Ashford edu 692 week 4 discussion 1 models of creativity new
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Ashford edu 692 week 4 discussion 1 models of creativity new
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Nonfiction Inquiry & Literature Circles
The document discusses inquiry-based learning and its benefits. It notes that inquiry-based learning engages students, fosters thinking skills, appeals to adolescents' need for social learning, and can lead to deeper comprehension compared to traditional teaching methods. The document also provides examples of the inquiry process, including establishing background knowledge, shared reading strategies, small group collaboration, investigating topics, and creating final projects to demonstrate understanding.
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The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
Educ364 Class4
This document outlines assignments for an education course on multicultural education. Students are asked to define dominant groups, list advantages of being dominant, and reflect on their own identities and experiences of dominance or otherness. They are also assigned to lead a group discussion on a chapter from a textbook about decolonization and equality. Guidelines are provided for facilitating the discussion, including using varied teaching strategies to actively engage classmates and create a respectful learning environment.
Motivation & Engagement of Striving Readers
The document discusses motivation and engagement of striving readers. It notes that most students are unmotivated to read and do not read for pleasure or school. Engagement and motivation contribute to reading achievement. The document recommends several strategies to increase student motivation based on research, including giving students choice, fostering intrinsic motivation over extrinsic rewards, making reading meaningful and relevant to students, and cultivating social aspects of reading.
The Literacy-Rich Classroom
This document discusses the importance of literacy instruction across all classrooms and subjects. It emphasizes that all teachers share responsibility for developing students' literacy skills, including reading complex texts, writing for different purposes, and engaging in academic discussions. Specific strategies are presented, such as using various genres of writing to help students learn and think critically about content. The role of the language arts and social studies teachers is to provide opportunities for students to improve their reading and access grade-level texts through modeling, coaching, and ensuring lessons help students grow as readers. An effective literacy-rich classroom focuses on higher-order thinking, teaches reading strategies, actively engages students, and reflects on how lessons support literacy development.
EDU 382 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-382-ash
For more classes visit
http://www.uopassignments.com/
Ashford edu 692 week 3 discussion 1 creating an evaluation instrument for cul...
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Ashford edu 692 week 4 discussion 1 models of creativity new
ash edu 692 week 4 assignment culturally relevant inspiration,edu 692 week 4 discussion 1 models of creativity,edu 692 week 4 discussion 2 triangle of support,ash edu 692 week 4,edu 692 week 4,ash edu 692 week 4 tutorial,ash edu 692 week 4 assignment,ash edu 692 week 4 help
Nonfiction Inquiry & Literature Circles
The document discusses inquiry-based learning and its benefits. It notes that inquiry-based learning engages students, fosters thinking skills, appeals to adolescents' need for social learning, and can lead to deeper comprehension compared to traditional teaching methods. The document also provides examples of the inquiry process, including establishing background knowledge, shared reading strategies, small group collaboration, investigating topics, and creating final projects to demonstrate understanding.
How i use Blackboard Discussion Boards
The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
Educ364 Class4
This document outlines assignments for an education course on multicultural education. Students are asked to define dominant groups, list advantages of being dominant, and reflect on their own identities and experiences of dominance or otherness. They are also assigned to lead a group discussion on a chapter from a textbook about decolonization and equality. Guidelines are provided for facilitating the discussion, including using varied teaching strategies to actively engage classmates and create a respectful learning environment.
Motivation & Engagement of Striving Readers
The document discusses motivation and engagement of striving readers. It notes that most students are unmotivated to read and do not read for pleasure or school. Engagement and motivation contribute to reading achievement. The document recommends several strategies to increase student motivation based on research, including giving students choice, fostering intrinsic motivation over extrinsic rewards, making reading meaningful and relevant to students, and cultivating social aspects of reading.
The Literacy-Rich Classroom
This document discusses the importance of literacy instruction across all classrooms and subjects. It emphasizes that all teachers share responsibility for developing students' literacy skills, including reading complex texts, writing for different purposes, and engaging in academic discussions. Specific strategies are presented, such as using various genres of writing to help students learn and think critically about content. The role of the language arts and social studies teachers is to provide opportunities for students to improve their reading and access grade-level texts through modeling, coaching, and ensuring lessons help students grow as readers. An effective literacy-rich classroom focuses on higher-order thinking, teaches reading strategies, actively engages students, and reflects on how lessons support literacy development.
EDU 382 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-382-ash
For more classes visit
http://www.uopassignments.com/
Ashford edu 692 week 3 discussion 1 creating an evaluation instrument for cul...
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Ashford edu 692 week 3 discussion 1 creating an evaluation instrument for cul...
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Ashford edu 692 week 3 discussion 1 creating an evaluation instrument for cul...
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ICBL Active Learning
This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
Creative Teaching Designing Creative and Culturally Relevant In
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Active learning
This document discusses various active learning strategies for student engagement. It begins by recommending assessing students' prior knowledge through surveys or reflection journals to understand their current level of understanding. It then provides examples of focused reading, concept mapping, interactive games, and having students draw quotes to analyze. Additional strategies discussed include having students demonstrate concepts creatively in groups, critical debates where positions are switched, and designating student roles in "analytic teams" such as proponent, critic, and facilitator. The document concludes by referencing additional resources on active learning strategies.
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Ash edu 382 week 2 discussion 1 curriculum new
This document provides guidance for an EDU 382 week 2 discussion on curriculum. It defines curriculum as what is taught (planning) and instruction as how it is taught (implementation). Students are asked to identify the five characteristics of a quality curriculum from Chapter 3 and explain why they are important and how they support learning. Students then choose between three unit topics and answer questions about relating the topic to real world, engaging questions, and a brief learner-centered activity to develop problem-solving skills. Classmates are to review and provide feedback on discussions.
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Ash edu 382 week 2 discussion 1 curriculum new
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EDU 692 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-692-ash
For more classes visit
http://www.uopassignments.com/
The Art of Teaching Argument
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JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
Ashford edu 692 week 6 discussion creativity
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Session 3
The document discusses curriculum planning and involvement from various stakeholders. It argues that all interested parties, including teachers, parents, students, and community members, should be encouraged to collaborate in curriculum planning. This would help address negative stereotypes of teachers and share responsibility for student learning. The document also discusses an TED talk by Sir Ken Robinson about nurturing creativity in education rather than undermining it.
Guatemala active learn strategies 2 110111
The document discusses strategies for enhancing active learning communities through various in-class and online activities. It provides examples of short writing exercises, clicker questions, and discussion forums that engage students in collaboration and problem-solving. The goals are to develop students' analytical, writing, and quantitative skills while efficiently assessing learning outcomes. Activities can be implemented in both small and large classes to involve all students in applied learning.
EDU 692 Success Begins/Newtonhelp.com
This document outlines the course content and assignments for EDU 692, which focuses on culturally relevant instruction. The course consists of weekly readings, discussions, and assignments. Week 1 involves analyzing a school experience and the cultural factors that influenced it. Week 2 addresses developing cultural competence in the classroom and creating culturally relevant learning experiences. Week 3 is about analyzing cultural relevance in instruction and creating evaluation tools. Week 4 focuses on culturally relevant inspiration and models of creativity. Week 5 involves problem-based learning and decision making. Week 6 consists of a discussion on creativity, innovation and culture, and a final project on designing culturally relevant instruction.
1.8 text connections
A PBL unit for year 11 text connections based on the theme of overcoming adversity. Updated for use with a BYOD class.
ECE 313 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/ece-313-ash
For more classes visit
http://www.uopassignments.com/
Textbook InformationRasinski, Timothy V. (2011) Rebuilding t.docx
Textbook Information
Rasinski, Timothy V. (2011) Rebuilding the foundation: Effective reading instruction for 21st century literacy.
Solution
Tree Press; Bloomington, IN. ISBN: 978-1-935542-00-1
(Additional readings assigned in class)
Course Description
Focuses on the study of theoretical foundations, past and present, for the teaching of reading and how these theories influence classroom practices. Research concerning theory and practice will be emphasized as it concerns emergent literacy and developmental reading.
Credit Hours: 3
Student Learning Outcomes
At the completion of this course, students will be able to:
· identify major learning theories and connect each to reading instructional practices
· describe the influences of key reading theory on historical reading instructional practice
· align key components of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) with research-based models and methods of instruction
· demonstrate depth of professional reflection in analyzing their own teaching practice in light of qualities of effective literacy instruction
· describe and support a developing theoretical stance for reading instruction citing both learning and reading theory, and including web-based examples
· outline specific and intentional strategies for supporting literacy needs of culturally and linguistically diverse students
Course Assessment
Assessment Overview
Outcomes will be achieved and demonstrated through discussion forums, written assignments, quizzes, and electronic presentations.
Threaded Discussions
Written Assignments
Quizzes
Electronic audio/visual presentations
Requirements for Papers and Written Assignments
All papers and written assignments are to be double-spaced and in 11 or 12 point font. It must follow the guidelines as described in the 6thedition of the Publication Manual of the American Psychological Association (APA).In addition, all written work will be assessed using an evaluation rubric which students are expected to use when completing the assignment. Graduate level/professional writing is free of grammatical and mechanical errors. Grammar and mechanics are to be of graduate/professional level for highest rating on any assignment.
Module 2 Discussion Forum
This week your post will be to provide explanation of the relationship between a given learning theory and a reading theory. You will also include a metaphor for the confluence of those learning theories. For example, after describing the relationship between the Constructivist learning theory and the Transactional Reading theory I would use a metaphor to illustrate them such as:
"The Constructivist and Transactional Reading theories are like a climbing team scaling a cliff with varied ledges and pull offs. The climbers have the same goal (to reach the summit: to develop in literacy skills), but each brings a differing level of prerequisite skills and understanding (schema). This will determine how th.
Uop cis 349 final exam guide set 1 new
This document provides a study guide for the UOP CIS 349 final exam, with questions covering topics like business drivers, separation of duties, data access controls, security assessments, network domains, encryption, and disaster recovery. It includes 25 multiple choice questions testing knowledge of information security principles and controls across different network domains.
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This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
Creative Teaching Designing Creative and Culturally Relevant In
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Active learning
This document discusses various active learning strategies for student engagement. It begins by recommending assessing students' prior knowledge through surveys or reflection journals to understand their current level of understanding. It then provides examples of focused reading, concept mapping, interactive games, and having students draw quotes to analyze. Additional strategies discussed include having students demonstrate concepts creatively in groups, critical debates where positions are switched, and designating student roles in "analytic teams" such as proponent, critic, and facilitator. The document concludes by referencing additional resources on active learning strategies.
Ash edu 382 week 2 discussion 1 curriculum new
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Ash edu 382 week 2 discussion 1 curriculum new
This document provides guidance for an EDU 382 week 2 discussion on curriculum. It defines curriculum as what is taught (planning) and instruction as how it is taught (implementation). Students are asked to identify the five characteristics of a quality curriculum from Chapter 3 and explain why they are important and how they support learning. Students then choose between three unit topics and answer questions about relating the topic to real world, engaging questions, and a brief learner-centered activity to develop problem-solving skills. Classmates are to review and provide feedback on discussions.
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Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
EDU 692 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-692-ash
For more classes visit
http://www.uopassignments.com/
The Art of Teaching Argument
a day long workshop of elements of argument, building a culture of argument in the classroom, task and learning progressions and effective argument task design
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
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Session 3
The document discusses curriculum planning and involvement from various stakeholders. It argues that all interested parties, including teachers, parents, students, and community members, should be encouraged to collaborate in curriculum planning. This would help address negative stereotypes of teachers and share responsibility for student learning. The document also discusses an TED talk by Sir Ken Robinson about nurturing creativity in education rather than undermining it.
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EDU 692 Success Begins/Newtonhelp.com
This document outlines the course content and assignments for EDU 692, which focuses on culturally relevant instruction. The course consists of weekly readings, discussions, and assignments. Week 1 involves analyzing a school experience and the cultural factors that influenced it. Week 2 addresses developing cultural competence in the classroom and creating culturally relevant learning experiences. Week 3 is about analyzing cultural relevance in instruction and creating evaluation tools. Week 4 focuses on culturally relevant inspiration and models of creativity. Week 5 involves problem-based learning and decision making. Week 6 consists of a discussion on creativity, innovation and culture, and a final project on designing culturally relevant instruction.
1.8 text connections
A PBL unit for year 11 text connections based on the theme of overcoming adversity. Updated for use with a BYOD class.
ECE 313 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/ece-313-ash
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http://www.uopassignments.com/
Textbook InformationRasinski, Timothy V. (2011) Rebuilding t.docx
Textbook Information
Rasinski, Timothy V. (2011) Rebuilding the foundation: Effective reading instruction for 21st century literacy.
Solution
Tree Press; Bloomington, IN. ISBN: 978-1-935542-00-1
(Additional readings assigned in class)
Course Description
Focuses on the study of theoretical foundations, past and present, for the teaching of reading and how these theories influence classroom practices. Research concerning theory and practice will be emphasized as it concerns emergent literacy and developmental reading.
Credit Hours: 3
Student Learning Outcomes
At the completion of this course, students will be able to:
· identify major learning theories and connect each to reading instructional practices
· describe the influences of key reading theory on historical reading instructional practice
· align key components of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) with research-based models and methods of instruction
· demonstrate depth of professional reflection in analyzing their own teaching practice in light of qualities of effective literacy instruction
· describe and support a developing theoretical stance for reading instruction citing both learning and reading theory, and including web-based examples
· outline specific and intentional strategies for supporting literacy needs of culturally and linguistically diverse students
Course Assessment
Assessment Overview
Outcomes will be achieved and demonstrated through discussion forums, written assignments, quizzes, and electronic presentations.
Threaded Discussions
Written Assignments
Quizzes
Electronic audio/visual presentations
Requirements for Papers and Written Assignments
All papers and written assignments are to be double-spaced and in 11 or 12 point font. It must follow the guidelines as described in the 6thedition of the Publication Manual of the American Psychological Association (APA).In addition, all written work will be assessed using an evaluation rubric which students are expected to use when completing the assignment. Graduate level/professional writing is free of grammatical and mechanical errors. Grammar and mechanics are to be of graduate/professional level for highest rating on any assignment.
Module 2 Discussion Forum
This week your post will be to provide explanation of the relationship between a given learning theory and a reading theory. You will also include a metaphor for the confluence of those learning theories. For example, after describing the relationship between the Constructivist learning theory and the Transactional Reading theory I would use a metaphor to illustrate them such as:
"The Constructivist and Transactional Reading theories are like a climbing team scaling a cliff with varied ledges and pull offs. The climbers have the same goal (to reach the summit: to develop in literacy skills), but each brings a differing level of prerequisite skills and understanding (schema). This will determine how th.
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