Ashford edu 692 week 3 discussion 2 equal versus equitable new
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Ashford edu 692 week 3 discussion 2 equal versus equitable new
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Hernandez_B_Research_Presentation
The document discusses the trend of transitioning elementary school students to departmentalized classes, where core subjects are taught by different specialized teachers. This trend is partly due to pressure from high-stakes testing required by the No Child Left Behind Act. While departmentalization allows for greater subject depth and helps distribute accountability, younger students may not be developmentally ready and benefit more from a nurturing environment in self-contained classrooms. The ideal time to transition may be in the last grade before middle school.
Portland State University 11-3-15
This document discusses the rising costs of textbooks and their negative impact on student access and success. It notes that tuition increases and funding cuts have shifted costs to students, with the average student spending over $1,200 per year on textbooks and materials. The high and increasing costs have led many students to delay purchasing textbooks, use older editions, or forgo them entirely. This can hurt academic performance and increase dropout rates. Open textbooks provide an affordable alternative by making materials freely available online under open licenses. The document advocates for the adoption of open textbooks to improve access and lower barriers to higher education.
University of iowa
This document discusses the rising costs of higher education and textbooks and the barriers this creates for students. It notes that state funding for public universities has declined while tuition costs have increased, making college less affordable. The average student spends over $1,000 per year on textbooks alone. To save money, many students don't purchase required textbooks or take fewer courses. Open textbooks that are freely available online could help increase access and reduce costs. The document promotes the adoption of open textbooks and provides information about writing reviews of open textbooks for a library.
It can be difficult for students in any class to understand the
It can be difficult for students in any class to understand the importance of equity in their classroom. “It’s not fair!” is a common reaction from students who observe other students getting benefits that they did not receive. For example, some students with specific learning disabilities may receive additional time to complete assignments. Wardle (2013) points out a clear distinction between equality and equity noting that “Equal education is providing equal resources and opportunities for all students to succeed in education” (p. 51). On the other hand, according to Banks (2013), equitable education “goes beyond equal, and to some extent contradicts it, in that it requires tailoring the educational approach… to each student, based on the student’s individual and cultural characteristics, so the student can achieve to his or her full potential,” (as cited in Wardle, 2013, p. 51).
Initial Post:
This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (i.e., pictures), song lyrics, or commercials (e.g., linked from YouTube.com). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality and by explaining why equity is more important in the classroom. Feel free to refer back to the rubric you created (and those of your colleagues) in the Creating an Evaluation Instrument for Cultural Relevance in the Classroom discussion to help decide how these might inform your students about equality and equity.
Instructor Guidance
Week 3
Week Overview
“We hold these truths to be self-evident, that all men are created equal…”
U.S. Declaration of Independence
Have you ever thought for a moment about the level of truth in this famous line from the U.S. Declaration of Independence? Granted, the authors did not consider gender or race as equal in 1776, but in reality all people enter this world unequal to everybody else, identical twins notwithstanding. Gender, race, ethnicity, social status, wealth, height, weight, intelligence, predisposition to health-related issues, geography, and any number of personality characteristics collectively consign each one of us to a unique, singular, unequal life.
But so what? From an educational perspective, the fact that every learner is unique can be seen as a real problem. Classes would be much easier to teach if everybody possessed the exact same previous experiences, intellectual qualities and dispositions, and family structures. But this will never be the case, and in fact the diversity of learner ...
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This document discusses changes that have occurred in higher education. It compares the ideas of Paulo Freire and Mark Edmondson regarding how education has become more capitalized, with institutions prioritizing private consumers over teaching. Both argue traditional "banking" education is oppressive, forcing conformity over independent thinking. Edmondson believes teachers should confront students to build character, while entertaining students to ensure engagement. The document examines debates around how higher education has relaxed interactions between students and teachers.
Essay On Education In America
The document discusses education in America. It notes that over 57 million students attend school between nursery and high school in the US, with around 49 million in public schools. It also mentions that 30.8% of students aged 15-17 are below the modal grade, and the annual dropout rate for grades 10-12 is 4.7%. While education was once highly valued, funding problems now pose major issues for public schools. A lack of finances leads to deteriorating buildings and cuts to programs like sports. This impacts students' experiences and contributes to increased school violence. Overall, the document examines some key statistics on American education and how financial difficulties present significant challenges today.
1Running head OPPORTUNITY GAPS IN AMERICAN EDUCATION2.docx
1
Running head: OPPORTUNITY GAPS IN AMERICAN EDUCATION
2
OPPORTUNITY GAPS IN AMERICAN EDUCATION
Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students
Sample Student
Liberty University
Problem
There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski-Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African-American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential component and contributing factor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013).
Practices, Policies, and Procedures That Have Led to the Problem
Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30).
Steps That Have Been Taken to Address the Problem
Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective teachers, are approaches that can be considered in regard to serving all students. However, as.
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Ashford edu 692 week 3 discussion 2 equal versus equitable new
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Hernandez_B_Research_Presentation
The document discusses the trend of transitioning elementary school students to departmentalized classes, where core subjects are taught by different specialized teachers. This trend is partly due to pressure from high-stakes testing required by the No Child Left Behind Act. While departmentalization allows for greater subject depth and helps distribute accountability, younger students may not be developmentally ready and benefit more from a nurturing environment in self-contained classrooms. The ideal time to transition may be in the last grade before middle school.
Portland State University 11-3-15
This document discusses the rising costs of textbooks and their negative impact on student access and success. It notes that tuition increases and funding cuts have shifted costs to students, with the average student spending over $1,200 per year on textbooks and materials. The high and increasing costs have led many students to delay purchasing textbooks, use older editions, or forgo them entirely. This can hurt academic performance and increase dropout rates. Open textbooks provide an affordable alternative by making materials freely available online under open licenses. The document advocates for the adoption of open textbooks to improve access and lower barriers to higher education.
University of iowa
This document discusses the rising costs of higher education and textbooks and the barriers this creates for students. It notes that state funding for public universities has declined while tuition costs have increased, making college less affordable. The average student spends over $1,000 per year on textbooks alone. To save money, many students don't purchase required textbooks or take fewer courses. Open textbooks that are freely available online could help increase access and reduce costs. The document promotes the adoption of open textbooks and provides information about writing reviews of open textbooks for a library.
It can be difficult for students in any class to understand the
It can be difficult for students in any class to understand the importance of equity in their classroom. “It’s not fair!” is a common reaction from students who observe other students getting benefits that they did not receive. For example, some students with specific learning disabilities may receive additional time to complete assignments. Wardle (2013) points out a clear distinction between equality and equity noting that “Equal education is providing equal resources and opportunities for all students to succeed in education” (p. 51). On the other hand, according to Banks (2013), equitable education “goes beyond equal, and to some extent contradicts it, in that it requires tailoring the educational approach… to each student, based on the student’s individual and cultural characteristics, so the student can achieve to his or her full potential,” (as cited in Wardle, 2013, p. 51).
Initial Post:
This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (i.e., pictures), song lyrics, or commercials (e.g., linked from YouTube.com). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality and by explaining why equity is more important in the classroom. Feel free to refer back to the rubric you created (and those of your colleagues) in the Creating an Evaluation Instrument for Cultural Relevance in the Classroom discussion to help decide how these might inform your students about equality and equity.
Instructor Guidance
Week 3
Week Overview
“We hold these truths to be self-evident, that all men are created equal…”
U.S. Declaration of Independence
Have you ever thought for a moment about the level of truth in this famous line from the U.S. Declaration of Independence? Granted, the authors did not consider gender or race as equal in 1776, but in reality all people enter this world unequal to everybody else, identical twins notwithstanding. Gender, race, ethnicity, social status, wealth, height, weight, intelligence, predisposition to health-related issues, geography, and any number of personality characteristics collectively consign each one of us to a unique, singular, unequal life.
But so what? From an educational perspective, the fact that every learner is unique can be seen as a real problem. Classes would be much easier to teach if everybody possessed the exact same previous experiences, intellectual qualities and dispositions, and family structures. But this will never be the case, and in fact the diversity of learner ...
Genz 5English 1069 April 2017Changes in Higher Educat.docx
This document discusses changes that have occurred in higher education. It compares the ideas of Paulo Freire and Mark Edmondson regarding how education has become more capitalized, with institutions prioritizing private consumers over teaching. Both argue traditional "banking" education is oppressive, forcing conformity over independent thinking. Edmondson believes teachers should confront students to build character, while entertaining students to ensure engagement. The document examines debates around how higher education has relaxed interactions between students and teachers.
Essay On Education In America
The document discusses education in America. It notes that over 57 million students attend school between nursery and high school in the US, with around 49 million in public schools. It also mentions that 30.8% of students aged 15-17 are below the modal grade, and the annual dropout rate for grades 10-12 is 4.7%. While education was once highly valued, funding problems now pose major issues for public schools. A lack of finances leads to deteriorating buildings and cuts to programs like sports. This impacts students' experiences and contributes to increased school violence. Overall, the document examines some key statistics on American education and how financial difficulties present significant challenges today.
1Running head OPPORTUNITY GAPS IN AMERICAN EDUCATION2.docx
1
Running head: OPPORTUNITY GAPS IN AMERICAN EDUCATION
2
OPPORTUNITY GAPS IN AMERICAN EDUCATION
Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students
Sample Student
Liberty University
Problem
There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski-Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African-American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential component and contributing factor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013).
Practices, Policies, and Procedures That Have Led to the Problem
Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30).
Steps That Have Been Taken to Address the Problem
Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective teachers, are approaches that can be considered in regard to serving all students. However, as.
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The document discusses ability grouping and mixed ability classes in education. It notes that while the UK government promotes setting students by ability, research does not consistently show benefits and finds potential negative effects for some groups. Teachers feel pressure from policies to use ability grouping, but their attitudes are influenced more by classroom experiences. The guidance acknowledges heterogeneity within ability groups, so differentiation is still needed to tailor lessons to different students.
Integrated Curriculum in a Standards-Based World
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Integrated curriculum fuses all subject areas by having students drive the curriculum based on their interests and questions. It is different from traditional interdisciplinary units because it is completely student-centered and differentiates instruction for each student. The process involves students generating questions, deciding on a theme to study, connecting their topics of interest to state standards, and conducting research both independently and in groups. Teachers provide resources to build common background knowledge on the theme and guide students in relating their work back to academic standards in a way that maximizes engagement and problem-solving skills.If you take a look at my scores, I got below expectations on writt
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 ...
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This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
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This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
Course 605 discussion Here the discussions question , please wr.docx
Course 605 discussion
Here the discussion's question , please write one page for the discussion
Please discuss the following excerpt from page 57.
"Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."
Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).
The first student discussion
Chapter 3: C.M.B. Macmillan and James Garrison introduced an 'erotetic' concept of teaching. In this concept, teachers are encouraged to answer questions of students given their intllectual predicaments. In other words, "to teach someone something is to answer that person's questions about some subject matter" (Noddings, pg 57). The authors note, however, that this is not intended to restrict teachers to simply answer questions that students may ask. Rather, the intention is to 'open a huge and fascinating domain for analysis' (Nodding, pg 57). Teachers are encouraged to prepare lessons in such a way that the instruction and activites answer the questions that students 'ought' to ask. The authors state that teachers, while planning, need to be aware of their student's 'intellectual predicaments' in order to create lesson plans that will answer the needs/questions of their students. I tend to agree with the authors. As classroom teachers, we are tasked with the need to deeply understand our student's needs. Even a portion of the RISE teacher evaluation model assigns credibility to a teacher who is able to preemptively address student questions/needs before they arise. In order to do so, a teacher must have a fundamental understanding of their student's capacity.
Chapter 4: Existentialist place emphasis on the individual as a free agent, giving the individual a sense of responsibility, choice and self-determination. Many educational movements have had little effect on education. Noddings (page 61) suggests that one reason for this seemingly lack of impact may be related to our society being dominated by technology and a longstanding faith in scientific progress and control. Even Dewey maintained fundamental support for our nation's faith in science. Philosophers, like Dewey, helped to contribute clarity and consistency. Therefore, they continue to impact our educational framework as noted by continued citation in recent research articles. Therefore, it seems that "existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform" (Noddings, pg 82). In applying the implementation of the movement toward Common Core Standards, existentialism seems to promote s.
Guided Response Respond to at least two classmates’ posts
Guided Response:
Respond to at least two classmates’ posts. Compare your impressions of TEDEd and the “Be Sure To” strategy. How did your perceptions differ? What new ideas might you have gotten from their analysis of each? Provide specific feedback regarding their assessment of the “Be Sure To” strategy.
Cara Stanley
The TedEd lessons promote student engagement because they are interesting, short, and engaging. They ask for students to participate and think outside of yes/no questions and paper assignments. Although these lessons are not directly linked to the standards I typically teach, it is easy to connect them and get the students thinking critically about how one thing lead to another or how the events connect to standards. Like in the TedEd lesson I explored, “The History of Video Games.” I thought this would get my boys really engaged in the lesson right out the gate. For my Critical Thinking class, I teach lessons on globalization and how we are becoming more connected. I would show the TedEd video to the students as a warmup and ask them how video games are a common world language. We could then go into the larger lesson of global citizenship. For my class, I would have this video link in a task page on Its Learning, our online learning platform. This lesson would be an example of ISTE standard 2b, learning to make safe online connections.
What I learned from “The History of Video Games,” is that they were originally created for the military. I thought that was interesting and I felt that many of our students would also think that was interesting. The evolution of video games went from military, to science lab, to arcade, and then home. This shows students that just because something is created for one reason, it may have a larger purpose. I thought this lesson had many broader themes.
I think lessons like this are important when paired with a rubric because the rubric allows students to see what they are supposed to learn from something, instead of having to assume or guess (Brookhart, 2013). By doing this, the students are able to guide their own learning, and the teacher will be able to assess for learning. If a rubric is designed with the ending in mind, the student may have confusion of what should go into the assignment or not understand how much or the depth of knowledge they should take from each piece of information. Designing a rubric for learning will allow the student to guide themselves into turning in a product that the teacher can grade based on what is understood, and in that case, she can go back and fill in the missing pieces with the student and know if she should remediate, reteach, or move forward.
Side note: I just created a rubric TODAY with this whole lesson in mind and I am quite impressed with myself.
Brookhart, S. M. (2013).
How to create and use rubrics for formative assessment and grading
. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved ...
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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 ...
A Constructivist's Dream.pdf
This paper reviews the Constructivism theory and explains its utility with in the primary setting, using second grade social studies as an example.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
Course 605 discussion Here the discussions question , please wr.docx
Course 605 discussion
Here the discussion's question , please write one page for the discussion
Please discuss the following excerpt from page 57.
"Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."
Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).
The first student discussion
Chapter 3: C.M.B. Macmillan and James Garrison introduced an 'erotetic' concept of teaching. In this concept, teachers are encouraged to answer questions of students given their intllectual predicaments. In other words, "to teach someone something is to answer that person's questions about some subject matter" (Noddings, pg 57). The authors note, however, that this is not intended to restrict teachers to simply answer questions that students may ask. Rather, the intention is to 'open a huge and fascinating domain for analysis' (Nodding, pg 57). Teachers are encouraged to prepare lessons in such a way that the instruction and activites answer the questions that students 'ought' to ask. The authors state that teachers, while planning, need to be aware of their student's 'intellectual predicaments' in order to create lesson plans that will answer the needs/questions of their students. I tend to agree with the authors. As classroom teachers, we are tasked with the need to deeply understand our student's needs. Even a portion of the RISE teacher evaluation model assigns credibility to a teacher who is able to preemptively address student questions/needs before they arise. In order to do so, a teacher must have a fundamental understanding of their student's capacity.
Chapter 4: Existentialist place emphasis on the individual as a free agent, giving the individual a sense of responsibility, choice and self-determination. Many educational movements have had little effect on education. Noddings (page 61) suggests that one reason for this seemingly lack of impact may be related to our society being dominated by technology and a longstanding faith in scientific progress and control. Even Dewey maintained fundamental support for our nation's faith in science. Philosophers, like Dewey, helped to contribute clarity and consistency. Therefore, they continue to impact our educational framework as noted by continued citation in recent research articles. Therefore, it seems that "existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform" (Noddings, pg 82). In applying the implementation of the movement toward Common Core Standards, existentialism seems to promote s.
Guided Response Respond to at least two classmates’ posts
Guided Response:
Respond to at least two classmates’ posts. Compare your impressions of TEDEd and the “Be Sure To” strategy. How did your perceptions differ? What new ideas might you have gotten from their analysis of each? Provide specific feedback regarding their assessment of the “Be Sure To” strategy.
Cara Stanley
The TedEd lessons promote student engagement because they are interesting, short, and engaging. They ask for students to participate and think outside of yes/no questions and paper assignments. Although these lessons are not directly linked to the standards I typically teach, it is easy to connect them and get the students thinking critically about how one thing lead to another or how the events connect to standards. Like in the TedEd lesson I explored, “The History of Video Games.” I thought this would get my boys really engaged in the lesson right out the gate. For my Critical Thinking class, I teach lessons on globalization and how we are becoming more connected. I would show the TedEd video to the students as a warmup and ask them how video games are a common world language. We could then go into the larger lesson of global citizenship. For my class, I would have this video link in a task page on Its Learning, our online learning platform. This lesson would be an example of ISTE standard 2b, learning to make safe online connections.
What I learned from “The History of Video Games,” is that they were originally created for the military. I thought that was interesting and I felt that many of our students would also think that was interesting. The evolution of video games went from military, to science lab, to arcade, and then home. This shows students that just because something is created for one reason, it may have a larger purpose. I thought this lesson had many broader themes.
I think lessons like this are important when paired with a rubric because the rubric allows students to see what they are supposed to learn from something, instead of having to assume or guess (Brookhart, 2013). By doing this, the students are able to guide their own learning, and the teacher will be able to assess for learning. If a rubric is designed with the ending in mind, the student may have confusion of what should go into the assignment or not understand how much or the depth of knowledge they should take from each piece of information. Designing a rubric for learning will allow the student to guide themselves into turning in a product that the teacher can grade based on what is understood, and in that case, she can go back and fill in the missing pieces with the student and know if she should remediate, reteach, or move forward.
Side note: I just created a rubric TODAY with this whole lesson in mind and I am quite impressed with myself.
Brookhart, S. M. (2013).
How to create and use rubrics for formative assessment and grading
. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved ...
U.S. Academics Protest against MOOCs
The Philosophy Department at San Jose State University refused to pilot Michael Sandel's JusticeX MOOC course. In a letter to Professor Sandel, the department expresses concerns that MOOCs prioritize financial considerations over educational quality. They believe that quality education requires interaction between students and resident faculty with expertise in the subject matter. Purchasing pre-packaged MOOCs from outside vendors could replace faculty with teaching assistants and dismantle public university programs.
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If you take a look at my scores, I got below expectations on writt
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