Course Home - Course Materials· Required Resources· Recommen.docx
•Download as DOCX, PDF•
0 likes•2 views
Course Home - Course Materials · Required Resources · Recommended Resources Text · Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. San Diego, CA: Bridgepoint Education, Inc. · This text is a Constellation™ course digital materials (CDM) title. Articles · DuFour, R. (2004, May). What is a professional learning community?. Schools as Learning Communities, 61(8), 6-11. Retrieved from http://vizedhtmlcontent.next.ecollege.com/pub/content/8f43ed82-930f-4671-a84e-3d40e0ac9462/DuFour_R._2004_May._What_is_a_professional_learning_community.pdf · NETS for students 2007. (2012). Retrieved from http://www.iste.org/standards/standards-for-students/nets-student-standards-2007 · Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. Retrieved from the EBSCOhost database. · Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). 1. doi:10.1108/10748120110424816 · Read the standards. (n.d.). Retrieved from http://www.corestandards.org/the-standards · The flipped classroom. (n.d.). Retrieved from http://www.knewton.com/flipped-classroom/ Websites · Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework · Pathbrite. (http://pathbrite.com) Ashford 2: - Week 1 - Assignment Supporting Diversity Through 21st Century Teaching and Learning This assignment re- introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your ePortfolio (Pathbrite). Specifically, after reviewing the Framework for 21st Century Learning, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows: · Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills. · Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments. When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. If you do not have previous work to use for this assignment, please contact your .
Report
Share
Report
Share
Recommended
DiscussionDiversity Through 21st-Century Teaching and LearningTh.docx
Discussion
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, after reviewing the
Framework for 21st century learning
, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows:
Student Outcomes:
Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills.
Support Systems:
Standards and assessments, curriculum and instruction, professional development, learning environments.
When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students whi.
Discussion 2Professional Learning Communities One co.docx
Discussion 2
Professional Learning Communities
One component of the
21st Century Professional Development
framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development
framework with an emphasis on technology
.
Initial Post:
Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:
Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other
21st-century skills
.
Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize.
Discussion 3
Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your
ePor.
Discussion 1Common Core State StandardsCommon Core State Standar.docx
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
Ash edu 695 week 1 assignment 21st century framework revision new
Ash edu 695 new week 1 dq 1,Ash edu 695 new week 1 dq 2,Ash edu 695 new week 1 indivudal financial statements paper,Ash edu 695 new week 1 summary,Ash edu 695 new week 1,ecet 370 week 1,Ash edu 695 new, ecet 370,Ash edu 695 new week 1 tutorial,ecet 370 week 1 assignment,Ash edu 695 new week 1 help
Ash edu 695 week 1 assignment 21st century framework revision new
Ash edu 695 new,Ash edu 695 new,Ash edu 695 new complete course,Ash edu 695 new entire course,Ash edu 695 new week 1,Ash edu 695 new week2,Ash edu 695 new week 3,Ash edu 695 new week 4,Ash edu 695 new week 5,Ash edu 695 new tutorials, Ash edu 695 newassignments, Ash edu 695 newhelp,Ash edu 695 new final exam
Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, a.
EDU 695 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-695-ash
For more classes visit
http://www.uopassignments.com/
First AssignmentUniversal Design for Learning (UDL) can be def.docx
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.
Recommended
DiscussionDiversity Through 21st-Century Teaching and LearningTh.docx
Discussion
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, after reviewing the
Framework for 21st century learning
, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows:
Student Outcomes:
Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills.
Support Systems:
Standards and assessments, curriculum and instruction, professional development, learning environments.
When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students whi.
Discussion 2Professional Learning Communities One co.docx
Discussion 2
Professional Learning Communities
One component of the
21st Century Professional Development
framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development
framework with an emphasis on technology
.
Initial Post:
Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:
Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other
21st-century skills
.
Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize.
Discussion 3
Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your
ePor.
Discussion 1Common Core State StandardsCommon Core State Standar.docx
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
Ash edu 695 week 1 assignment 21st century framework revision new
Ash edu 695 new week 1 dq 1,Ash edu 695 new week 1 dq 2,Ash edu 695 new week 1 indivudal financial statements paper,Ash edu 695 new week 1 summary,Ash edu 695 new week 1,ecet 370 week 1,Ash edu 695 new, ecet 370,Ash edu 695 new week 1 tutorial,ecet 370 week 1 assignment,Ash edu 695 new week 1 help
Ash edu 695 week 1 assignment 21st century framework revision new
Ash edu 695 new,Ash edu 695 new,Ash edu 695 new complete course,Ash edu 695 new entire course,Ash edu 695 new week 1,Ash edu 695 new week2,Ash edu 695 new week 3,Ash edu 695 new week 4,Ash edu 695 new week 5,Ash edu 695 new tutorials, Ash edu 695 newassignments, Ash edu 695 newhelp,Ash edu 695 new final exam
Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, a.
EDU 695 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-695-ash
For more classes visit
http://www.uopassignments.com/
First AssignmentUniversal Design for Learning (UDL) can be def.docx
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.
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
Edu 695 Effective Communication - snaptutorial.com
EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 3 Assignment Learning
Assignment 1 is the first part of a five-part project to plan the .docx
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
Quality matters in Blended Course Design and Development
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
Ash edu 695 new week 1 dq 1,Ash edu 695 new week 1 dq 2,Ash edu 695 new week 1 indivudal financial statements paper,Ash edu 695 new week 1 summary,Ash edu 695 new week 1,ecet 370 week 1,Ash edu 695 new, ecet 370,Ash edu 695 new week 1 tutorial,ecet 370 week 1 assignment,Ash edu 695 new week 1 help
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
Ash edu 695 new week 1 dq 1,Ash edu 695 new week 1 dq 2,Ash edu 695 new week 1 indivudal financial statements paper,Ash edu 695 new week 1 summary,Ash edu 695 new week 1,ecet 370 week 1,Ash edu 695 new, ecet 370,Ash edu 695 new week 1 tutorial,ecet 370 week 1 assignment,Ash edu 695 new week 1 help
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
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 ...
Ash edu 695 week 2 assignment 21st century skills and standards new
Ash edu 695 new,Ash edu 695 new,Ash edu 695 new complete course,Ash edu 695 new entire course,Ash edu 695 new week 1,Ash edu 695 new week2,Ash edu 695 new week 3,Ash edu 695 new week 4,Ash edu 695 new week 5,Ash edu 695 new tutorials, Ash edu 695 newassignments, Ash edu 695 newhelp,Ash edu 695 new final exam
Ash edu 695 week 2 assignment 21st century skills and standards new
Ash edu 695 new week 2 dq 1,Ash edu 695 new week 2 dq 2,Ash edu 695 new week 2 individual wileyplus assignment,Ash edu 695 new week 2,ecet 370 week 2,Ash edu 695 new, ecet 370,Ash edu 695 new week 2 tutorial,ecet 370 week 2 assignment,Ash edu 695 new week 2 help
Content Area or Developmental Focus Math- Geometry AgeGrad
Content Area or Developmental Focus: Math- Geometry
Age/Grade of Children: 7th grade
Length of Lesson: 50 minute class/3-5 days
Goal
Students will create a city, park, or other structural plan using geometry
Objective Identify the total number of degrees in supplementary and complementary angles
Describe the relationship between vertical and adjacent angles
Explain how the volume and surface area would be affected when dimensions of a
figure are doubled and/or tripled
Identify acute, obtuse, straight and right angles
Identify perpendicular, parallel, and intersecting lines
Work collaboratively
Create and conduct an oral presentation
Standards Included
7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric
shapes with given conditions. Focus on constructing triangles from three measures of
angles or sides, noticing when the conditions determine a unique triangle, more than
one triangle, or no triangle.
Materials
Digital Cameras
iPad/Computer
Projector/Smartboard
Pencils
Paper
Self-Assessment
Rubric that assesses the final project as well as the presentation skills (can be
created by the students or teacher-made)
Introduction
Introduction will take one class period
• Pose the following question and discuss: Where do we find geometry?
• Place students in groups of 3-4. Go outside and take pictures of any
shapes that you see in the neighborhood, paying particular attention to
different shapes and angles: acute, obtuse, right, straight angles, and
triangles
• Have students share some of their findings with the projector or
smartboard
Lesson Development
Students, in groups of two to four, will create a city, public park, or other
structure using geometry
• Students will need to create a paper blueprint as well as one using
technology (they can start with whichever version they feel
comfortable exploring)
• Their creations must include:
o acute, obtuse, straight, and right angles
o adjacent and vertical angles
o perpendicular, parallel, and intersecting lines
o triangles and quadrilaterals
• Students will name their city and label all the building, streets, etc.
appropriately
• Students will present their design to the class with a thoughtful
explanation of how they derived their design
• Students will self-assess themselves with a quick checklist to determine
how well they think they did working in a group, collaborating,
designing, and presenting
Differentiation •
•
•
•
•
•
Assessment
(Practice/ Checking for
Understanding)
• Project Finished to Completion
• Successful Presentation of Project
• Self-Assessment
• Traditional quiz based on math terms and concepts included in the
project
Closing
• Use Virtualnerd.com to highlight/review the essential math concepts
• Ask for student feedback
• Teacher self-reflection:
o What went well?
o What needs to be changed?
o What should be ...
Designing Programs
Presentation slides from Wed. June 24 session on Designing Educational Development Programs at Institute for New Faculty Developers, Macalester College.
Professional developmentDarius WashingtonGrand Canyon EADD.docx
Professional development
Darius Washington
Grand Canyon EAD
December 2, 2022
Introduction
Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows;
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
2
Outline
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
Learning objective
Learning objectives
Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.
Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
3
Objective 1
Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement
Objective 2
Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement
Objective 3
Providing teachers with tools necessary for maximizing time spend on quality instruction
Agenda for session
The topics that will form the agenda is as follows;
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
4
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
Closing
Schedule
The schedule for the items t be discussed is as follows;
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
5
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
Activities aligned to mission and vision of school
Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
Module 4: Assessment of D.E Needs
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
InstructionsYou are to create YOUR OWN example of each of t.docx
Instructions:
You are to create YOUR OWN example of each of the devices. One example per device. Please underline your example in each sentence.
Example:
1. The girl ran
as
fast
as
a cheetah in the relay race. (Simile)
2.
Ouch!
I hurt my hand moving the chair away from the desk. (Onomatopoeia)
.
InstructionsYou are a research group from BSocialMarketing, LLC.docx
Instructions:
You are a research group from BSocialMarketing, LLC. -a marketing consulting company that evaluates the effectiveness of clients’ social media activities/ websites.
As a group, you will
select a publicly-traded company
and
analyze the social media
aspects of that company.
Overview:
Over the last several years, more companies have begun to use social media as part of their overall communication and marketing strategies, and you have been asked to investigate…
how successful is their social media campaign,
what are the current trends,
how companies have changed the way they do business,
and what the future looks like in the context of social media use.
Objective of research:
Investigate how your selected company is using social media to enhance communications and business interactions within the company (internal communication: Employee) and externally with partners, vendors, customers, and the community. Social media includes but not limit to: Twitter, LinkedIn, Facebook, YouTube, etc.…
Investigate the individual company by asking…
What specific examples and details is the company using social media?
How are they being implemented? Is there a strategy?
What are their objectives?
Are they successful?
What results have they seen that can specifically be tied to social media? Increase in revenue or customer satisfaction?
What improvements could they make?
.
InstructionsYou are attending an international journalist event.docx
Instructions:
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples.
Please create a PowerPoint presentation to assist you in your presentation. As you complete your presentation, be sure to: Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
Presentation Requirements:
(APA format) Length: 8-10 substantive slides (excluding cover and references slides)
Font should not be smaller than size 16-point Parenthetical in-text citations included and formatted in APA style
References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
Title and introduction slide required
.
InstructionsWrite the Organizational section of your project pap.docx
Instructions
Write the Organizational section of your project paper. This section should be 4 page and include at least 5 APA formatted references one of which may be the company or SBA website depending on your type of project.
This section should include the following:
The organization’s mission and vision (business plan – write a mission statement)
The organization's structure - How does this compare to competitors? Based on the organization's structure - how receptive to change will the organization be?
The management chart showing levels and responsibility. What type of organization is it (matrix, hierarchical or something else?)
A description of employees and/or headcount in the organization:
For the company analysis: How diverse is the company’s workforce? Leadership? Is diversity company-wide or are certain levels or positions more or less diverse than others?
For the business plan: how will you incorporate diversity into your organization?
Discussion of concepts such as leadership, management, and role theories - how they are reflected in the organization?
.
InstructionsWrite a two-page (double spaced, Times New Roman S.docx
Instructions
Write
a two-page (double spaced, Times New Roman Size 12) response to
one
of the following questions. Cite the week’s readings at least
twice
in your answer from
The Human Condition by
Hannah, Arendt. The University of Chicago Press; 2nd edition
Questions:
Define Labor, Work, and Action from the perspective of Arendt.
Where does politics fall for Arendt; the public or the private?
How are necessity and Action related to one another for Arendt?
.
More Related Content
Similar to Course Home - Course Materials· Required Resources· Recommen.docx
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
Edu 695 Effective Communication - snaptutorial.com
EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 3 Assignment Learning
Assignment 1 is the first part of a five-part project to plan the .docx
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
Quality matters in Blended Course Design and Development
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
Ash edu 695 new week 1 dq 1,Ash edu 695 new week 1 dq 2,Ash edu 695 new week 1 indivudal financial statements paper,Ash edu 695 new week 1 summary,Ash edu 695 new week 1,ecet 370 week 1,Ash edu 695 new, ecet 370,Ash edu 695 new week 1 tutorial,ecet 370 week 1 assignment,Ash edu 695 new week 1 help
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
Ash edu 695 new week 1 dq 1,Ash edu 695 new week 1 dq 2,Ash edu 695 new week 1 indivudal financial statements paper,Ash edu 695 new week 1 summary,Ash edu 695 new week 1,ecet 370 week 1,Ash edu 695 new, ecet 370,Ash edu 695 new week 1 tutorial,ecet 370 week 1 assignment,Ash edu 695 new week 1 help
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
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 ...
Ash edu 695 week 2 assignment 21st century skills and standards new
Ash edu 695 new,Ash edu 695 new,Ash edu 695 new complete course,Ash edu 695 new entire course,Ash edu 695 new week 1,Ash edu 695 new week2,Ash edu 695 new week 3,Ash edu 695 new week 4,Ash edu 695 new week 5,Ash edu 695 new tutorials, Ash edu 695 newassignments, Ash edu 695 newhelp,Ash edu 695 new final exam
Ash edu 695 week 2 assignment 21st century skills and standards new
Ash edu 695 new week 2 dq 1,Ash edu 695 new week 2 dq 2,Ash edu 695 new week 2 individual wileyplus assignment,Ash edu 695 new week 2,ecet 370 week 2,Ash edu 695 new, ecet 370,Ash edu 695 new week 2 tutorial,ecet 370 week 2 assignment,Ash edu 695 new week 2 help
Content Area or Developmental Focus Math- Geometry AgeGrad
Content Area or Developmental Focus: Math- Geometry
Age/Grade of Children: 7th grade
Length of Lesson: 50 minute class/3-5 days
Goal
Students will create a city, park, or other structural plan using geometry
Objective Identify the total number of degrees in supplementary and complementary angles
Describe the relationship between vertical and adjacent angles
Explain how the volume and surface area would be affected when dimensions of a
figure are doubled and/or tripled
Identify acute, obtuse, straight and right angles
Identify perpendicular, parallel, and intersecting lines
Work collaboratively
Create and conduct an oral presentation
Standards Included
7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric
shapes with given conditions. Focus on constructing triangles from three measures of
angles or sides, noticing when the conditions determine a unique triangle, more than
one triangle, or no triangle.
Materials
Digital Cameras
iPad/Computer
Projector/Smartboard
Pencils
Paper
Self-Assessment
Rubric that assesses the final project as well as the presentation skills (can be
created by the students or teacher-made)
Introduction
Introduction will take one class period
• Pose the following question and discuss: Where do we find geometry?
• Place students in groups of 3-4. Go outside and take pictures of any
shapes that you see in the neighborhood, paying particular attention to
different shapes and angles: acute, obtuse, right, straight angles, and
triangles
• Have students share some of their findings with the projector or
smartboard
Lesson Development
Students, in groups of two to four, will create a city, public park, or other
structure using geometry
• Students will need to create a paper blueprint as well as one using
technology (they can start with whichever version they feel
comfortable exploring)
• Their creations must include:
o acute, obtuse, straight, and right angles
o adjacent and vertical angles
o perpendicular, parallel, and intersecting lines
o triangles and quadrilaterals
• Students will name their city and label all the building, streets, etc.
appropriately
• Students will present their design to the class with a thoughtful
explanation of how they derived their design
• Students will self-assess themselves with a quick checklist to determine
how well they think they did working in a group, collaborating,
designing, and presenting
Differentiation •
•
•
•
•
•
Assessment
(Practice/ Checking for
Understanding)
• Project Finished to Completion
• Successful Presentation of Project
• Self-Assessment
• Traditional quiz based on math terms and concepts included in the
project
Closing
• Use Virtualnerd.com to highlight/review the essential math concepts
• Ask for student feedback
• Teacher self-reflection:
o What went well?
o What needs to be changed?
o What should be ...
Designing Programs
Presentation slides from Wed. June 24 session on Designing Educational Development Programs at Institute for New Faculty Developers, Macalester College.
Professional developmentDarius WashingtonGrand Canyon EADD.docx
Professional development
Darius Washington
Grand Canyon EAD
December 2, 2022
Introduction
Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows;
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
2
Outline
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
Learning objective
Learning objectives
Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.
Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
3
Objective 1
Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement
Objective 2
Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement
Objective 3
Providing teachers with tools necessary for maximizing time spend on quality instruction
Agenda for session
The topics that will form the agenda is as follows;
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
4
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
Closing
Schedule
The schedule for the items t be discussed is as follows;
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
5
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
Activities aligned to mission and vision of school
Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
Module 4: Assessment of D.E Needs
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
Similar to Course Home - Course Materials· Required Resources· Recommen.docx (17)
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docx
Edu 695 Effective Communication - snaptutorial.com
Edu 695 Effective Communication - snaptutorial.com
Assignment 1 is the first part of a five-part project to plan the .docx
Assignment 1 is the first part of a five-part project to plan the .docx
Quality matters in Blended Course Design and Development
Quality matters in Blended Course Design and Development
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
Ash edu-695-week-1-assignment-21st-century-framework-revision-new
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docx
Ash edu 695 week 2 assignment 21st century skills and standards new
Ash edu 695 week 2 assignment 21st century skills and standards new
Ash edu 695 week 2 assignment 21st century skills and standards new
Ash edu 695 week 2 assignment 21st century skills and standards new
Sequencing and structuring learning modules in instructional design
Sequencing and structuring learning modules in instructional design
Content Area or Developmental Focus Math- Geometry AgeGrad
Content Area or Developmental Focus Math- Geometry AgeGrad
Professional developmentDarius WashingtonGrand Canyon EADD.docx
Professional developmentDarius WashingtonGrand Canyon EADD.docx
More from vanesaburnand
InstructionsYou are to create YOUR OWN example of each of t.docx
Instructions:
You are to create YOUR OWN example of each of the devices. One example per device. Please underline your example in each sentence.
Example:
1. The girl ran
as
fast
as
a cheetah in the relay race. (Simile)
2.
Ouch!
I hurt my hand moving the chair away from the desk. (Onomatopoeia)
.
InstructionsYou are a research group from BSocialMarketing, LLC.docx
Instructions:
You are a research group from BSocialMarketing, LLC. -a marketing consulting company that evaluates the effectiveness of clients’ social media activities/ websites.
As a group, you will
select a publicly-traded company
and
analyze the social media
aspects of that company.
Overview:
Over the last several years, more companies have begun to use social media as part of their overall communication and marketing strategies, and you have been asked to investigate…
how successful is their social media campaign,
what are the current trends,
how companies have changed the way they do business,
and what the future looks like in the context of social media use.
Objective of research:
Investigate how your selected company is using social media to enhance communications and business interactions within the company (internal communication: Employee) and externally with partners, vendors, customers, and the community. Social media includes but not limit to: Twitter, LinkedIn, Facebook, YouTube, etc.…
Investigate the individual company by asking…
What specific examples and details is the company using social media?
How are they being implemented? Is there a strategy?
What are their objectives?
Are they successful?
What results have they seen that can specifically be tied to social media? Increase in revenue or customer satisfaction?
What improvements could they make?
.
InstructionsYou are attending an international journalist event.docx
Instructions:
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples.
Please create a PowerPoint presentation to assist you in your presentation. As you complete your presentation, be sure to: Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
Presentation Requirements:
(APA format) Length: 8-10 substantive slides (excluding cover and references slides)
Font should not be smaller than size 16-point Parenthetical in-text citations included and formatted in APA style
References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
Title and introduction slide required
.
InstructionsWrite the Organizational section of your project pap.docx
Instructions
Write the Organizational section of your project paper. This section should be 4 page and include at least 5 APA formatted references one of which may be the company or SBA website depending on your type of project.
This section should include the following:
The organization’s mission and vision (business plan – write a mission statement)
The organization's structure - How does this compare to competitors? Based on the organization's structure - how receptive to change will the organization be?
The management chart showing levels and responsibility. What type of organization is it (matrix, hierarchical or something else?)
A description of employees and/or headcount in the organization:
For the company analysis: How diverse is the company’s workforce? Leadership? Is diversity company-wide or are certain levels or positions more or less diverse than others?
For the business plan: how will you incorporate diversity into your organization?
Discussion of concepts such as leadership, management, and role theories - how they are reflected in the organization?
.
InstructionsWrite a two-page (double spaced, Times New Roman S.docx
Instructions
Write
a two-page (double spaced, Times New Roman Size 12) response to
one
of the following questions. Cite the week’s readings at least
twice
in your answer from
The Human Condition by
Hannah, Arendt. The University of Chicago Press; 2nd edition
Questions:
Define Labor, Work, and Action from the perspective of Arendt.
Where does politics fall for Arendt; the public or the private?
How are necessity and Action related to one another for Arendt?
.
InstructionsWrite a thesis statement in response to the topi.docx
Instructions
Write a thesis statement in response to the topic:
Should world leaders use a pandemic crisis brought about by a killer virus to boost their own popularity?
To help you organize your paper, compose a topic sentence for each point in the thesis.
.
InstructionsWhat You will choose a current issue of social.docx
Instructions:
What:
You will choose a current issue of social justice, research it, and write an analysis of the topic, using support from your research, and including knowledge gained and referenced from your textbook.
How:
should be 4-6 pages in length, double spaced, Times New Roman, 12 point font. Should include a title page and a reference page (these two pages are not included in the required 5-6 pages).
Some questions to consider while researching and writing about your topic:
• Why is this topic controversial?
• What are some of the causes?
• What are some of the effects?
• Who does it affect? (who = social class, race/ethnicity, age range)
• Is it happening all over the U.S., or are there regions where it is more of (or less of) an issue?
• What needs to happen for it to change?
• What is being done about it? What is NOT being done about it?
• Who (person, group or organization) might have the power to improve or fix it?
The Textbook is:
Making a Difference: Using Sociology to Create a Better World, 1st ed.
By: Michael Schwalbe
Please let me know if it is needed and I will try and upload the textbook
.
InstructionsWrite a paper about the International Monetary Syste.docx
Instructions
Write a paper about the International Monetary System that addresses each of the following issues:
· Define the International Monetary System and outline the history of the system.
· Describe and provide examples of what is meant by “currency regimes,” and define selected types of regimes and form an argument for selecting fixed exchange rate and arguments for selecting flexible exchange rates.
· Describe and define the creation of the Euro and discuss the benefits as well as the problems associated with the creation of this currency.
Support your paper with at least five (5) resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Length: 5-7 pages (not including title and reference pages).
Eiteman, D., Stonehill, M., & Moffett, M. (2016). Multinational business finance. Boston, MA: Prentice-Hall.
Read Chapters 1, 2
This is a major resource, however, I think the assignment can be accomplished without it. I can’t seem to be able to download the book.
The global company's challenge.
Authors:
Dewhurst, Martin1
Harris, Jonathan2
Heywood, Suzanne
Aquila, Kate
Source:
McKinsey Quarterly. 2012, Issue 3, p76-80. 5p.
Document Type:
Article
Subject Terms:
*International business enterprises
*Emerging markets
*Economies of scale
*Contracting out
*Risk management in business
*Business models
*Executives
*Financial leverage
*Globalization
*Research & development
Developing countries
Company/Entity:
International Monetary Fund DUNS Number: 069275188
Aditya Birla Management Corp. Pvt. Ltd.
International Business Machines Corp. DUNS Number: 001368083 Ticker: IBM
NAICS/Industry Codes:
919110 International and other extra-territorial public administration
928120 International Affairs
541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology)
541711 Research and Development in Biotechnology
Abstract:
The article focuses on the management of risks, costs, and strategies by international businesses in emerging markets. It states that the International Monetary Fund reported that the ten fastest-growing economies after 2012 will all be in developing countries. It mentions that technology company International Business Machines expects by 2015 to earn 30 percent of revenues in emerging markets compared to 17 percent in 2009, while Indian multinational conglomerate Aditya Birla Group earns over half of its revenue outside India and has operations in 40 nations. It talks about the benefit of economies of scale in shared services enjoyed by large global companies and comments that the ability to outsource business services and manufacturing is benefiting local busine.
InstructionsWrite a comprehensive medical report on a disease we.docx
Instructions
Write a comprehensive medical report on a disease we have studied up to this point ( Gastroesophageal Reflux Disease, Appendicitis, Hepatitis, Cholecystitis and Pancreatitis , Myocardial Infarction, Digitalis or Hypertension)
Be sure to include all relevant medical history, testing/diagnostics, treatment options, and recommended plan of action. Paper should be in APA format and 4–6 pages submitted to the
Submissions Area.
By the end of the week, place your project as a Microsoft Word document in the
Submissions Area.
Submit your document to the
Submissions Area
by
the due date assigned.
.
InstructionsWhether you believe” in evolution or not, why is it.docx
Instructions
Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory? How might genetics and evolution apply to our modern society when we consider the differences between people? Should we stratify people based on intelligence or other specific qualities? Have you observed traits in your parents that you do not like and see them in yourself? (You do not have to be specific about personal issues but can write about issues in a general sense.)Your journal entry must be at least 200 words in length. No references or citations are necessary.
.
InstructionsWe have been looking at different psychological .docx
Instructions
We have been looking at different psychological theories and the way we can use them to better examine social media. For this assignment use Michelle Obama . Spend some time looking through her social media accounts: Facebook, Twitter, Instagram, Pinterest, etc. Then write your analysis, being sure to cover these points:
A good introduction including who your subject is and a good overview of them and their social media use
Examples and discussion of schema/script theory in your subject
Examples and discussion of cultivation theory in your subject
Examples and discussion of agenda-setting theory in your subject
Examples and discussion of social learning in your subject
Examples and discussion of uses and gratifications theory in your subject
Conclusions
.
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merchandising businessF14-3Analyzing and recording a merchandise inventory adjustment on a worksheetSTEPS1.Read all of the steps before completing the spreadsheet.2.Click the Application Problem 14-2, 14-3 tab to view the blank data file.3.Key your name in cell B2.4.Key, For Month Ended December 31, 20-- (use the current year), in cell C5.5.Cells containing [F] require a formula. Create and key formulas to total the Trial Balance columns.6.Cells containing [L] require a logical formula. Use the logical formula described on page 443 in your textbook. The IF function is another type of logical formula. IF functions compare two values and produce one result if the comparison is TRUE and an alternate result if the comparison is FALSE. Try using an IF function in step 6. The result should show the amount of the variance if the column totals are out of balance or OK if they are in balance. Consult Help if you need assistance with IF functions. 7.Key the adjusting entries for Supplies--Office, Supplies--Store, Prepaid Insurance and Merchandise Inventory on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.8.Key the letter of the adjustment, in parenthesis, on the appropriate line of column D for debit entry and column F for a credit entry. [Hint: to avoid the © symbol when keying "c", add an extra space in the ( c).]This data file will also be used to complete Application Problems 14-3 through 14-6.STEPS9.Key the adjusting entries for Allowance for Uncollectible Accounts and Depreciation on the appropriate line of the Adjustments Debit or Credit column. Use column E for a debit amount and Column G for a credit amount.10.Create formulas to extend the amounts from the Trial Balance and Adjustments columns to the Income Statement (except Federal Income Tax Expense) and Balance Sheet columns. Extend Federal Income Tax Expense from cell J70.11.Create formulas to subtotal the columns. Calculate Federal Income Tax Expense using the ROUND function.12.Calculate the Federal Income Tax Expense adjustment and extend the amounts to the Income Statement columns.13.Calculate Net Income After Federal Income Tax. Create formulas to calculate the remaining column totals. Extend the amount to the appropriate Balance Sheet column.14.Check to see that all sets of columns are in balance. Make corrections as needed.15.Print the spreadsheet.
&A © 2009 South-Western, Cengage Learning
Application Problem 14-2, 14-3Problem Number: F14-2 and F14-3Student's Name:Branson Amusement CompanyWork SheetApplication Problem 14-2Application Problems 14-3 to 14-6Trial BalanceAdjustmentsIncome StatementBalance SheetAccount TitleDebitCreditDebitCreditDebitCreditDebitCreditCash17,560.750.00[F]Petty Cash300.000.00[F]Accounts Receivable14,710.980.00[F]Allow. for Uncoll. Accounts0.00498.59[F]Merchandise Inventory236,314.630.00[F]Supplies--Offic.
InstructionsThis written assignment requires the student to inve.docx
Instructions
This written assignment requires the student to investigate his/her local, state and federal legislators and explore their assigned committees and legislative commitments. The student is expected to investigate current and actual legislative initiatives that have either passed or pending approval by the house, senate or Governor’s office. The student will draft a letter to a specific legislator and offer support or constructive argument against pending policy or legislation. The letter must be supported with a minimum of 3 evidence based primary citations. (See Rubric)
.
InstructionsThe Art Form Most Meaningful to MePick the form .docx
Instructions
The Art Form Most Meaningful to Me
Pick the form of cultural expression most important to you. It could be music, theater, dance, visual arts—whatever excites and/or inspires you most. Describe:
Its most significant characteristics (e.g., visual, audio, etc.)
Your favorite artists in this art, and why.
The one example of this art that inspires you most.
500 words
.
InstructionsThink of a specific topic and two specific kin.docx
Instructions
Think of a specific topic and two specific kinds of audiences.
Then write a short example (150–200 words) of how this topic might be presented to each of the two audiences.
How does the intended audience influence the choice of words and use of language in a document?
.
InstructionsThere are different approaches to gathering risk da.docx
Instructions:
There are different approaches to gathering risk data which include qualitative and quantitative data collection.
Select three limitations to traditional cost risk analysis. Explain in 250 words how qualitative and quantitative data collection are different. Also, discuss how the risk driver approach can be useful in minimizing the limitation to traditional cost risk analysis.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
InstructionsThe Public Archaeology Presentation invites you.docx
Instructions
The Public Archaeology Presentation invites you to evaluate the public archaeology outreach of a site such as an archaeological excavation that is open to the public, an outdoor museum that is hosting or has hosted archaeological excavations, a museum with archaeological collections, etc.* Using the insight you have gained in this course about important topics in archaeology such as archaeological method and theory, subsistence, cultural patterns in prehistory, and environmental interaction, evaluate the ways in which, at the site you have chosen, the knowledge gained from archaeological excavations is being used, or is not being used, to highlight and address issues in the local, regional, or global communities. For example, current issues often addressed in public archaeology include historic preservation, economic growth, environmental degradation, looting, STEM (Science, Technology, Engineering, Math) education, volunteer opportunities, and more. You will present your findings to your classmates in the Week 8 Public Archaeology discussion in the form of a multimedia presentation.
Any of the sites listed above are ideal for this project. If you are considering a site and are unsure whether it would be suitable for the Public Archaeology Presentation, discuss the site with your instructor. If you are having trouble locating archaeological excavations or museums in your area, check with your local Chamber of Commerce or Tourism Bureau or the Anthropology department/professor at the nearest college or university. Some small sites have limited funding and are not able to advertise extensively.
Guidelines
Your assignment will take the form of a multimedia presentation, such as a YouTube video, blog, PowerPoint presentation, etc. Ideally, your presentation will include audio, but if this is not possible, your presentation must include sufficient text to explain your findings and conclusions.
By Wednesday of Week 8, you will submit a short introduction and a link to your presentation in a designated discussion area AND in the Assignments Folder (this allows me to provide you with private feedback and a grade). Your presentation must be shared online, but you may choose how to do so. There are many free tools out there. Check out the following website for some ideas:
http://blog.crazyegg.com/2013/05/28/online-presentation-tools/
.
Speak and/or write professionally using standard English. If speaking, pay attention to correct grammar and enunciation. If writing, check your spelling and grammar carefully. Poor grammar, spelling, and/or enunciation may affect your grade.
Your presentation must include a written References section in proper citation format detailing the sources you used.
Initial Research
Once you have chosen a site and your instructor has approved it, conduct research using the UMUC Library databases, the internet, and other sources (nearby public librarie.
InstructionsThe tools of formal analysis are the starting point .docx
Instructions
The tools of formal analysis are the starting point for understanding any work of art; these tools help you realize how a work of art was made and develop a deeper appreciation of it.
Step 1: Examine
Choose a work of art (1.3.6 (Caravaggio p. 79);
or
2.2.27 (Baca p. 224);
or
4.1.13 (Rivera p. 576)).
Start your formal analysis by taking a long look at the artwork using Part I of this book, the elements and principles of art as they relate to your chosen work.
Step 2: Write
Work of Art information:
State the title, artist, date, dimensions, and medium (what it is made of).
State the name of the exhibition in which the work was displayed/ where the artwork is located
Draft a thorough, detailed description of the work of art you chose.
Be sure to:
Write your
formal analysis
. Visually analyze and describe the contents of the work of art. Apply a minimum of 5 elements
and
5 principles of art vocabulary words as you discuss the art.
Include an additional
method of analysis
that is discussed in chapter 1.10 (Learning Module 2.5) to guide your research in order to understand why the artwork was made and what its message is.
Investigate the artist’s life when the work was created. Delve into the time and place in which he or she lived.
What symbols did the artist use, and what was his or her state of mind? Recognize that some artworks are meant to convey distinct messages, which were clear to their contemporary audiences.
Step 3:
Organize your findings into a combined analysis paper
using MLA format
. Your analysis should be a minimum of 800 words.
Use reliable sources. Include your research, as well as your own opinions, to form your interpretation of the artwork.
Before you submit... make sure that you have the following:
Formal analysis of the work of art selected
Identify and discuss one additional mode of analysis
The analysis length should be 3 - 5 pages
Use MLA format (Times New Roman 12 point size font, double-spaced, appropriate in-text citations, Works Cited page, etc...)
Cite external sources
Similarity Report must within 0-10%
.
InstructionsThe Homeland Security (DHS) agency is intended t.docx
Instructions
The Homeland Security (DHS) agency is intended to be the stronger line of defense against terrorism in the U.S. Write a 10-12-page paper answering the following questions:
1. How is the DHS structured, and what are its current anti-terror and counter-terror capabilities? Given those capabilities, what does this indicate about what the DHS considers the most likely type of attack and by whom/what (Individuals? Organizations? Domestic militias? Radicalized residents? Foreign nationals?...)
2. What have you identified as DHS areas in need of improvement? What are its strong points?
3. Are there indications of how the DHS works with national intelligence agencies? Comment on this point, examining what may need improving regarding inter-agency relations and cooperation.
4. Summarize your findings and recommendations as an 'executive brief' (no more than 2 pages long). Your recommendations should be realistic, soundly based in current structures and capabilities (this includes strengthening those capabilities as identified). It should take into account potential restrictions of human rights, too. It should also reflect the current state of knowledge regarding homeland security and counter- / anti- terrorism. Include a statement that reflects your findings on what types of terror-related incidents are considered most likely to occur inside the U.S. (all 50 states, not just the 48 continental ones).
Thesis Statement
Write a thesis statement summarizing the main argument you will be making in your final paper. This may change as you move forward, but it will be your general road map.
THE TOPIC IS ---- Increasingly, Cyberspace
.
InstructionsThe student should describe how learning abou.docx
Instructions:
The student should describe how learning about entrepreneurship would help them (a) know more about themselves, (b) identify their purpose in life, and (c) identify how they could positively transform the world.
To answer, the student must:
to. Use a maximum of 150 words
b. Choose font size 12 points Times New Roman or Arial
c. Separate lines to space and a half (1.5)
d. Validate your answer using at least two references
and. Include bibliography of references at the end of the forum
.
More from vanesaburnand (20)
InstructionsYou are to create YOUR OWN example of each of t.docx
InstructionsYou are to create YOUR OWN example of each of t.docx
InstructionsYou are a research group from BSocialMarketing, LLC.docx
InstructionsYou are a research group from BSocialMarketing, LLC.docx
InstructionsYou are attending an international journalist event.docx
InstructionsYou are attending an international journalist event.docx
InstructionsWrite the Organizational section of your project pap.docx
InstructionsWrite the Organizational section of your project pap.docx
InstructionsWrite a two-page (double spaced, Times New Roman S.docx
InstructionsWrite a two-page (double spaced, Times New Roman S.docx
InstructionsWrite a thesis statement in response to the topi.docx
InstructionsWrite a thesis statement in response to the topi.docx
InstructionsWhat You will choose a current issue of social.docx
InstructionsWhat You will choose a current issue of social.docx
InstructionsWrite a paper about the International Monetary Syste.docx
InstructionsWrite a paper about the International Monetary Syste.docx
InstructionsWrite a comprehensive medical report on a disease we.docx
InstructionsWrite a comprehensive medical report on a disease we.docx
InstructionsWhether you believe” in evolution or not, why is it.docx
InstructionsWhether you believe” in evolution or not, why is it.docx
InstructionsWe have been looking at different psychological .docx
InstructionsWe have been looking at different psychological .docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsTITLEF14-2Beginning an 8-column work sheet for a merch.docx
InstructionsThis written assignment requires the student to inve.docx
InstructionsThis written assignment requires the student to inve.docx
InstructionsThe Art Form Most Meaningful to MePick the form .docx
InstructionsThe Art Form Most Meaningful to MePick the form .docx
InstructionsThink of a specific topic and two specific kin.docx
InstructionsThink of a specific topic and two specific kin.docx
InstructionsThere are different approaches to gathering risk da.docx
InstructionsThere are different approaches to gathering risk da.docx
InstructionsThe Public Archaeology Presentation invites you.docx
InstructionsThe Public Archaeology Presentation invites you.docx
InstructionsThe tools of formal analysis are the starting point .docx
InstructionsThe tools of formal analysis are the starting point .docx
InstructionsThe Homeland Security (DHS) agency is intended t.docx
InstructionsThe Homeland Security (DHS) agency is intended t.docx
InstructionsThe student should describe how learning abou.docx
InstructionsThe student should describe how learning abou.docx
Recently uploaded
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...
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.
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Honest Reviews of Tim Han LMA Course Program.pptx
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.
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdf
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.
Embracing GenAI - A Strategic Imperative
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Recently uploaded (20)
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Course Home - Course Materials· Required Resources· Recommen.docx
- 1. Course Home - Course Materials · Required Resources · Recommended Resources Text · Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. San Diego, CA: Bridgepoint Education, Inc. · This text is a Constellation™ course digital materials (CDM) title. Articles · DuFour, R. (2004, May). What is a professional learning community?. Schools as Learning Communities, 61(8), 6-11. Retrieved from http://vizedhtmlcontent.next.ecollege.com/pub/content/8f43ed82 -930f-4671-a84e- 3d40e0ac9462/DuFour_R._2004_May._What_is_a_professional _learning_community.pdf · NETS for students 2007. (2012). Retrieved from http://www.iste.org/standards/standards-for-students/nets- student-standards-2007 · Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122. Retrieved from the EBSCOhost database. · Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). 1. doi:10.1108/10748120110424816 · Read the standards. (n.d.). Retrieved from http://www.corestandards.org/the-standards · The flipped classroom. (n.d.). Retrieved from http://www.knewton.com/flipped-classroom/ Websites · Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
- 2. · Pathbrite. (http://pathbrite.com) Ashford 2: - Week 1 - Assignment Supporting Diversity Through 21st Century Teaching and Learning This assignment re- introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your ePortfolio (Pathbrite). Specifically, after reviewing the Framework for 21st Century Learning, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows: · Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills. · Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments. When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students while offering a safe, collaborative, engaging, and inclusive learning environment. If you do not have previous work to use for this assignment,
- 3. please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list. Create your assignment to meet the content and written communication expectations noted below. Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. · Redesign – Outcomes (2 Points): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Student Outcomes: Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills. · Redesign – Support Systems (1 Point): Redesign of the lesson plan or teaching unit includes at least one component of the following 21st Century Support Systems: 21st Century Standards, Assessment for 21st Century Skills, 21st Century Curriculum and Instruction, and 21st Century Learning Environments. · Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points. · Summary – Modification (1 Point): For each revision, summarize in a paragraph how you revised the activity to address the components of 21st Century Student Outcomes and 21st Century Support systems. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 1, 2, and 3. · Summary – Reflection (1 Point): In one page, reflect on your experience with the redesign in terms of challenges you encountered and how you overcame those challenges, including
- 4. any difficulties experienced in revising to address the components of 21st Century Student Outcomes and 21st Century Support systems. Written Communication Expectations · Page Requirement (.5 points): Two to four pages, not including title and references pages. · APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. · Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar. · Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment. For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center. Next Steps: Review and Submit the Assignment Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7. Course Home - Course Materials · Required Resources ·
- 5. Recommended Resources Text · Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader . San Diego, CA: Brid gepoint Education, Inc. o This text is a Constellation™ course digital materials (CDM) title. Articles · DuFour, R. (2004, May). What is a professional learning community? . Schools as Learning Communities, 61 (8), 6 - 11. Retrieved from http://vizedhtmlcontent.next.ecollege.com/pub/content/8f43ed82 - 930f - 4671 -
- 6. a84e - 3d40e0ac9462/DuFour_R._2004_May._What_is_a_professional _learning_community.pd f · NETS for students 2007 . (2012). Retrieved from http://www.iste.org/standards/standards - for - students/nets - student - standards - 2007 · Phelps, P. H. (2008). Helping teachers become leaders . The Clearing House, 81 (3), 119 - 122. Retrieved from the EBSCOhost database. · Prensky, M. (2001, October). Digital natives, digital immigrants
- 7. . On the Horizon, 9 (5). 1. doi:10.1108/10748120110424816 · Read the standards . (n.d.). Retrieved from http://www.corestandards.org/the - standards · The flipped classroom . (n.d.). Retrieved from http:/ /www.knewton.com/flipped - classroom/ Websites · Framework for 21st century learning . (n.d.). Retrieved from http://www.p21.org/our - work/p21 - framework · Pathbrite . (http://pathbrite.com)
- 8. Course Home - Course Materials Text 21st century learning environments: A reader. San Diego, CA: Bridgepoint Education, Inc. o This text is a Constellation™ course digital materials (CDM) title. Articles community?. Schools as Learning Communities, 61(8), 6-11. Retrieved from http://vizedhtmlcontent.next.ecollege.com/pub/content/8f43ed82 -930f-4671-a84e- 3d40e0ac9462/DuFour_R._2004_May._What_is_a_professional _learning_community.pd f http://www.iste.org/standards/standards- for-students/nets-student-standards-2007 Clearing House, 81(3), 119- 122. Retrieved from the EBSCOhost database. immigrants. On the Horizon, 9(5). 1. doi:10.1108/10748120110424816 http://www.corestandards.org/the-standards http://www.knewton.com/flipped-
- 9. classroom/ Websites g. (n.d.). Retrieved from http://www.p21.org/our- work/p21-framework