? If not, I suggest doing so, especially because you get a premium account. See my announcement posted on how to get set up. Additional comments on doc.
Two weeks left, you got this,
Dr. Allar
( 3.00 / 3.00) Describes the Advantages and Disadvantages of Inclusion
Distinguished - Thoroughly describes the advantages and disadvantages of inclusion.
( 3.00 / 3.00) Identifies the Challenges Faced by Learners with Special Needs
Distinguished - Clearly and thoroughly identifies the challenges faced by learners with special needs.
( 1.28 / 2.00) Summarizes the Requirement for Improved Performance of Students with Disabilities Under the Every Student Succeeds Act (ESSA)
Below Expectations - Attempts to summarize the requirement for improved performance of students with disabilities under the Every Student Succeeds Act (ESSA); however, significant details are missing.
( 3.00 / 3.00) Examines how Common Core State Standards (CCSS) are Impacting the Learning of Students with Special Needs
Distinguished - Comprehensively examines how Common Core State Standards (CCSS) are impacting the learning of students with special needs.
( 0.16 / 0.25) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
( 0.22 / 0.25) Written Communication: APA Formatting
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
( 0.25 / 0.25) Written Communication: Page Requirement
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
( 0.25 / 0.25) Written Communication: Resource Requirement
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Overall Score: 11.16 / 12.00
Overall Grade: 11.16
1
Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
3. Apply your work experience to the course – correlate your job responsibilities with the course outcomes listed above.
Job Correlation assignment (total 250 words)
Prior to beginning work on this assignment, read the assigned chapters in Introduction to education: Choosing to teach by ...
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
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Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
This document contains information and assignments for an education course (EDU 623) organized by week. It includes assignments on topics like the No Child Left Behind Act, writing skills, lesson plan critiques, educational philosophies, and a final paper focusing on a specific area of education. Students are to complete discussion questions, analyses, reflections, summaries and other written assignments each week citing external sources and using APA style. The document provides links to additional educational resources and tutorials.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
Will pay $40
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Physical Disabilities and AT
There are so many academic and social benefits to providing AT devices for students with physical disabilities. Without their implementation, students and teachers are both at a huge disadvantage academically. First, watch the movie
How Assistive Technology Enables Dreams
and fully explore the “
DO-IT
” webpage. Then, take the role of a special educator who has a student with a physical limitation in your classroom who you know would benefit from assistive technology. Using research-based information to support your position, choose one AT device that is geared toward people with physical disabilities and justify a request for funding to purchase this equipment. Make sure to include the cost, any required training, and how it will impact the student short and long term.
Guided Response:
Respond to at least two of your peers. Assume the role of the school administrator who is considering the request of the teacher. After reviewing classmates’ posts, ask additional questions in order to be convinced that the purchase is either justified, and approve the funding, or unjustified and deny the funding. Base the decision on the other student’s response to your questions. Use at least two research- based citations to support your stance.
High School Biology Class
As a new high school level special educator at a high school, you are ready to take on the world of inclusive education, by working with a general educator to truly create a collaborative environment. You have been offered your first position co-teaching a biology class, which makes you a little nervous since this really isn’t your strongest subject. During your first few weeks, you haven’t co-planned much with the general education teacher, but you have spent more time supporting the eight students who have IEPs, two of whom are hard of hearing and one who has low vision. The classroom is equipped with a SMART board and an ELMO, both of which you have never seen the science teacher use during her lecture-based instruction.
Present a discussion to your general education teacher about the missed opportunities to incorporate the AT already in her room that is specific to the content area. Explain to your collaborating teacher how the classroom equipment (and make recommendations for other devices) supports not only your students who have sensory deficits, but may also assist others in the classroom. Include at least two additional devices specific to aiding those who are hard of hearing, and at least two for the student who has low vision.
Guided Response:
Continuing in the role of the general educator, respond to at least two of your peers’ posts. Do you agree or disagree with what the other special educator has suggested? Why or why not? Respectfully suggest any alternatives that th.
Running head INSTRUCTIONAL PLAN ANALYSIS .docxjeanettehully
This document provides instructions for an instructional plan analysis assignment. Students are asked to analyze a model lesson plan from the CAST website based on universal design for learning (UDL) principles. Specifically, students must describe how the lesson incorporates multiple means of representation, action and expression, and engagement. Students also reflect on how concepts from the lesson could motivate learners and be applied to their own teaching practice. The analysis should be 4-7 pages and include citations from at least two additional sources using APA style.
This document provides an overview of a mobile laptop project meeting held on November 30, 2010. It discusses the essential question of the day about classroom changes from last year. It then recaps topics from an August 2010 meeting, which included discussions of TPACK (Technological Pedagogical Content Knowledge), SCALE (Student Centered Active Learning Environment), and mobile laptop carts. Participants were asked to share what they have been working on and issues/concerns. The document provides definitions and discussions of TPACK, SCALE, identifying subgroups, assistive technology, and examples of TPACK-based lesson plan designs. Participants were also asked to build a lesson plan using the shared template.
This document provides information about an ESE 315 Entire Course materials package that contains documents for each week of the course, including discussion questions, journal reflections, presentations, and a final project. It lists the documents included for each weekly module and provides some sample questions and prompts from various assignments, such as preparing for an IEP meeting, debating teaching approaches, reflecting on laws governing special education, and creating an inclusive classroom environment.
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
Edu 620 week 1 assignment response to intervention and assistive technology (...ENTIRE COURSES FINAL EXAM
Response to Intervention (RTI) is a multitiered system that aims to prevent academic failure and unnecessary disability identification. It supports the use of assistive technology to help students learn. If RTI is neglected, students may face academic problems without receiving needed support. The document provides an assignment for a class that asks students to write a 4-5 page paper summarizing research on RTI, examining how it supports assistive technology, and evaluating the repercussions of not using RTI. Students are to use 5 scholarly sources and follow APA style.
Assignment 1 is the first part of a five-part project to plan the .docxfelicitytaft14745
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
The use of technology is a means for empowering students with ex.docxpelise1
The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docxco4spmeley
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
PRINTStrategies for Promoting Inclusiveness and Welcoming bernadettexrb
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
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Transcript
Critical Thinking ModelBEGIN ACTIVITY
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Bloom's TaxonomyBEGIN ACTIVITY
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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 ...
Both Discussions is due on Thursday Both should be 1 page or an .docxAASTHA76
Both Discussions is due on Thursday
Both should be 1 page or an half of page
Ashford 3: - Week 2 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Administrator Competencies
The NAEYC document, Program Administrator Definition and Competencies, states that “the core competencies needed for effective early childhood program administration fall into two broad categories: management knowledge and skills and early childhood knowledge and skills. These are not discrete categories; they overlap conceptually and practically” (National Association for the Education of Young Children, 2007).
Focusing on that last sentence, “they overlap conceptually and practically,” identify one of the given skills from each of the two broad categories. Briefly summarize your choices. Present an example, scenario, or case study that demonstrates how your chosen management knowledge and skill might overlap on a conceptual and practical level with your chosen early childhood knowledge and skill.
Guided Response: Review several of your classmates’ posts and analyze their chosen skills and how they overlap. Respond to at least two of your classmates who selected different skills than your own selections, and provide recommendations to extend their thinking by offering an additional example, scenario, or case study. Challenge your classmates by asking a question that may cause them to reevaluate or add components to the examples that they gave.
Assignment is due on Monday
Assignment should be 3 pages no errors
Ashford 3: - Week 2 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Paths to Leadership
Getting started as a new leader means making practical choices, while being uplifted by your dream. Winston Churchill, who led Great Britain through the perils of a world war, advised: “The pessimist sees difficulty in every opportunity. The optimist sees the opportunity in every difficulty.” Considering all the pathways to leadership, what was or is likely to be your pathway? Describe what was or is most (a) challenging, (b) encouraging, and (c) special about your process.
Select and summarize one of the following paths to leadership: inside, outside, “Founder’s Syndrome” or becoming the director of a family organization, and describe how it aligns to your own pathway. Referencing the NAEYC’s Code of Ethical Conduct: Supplement for Early Childhood Adult Educators, identify a possible s ...
Both Discussions is due on Thursday Both should be 1 page or an .docx
Ashford edu 620 entire course
1. ASHFORD EDU 620 ENTIRE COURSE
PLEASE DOWNLOAD HERE
Week 1
Universal Design for Learning. Learn about universal design for learning (UDL)
using your assigned readings, National Center on Universal Design for Learning
and UDL: Principles and Practice, and the Ashford Library. Then, explain what
UDL is, why it is important in the learning environment, and how it can impact the
lives of learners (both with and without disabilities). Lastly, develop a basic lesson
plan that incorporates UDL standards. Your lesson plan should include a learning
outcome, at least one learning resource, and the related learning activity(ies).
Make sure to support your plan with at least two scholarly resources.
Response to Intervention and Assistive Technology. Chapter Two of your
textbook describes response to intervention (RTI) as “a multilayered system that
can prevent academic and social failure before a student is unnecessarily or
prematurely identified as having a disability” (p.28). Review the section on
Response to Intervention in your textbook, and conduct additional research on
this approach using the Ashford Library.
Then, write a four- to five-page paper (excluding title and reference pages), in
which you:
§ Summarize your research findings on RTI
§ Examine how RTI supports the use of assistive technology (AT) in learning
§ Evaluate the repercussions of neglecting to use RTI
Your paper should be formatted to APA style, and should include five scholarly
sources.
Week 2
Referral and Assessment for Assistive Technology. Chapter Three of your
text explains a process called Referral and Assessment for Assistive Technology.
For this discussion assignment, design a diagram, chart, or other visual that
illustrates the four steps involved this process. (To do this, you may use Microsoft
Word, Microsoft PowerPoint, Timeglider or any other tool you prefer.) Then,
select one of the four steps, and explain why it is important to the whole process,
and what it contributes to the overall learning experience.
2. Autism and Learning. Many learners with Autism Spectrum Disorder (ASD)
experience challenges communicating with others. Watch the video, iPad Unlocks
New World for People with Autism, and analyze how tools like the iPad can
support learning for students with ASD. Then, describe an example of how you
might incorporate a tool like the iPad into a lesson plan.
Evaluation of Assistive Technology. Write a paper that examines the following
quote from your textbook:
“AT, like education, should not be approached with a „one size fits all‟ mentality”
(p.40).
Explain what this quote means in your own words. Then, describe the various
steps and aspects that should be considered when deciding on an assistive
technology, and evaluate the risks (both to the student and the teacher) that are
involved in approaching assistive technology with a “one size fits all” mentality.
Paper should be three to five pages in length (excluding title and reference
pages), formatted to APA style, and supported with three to five scholarly
sources.
Week 3
High-Incidence Disabilities. As stated in your text, the three categories of high-
incidence disabilities defined in the Individuals with Disabilities Education
Improvement Act (IDEIA) of 2004 are:
§ Mild learning disabilities
§ Mental retardation
§ Emotional or behavioral disorders
For this discussion, select one of the three categories to research. Then, provide
a specific example of a disability that falls under the category you selected,
explain how this disability impacts learning (i.e., through gaining information,
expressing information, and/or organizing information), and identify one possible
AT that could support a student who has this disability
Pedagogical Strategies for Learning Disabilities. Successful Strategies for
Teaching Students With Learning Disabilities outlines various pedagogical
strategies for supporting students with learning disabilities. Review the
strategies/interventions listed, and select one to investigate. Conduct a web-
search of the selected strategy and report on your findings in the discussion
forum. Describe at least two specific examples of what these strategies might
look like in the classroom.
3. Assistive Technology Evaluation. Chapter Five of your textbook provides
tables of various assistive technology solutions for reading, spelling, writing, and
mathematics.
Select two different ATs from one of the lists, and choose one of the following
assignment options.
Option 1 – Recorded Presentation
Using Jing or YouTube, present a comparison of the two ATs you selected.
Imagine you are presenting these tools to your school's principal, as possible
solutions for students with mild learning disabilities. Your presentation should be
no more than 10 minutes, and should:
§ Describe each ATs purpose and capabilities
§ Provide information on each ATs cost
§ Explain how each AT could be applied in the classroom (e.g., examples of
learning activities which use the AT)
§ Evaluation of which AT would be a better investment
For this assignment option, you are welcome to either record yourself in front of
the camera, or record yourself talking over a PowerPoint presentation. When you
are finished, submit your work as a link pasted into a Word document.
Option 2 – Written Analysis
In Microsoft Word, compare the two ATs you selected. Imagine you will be
providing this document to your school‟s principal, as possible solutions for
students with mild learning disabilities. Your analysis should be clear, succinct,
easy to read, and one to two pages in length. In your analysis, you should:
§ Describe each ATs purpose and capabilities
§ Provide information on each ATs cost
§ Explain how each AT could be applied in the classroom (e.g., examples of
learning activities which use the AT)
§ Evaluation of which AT would be a better investment
For this assignment option, the purpose is to provide all necessary information,
and nothing more. It should be formatted in such a way that the reader can get a
glimpse of all the necessary information immediately.
Week 4
4. Physical Disabilities and Assistive Technology. Read Chapter Six of your
textbook, and watch the video,How Assistive Technology Enables Dreams. Then,
examine the importance of assistive technology in supporting students with
physical impairments. Discuss how assistive technology can empower students
and promote greater independence.
Next, Identify some AT devices that can be considered with physical disabilities,
and explain how you would incorporate AT into the classroom (e.g., any special
considerations you would make, how you would prepare yourself and the student,
which subject(s) the AT device might be best suited for, etc.).
Distance Learning. While distance learning can certainly support students with
physical disabilities, Chapter 10 of your textbook focuses on distance learning as
a tool for students with various disabilities. Examine the benefits and challenges
of distance learning for students with physical disabilities. (Hint: Consider both
gross motor disabilities as well as fine motor disabilities.) What are some AT
devices that can be used to support learners with physical disabilities in the
distance learning environment? What are some AT devices that can be used to
support learners with other disabilities (i.e autism, learning disabilities, intellectual
disabilities, etc.) in the distance learning environment?
Assistive Technology Plan. For the Week Four assignment, you will create an
assistive technology plan for a learner with a physical impairment. In the chart
below, identify a learner with a physical impairment to create an assistive
technology plan to support them in the classroom. In your plan, you will identify
the learner, the disability area, and the grade level. Then in two to three
paragraphs, you will discuss the characteristics of the student such as the
educational strengths and needs of the student (academic, mobility,
communication, social, environmental and curricular access, etc.), family
involvement, classroom challenges or concerns, existing supports, and other
pertinent information about the student.
Based on the description of the student‟s needs and disability area, you will
identify at least five areas of challenge related to materials and methods in the
classroom or learning environment, discuss potential barriers or missed
opportunities, and then discuss at least two possible solutions to address each
area of challenge (see example for a student with low vision in the chart below).
Your solutions must be research-based and should be cited within the chart.
Please use a minimum of two peer-reviewed sources for substantiating your AT
solutions. APA format is required, including a reference page for all in-text
citations.
Assistive Technology Plan
Name of Learner:
Disability Area:
5. Age/Grade:
Description of the Learner (educational strengths, needs, family involvement,
other pertinent information):
Goals of the AT Plan:
Materials and Methods
Potential Barriers/Missed Opportunities
AT Solutions
Example:
Printed textbook or worksheets
Student with a visual impairment has difficulty seeing small text.
This student would benefit from using a text-to-speech program, such as Kurzweil
3000 (http://www.kurzweiledu.com/k12.html) so that text can be converted to files
and read aloud to the student. Further, the student could benefit from having an
electronic magnifier for text-based resources used in the learning environment
(Beard, Carpenter, & Johnston, 2011).
1.
2.
Week 5
Sensory Disabilities. Chapter Eight of the textbook covers sensory disabilities.
The most commonly known are visual and hearing impairments. Explain how
these types of disabilities could impact one‟s learning experience, and identify
some AT devices that can support students with these disabilities. Finally, select
an academic subject (e.g., mathematics, science, language arts, fine arts, etc.)
and describe how the AT devices you identified could be applied to a lesson in
that subject.
Age of Onset. There are many things to consider when supporting students with
sensory impairments: one being the age of onset. What does the text say about
this important piece of information? What can it tell the teacher or service
professional? How might knowing this information impact the support a student
receives? Finally, what is one other piece of information you would gather, if you
were responsible for supporting a student with either a visual or hearing
impairment?
6. Assistive Technology for Visual and Hearing Impairments. Search the web
for videos and/or articles on AT for visual and hearing impairments (e.g., screen
reader software, hearing aids, etc.). Then, write an evaluation of these
technologies. Your paper should include:
§ The specific devices you researched
§ What these devices enable learners to do, and how they work
§ Any challenges you foresee in using and/or learning to use the devices
§ How these devices might be incorporated into the classroom
Your paper should be three to five pages in length (excluding title and reference
pages) and formatted to APA style.
Week 6
Assistive Technology for Communication. In Chapter Seven of the text, we
meet Betsy Taylor in the “Assistive Technology Snapshot”. Based on Betsy‟s
educational and communication needs, discuss some of the possible
accommodations and assistive technology devices or programs you might use to
support her classroom needs (further than the ones suggested in the case study).
Further, evaluate the IEP team‟s decision to use a fixed-display communication
board and discuss if you feel this is an appropriate device or if you feel other AAC
devices should be explored and why. Lastly, discuss ways the device you are
suggesting or supporting could be used in the context of classroom activities.
Focus of the Final Project
Over the past six weeks, you have learned about several disabilities and how
they impact a student‟s learning experience. For the final project, you will be
asked to respond to several case studies. Each of these case studies involves a
specific disability and a unique set of issues for each of the identified students.
Your assignment is to respond uniquely to each of the scenarios. Your responses
should include the following elements:
§ Identification of the specific academic/behavioral issues that could be
addressed through assistive technology
§ Identification of at least three assistive technologies that will address the
academic/behavioral needs of each student
§ An overview of how each of the identified assistive technologies will be
implemented for the student.
§ A discussion of anticipated results based upon the use of the assistive
technologies for each of the case studies.
7. § Responses must be supported with evidence from the text and at least two
additional scholarly resources.
Case Study #1
Emily is a five-year-old female student who is visually impaired. Emily has low
vision and has some independence. She is able to see letters and numbers with
amplification. In the past, Emily has been enrolled in a Head Start class with
typical peers. Emily experienced great success in her preschool classroom. She
had access to assistive technology that assisted her in participating in most
activities within the class. Emily will be starting kindergarten in the fall. She will be
in a general education class with typical peers. Emily‟s parents, and her IEP
team, expect her to be fully included in most activities. Please describe assistive
technologies that will allow Emily to have access to grade level content and to
participate with her peers in the classroom.
Case Study #2
David is a third-grade student who has been identified as having a specific
learning disability in the areas of reading and written language. During David‟s
last formal assessment, he was identified as reading two years below grade level.
Through the assessment process it was discovered that he had particular
difficulty with word identification and comprehension. Also, David refuses to write.
When given classroom writing prompts, David will often write only one sentence.
Interestingly, when given the opportunity to verbally respond to the prompt, his
answers are comprehensive and meet grade level standards for content. Please
identify several assistive technologies that may support David in reading and
writing.
Case Study #3
Michael is a ten-year-old boy who has a diagnosis of autism. He has little
language and will often act out when he does not get what he wants. His behavior
includes throwing items, hitting, and biting. His IEP identifies the use of tangibles
and the computer as a way to reinforce appropriate behavior. Michael‟s teacher is
looking for ways to increase his communication and to motivate him to behave
appropriately in class. Please identify assistive technologies that can support
Michael in class.
Case Study #4
Holly is a sixteen-year-old female student in the eleventh grade. Holly suffers
from cerebral palsy and attends school through a combination of online and
physical campus. Holly is currently enrolled in English, math, social studies, and
several electives. She is close to grade level in all subject areas. Holly has a
desire to attend college after high school. Please describe the types of assistive
technology that can be used to provide her with access in the online environment.
8. Also, what types of technology can be used to support Holly in her transition to
college?
Your responses should be presented in an eight- to ten-page paper in
addition to the title and reference page using APA format.