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Unit 2
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Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
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[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
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Transcript
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[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
PRINTStrategies for Promoting Inclusiveness and Welcoming bernadettexrb
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Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
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Transcript
Critical Thinking ModelBEGIN ACTIVITY
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Transcript
Bloom's TaxonomyBEGIN ACTIVITY
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Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
Unit 5PRINTMulticultural Issues in Educational Environmentcorbing9ttj
Unit 5
PRINT
Multicultural Issues in Educational EnvironmentsINTRODUCTION
In the previous units, we focused on the topic of diversity and the different ways in which your learners are diverse. In the next several units, we will focus on multicultural issues and how they impact curriculum, instruction, and assessment.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u05s1] Unit 5 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u05s2] Unit 5 Study 2Develop Your Toolbox
Readings
Use the Internet to complete the following:
Majumder, K. (2015, February 20).
Six article types that journals publish: A guide for early career researchers [Blog post]
. Retrieved from http://www.editage.com/insights/6-article-types-that-journals-publish-a-guide-for-early-career-researchers
Purdue University. (n.d.).
Purdue OWL: Reference list: Basic rules
. Retrieved from https://owl.english.purdue.edu/owl/resource/560/05/
These rules are the same as those found in the APA manual; this site might be more convenient for you in some instances, as might be the Campus APA links that follow.
Campus Links
Take advantage of these Capella resources on scholarly research and APA style and format.
Find Scholarly and Peer-Reviewed Sources
.
Sources and Evidence
.
APA Citation – Citing a Book
.
APA Citation – Citing a Journal Article
.
APA Citation – Citing a Website
.
Multimedia
Click
Resource Toolbox
to investigate the Library Research section.
Take the library tour and read about evaluating sources, narrowing your topic, and forming a search strategy. These skills will be helpful to you throughout your degree program at Capella.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u05s3] Unit 5 Study 3Multiculturalism and Instructional Interventions
Readings
Use the Capell ...
Running head DEVELOPING MEASURABLE LEARNING OBJECTIVES1DEVEL.docxhealdkathaleen
Running head: DEVELOPING MEASURABLE LEARNING OBJECTIVES 1
DEVELOPING MEASURABLE LEARNING OBJECTIVES 2
Week 1: Developing Measurable Learning Objectives
Your Name
EDU 645: Assessment for Learning
Instructor’s Name
Date
(
Hint
: Delete
all of
these
green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
)
(
Hint
:
For help completing this assignment: Read
Chapter 4
: Instructional Objectives and Assessment; review the instructor guidance for
Week 1
; and review the links listed in the
Week 1
assignment prompt.
)
Highlight your path:
PK -6
7-12
Corporate Trainer
Military Trainer
Healthcare Trainer
Other:
(type response here)
Name of Standards: (insert the name of standards you are using for this assignment. For example, it may be Common Core State Standards)
Content Area: (what is the content area of the standard you selected?)
Grade or Audience: (Who are your learners?)
Standard(Copy and paste your standard below):
Measurable Learning Objectives/Outcomes/Targets
· Must include three different levels of Bloom’s Taxonomy.
· Be sure to highlight the measurable terms used in your objectives
· At the end of your learning objective and in parenthesis, list the Bloom’s Taxonomy cognitive domain that your learning objective addresses (see the exemplar in the Week 1 Guidance section of the course)
1.
2.
(
Delete any italicized words as these serve to guide the completion of this assignment
.
)3.
Week 1 Assignment Developing Measurable Learning Objectives [WLO: 3] [CLO: 1]
We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.
Prepare
Prior to beginning work on this assignment,
· Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
· Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
· Explore the following article about the backward design model (Links to an external site.)Understanding by Design (Links to an external site.).
· Watch the following video about the backward design model (Links to an external site.)Grant Wiggins – Understanding by design (1 of 2 (Links to an external site.)).
· Review the Read the Standards (Links to an external site.) web p ...
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
PRINTStrategies for Promoting Inclusiveness and Welcoming bernadettexrb
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
Unit 5PRINTMulticultural Issues in Educational Environmentcorbing9ttj
Unit 5
PRINT
Multicultural Issues in Educational EnvironmentsINTRODUCTION
In the previous units, we focused on the topic of diversity and the different ways in which your learners are diverse. In the next several units, we will focus on multicultural issues and how they impact curriculum, instruction, and assessment.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u05s1] Unit 5 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u05s2] Unit 5 Study 2Develop Your Toolbox
Readings
Use the Internet to complete the following:
Majumder, K. (2015, February 20).
Six article types that journals publish: A guide for early career researchers [Blog post]
. Retrieved from http://www.editage.com/insights/6-article-types-that-journals-publish-a-guide-for-early-career-researchers
Purdue University. (n.d.).
Purdue OWL: Reference list: Basic rules
. Retrieved from https://owl.english.purdue.edu/owl/resource/560/05/
These rules are the same as those found in the APA manual; this site might be more convenient for you in some instances, as might be the Campus APA links that follow.
Campus Links
Take advantage of these Capella resources on scholarly research and APA style and format.
Find Scholarly and Peer-Reviewed Sources
.
Sources and Evidence
.
APA Citation – Citing a Book
.
APA Citation – Citing a Journal Article
.
APA Citation – Citing a Website
.
Multimedia
Click
Resource Toolbox
to investigate the Library Research section.
Take the library tour and read about evaluating sources, narrowing your topic, and forming a search strategy. These skills will be helpful to you throughout your degree program at Capella.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u05s3] Unit 5 Study 3Multiculturalism and Instructional Interventions
Readings
Use the Capell ...
Running head DEVELOPING MEASURABLE LEARNING OBJECTIVES1DEVEL.docxhealdkathaleen
Running head: DEVELOPING MEASURABLE LEARNING OBJECTIVES 1
DEVELOPING MEASURABLE LEARNING OBJECTIVES 2
Week 1: Developing Measurable Learning Objectives
Your Name
EDU 645: Assessment for Learning
Instructor’s Name
Date
(
Hint
: Delete
all of
these
green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
)
(
Hint
:
For help completing this assignment: Read
Chapter 4
: Instructional Objectives and Assessment; review the instructor guidance for
Week 1
; and review the links listed in the
Week 1
assignment prompt.
)
Highlight your path:
PK -6
7-12
Corporate Trainer
Military Trainer
Healthcare Trainer
Other:
(type response here)
Name of Standards: (insert the name of standards you are using for this assignment. For example, it may be Common Core State Standards)
Content Area: (what is the content area of the standard you selected?)
Grade or Audience: (Who are your learners?)
Standard(Copy and paste your standard below):
Measurable Learning Objectives/Outcomes/Targets
· Must include three different levels of Bloom’s Taxonomy.
· Be sure to highlight the measurable terms used in your objectives
· At the end of your learning objective and in parenthesis, list the Bloom’s Taxonomy cognitive domain that your learning objective addresses (see the exemplar in the Week 1 Guidance section of the course)
1.
2.
(
Delete any italicized words as these serve to guide the completion of this assignment
.
)3.
Week 1 Assignment Developing Measurable Learning Objectives [WLO: 3] [CLO: 1]
We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.
Prepare
Prior to beginning work on this assignment,
· Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
· Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
· Explore the following article about the backward design model (Links to an external site.)Understanding by Design (Links to an external site.).
· Watch the following video about the backward design model (Links to an external site.)Grant Wiggins – Understanding by design (1 of 2 (Links to an external site.)).
· Review the Read the Standards (Links to an external site.) web p ...
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Elements of Emotional Intelligence in Leadership To prepare for EvonCanales257
Elements of Emotional Intelligence in Leadership
To prepare for this discussion, read the assigned textbook chapters and the article, Emotional Intelligence. (Links to an external site.) Evaluate your level of emotional intelligence by completing the “Leader's Self-Insight 5.2” questionnaire in the textbook. Reflect on what the results suggest about you as a leader and what observations others might make of you that are in your blind spot. You are not required to share your specific results when discussing this activity, but are welcome to, if you are comfortable doing so.
To successfully complete this discussion, your post should minimally include the following:
· Identify a specific career or profession and evaluate which elements of emotional intelligence (EI) you consider most essential to be an effective leader in that chosen career or profession. Include specific examples from realistic work/professional scenarios demonstrating how those EI elements are necessary for leaders in that setting.
· Based on the information in the text discussing how emotions influence performance, create at least one example of how negative emotions influence work performance.
· Take the role of a leader in the industry/profession of your choice. You’ve assigned your employees/supervisees to work on projects in groups. One of the members of your team comes to you and asks to be reassigned because one of the members in their assigned group is “so negative, always complaining, and constantly oversharing about all of the drama in their personal lives.” Using either your own results from the “Leader's Self-Insight 5.2” questionnaire or those of a fictitious leader, formulate two brief scripts demonstrating how your chosen leader would respond to (1) the employee who requests reassignment and (2) the employee who was described as being negative.
· Support ideas you share in your post with a minimum of three credible scholarly and peer-reviewed sources (Links to an external site.) published within the last ten years and document your sources by including APA-formatted citations (Links to an external site.)and references (Links to an external site.).
Post your initial response of 500 words or more by Day 3 (Thursday). Respond to at least two of your peers by Day 7 (Monday). Replies to your classmates’ initial postings should be a minimum of 250 words each.
Lesson Plan Template (edTPA Task 1) 4-page limit
LESSON #
Subject/Topic: Click or tap here to enter text.
Grade Level: Click or tap here to enter text.
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Click or tap here to enter text.
Resources and Materials:
Click or tap here to enter text.
Standards:
State: Click or tap here to enter text.
National: Click or tap here to enter text.
Objective:
Click or tap here to enter text.
INSTRUCTION
Direct Instruction/Modeling: Click or tap here to enter text.
Guided Pract ...
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Ash ese 633 week 5 assignment collaborative problem solvingshyaminfo04
ash ese 633 week 5 dq 1 discussion on co-teaching,ash ese 633 week 5 assignment collaborative problem solving,ash ese 633 week 5,ese 633 week 5,ash ese 633,ese 633,ash ese 633 week 5 tutorial,ash ese 633 week 5 assignment,ash ese 633 week 5 help
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxgalerussel59292
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxbobbywlane695641
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
Week 4 Moving forward - The Australian CurriculumThis assessmen.docxmelbruce90096
Week 4: Moving forward - The Australian Curriculum
This assessment task requires you to write one 400-word journal entry each week on the concepts explored in the first four weeks of the unit. In total you will submit, in a Word document, 4x400- word journal entries. The purpose of this assessment task is to reflect on the knowledge and understandings you acquire from the weekly online activities (specified below). You are expected to draw on the prescribed weekly readings and resources to help support your reflections, as well as independently sourced scholarly literature.
For each journal entry, you must include evidence of the completed weekly activity (clearly indicated in your submission). Please note that your response to the weekly activity itself will not be assessed, however, it must be submitted in order for you to at least pass the assessment task.
Responses to the weekly activities will not be included in the word count. Each journal entry will follow the Connect-Extend-Challenge thinking strategy:
Connect – how are the ideas and information you’ve explored this week connected to what you already know? Firstly, you need to consider how all of the information and new concepts you have read and thought about connects to your pre-existing knowledge and experience. Provide an example (1-2) here demonstrating this connection with theory to support.
Extend – in what ways has your thinking been extended by these ideas and this information? Then you need to consider how the new material and discussions on Bb with your fellow students has extended your thinking. What is something new you have learnt? How have your ideas been developed? Have we discussed something that you had not previously considered? Use examples and theory to support.
Challenge – what challenges do you think you will face in applying this knowledge/understanding to your classroom practice? Finally, you need to highlight the challenges you may face in applying the concepts and new knowledge from Week 1 into practice during your practicum and as a teacher into the future. Again include examples and theory support.
1. Understanding of concepts
The key concepts that underpin each of the activities have been accurately identified and critically reflected upon. A comprehensive and succinct knowledge of the concepts being explored has been demonstrated and well-supported with relevant and meaningful academic literature.
2. Link between theory and activity
The entries demonstrates a deep, insightful and sophisticated understanding of connections between prior and new knowledge. The ways knowledge has been extended are thoughtfully articulated.
3. Transfer of knowledge into practice
Insightful and succinct entries demonstrate a sophisticated understanding of the challenges in applying new knowledge to practice. The entries are fully supported with meaningful and relevant examples and sophisticated integration of ideas from relevant, current and diverse bodies of scholar.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Week 1 Discussion 2 Evaluating the Impact of Poverty A Review of .docxjessiehampson
Week 1 Discussion 2 Evaluating the Impact of Poverty: A Review of "Quality" Online Resources
An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA (Links to an external site.)website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA (Links to an external site.) website and how this knowledge will be useful to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA (Links to an external site.) website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
c. Describe the organizational and content features of the Poverty USA (Links to an external site.) website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
Overview
A few words about the importance of reading the Instructor Guidance pages are likely to be useful to you to start off this guidance. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcom ...
Choose one ethical dilemma from each groupGroup A A newspaper c.docxDinahShipman862
Choose one ethical dilemma from each group
Group A:
A newspaper columnist signs a contract with a newspaper chain. Several months later she is offered a position with another newspaper chain at a higher salary. Because she would prefer making more money, she notifies the first chain that she is breaking her contract. The courts will decide the legality of her action. But what of the morality? Did the columnist behave ethically?
An airline pilot goes for his regular medical checkup. The doctor discovers that he has developed a heart murmur. The pilot only has a month to go before he is eligible for retirement. The doctor know this and wonders whether, under these unusual circumstances, she is justified in withholding the information about the pilot's condition.
Group B:
An office worker had a record of frequent absence. He used all his vacation and sick leave days and frequently requested additional leave without pay. His supervisor and co-workers expressed great frustration because his absenteeism caused bottlenecks in paperwork, created low morale in the office, and required others to do his work in addition to their own. On the other hand, he felt he was entitled to take his earned time and additional time off without pay. Was he right?
Rhonda enjoys socializing with fellow employees at work, but their discussion usually consists of gossiping about other people, including several of her friends. At first Rhonda feels uncomfortable talking in this way about people she is close to, but then she decided it does no real harm and she feels no remorse for joining in.
.
Choose one of the following artworks or artists for your Final Rep.docxDinahShipman862
Choose one of the following artworks or artists for your Final Report.
Your report must completely answer the four questions posed to guide your research.
Write in complete sentences and utilize APA guidelines.
You will need to use the LIRN library and the Internet to find enough information and, therefore, you will need to cite your sources on a final page labeled “References.”
1.
Describe the work or artist (100 words or more).
state the correct name
state the artist(s) if known
give the actual dimensions of the work (feet and inches)
note the principle features of the work
2.
Compare (50 words or more).
explain how this artwork (or artist) is similar to others of the same time
is it part of a trend?
3.
Contrast (50 words or more).
explain how this artwork (or artist) is different from all others of the same time
is it/he part of a revolution
4.
Evaluate (100 words or more).
explain why this artwork (or artist) is significant or important to his or her age
why did he become popular during his time
what did he contribute to the future of art
5.
References
list your sources of information so that the instructor can locate them later and check your work
Artwork
Palladio, Villa Emo, (Veneto, Italy)
Ghiberti, The Gates of Paradise, Florence
Perugino, Jesus giving the Keys to Peter, Rome
Andrea del Sarto, Madonna of the Harpies, Florence
Tintoretto, Paradise, Venice
Hieronymus Bosch, The Garden of Worldly Delights, Netherlands
Wren, St. Paul's Cathedral (London)
Allegory On The Blessings Of Peace, Rubens
Catherina Hooft and Her Nurse,
Frans Hals
The Stone Breakers, Gustave Courbet.
Murals or other artifacts in Calakmul, Mexico
Pueblo Bonito in Chaco Canyon , AZ
Art of divination magic in Yoruba, Africa
Chrysler Building, New York City
Nude Descending a Staircase, Marcel Duchamp
Meret Oppenheim, Object (fur bowl and spoon), Switzerland
Dorothea Lange, Migrant Mother, 1936
Artists
Fra Angelico
Ghiberti
Giovanni Bellini
Andrea del Sarto
El Greco
Hieronymus Bosch
Frans Hals the Elder
Jusepe de Ribera
Nicolas Poussin
Canova, Antonio
Ingres, Jean-Auguste-Dominique –
François Boucher
Honoré Daumier
Gustave Courbet
Albert Bierstadt
Paul Gaugin
Mary Cassatt
Paul Klee
Man Ray
Thomas Hart Benton
Remedios Varo Uranga
.
Choose between1. Your company wants to export cultural artifacts .docxDinahShipman862
Choose between:
1. Your company wants to export cultural artifacts from India. What will do (which choices will you make) to avoid being accused of “cultural appropriation”? Attached doc of cultural appropriation discussed in lecture.
OR
2.Writing a paper in response of one of the readings attached. Attached reading and rules.
.
More Related Content
Similar to can you helpUnit 2PRINTCreating Goals for Professional
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Elements of Emotional Intelligence in Leadership To prepare for EvonCanales257
Elements of Emotional Intelligence in Leadership
To prepare for this discussion, read the assigned textbook chapters and the article, Emotional Intelligence. (Links to an external site.) Evaluate your level of emotional intelligence by completing the “Leader's Self-Insight 5.2” questionnaire in the textbook. Reflect on what the results suggest about you as a leader and what observations others might make of you that are in your blind spot. You are not required to share your specific results when discussing this activity, but are welcome to, if you are comfortable doing so.
To successfully complete this discussion, your post should minimally include the following:
· Identify a specific career or profession and evaluate which elements of emotional intelligence (EI) you consider most essential to be an effective leader in that chosen career or profession. Include specific examples from realistic work/professional scenarios demonstrating how those EI elements are necessary for leaders in that setting.
· Based on the information in the text discussing how emotions influence performance, create at least one example of how negative emotions influence work performance.
· Take the role of a leader in the industry/profession of your choice. You’ve assigned your employees/supervisees to work on projects in groups. One of the members of your team comes to you and asks to be reassigned because one of the members in their assigned group is “so negative, always complaining, and constantly oversharing about all of the drama in their personal lives.” Using either your own results from the “Leader's Self-Insight 5.2” questionnaire or those of a fictitious leader, formulate two brief scripts demonstrating how your chosen leader would respond to (1) the employee who requests reassignment and (2) the employee who was described as being negative.
· Support ideas you share in your post with a minimum of three credible scholarly and peer-reviewed sources (Links to an external site.) published within the last ten years and document your sources by including APA-formatted citations (Links to an external site.)and references (Links to an external site.).
Post your initial response of 500 words or more by Day 3 (Thursday). Respond to at least two of your peers by Day 7 (Monday). Replies to your classmates’ initial postings should be a minimum of 250 words each.
Lesson Plan Template (edTPA Task 1) 4-page limit
LESSON #
Subject/Topic: Click or tap here to enter text.
Grade Level: Click or tap here to enter text.
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Click or tap here to enter text.
Resources and Materials:
Click or tap here to enter text.
Standards:
State: Click or tap here to enter text.
National: Click or tap here to enter text.
Objective:
Click or tap here to enter text.
INSTRUCTION
Direct Instruction/Modeling: Click or tap here to enter text.
Guided Pract ...
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Ash ese 633 week 5 assignment collaborative problem solvingshyaminfo04
ash ese 633 week 5 dq 1 discussion on co-teaching,ash ese 633 week 5 assignment collaborative problem solving,ash ese 633 week 5,ese 633 week 5,ash ese 633,ese 633,ash ese 633 week 5 tutorial,ash ese 633 week 5 assignment,ash ese 633 week 5 help
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxgalerussel59292
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxbobbywlane695641
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
Week 4 Moving forward - The Australian CurriculumThis assessmen.docxmelbruce90096
Week 4: Moving forward - The Australian Curriculum
This assessment task requires you to write one 400-word journal entry each week on the concepts explored in the first four weeks of the unit. In total you will submit, in a Word document, 4x400- word journal entries. The purpose of this assessment task is to reflect on the knowledge and understandings you acquire from the weekly online activities (specified below). You are expected to draw on the prescribed weekly readings and resources to help support your reflections, as well as independently sourced scholarly literature.
For each journal entry, you must include evidence of the completed weekly activity (clearly indicated in your submission). Please note that your response to the weekly activity itself will not be assessed, however, it must be submitted in order for you to at least pass the assessment task.
Responses to the weekly activities will not be included in the word count. Each journal entry will follow the Connect-Extend-Challenge thinking strategy:
Connect – how are the ideas and information you’ve explored this week connected to what you already know? Firstly, you need to consider how all of the information and new concepts you have read and thought about connects to your pre-existing knowledge and experience. Provide an example (1-2) here demonstrating this connection with theory to support.
Extend – in what ways has your thinking been extended by these ideas and this information? Then you need to consider how the new material and discussions on Bb with your fellow students has extended your thinking. What is something new you have learnt? How have your ideas been developed? Have we discussed something that you had not previously considered? Use examples and theory to support.
Challenge – what challenges do you think you will face in applying this knowledge/understanding to your classroom practice? Finally, you need to highlight the challenges you may face in applying the concepts and new knowledge from Week 1 into practice during your practicum and as a teacher into the future. Again include examples and theory support.
1. Understanding of concepts
The key concepts that underpin each of the activities have been accurately identified and critically reflected upon. A comprehensive and succinct knowledge of the concepts being explored has been demonstrated and well-supported with relevant and meaningful academic literature.
2. Link between theory and activity
The entries demonstrates a deep, insightful and sophisticated understanding of connections between prior and new knowledge. The ways knowledge has been extended are thoughtfully articulated.
3. Transfer of knowledge into practice
Insightful and succinct entries demonstrate a sophisticated understanding of the challenges in applying new knowledge to practice. The entries are fully supported with meaningful and relevant examples and sophisticated integration of ideas from relevant, current and diverse bodies of scholar.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Week 1 Discussion 2 Evaluating the Impact of Poverty A Review of .docxjessiehampson
Week 1 Discussion 2 Evaluating the Impact of Poverty: A Review of "Quality" Online Resources
An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA (Links to an external site.)website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA (Links to an external site.) website and how this knowledge will be useful to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA (Links to an external site.) website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
c. Describe the organizational and content features of the Poverty USA (Links to an external site.) website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
Overview
A few words about the importance of reading the Instructor Guidance pages are likely to be useful to you to start off this guidance. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcom ...
Similar to can you helpUnit 2PRINTCreating Goals for Professional (19)
Choose one ethical dilemma from each groupGroup A A newspaper c.docxDinahShipman862
Choose one ethical dilemma from each group
Group A:
A newspaper columnist signs a contract with a newspaper chain. Several months later she is offered a position with another newspaper chain at a higher salary. Because she would prefer making more money, she notifies the first chain that she is breaking her contract. The courts will decide the legality of her action. But what of the morality? Did the columnist behave ethically?
An airline pilot goes for his regular medical checkup. The doctor discovers that he has developed a heart murmur. The pilot only has a month to go before he is eligible for retirement. The doctor know this and wonders whether, under these unusual circumstances, she is justified in withholding the information about the pilot's condition.
Group B:
An office worker had a record of frequent absence. He used all his vacation and sick leave days and frequently requested additional leave without pay. His supervisor and co-workers expressed great frustration because his absenteeism caused bottlenecks in paperwork, created low morale in the office, and required others to do his work in addition to their own. On the other hand, he felt he was entitled to take his earned time and additional time off without pay. Was he right?
Rhonda enjoys socializing with fellow employees at work, but their discussion usually consists of gossiping about other people, including several of her friends. At first Rhonda feels uncomfortable talking in this way about people she is close to, but then she decided it does no real harm and she feels no remorse for joining in.
.
Choose one of the following artworks or artists for your Final Rep.docxDinahShipman862
Choose one of the following artworks or artists for your Final Report.
Your report must completely answer the four questions posed to guide your research.
Write in complete sentences and utilize APA guidelines.
You will need to use the LIRN library and the Internet to find enough information and, therefore, you will need to cite your sources on a final page labeled “References.”
1.
Describe the work or artist (100 words or more).
state the correct name
state the artist(s) if known
give the actual dimensions of the work (feet and inches)
note the principle features of the work
2.
Compare (50 words or more).
explain how this artwork (or artist) is similar to others of the same time
is it part of a trend?
3.
Contrast (50 words or more).
explain how this artwork (or artist) is different from all others of the same time
is it/he part of a revolution
4.
Evaluate (100 words or more).
explain why this artwork (or artist) is significant or important to his or her age
why did he become popular during his time
what did he contribute to the future of art
5.
References
list your sources of information so that the instructor can locate them later and check your work
Artwork
Palladio, Villa Emo, (Veneto, Italy)
Ghiberti, The Gates of Paradise, Florence
Perugino, Jesus giving the Keys to Peter, Rome
Andrea del Sarto, Madonna of the Harpies, Florence
Tintoretto, Paradise, Venice
Hieronymus Bosch, The Garden of Worldly Delights, Netherlands
Wren, St. Paul's Cathedral (London)
Allegory On The Blessings Of Peace, Rubens
Catherina Hooft and Her Nurse,
Frans Hals
The Stone Breakers, Gustave Courbet.
Murals or other artifacts in Calakmul, Mexico
Pueblo Bonito in Chaco Canyon , AZ
Art of divination magic in Yoruba, Africa
Chrysler Building, New York City
Nude Descending a Staircase, Marcel Duchamp
Meret Oppenheim, Object (fur bowl and spoon), Switzerland
Dorothea Lange, Migrant Mother, 1936
Artists
Fra Angelico
Ghiberti
Giovanni Bellini
Andrea del Sarto
El Greco
Hieronymus Bosch
Frans Hals the Elder
Jusepe de Ribera
Nicolas Poussin
Canova, Antonio
Ingres, Jean-Auguste-Dominique –
François Boucher
Honoré Daumier
Gustave Courbet
Albert Bierstadt
Paul Gaugin
Mary Cassatt
Paul Klee
Man Ray
Thomas Hart Benton
Remedios Varo Uranga
.
Choose between1. Your company wants to export cultural artifacts .docxDinahShipman862
Choose between:
1. Your company wants to export cultural artifacts from India. What will do (which choices will you make) to avoid being accused of “cultural appropriation”? Attached doc of cultural appropriation discussed in lecture.
OR
2.Writing a paper in response of one of the readings attached. Attached reading and rules.
.
Choose at least two (2) items or events that you would consider to b.docxDinahShipman862
Choose at least two (2) items or events that you would consider to be extraordinary to a company. Propose the manner in which you would disclose these items or events to investors. Justify your response.
Determine the two (2) financial ratios that you believe to be the most important indicators of financial health for a company. Predict two (2) positive or two (2) negative financial outcomes should the chosen ratios change dramatically from one year to another. Provide a rationale for your response
.
Choose any song you wish (contemporary is fine). Look up the lyrics .docxDinahShipman862
Choose any song you wish (contemporary is fine). Look up the lyrics using a website such as
http
://
www
.
azlyrics
.com/
or
http
://
www
.
elyrics
.net/
(Make sure to cite the source you use!). Using
AT LEAST one verse and the refrain, discuss the lyrics in terms of poetry.
Be SURE to discuss the following: content (story), including poetic components such as alliteration, simile, metaphor, and personification. In addition, identify the rhyme scheme, and include
imagery (symbolic or literal). Be sure to use examples from the song. Be sure to cite the song according to APA and c
ite
all quotes using APA format.
Min: 750 words
.
Choose any medicalhealthcare research institute and describe the or.docxDinahShipman862
Choose any medical/healthcare research institute and describe the organization and the types of research in which they are engaged. Listed below are some examples. You may choose from this list or select any other research institute that appeals to you.
·
Scripps Biomedical Research
·
Institute of Medicine
·
NIH-one of the branch institutes (NIMH, NCI, etc.)
·
Cancer Research Institute
·
Any university healthcare research institute
For the selected institute or organization, state the following:
1.
The mission of the organization
2.
The type of research conducted
3.
Organizational structure (location, divisions, size-number/types of employees)
4.
Sources of funding
5.
An example of a research study or publication from the institution/organization
6.
Impression/Opinion of the institute/organization and its connection to healthcare practice
Prepare the assignment according to the APA format, e.g, cover page, headers, references, etc. and submit the work via the assignment link as a word document.
Evaluation Criteria
Points
Points
Identification of the mission (5)
Identification of the type of research conducted (5)
Organizational structure (5)
Location/Division
Size/Type of employees
Funding source (5)
Example of research conducted or publication (5)
Impression and link to practice (5)
30
APA format/Writing: (Cover Sheet, headers, spacing, etc.)/Clarity of writing, technique, topic sentences, grammar, word choice, punctuation, etc.)
5
Total:
35
.
Choose any aspect of the population geographydemographic landscape .docxDinahShipman862
Choose any aspect of the population geography/demographic landscape of Washington, DC and write something
creative—a
poem, a prose poem, a short piece of creative nonfiction. Could be creative and non-acdemic
e.g.
https
://
vimeo
.com/138928862
https
://
vimeo
.com/138941484
http
://
www
.
stridemagazine
.co.
uk
/Stride%20mag%202012/
june
2012/HUMAN%20GEOGRAPHY.
htm
http
://
socialshutter
.
blogspot
.com/2012/11/
jessup
.
html
.
Choose a service type from Table 21.1 (Service Management chapter un.docxDinahShipman862
Choose a service type from Table 21.1 (Service Management chapter under the Service Catalog Management Section; this does not refer to figure 21.1) that you think applies to WW and discuss how the CIO might manage its performance in the current Wobbly Wheels operating environment.
Service Catalog Management
In simple terms, service catalog management is a menu or catalog of services provided by the IT department. It essentially captures different services, categories, approval details, cost information (if applicable), and expected turnaround time for resolution or service. Turnaround time is one of the critical performance parameters for the service delivery organization. It is published to customers being serviced and tightly coupled with the service desk processes and OLAs with other delivery organizations. A typical list of services is illustrated in
Table 21.1
. A sample entry for e-mail service in the service catalog is illustrated in
Table 21.2
.
Table 21.1:
Typical List of Services
Open table as spreadsheet
Service Type
Provisioning Medium and Processes
Measurement
Communication
Mail, messenger, and broadcast services
Uptime, capacity, and performance
Desktop management
Configuration and upkeep of standard workstation image
Patching, compliance and performance
Productivity tools
Document, spreadsheet, presentation, and process management tools
Patching, integration, and performance
Network access
Access to organization's systems over local, metropolitan, and wide area networks
Uptime and performance
Remote access
Remote access mechanism for troubleshooting, knowledge sharing, and presentation
Authorization, authentication, and availability
Internet/intranet
Restricted and unrestricted access to authenticated and white-listed domains inside and outside of the organization
Uptime and performance
Identity and access management
Managing users, their profiles, personalization, and ease of access to business systems through single-sign-on configuration
Authorization, authentication, availability, and self-service
Threat management
Protecting business systems from vulnerabilities and attacks
Infections, threats, vulnerabilities, patching, and compliance
Backups and archiving
Ensuring high availability of information from disasters and data losses
Backup success, recoverability, and restoration
Table 21.2:
Sample Entry for E-mail Service in the Service Catalog
Open table as spreadsheet
Service Name
E-mail
Service Availability
24 hours/7 days a week
Eligibility
Full-time employees and authorized contractors, standard desktop access, andactive employment status on corporate HR management system
Service Creation
Automatic creation on the basis of employment entry and inactivation upon termination of employment services as recorded in the HR management system
Service Support
Service desk through published contact mechanisms
Cost
Charge-back component of IT services
Service Availability
99.9% excluding scheduled outages every other Satu.
Choose a scene from a movie.Watch the scene with the sound on, the.docxDinahShipman862
Choose a scene from a movie.
Watch the scene with the sound on, then with the sound off, and again with the sound on.
Your paper should include:
The name of the movie
Director
Composer
Brief description of the scene.
Is the music source music or underscore?
Original music or an adaptation of pre-existing music?
What do you think the director was trying to convey? (perhaps elicit a certain feeling, propel the story forward, evoke a certain place and time in history?)
Does the music help serve that purpose?
How does the scene differ when you watch it without the music?
Do you think it would be possible that the scene might have taken on a different feel or meaning with no music or different music?
What about the music helps it accomplish its goal of heightening whatever it is the director wanted to convey?
Is there anything about the music that detracts from or fails to enhance the scene?
Be specific— listen carefully and use what you know about the building blocks of music and how music is used in film to describe what is happening and communicate your opinion about its effectiveness.
Paper Formatting Requirements:
3-5 pages
double spaced
12-point font
one-inch margins
Your first draft must be a hard copy, turned in in class Tuesday October 20. Your final draft must be turned in through Turnitin on Moodle.
You will be graded on:
grammar, relevancy to the prompt, understanding of the subject matter, clear and effective communication and formatting.
.
Choose a resident microbe from the FAQ Human Microbiome document th.docxDinahShipman862
Choose a resident microbe from the FAQ: Human Microbiome document that you viewed in Module 1. Describe its symbiotic role within our microbiome. Do a little independent research to determine whether this microbe can become pathogenic. If so, describe the conditions under which this microbe assumes this opportunistic role. Be sure to cite your references and include a references section. Use the faq I included.
can you do this in an hour or less.
.
Choose a personality theory that justifiably aligns with your perspe.docxDinahShipman862
Choose a personality theory that justifiably aligns with your perspective. Then, in a two- to three-page paper (not including title and reference pages), examine its origin, principles, validity, and application. Additionally, assess how the culture, ethnicity, gender, and social status of the theorist influenced the theory.
.
choose a role researcher, consultant, or organizational leader. In .docxDinahShipman862
choose a role: researcher, consultant, or organizational leader. In this role, discuss how you would study and determine the values and ethical framework of an organization. What steps would you take to determine whether the values and ethics of the organization were consistent with the values and ethics of the top level leaders?
.
Choose a personality disorder (e.g., borderline, antisocial, narciss.docxDinahShipman862
Choose a personality disorder (e.g., borderline, antisocial, narcissistic, schizoid, etc.) that may cause an individual to seek therapy. Briefly describe the personality disorder and its major features. Then, compare and contrast how two different theories of personality would explain the disorder. Include commentary on how culture may affect conceptualization and possible ethical issues that may be present.
.
Choose a single toxicant, and explain how it can impact the immune s.docxDinahShipman862
Choose a single toxicant, and explain how it can impact the immune system, respiratory system, and the liver. This paper should consist of a minimum of two pages and utilize at least two reliable references in addition to the textbook. One of your references must be a peer-reviewed resource. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
.
Choose a non-communicable disease such as cancer, diabetes, cardiova.docxDinahShipman862
Choose a non-communicable disease such as cancer, diabetes, cardiovascular disease, etc., and describe the multiple risk factors that can contribute to this disease. What risk factors can be controlled by the individual and which ones cannot?
What local programs are available in your community to assist in reducing risk factors for the chosen non-communicable disease? Examples include screening programs, educational programs, genetic testing, etc.
.
Choose a musical artist (from any music era) and provide a 1-2 page .docxDinahShipman862
Choose a musical artist (from any music era) and provide a 1-2 page summary of the background or history of the artist. Also include one of his or her main works (songs or compositions) and explain:
The meaning
The musical elements
The contribution that this piece has had to the development of music
.
Choose a news article from either a physical newspaper or online new.docxDinahShipman862
Choose a news article from either a physical newspaper or online news source (such as Al Jazeera, New York Times, LA Times, etc.) and write a one page (double spaced) analysis/discussion on why the activity in the article gives evidence of racism or a
racialized social system
NOT PERSONAL PREJUDICE
.
.
Choose a president from this unit (George Washington to John Quincy .docxDinahShipman862
Choose a president from this unit (George Washington to John Quincy Adams) and write a two-page public address/speech that covers a minimum of two important issues (at least one covering a military issue and one on government evolution) that took place during that president’s term(s). Your speech will need to be in APA style.
.
Choose a control system that has direct impact on your daily life. E.docxDinahShipman862
Choose a control system that has direct impact on your daily life. Explain how this control system affects your life. Is it analog, digital or both? Identify the main elements in the control system. For instance, what is the sensor, what is the actuator, what is the controlled variable, etc? Are there any safety or environmental considerations in the operation of the control system?
.
Choose a culture that interests you or one that you want to learn mo.docxDinahShipman862
Choose a culture that interests you or one that you want to learn more about. Research this culture. Do a power point presentation on your chosen culture. If you do not know how to do powerpoint, you may write a research paper instead. Your presentation will be graded on: substance, creativity, interest, presentation style, clarity, and inclusion of the following 8 aspects: Detailed description of your culture, ( may include maps, photos, pictures, symbols, Utube clip, music ) will include:
1. History
2. Econoimics and Politics
3. Traditions and Values
4. Holidays and celebrations
5. Education and language
6. Music, Foods (may include recipes)
7. Family structures, values, attitudes, etc.(e.g. treatment of women, children, etc)
8. Something unique and special
.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
can you helpUnit 2PRINTCreating Goals for Professional
1. can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be
nervous at the thought of submitting your first written graduate
work! Use the resources you have. Give yourself plenty of time
to revisit the assignment, revise it, and edit it. Ask your
instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep
track of your activities so you stay organized and meet all
required deadlines. The tool also contains a section for you to
record your reflections on your learning goals and experi ences
for the week. This space provides a private, informal area for
you to record your thoughts on your strengths and challenges as
they relate to inclusivity and diversity in learning environments.
Your entries won't be read, responded to, or graded by the
instructor; however, you are strongly urged to make weekly
journal entries, as you will need this content to complete the
Unit 10 Course Reflection assignment.
2. As you prepare your weekly reflection entry, remember to
connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and
focus on The Writing Center, Smarthinking, and Academic
Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember
to add them to your ongoing list of resources that you started in
Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s
Four Lenses in mind and make a meaningful connection to one
or more of them in your entry. You will recall that those lenses
3. are:
Practitioners' autobiographical experiences—that is, their own
experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals
and in groups. Think about the diversity that can appear in your
own professional setting; the following is a sampling of some of
the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
4. Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of
professional settings, so as you read the articles and watch the
media pieces, think about how the main ideas could apply to
your own setting and specialization as well as how those ideas
might relate to other forms of diversity. This general principle
applies to all activities in the course. Read
Definitions [DOC]
to gain a broader perspective. Reviewing the KWL chart you
completed in Unit 1 will help you locate your professional
specialization in the general framework of the discussion.
Multimedia
Click
What Is Diversity?
to view the media piece.
Click
SMART Goals
to view the media piece.
Setting goals that are too broad or general may result in little
change or improvement. You will learn about setting specific,
measurable goals in this piece.
5. Readings
Use the Capella library and the Internet to complete the
following:
Plaut, V. (2014).
Inviting everyone in
.
Scientific American
,
311
(4), 52–57.
Toner, M. (2016).
Diversifying diversity
.
Presidency
,
19
(1), 12–17.
Wells, A. S., Fox, L., Cordova-Cobo, D., & Kahlenberg, R. D.
(2016).
How racially diverse schools and classrooms can benefit all
students
.
The Education Digest
,
82
(1), 17–24.
Elias, M. J. (2014, August 27).
SMART goal setting with your students [Blog post]
. Retrieved from https://www.edutopia.org/blog/smart-goal-
7. ICON
Transcript
Learning Components
This activity will help you achieve the following learning
components:
Define inclusivity in an educational setting.
Identify challenges related to inclusivity and diversity.
Summarize professional experience related to inclusivity and
diversity.
Analyze strategies for integrating inclusivity and diversity in an
educational setting.
Toggle Drawer
[u02s4] Unit 2 Study 4Discussion and Assignment Preparation
To prepare for the Unit 2 discussion, use the
Diversity Worksheet
to consider your own diversity and where you are situated
within the identified diversity characteristics.
Complete the "How You Identify Yourself in Relation to Each
Group" and the "Implications for Your Work" columns.
Be sure to note the information in the worksheet instructions
that will help you decide how to do so. You will not be sharing
this worksheet in the discussion, but you will reflect on the
content and use it to complete your discussion.
8. Your first assignment, Self-Assessment of Knowledge and
Skills, is due this week. Be sure you are following the
assignment instructions carefully. Ask your instructor if you
have any questions.
Learning Components
This activity will help you achieve the following learning
components:
Identify challenges experienced in relation to inclusivity and
diversity.
Summarize professional experience related to inclusivity and
diversity.
Toggle Drawer
[u02a1] Unit 2 Assignment 1
Self-Assessment of Knowledge and Skills
Overview
Whenever someone wants to embark on a journey of personal or
professional improvement, he or she must consider the starting
point. In this first assignment in the first course of your
program, you will document your starting point by completing a
self-assessment.
Assignment Instructions
There are two sections in this assignment: the self-assessment
and a goal-setting proposal. Follow these steps to develop these
9. sections:
In Unit 1, you should have taken the self-assessment in the Self-
Assessment and Proposal Template (linked in the Resources).
If you have done so, proceed to Step 2.
If you have not, complete the following:
Read each item on the self-assessment and reflect on your
current level of proficiency. Mark your current level as a 0, 1,
2, or 3.
Part of effective self-assessment is the ability to explain why
you assessed your skills as you did, so the next step is to write a
short narrative (3–4 sentences) for each item, presenting the
evidence to support your rating.
Move to the Learning Goals Proposal section of the template.
The headings for each part of this section are already there for
you, along with prompts to help you craft each part. Complete
the following:
Describe the main strengths that emerged from your self-
assessment of the course knowledge and skills.
Describe opportunities for growth that emerged from the self-
assessment.
Identify three goal statements for learning during this course.
Each goal statement should be observable and measurable so
you can evaluate your progress later on.
10. Create a brief action plan. Explain which observable actions
you will take to address each of your goals throughout the
course.
Save your completed Self-Assessment and Proposal Template
and submit it as a Word document in the assignment area.
Resources
Self-Assessment of Knowledge and Skills Scoring Guide
.
Self-Assessment and Proposal Template [DOC]
.
Toggle Drawer
[u02d1] Unit 2 Discussion 1
Situating Yourself Within Diversity Characteristics
In preparation for this discussion, you completed the Diversity
Worksheet, including your own characteristics and what your
position within those characteristics implies for your work.
Based on what you learned about diversity in this unit and your
own work on the Diversity Worksheet, complete the following:
Choose two of the cultural groups identified on the worksheet.
Expand on the detail that you gave in the “Implications for Your
Work” column for those two groups. What are your strengths in
11. working with those two groups, and what opportunities exist for
growth?
Reflect generally on how you completed the two columns in the
template. What were your "big ideas" or "aha" moments related
to how your diversity characteristics apply to your work?
Make a Connection
After responding to the discussion prompt, pose a question or
comment on an issue that interests you. This is meant to engage
your peers and let them know how they can best support you.
Response Guidelines
These guidelines apply to your responses to other learners,
which are in addition to your response to the discussion topic
itself.
Respond to at least one learner. In your response, ask two or
more questions that each post raised for you. Asking questions
is an effective way to carry on the discussion in an online
environment! Be sure to return to the discussion so you can see
the answers to your question; you may have more to add.
Post your initial responses in the discussion area by Thursday at
11:59 p.m. (Central time zone). Comments to other learners'
posts are due by Sunday at 11:59 p.m. (Central time zone).
Learning Components
This activity will help you achieve the following learning
components:
Define diversity in an educational setting.
12. Determine areas of strength.
Identify opportunities for improvement.
Resources
Discussion Participation Scoring Guide
.
Toggle Drawer
Updates and Handouts
Periodically, information will be posted in this space for the
good of the class.
Toggle Drawer
Ask Your Instructor
This forum was created to provide a convenient space for you to
ask questions—questions about particular assignment and
discussion activities, questions about the course in general,
questions about expectations. If there is something that you feel
you could use help with, please post your question here. Most
likely, some of your classmates will have the same concern, so
your post may help several learners. If you feel your question is
private, please use the
Messages
tool found under
Notifications
.
![can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be
nervous at the thought of submitting your first written graduate
work! Use the resources you have. Give yourself plenty of time
to revisit the assignment, revise it, and edit it. Ask your
instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep
track of your activities so you stay organized and meet all
required deadlines. The tool also contains a section for you to
record your reflections on your learning goals and experi ences
for the week. This space provides a private, informal area for
you to record your thoughts on your strengths and challenges as
they relate to inclusivity and diversity in learning environments.
Your entries won't be read, responded to, or graded by the
instructor; however, you are strongly urged to make weekly
journal entries, as you will need this content to complete the
Unit 10 Course Reflection assignment.](https://image.slidesharecdn.com/canyouhelpunit2printcreatinggoalsforprofessional-220925072540-1c2946a8/85/can-you-helpUnit-2PRINTCreating-Goals-for-Professional-1-320.jpg)
![As you prepare your weekly reflection entry, remember to
connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and
focus on The Writing Center, Smarthinking, and Academic
Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember
to add them to your ongoing list of resources that you started in
Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s
Four Lenses in mind and make a meaningful connection to one
or more of them in your entry. You will recall that those lenses](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)