Ashford edu 692 week 5 assignment a case for problem
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Ashford edu 692 week 5 assignment a case for problem
ash edu 692 week 5 assignment a case for problem based learning,edu 692 week 5 discussion 1 decisions,edu 692 week 5 discussion 1 decisions,ash edu 692 week 5,edu 692 week 5,edu 692 week 5 final paper,ash edu 692 week 5 tutorial,ash edu 692 week 5 assignment,ash edu 692 week 5 help
Ashford edu 692 week 5 assignment a case for problem
This document provides guidance for an assignment to design a problem-based learning experience for a classroom. It instructs the reader to assume the role of a classroom teacher proposing a week-long PBL project to a colleague who typically uses textbook worksheets and exams. The assignment asks the reader to create a plan for a PBL experience for their class that includes an overview of the problem, how groups will be formed and monitored, the project to be developed, how it applies problem-based learning principles and develops 21st century skills and cultural relevance.
A level planning advice
This document provides advice for level planning lessons, including:
1. Review the lesson objectives and past exam questions to plan content and structure.
2. Structure lessons with a modeling phase to introduce new concepts through examples and questioning.
3. Include opportunities for students to apply their new knowledge through examples of varying difficulty levels.
5 part lesson structure
This document outlines a 5 part lesson structure to develop coherent planning across a school:
1) A starter sets the scene for the lesson in 5 minutes or less.
2) Modelling shows students skills in 10 minutes through questioning.
3) Group work has students practice skills in 15 minutes with teacher support.
4) Independent learning has 20 minutes of individual practice.
5) Review and reflection spends 10-15 minutes linking back to objectives and assessing learning.
Module2 application pbl
This document compares and contrasts project-based learning (PBL) and problem-based learning (PrBL). It provides examples of how each could be used to address common core math standards involving geometry, modeling, and three-dimensional shapes. For a final project, PBL could involve designing a new high school building within constraints, while PrBL could involve determining the most economical packaging system for cans. Both approaches incorporate 21st century skills like communication, collaboration, critical thinking, and creativity.
Edu 213 week 4 assignment the process of learning
The document provides instructions for an assignment to create a PowerPoint presentation about the learning process for students' parents. The presentation should cover: (1) how prior knowledge predicts learning; (2) how learning occurs; (3) the roles of teachers and parents; (4) the connection between teaching and learning; (5) inclusion classrooms and language; and (6) supporting a student with a specific disability. The slides must include notes to script what will be said and use images, diagrams, and academic writing with citations.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
Types of lesson plan
this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
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Ashford edu 692 week 5 assignment a case for problem
ash edu 692 week 5 assignment a case for problem based learning,edu 692 week 5 discussion 1 decisions,edu 692 week 5 discussion 1 decisions,ash edu 692 week 5,edu 692 week 5,edu 692 week 5 final paper,ash edu 692 week 5 tutorial,ash edu 692 week 5 assignment,ash edu 692 week 5 help
Ashford edu 692 week 5 assignment a case for problem
This document provides guidance for an assignment to design a problem-based learning experience for a classroom. It instructs the reader to assume the role of a classroom teacher proposing a week-long PBL project to a colleague who typically uses textbook worksheets and exams. The assignment asks the reader to create a plan for a PBL experience for their class that includes an overview of the problem, how groups will be formed and monitored, the project to be developed, how it applies problem-based learning principles and develops 21st century skills and cultural relevance.
A level planning advice
This document provides advice for level planning lessons, including:
1. Review the lesson objectives and past exam questions to plan content and structure.
2. Structure lessons with a modeling phase to introduce new concepts through examples and questioning.
3. Include opportunities for students to apply their new knowledge through examples of varying difficulty levels.
5 part lesson structure
This document outlines a 5 part lesson structure to develop coherent planning across a school:
1) A starter sets the scene for the lesson in 5 minutes or less.
2) Modelling shows students skills in 10 minutes through questioning.
3) Group work has students practice skills in 15 minutes with teacher support.
4) Independent learning has 20 minutes of individual practice.
5) Review and reflection spends 10-15 minutes linking back to objectives and assessing learning.
Module2 application pbl
This document compares and contrasts project-based learning (PBL) and problem-based learning (PrBL). It provides examples of how each could be used to address common core math standards involving geometry, modeling, and three-dimensional shapes. For a final project, PBL could involve designing a new high school building within constraints, while PrBL could involve determining the most economical packaging system for cans. Both approaches incorporate 21st century skills like communication, collaboration, critical thinking, and creativity.
Edu 213 week 4 assignment the process of learning
The document provides instructions for an assignment to create a PowerPoint presentation about the learning process for students' parents. The presentation should cover: (1) how prior knowledge predicts learning; (2) how learning occurs; (3) the roles of teachers and parents; (4) the connection between teaching and learning; (5) inclusion classrooms and language; and (6) supporting a student with a specific disability. The slides must include notes to script what will be said and use images, diagrams, and academic writing with citations.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
Types of lesson plan
this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
Dll eng8-2 ndq-9th-week edited (1)
This document contains a daily lesson log for an 8th grade English class. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are derived from the curriculum standards and focus on topics like East Asian literature, visual and verbal signals in texts, listening strategies, literal and figurative language, and grammatical expressions for developing ideas. The content for the week includes pie graphs, firefly hunts, clines, and cause and effect. A variety of learning resources like textbooks, videos, and worksheets are listed. The daily procedures provide guidance for introducing new material, discussing concepts, practicing skills, finding applications, assessment, and remediation.
Compactingfixed
The document discusses curriculum compacting as a strategy for differentiated instruction. It defines curriculum compacting as modifying or streamlining curriculum to allow students to move at a quicker pace and have time for enrichment. There are two types of compacting: basic skills compacting which tests for proficiency in skills like spelling, and content compacting which tests for understanding of concepts to be learned more quickly. The process involves identifying student strengths, documenting mastery of basic material, and providing alternate enrichment activities for students to pursue independently.
Gagne nine level of learning
This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Different internal and external conditions are necessary for each type of learning.
Using Il Ps Effectively In Esol Sessions 220609
1) The document discusses managing personalised learning in ESOL (English for Speakers of Other Languages) sessions by exploring individual learning plans (ILPs) and how to incorporate personalized learning into group teaching.
2) An Ofsted report showed that teaching at one school improved from inadequate to good as lessons began to better address individual student needs through improved ILPs and progress monitoring.
3) The rest of the session would involve writing new ILP templates in small groups, planning lessons to incorporate personalised learning and goals from ILPs.
Curricular Compacting
Curriculum compacting is a 3-step process that streamlines the regular curriculum for high-ability students. It involves pre-assessing students to determine what they already know, modifying lessons to focus only on unfamiliar content, and providing enrichment activities for time saved through compacting. The goal is to accelerate learning for students who quickly grasp material and avoid repetition, better challenging them with enriched content. Teachers identify candidates for compacting, define goals, and provide alternative options while ensuring mastery of core skills.
Dlp format
This document outlines the instructional planning process using a detailed lesson plan format. It includes sections for the learning competency, objectives, content, learning resources, procedures including introductory, main activities and assessment. The procedures section lists the duration and description of each step. The lesson plan format also includes sections for analysis of learner's product, assignment, concluding activity, remarks, and teacher reflections on what worked well, difficulties encountered and innovations discovered.
Backwards design
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
Student writing
The document outlines nine top instructional strategies to increase student achievement, including essential questions, previews, summarizing, non-verbal representations, active engagement, extending thinking skills, differentiated instruction, vocabulary in context, and student writing. It then focuses on student writing, noting that writing should be integrated across all content areas in both fiction and non-fiction. Effectively using student writing includes focusing on important learning, creating detailed prompts, avoiding yes/no responses, allowing collaborative and peer work, and using writing as a springboard for other projects.
Session04 ICT for Meaningful Learning (Lesson Planning)
The document discusses lesson planning and effective teaching approaches. It provides guidance on writing learning objectives, considering factors like stating objectives from the learner's perspective and ensuring they are observable and measurable. Examples are given of both teacher-directed and student-directed instructional activities. The document also includes templates for lesson planning and critiquing lesson plans that students will use in paired activities.
Math in Focus
1) The document discusses the benefits of adopting the Math in Focus Singapore Math curriculum to meet the rigor of the Common Core State Standards.
2) Key reasons for adopting Math in Focus include its emphasis on developing conceptual understanding before procedures, visualizations, and spiraling curriculum.
3) Lessons in Math in Focus follow a format of direct instruction, guided practice, hands-on activities, and independent practice to ensure mastery.
Pbl
Project based learning involves students actively working to solve problems and answer questions centered around real world scenarios. It is described as having students work in groups to research a topic, find solutions, and present their findings. The document outlines that project based learning has been shown to be more effective than traditional instruction in improving academic achievement, long term retention, developing skills, and preparing students for integrating concepts compared to traditional instruction, especially for lower achieving students. It also improves students' mastery of 21st century skills but still requires effective teachers to implement.
Lesson Planning - ELEM 4525
The document provides guidance on writing an effective lesson plan, outlining six key steps: 1) Focus and Review to engage students and review prior knowledge, 2) Statement of Objective to clearly state the learning goal, 3) Teacher Input where teaching and checking for understanding occurs, 4) Guided Practice for students to practice with support, 5) Independent Practice for students to apply their learning independently, and 6) Closure to summarize key concepts and check final understanding. It also discusses evaluating the lesson plan through reflecting on student and teacher performance and determining what could be improved.
Sd02 challenge me
The document discusses strategies for differentiated instruction for advanced learners. It focuses on enrichment rather than acceleration. It provides 6 case studies as examples of anchor tasks that can challenge advanced learners in lessons, including problems about number sequences, geometry of rooms and chairs, properties of triangles, and finding sums of hexagon angles. The goal of the session is to explore general strategies for differentiating instruction to meet the needs of advanced students.
Curriculum Compacting E-Learning Module Part 1
This document provides an introduction to curriculum compacting for mathematics. It describes curriculum compacting as allowing students to take what they need and eliminate what they don't from the standard curriculum. The process involves pretesting students, identifying those who have mastered learning targets, grouping students, and replacing lessons with challenging extension tasks. Research shows curriculum compacting improves achievement for advanced learners who may already know a significant portion of the year's content. The document advocates for differentiating instruction to meet the needs of all students in mathematics.
Instructional planning and Devalopment
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
MY DLP FOR TEACHING DEMONSTRATION TODAY MARCH 25 2021
This document outlines a daily lesson plan for a Grade 8 class on the principles and elements of design. The plan covers 4 days and includes objectives, content, learning resources, procedures, remarks, and reflection. The objectives are to understand and explain the principles and elements of design through oral participation and group collaboration. The content focuses on color schemes and methods for transferring designs. The procedures involve reviewing concepts, discussing examples, practicing explanations, assessing understanding, and applying concepts through designing. The reflection section allows the teacher to evaluate student learning and determine areas for improvement.
Effective lessonplanninganddesign
The document discusses elements of effective lesson design, including writing good learning objectives that describe learning outcomes and evidence of mastery. An effective lesson is well-organized and connects to students' lives. Backwards design is presented as starting with desired results and assessments, then planning learning activities. Common mistakes like disconnected objectives and assessments or extraneous materials are avoided.
ESE 697 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/ESE-697-ASH
For more classes visit
http://www.uopassignments.com/
Ese 697 week 6 final paper
This document outlines the requirements for a final lesson plan portfolio project. Students are asked to compile 5 revised lesson plans they created throughout the course into a single portfolio document. Each lesson plan must include specific components like a classroom scenario, learning objective, teaching procedures that cite effective strategies for students with disabilities, and a reflection. Additionally, the portfolio requires an introduction, reflection on how the portfolio demonstrates competency, and references page citing all sources used. The overall goal is for students to demonstrate their understanding of differentiated lesson planning for students with mild to moderate disabilities.
aqsa CURRICLUM ppt.pptx eduction based l
The document discusses lesson planning, outlining the key components of a lesson plan including learning objectives, activities, and assessment. It describes several approaches to lesson planning such as the Herbartian, Unit, and Project approaches. The document also covers factors that influence lesson planning, common types of lesson plans, ideas for effective planning, and the benefits of implementing effective plans.
EDSP 410Unit Plan Differentiated Lesson Plan Assignment Instr
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
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This document contains a daily lesson log for an 8th grade English class. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are derived from the curriculum standards and focus on topics like East Asian literature, visual and verbal signals in texts, listening strategies, literal and figurative language, and grammatical expressions for developing ideas. The content for the week includes pie graphs, firefly hunts, clines, and cause and effect. A variety of learning resources like textbooks, videos, and worksheets are listed. The daily procedures provide guidance for introducing new material, discussing concepts, practicing skills, finding applications, assessment, and remediation.
Compactingfixed
The document discusses curriculum compacting as a strategy for differentiated instruction. It defines curriculum compacting as modifying or streamlining curriculum to allow students to move at a quicker pace and have time for enrichment. There are two types of compacting: basic skills compacting which tests for proficiency in skills like spelling, and content compacting which tests for understanding of concepts to be learned more quickly. The process involves identifying student strengths, documenting mastery of basic material, and providing alternate enrichment activities for students to pursue independently.
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This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Different internal and external conditions are necessary for each type of learning.
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1) The document discusses managing personalised learning in ESOL (English for Speakers of Other Languages) sessions by exploring individual learning plans (ILPs) and how to incorporate personalized learning into group teaching.
2) An Ofsted report showed that teaching at one school improved from inadequate to good as lessons began to better address individual student needs through improved ILPs and progress monitoring.
3) The rest of the session would involve writing new ILP templates in small groups, planning lessons to incorporate personalised learning and goals from ILPs.
Curricular Compacting
Curriculum compacting is a 3-step process that streamlines the regular curriculum for high-ability students. It involves pre-assessing students to determine what they already know, modifying lessons to focus only on unfamiliar content, and providing enrichment activities for time saved through compacting. The goal is to accelerate learning for students who quickly grasp material and avoid repetition, better challenging them with enriched content. Teachers identify candidates for compacting, define goals, and provide alternative options while ensuring mastery of core skills.
Dlp format
This document outlines the instructional planning process using a detailed lesson plan format. It includes sections for the learning competency, objectives, content, learning resources, procedures including introductory, main activities and assessment. The procedures section lists the duration and description of each step. The lesson plan format also includes sections for analysis of learner's product, assignment, concluding activity, remarks, and teacher reflections on what worked well, difficulties encountered and innovations discovered.
Backwards design
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
Student writing
The document outlines nine top instructional strategies to increase student achievement, including essential questions, previews, summarizing, non-verbal representations, active engagement, extending thinking skills, differentiated instruction, vocabulary in context, and student writing. It then focuses on student writing, noting that writing should be integrated across all content areas in both fiction and non-fiction. Effectively using student writing includes focusing on important learning, creating detailed prompts, avoiding yes/no responses, allowing collaborative and peer work, and using writing as a springboard for other projects.
Session04 ICT for Meaningful Learning (Lesson Planning)
The document discusses lesson planning and effective teaching approaches. It provides guidance on writing learning objectives, considering factors like stating objectives from the learner's perspective and ensuring they are observable and measurable. Examples are given of both teacher-directed and student-directed instructional activities. The document also includes templates for lesson planning and critiquing lesson plans that students will use in paired activities.
Math in Focus
1) The document discusses the benefits of adopting the Math in Focus Singapore Math curriculum to meet the rigor of the Common Core State Standards.
2) Key reasons for adopting Math in Focus include its emphasis on developing conceptual understanding before procedures, visualizations, and spiraling curriculum.
3) Lessons in Math in Focus follow a format of direct instruction, guided practice, hands-on activities, and independent practice to ensure mastery.
Pbl
Project based learning involves students actively working to solve problems and answer questions centered around real world scenarios. It is described as having students work in groups to research a topic, find solutions, and present their findings. The document outlines that project based learning has been shown to be more effective than traditional instruction in improving academic achievement, long term retention, developing skills, and preparing students for integrating concepts compared to traditional instruction, especially for lower achieving students. It also improves students' mastery of 21st century skills but still requires effective teachers to implement.
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Sd02 challenge me
The document discusses strategies for differentiated instruction for advanced learners. It focuses on enrichment rather than acceleration. It provides 6 case studies as examples of anchor tasks that can challenge advanced learners in lessons, including problems about number sequences, geometry of rooms and chairs, properties of triangles, and finding sums of hexagon angles. The goal of the session is to explore general strategies for differentiating instruction to meet the needs of advanced students.
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This document provides an introduction to curriculum compacting for mathematics. It describes curriculum compacting as allowing students to take what they need and eliminate what they don't from the standard curriculum. The process involves pretesting students, identifying those who have mastered learning targets, grouping students, and replacing lessons with challenging extension tasks. Research shows curriculum compacting improves achievement for advanced learners who may already know a significant portion of the year's content. The document advocates for differentiating instruction to meet the needs of all students in mathematics.
Instructional planning and Devalopment
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
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Similar to Ashford edu 692 week 5 assignment a case for problem
ESE 697 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/ESE-697-ASH
For more classes visit
http://www.uopassignments.com/
Ese 697 week 6 final paper
This document outlines the requirements for a final lesson plan portfolio project. Students are asked to compile 5 revised lesson plans they created throughout the course into a single portfolio document. Each lesson plan must include specific components like a classroom scenario, learning objective, teaching procedures that cite effective strategies for students with disabilities, and a reflection. Additionally, the portfolio requires an introduction, reflection on how the portfolio demonstrates competency, and references page citing all sources used. The overall goal is for students to demonstrate their understanding of differentiated lesson planning for students with mild to moderate disabilities.
aqsa CURRICLUM ppt.pptx eduction based l
The document discusses lesson planning, outlining the key components of a lesson plan including learning objectives, activities, and assessment. It describes several approaches to lesson planning such as the Herbartian, Unit, and Project approaches. The document also covers factors that influence lesson planning, common types of lesson plans, ideas for effective planning, and the benefits of implementing effective plans.
EDSP 410Unit Plan Differentiated Lesson Plan Assignment Instr
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
Clinical field experience Education homework help.docx
This document provides guidance for a series of clinical field experiences for students. It outlines requirements for different experiences, including allocating time in the field, teaching lessons, collaborating with mentor teachers, and reflecting on lessons. The document discusses integrating subjects like English language arts, social studies, and art. It also addresses differentiating instruction for different students, including those with disabilities or who are English language learners. Students are instructed to complete lesson plans, unit plans, and written reflections on their experiences in the field and feedback from mentor teachers.
PWG-6-5e_specialQRcode.pdf
The document outlines a weekly learning plan for a Grade 6 classroom that focuses on progressive engagement and higher-order thinking skills. It includes transfer goals, standards, lessons, activities, and assessments for teaching students improved communication skills like public speaking. Lesson 1 focuses on impromptu speeches, giving students guidelines to practice short speech preparation and delivery on sample topics. Classroom activities include practicing speech techniques and delivering impromptu speeches, while home activities involve watching speech videos and discussing best practices. Students will be assessed on their ability to deliver an impromptu speech confidently using proper oral language skills.
Lesson plan for Theory
Lesson plan meaning, Importance, Models, Types, Parts of lesson plan, Similarities and differences of three lesson plans
Lesson Plan
The document discusses the key elements of an effective lesson plan, including objectives, materials, activities, and evaluation. It notes that a good lesson plan focuses on an idea or question, includes individual and group activities appropriate for students' developmental levels, and allows teachers to check students' mastery of skills through tests or other assessments. The lesson plan should correlate with the textbook and consider students' interests and needs.
Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Eed 465 all weeks discussion and assignments – entire course
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
Planning for teaching
This document outlines key aspects of effective lesson planning. It defines planning and lesson plans, listing their importance. Good lesson planning has clear objectives, continuity, and engages students. The 8 essential steps of teaching planning are outlined: objectives, anticipatory set, direct instruction, guided practice, closure, independent practice, materials, and assessment. Effective planning communicates goals and organizes instruction. Ways to plan effectively include identifying objectives, engaging activities, and proper closure. The 7 habits of highly effective planners are also listed. Limitations include reduced flexibility and independence for teachers.
Effective lesson planning
The document discusses effective lesson planning. It defines a lesson plan as a teacher's guide that includes goals, methods, and assessment. It outlines the typical elements of a lesson plan such as objectives, materials, and activities. It describes different types of assignments like whole-class lessons, group work, and independent practice. Finally, it discusses the importance of reflection and adjustment after teaching a lesson. Effective lesson planning helps teachers stay organized and achieve learning objectives.
Ece 405 week 5 journal course reflection new
This document discusses an upcoming capstone course and exam for an early childhood education degree program. It lists 11 exam topic areas that will assess students' mastery of topics covered throughout their degree programs. Students are asked to select 5 of the 11 topics and describe how they will demonstrate cultural competence in those areas through commitment statements for their future roles. An example commitment statement is provided for the topic of "Learner Development". Students are then prompted to write a 250-300 word journal entry selecting 5 topics and explaining how they would apply principles of cultural competence in those areas.
Value of different steps in lesson planning
The document discusses the value and importance of different steps in lesson planning. It defines a lesson plan as the systematic preparation done by a teacher in planning classroom activities and lessons. The document then outlines 8 phases of an effective lesson plan, including the introduction, foundation, brain activation, body of new information, clarification, practice and review, independent practice, and closure. Finally, it discusses the importance of lesson planning for creating a suitable learning environment, presenting new knowledge based on previous learning, using psychological teaching strategies, limiting irrelevant content, and developing teaching skills with confidence.
CHAPTER-5-multigrade-teaching.pptx
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
How To Plan A Lesson Plan
This document provides guidelines for planning an effective lesson, including:
1. A lesson plan should include goals, objectives, materials, procedures including opening/closing activities and techniques for whole class, groups, and individuals, and evaluation.
2. When planning, consider students' needs, familiarize yourself with the curriculum, determine the topic and goals, and write clear objectives. Include a variety of sequencing techniques and ensure proper timing.
3. Anticipate difficulties and make materials appropriate for students' proficiency levels. Account for individual differences with easy/difficult questions and techniques that encourage participation.
Lesson and Unit planning
This document discusses unit planning and lesson planning for teaching. It begins by defining a unit plan as a comprehensive plan for instructing a unit of study that sits between a year-long plan and individual lesson plans. It notes that a unit plan should integrate related learning materials and activities. It then discusses the characteristics of a good unit plan and types of unit plans like teaching units and resource units. Finally, it defines a lesson plan as a plan for instructing a single lesson and discusses the three main types of lesson plans and the typical eight elements that make up a lesson plan, such as objectives, materials, and assessment.
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Eed 465 all weeks discussion and assignments – entire course
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