Edu 230 week 5 assignment clc lesson plan analysis
•Download as DOCX, PDF•
0 likes•12 views
This document provides instructions for an EDU 230 Week 5 assignment analyzing two lesson plans - one using SIOP (Sheltered Instruction Observation Protocol) and one using EEI (Effective and Engaging Instruction). Students are asked to analyze each lesson plan by discussing how objectives align with academic standards, how assessments align with objectives, whether instructional planning meets the needs of diverse learners, and strategies to check for student understanding. They also must discuss advantages and disadvantages of the SIOP and EEI models. The analysis will be written for the group to submit.
Report
Share
Report
Share
Recommended
Edu 230 week 5 clc assignment
This document provides instructions for a collaborative learning community assignment to analyze two lesson plans - one using SIOP methodology and one using EEI methodology. Students are asked to analyze the lesson plans based on 5 questions: 1) how objectives align with academic standards, 2) how assessments align with objectives, 3) how instructional planning meets the needs of a diverse population, 4) strategies used to check for understanding, and 5) advantages and disadvantages of each methodology. One written analysis is to be submitted for the group discussing their analysis of the two lesson plans based on the 5 questions.
Assessment practices in the middle school
The document outlines plans to change assessment practices at a middle school. It will implement criterion-referenced grading using a 1-7 scale to assess student attainment of learning standards. The goals are to empower students, ensure accurate and consistent assessment, and provide transparency. Assessment for learning will use formative assessments to guide instruction, while assessment of learning will evaluate mastery through summative assessments within units. Common rubrics and a new grading framework aim to achieve these purposes.
Checklists
A checklist is one of the easiest instruments to construct for measuring attributes in the affective domain. It consists of items related to the concept being measured that are marked as present or absent. To create a checklist, one first enumerates all relevant attributes and characteristics and lists them. The checklist is then used to observe whether students demonstrate those attributes.
Curriculum alignment on tech subj
This document discusses aligning computer technology skills with the K-12 education program goals in the Philippines. It provides an overview of the basic computer skills taught at elementary and high school levels. It also discusses new skills needed for the K-12 program with regards to computer technology, such as skills leading to TESDA certifications. Specific topics taught at different grade levels are outlined. The document emphasizes that teachers need national certification or accreditation to teach computer technology subjects under the K-12 program.
Capstone Conference 2010
Capstone course development for the BAS in Supervision and Management
The Capstone in Supervision and Management is a course that focuses on the integration of knowledge, skills and abilities learned in the BAS in Supervision and Management program through a capstone project. Integrating management knowledge was accomplished by including the core competencies and program outcomes (professionalism, problem solving, literacy skills, management perspective, information technology and teamwork), business advisory board current industry needs, students’ current workplace experience, and faculty academic and practitioner experience. The result was a matrix of course components (team project simulation, individual project, OPQ, professional development, current topics, and mentoring) that combine and integrate the above-mentioned areas. (ID #158/Track 1)
Edu 230 week 4 assignment teaching strategies
This document provides instructions for an EDU 230 Week 4 assignment on teaching strategies. Students must complete a document that evaluates 4 scenarios about English language learners' second language acquisition. For each scenario, students must identify the development stage and provide strategies and rationales to support the learner. The assignment requires applying teaching strategies and citing sources using GCU documentation guidelines. A rubric is provided to guide successful completion.
Mastery cs power of video in professional learning
This document outlines Mastery Charter Schools' Teacher Effectiveness Project which uses video resources and coaching to improve teacher effectiveness based on instructional standards. The project provides job-embedded professional development including modeling, practice, and feedback on specific teaching strategies. Teachers have access to video clips, presentations, and other materials through a web portal to support their learning and application of the instructional standards in the classroom. The goal is to improve student outcomes through sustained, application-focused professional development with feedback and support for teachers.
Assessment for learning
This document discusses principles of effective assessment design for active learning. It emphasizes integrating assessment into the learning process through careful planning of assessment load, timing, and types across a course. Formative assessment and feedback are highlighted as important for building students' skills and confidence. Fairness is ensured through clear communication of grading and assessment criteria to students. The overall goal is for assessment to support learning rather than be done to students.
Recommended
Edu 230 week 5 clc assignment
This document provides instructions for a collaborative learning community assignment to analyze two lesson plans - one using SIOP methodology and one using EEI methodology. Students are asked to analyze the lesson plans based on 5 questions: 1) how objectives align with academic standards, 2) how assessments align with objectives, 3) how instructional planning meets the needs of a diverse population, 4) strategies used to check for understanding, and 5) advantages and disadvantages of each methodology. One written analysis is to be submitted for the group discussing their analysis of the two lesson plans based on the 5 questions.
Assessment practices in the middle school
The document outlines plans to change assessment practices at a middle school. It will implement criterion-referenced grading using a 1-7 scale to assess student attainment of learning standards. The goals are to empower students, ensure accurate and consistent assessment, and provide transparency. Assessment for learning will use formative assessments to guide instruction, while assessment of learning will evaluate mastery through summative assessments within units. Common rubrics and a new grading framework aim to achieve these purposes.
Checklists
A checklist is one of the easiest instruments to construct for measuring attributes in the affective domain. It consists of items related to the concept being measured that are marked as present or absent. To create a checklist, one first enumerates all relevant attributes and characteristics and lists them. The checklist is then used to observe whether students demonstrate those attributes.
Curriculum alignment on tech subj
This document discusses aligning computer technology skills with the K-12 education program goals in the Philippines. It provides an overview of the basic computer skills taught at elementary and high school levels. It also discusses new skills needed for the K-12 program with regards to computer technology, such as skills leading to TESDA certifications. Specific topics taught at different grade levels are outlined. The document emphasizes that teachers need national certification or accreditation to teach computer technology subjects under the K-12 program.
Capstone Conference 2010
Capstone course development for the BAS in Supervision and Management
The Capstone in Supervision and Management is a course that focuses on the integration of knowledge, skills and abilities learned in the BAS in Supervision and Management program through a capstone project. Integrating management knowledge was accomplished by including the core competencies and program outcomes (professionalism, problem solving, literacy skills, management perspective, information technology and teamwork), business advisory board current industry needs, students’ current workplace experience, and faculty academic and practitioner experience. The result was a matrix of course components (team project simulation, individual project, OPQ, professional development, current topics, and mentoring) that combine and integrate the above-mentioned areas. (ID #158/Track 1)
Edu 230 week 4 assignment teaching strategies
This document provides instructions for an EDU 230 Week 4 assignment on teaching strategies. Students must complete a document that evaluates 4 scenarios about English language learners' second language acquisition. For each scenario, students must identify the development stage and provide strategies and rationales to support the learner. The assignment requires applying teaching strategies and citing sources using GCU documentation guidelines. A rubric is provided to guide successful completion.
Mastery cs power of video in professional learning
This document outlines Mastery Charter Schools' Teacher Effectiveness Project which uses video resources and coaching to improve teacher effectiveness based on instructional standards. The project provides job-embedded professional development including modeling, practice, and feedback on specific teaching strategies. Teachers have access to video clips, presentations, and other materials through a web portal to support their learning and application of the instructional standards in the classroom. The goal is to improve student outcomes through sustained, application-focused professional development with feedback and support for teachers.
Assessment for learning
This document discusses principles of effective assessment design for active learning. It emphasizes integrating assessment into the learning process through careful planning of assessment load, timing, and types across a course. Formative assessment and feedback are highlighted as important for building students' skills and confidence. Fairness is ensured through clear communication of grading and assessment criteria to students. The overall goal is for assessment to support learning rather than be done to students.
Session 6 presentation 2
The document discusses special factors and annual goals that must be addressed in a student's Individualized Education Program (IEP). Special factors that must be considered include the student's strengths, interests, parent concerns, behavior, second language needs, and any visual, hearing, or assistive technology requirements. Annual goals must be measurable and set the direction for instruction. They must reflect the student's present levels and address needs resulting from their disability. Goals must have benchmarks that are incremental steps and also measurable to allow progress monitoring.
Interdisciplinary slc program design
This document provides guidance for schools on developing an interdisciplinary program with coherence across curriculum, instruction, assessment, learning climate, and other elements. It outlines a 5-step process for teams to design proficiency maps and demonstrations of mastery for students by mapping standards to proficiencies and developing performance tasks. The goal is to create a program that fosters focus, coherence, relevance and equity while addressing needs in student data and priorities. Resources are provided for reference.
Hive NYC Project Learnin Lab: Global Kids presentation
This document discusses different approaches to professional development for educators. It describes goals and lessons learned from providing PD on tools like Scratch and lesson study. PD programs exposed educators to new technologies and teaching methods while helping them adapt materials for their own classrooms. Observing each other teach allowed reflection on facilitation. Debriefing with experienced educators built confidence in learning new skills. Ongoing support and documenting how educators remix curricula are important for effective professional development.
Hive NYC Project Learning Lab: Bell presentation 2016
This presentation was prepared and shared on Hive NYC's Project Learning Lab by The Bell Foundation. January 13, 2016.
Rubric: Project idea
The document outlines a rubric for evaluating a twinning project proposal. It provides criteria for assessing the general details of the project, objectives, work process, and expected results. Each category is scored on a scale of 1 to 4, with higher scores indicating clearer, more concrete information that demonstrates originality and relates the project back to the curriculum.
Wannen Rubric
This document contains a rubric for evaluating student group presentations. It assesses students on preparation, organization of content, depth of subject knowledge, quality of visual aids, mechanics, presentation skills, verbal techniques, and group work. The rubric includes spaces to provide point values and percentage grades for each group's performance on the various criteria.
Adlt 606 class session 5 objectives, transfer of learning and instructional s...
This document discusses principles of developing objectives for adult education programs. It describes Caffarella's interactive model for program planning, which involves developing program goals, objectives, and learning objectives. Learning objectives indicate what participants will learn during instruction and how that learning will transfer to their future work. The document provides examples of goals, objectives, and learning objectives, and guidelines for writing measurable learning objectives that specify who will learn what and how it will be demonstrated. It also discusses strategies for ensuring learning objectives support program objectives and transfer of learning.
Rubric: Collaborative activity
This document provides a rubric to evaluate collaborative activities between twinning schools on the following criteria:
- Use of technology: Assesses how technology is incorporated and used by students.
- Collaboration: Evaluates the level of communication and coordination between students, either within or across schools.
- Final products: Rates how final project outcomes are described and the variety expected.
- Pedagogical objectives: Judges how learning goals are specified and related to end results, and how they will be assessed.
The rubric assigns scores from 1 to 4 for each criterion based on the level of planning, communication, and assessment incorporated into the collaborative activity.
Results
A case study was conducted in December 2014 to evaluate the outcomes of a student revision project. Peer assessments found that 97.5% of students believed the math websites reviewed had good or better content and were useful for revision. Self-assessments showed that 69.5% of students developed revision skills and 86.9% enjoyed the project, with 56.5% completing more revision. 87% would use the revision pages next year if encouraged by teachers. To fully meet objectives, the project needs ongoing support from teachers and periodic review, and should be implemented across the entire math faculty.
ECH 211 Success Begins /newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
ECH 211 Assignment Week 1 Reflection paper
ECH 211 Assignment Week 2 Goals and Objectivity Activity
Morrison, Ross & Kemp (MRK) Model
The Morrison, Ross & Kemp (MRK) model is a holistic instructional design approach that considers all factors in the learning environment. It uses a learner-focused approach where the instructional designer asks initial questions about the learner and content before determining which of the nine key elements to use to develop a flexible instructional plan. The MRK model emphasizes continuous refinement through formative evaluation and allows flexibility in its application.
Methdological guidelines, school year 2015 2016
The document outlines guidelines for teaching, learning, and evaluation processes for the 2015-2016 school year. It identifies the premises for changing education, potential solutions for better education, and challenges English as a foreign language teachers may face. It also matches language domains, such as communication, connection, comparison, culture, and community, with school levels from elementary to high school. Finally, it analyzes specific communicative and pragmatic competences mentioned in the evaluation referential for each school level.
Ash edu 645 week 1 discussion 1 formative assessments new
edu 645 week 1 assignment response to intervention,edu 645 week 1 dq 1 assessment crisis,edu 645 week 1 dq 2 no child left behind nclb and high stakes testing hst debate,ash edu 645 week 1,ash edu 645 week 1,ash edu 645,ash edu 645 week 1 tutorial,ash edu 645 week 1 assignment,ash edu 645 week 1 help
Chapter 1 learning standards
The document discusses student learning standards and their role in education. It defines standards as being similar to traditional educational objectives and outcomes, with an emphasis on high expectations. There are different types of standards, including content, performance, lifelong learning, and opportunity to learn standards. Standards can provide a blueprint to ensure all students learn necessary knowledge and skills. However, attempting to teach all existing standards would require students to spend five more years in school. The document examines reasons for standards and how they can be used, such as synthesizing goals and targeting student achievement.
Intel Essentials Course
This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
Rubrics
This document discusses using rubrics to assess enhanced finished products. It defines rubrics and their purpose, and provides an example rubric with criteria for materials used, procedure followed, and workmanship. The rubric scores products as excellent, good, or fair in each category and can be used to assess the quality of enhanced products. The teacher will teach students about rubrics and their use in assessment, and have students use internet resources to learn more about rubrics.
Review of Constructivism Theory and Kemp Model for ELL Classrooms
This document discusses the application of constructivism and the Kemp model in an ELL classroom. It provides an overview of the Kemp model, which consists of 9 stages that do not follow a specific order and focus on learner-centered principles. Constructivism is defined as learning that is actively constructed based on a learner's previous knowledge and experiences. The document then gives examples of how to apply constructivism within the Kemp model for ELL students, including using scaffolding, authentic learning activities, group work and incorporating students' cultures and languages.
Learning-Module-in-Teacher-School-Curriculum-54-55.docx
This document discusses assessing curriculum and outlines the intended, implemented, and achieved curriculum. It defines each:
- Intended curriculum refers to objectives set at the beginning and establishes goals and purposes to be accomplished.
- Implemented curriculum refers to learning activities used to achieve objectives. It assesses if activities align with objectives and use appropriate methods.
- Achieved curriculum refers to outcomes based on intended and implemented curriculum. It assesses performance against objectives.
The document emphasizes assessing each type independently and comparing them to ensure objectives are met through proper implementation and achievement of learning outcomes.
Edu 210 all weeks discussion and assignments – entire course
This document provides an overview and instructions for all assignments in the EDU 210 course at Grand Canyon University. It includes discussion questions and written assignments each week that address topics like the qualities of effective teachers, reaching diverse students, trends in education, and developing a teaching legacy statement. Students are expected to complete discussion posts, observations, reflections, and presentations on these topics over the course of the 7-week class.
Assessment developing an sgo work for merge 0
This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
ESC 708 - Coaching Reflection (Peck).pdf
The student teacher taught a health lesson on nutrition labels to 7th grade students. Some aspects that went well included having well-aligned learning activities, an organized learning environment that facilitated collaboration, and engaging application activities. Areas for improvement were incorporating small group instruction based on readiness levels and adding structured roles to support group work. The student teacher's next steps are to give more targeted pre-assessments and involve students more in assessing their own work using rubrics.
More Related Content
What's hot
Session 6 presentation 2
The document discusses special factors and annual goals that must be addressed in a student's Individualized Education Program (IEP). Special factors that must be considered include the student's strengths, interests, parent concerns, behavior, second language needs, and any visual, hearing, or assistive technology requirements. Annual goals must be measurable and set the direction for instruction. They must reflect the student's present levels and address needs resulting from their disability. Goals must have benchmarks that are incremental steps and also measurable to allow progress monitoring.
Interdisciplinary slc program design
This document provides guidance for schools on developing an interdisciplinary program with coherence across curriculum, instruction, assessment, learning climate, and other elements. It outlines a 5-step process for teams to design proficiency maps and demonstrations of mastery for students by mapping standards to proficiencies and developing performance tasks. The goal is to create a program that fosters focus, coherence, relevance and equity while addressing needs in student data and priorities. Resources are provided for reference.
Hive NYC Project Learnin Lab: Global Kids presentation
This document discusses different approaches to professional development for educators. It describes goals and lessons learned from providing PD on tools like Scratch and lesson study. PD programs exposed educators to new technologies and teaching methods while helping them adapt materials for their own classrooms. Observing each other teach allowed reflection on facilitation. Debriefing with experienced educators built confidence in learning new skills. Ongoing support and documenting how educators remix curricula are important for effective professional development.
Hive NYC Project Learning Lab: Bell presentation 2016
This presentation was prepared and shared on Hive NYC's Project Learning Lab by The Bell Foundation. January 13, 2016.
Rubric: Project idea
The document outlines a rubric for evaluating a twinning project proposal. It provides criteria for assessing the general details of the project, objectives, work process, and expected results. Each category is scored on a scale of 1 to 4, with higher scores indicating clearer, more concrete information that demonstrates originality and relates the project back to the curriculum.
Wannen Rubric
This document contains a rubric for evaluating student group presentations. It assesses students on preparation, organization of content, depth of subject knowledge, quality of visual aids, mechanics, presentation skills, verbal techniques, and group work. The rubric includes spaces to provide point values and percentage grades for each group's performance on the various criteria.
Adlt 606 class session 5 objectives, transfer of learning and instructional s...
This document discusses principles of developing objectives for adult education programs. It describes Caffarella's interactive model for program planning, which involves developing program goals, objectives, and learning objectives. Learning objectives indicate what participants will learn during instruction and how that learning will transfer to their future work. The document provides examples of goals, objectives, and learning objectives, and guidelines for writing measurable learning objectives that specify who will learn what and how it will be demonstrated. It also discusses strategies for ensuring learning objectives support program objectives and transfer of learning.
Rubric: Collaborative activity
This document provides a rubric to evaluate collaborative activities between twinning schools on the following criteria:
- Use of technology: Assesses how technology is incorporated and used by students.
- Collaboration: Evaluates the level of communication and coordination between students, either within or across schools.
- Final products: Rates how final project outcomes are described and the variety expected.
- Pedagogical objectives: Judges how learning goals are specified and related to end results, and how they will be assessed.
The rubric assigns scores from 1 to 4 for each criterion based on the level of planning, communication, and assessment incorporated into the collaborative activity.
Results
A case study was conducted in December 2014 to evaluate the outcomes of a student revision project. Peer assessments found that 97.5% of students believed the math websites reviewed had good or better content and were useful for revision. Self-assessments showed that 69.5% of students developed revision skills and 86.9% enjoyed the project, with 56.5% completing more revision. 87% would use the revision pages next year if encouraged by teachers. To fully meet objectives, the project needs ongoing support from teachers and periodic review, and should be implemented across the entire math faculty.
ECH 211 Success Begins /newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
ECH 211 Assignment Week 1 Reflection paper
ECH 211 Assignment Week 2 Goals and Objectivity Activity
Morrison, Ross & Kemp (MRK) Model
The Morrison, Ross & Kemp (MRK) model is a holistic instructional design approach that considers all factors in the learning environment. It uses a learner-focused approach where the instructional designer asks initial questions about the learner and content before determining which of the nine key elements to use to develop a flexible instructional plan. The MRK model emphasizes continuous refinement through formative evaluation and allows flexibility in its application.
Methdological guidelines, school year 2015 2016
The document outlines guidelines for teaching, learning, and evaluation processes for the 2015-2016 school year. It identifies the premises for changing education, potential solutions for better education, and challenges English as a foreign language teachers may face. It also matches language domains, such as communication, connection, comparison, culture, and community, with school levels from elementary to high school. Finally, it analyzes specific communicative and pragmatic competences mentioned in the evaluation referential for each school level.
Ash edu 645 week 1 discussion 1 formative assessments new
edu 645 week 1 assignment response to intervention,edu 645 week 1 dq 1 assessment crisis,edu 645 week 1 dq 2 no child left behind nclb and high stakes testing hst debate,ash edu 645 week 1,ash edu 645 week 1,ash edu 645,ash edu 645 week 1 tutorial,ash edu 645 week 1 assignment,ash edu 645 week 1 help
Chapter 1 learning standards
The document discusses student learning standards and their role in education. It defines standards as being similar to traditional educational objectives and outcomes, with an emphasis on high expectations. There are different types of standards, including content, performance, lifelong learning, and opportunity to learn standards. Standards can provide a blueprint to ensure all students learn necessary knowledge and skills. However, attempting to teach all existing standards would require students to spend five more years in school. The document examines reasons for standards and how they can be used, such as synthesizing goals and targeting student achievement.
Intel Essentials Course
This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
Rubrics
This document discusses using rubrics to assess enhanced finished products. It defines rubrics and their purpose, and provides an example rubric with criteria for materials used, procedure followed, and workmanship. The rubric scores products as excellent, good, or fair in each category and can be used to assess the quality of enhanced products. The teacher will teach students about rubrics and their use in assessment, and have students use internet resources to learn more about rubrics.
Review of Constructivism Theory and Kemp Model for ELL Classrooms
This document discusses the application of constructivism and the Kemp model in an ELL classroom. It provides an overview of the Kemp model, which consists of 9 stages that do not follow a specific order and focus on learner-centered principles. Constructivism is defined as learning that is actively constructed based on a learner's previous knowledge and experiences. The document then gives examples of how to apply constructivism within the Kemp model for ELL students, including using scaffolding, authentic learning activities, group work and incorporating students' cultures and languages.
What's hot (17)
Hive NYC Project Learnin Lab: Global Kids presentation
Hive NYC Project Learnin Lab: Global Kids presentation
Hive NYC Project Learning Lab: Bell presentation 2016
Hive NYC Project Learning Lab: Bell presentation 2016
Adlt 606 class session 5 objectives, transfer of learning and instructional s...
Adlt 606 class session 5 objectives, transfer of learning and instructional s...
Ash edu 645 week 1 discussion 1 formative assessments new
Ash edu 645 week 1 discussion 1 formative assessments new
Review of Constructivism Theory and Kemp Model for ELL Classrooms
Review of Constructivism Theory and Kemp Model for ELL Classrooms
Similar to Edu 230 week 5 assignment clc lesson plan analysis
Learning-Module-in-Teacher-School-Curriculum-54-55.docx
This document discusses assessing curriculum and outlines the intended, implemented, and achieved curriculum. It defines each:
- Intended curriculum refers to objectives set at the beginning and establishes goals and purposes to be accomplished.
- Implemented curriculum refers to learning activities used to achieve objectives. It assesses if activities align with objectives and use appropriate methods.
- Achieved curriculum refers to outcomes based on intended and implemented curriculum. It assesses performance against objectives.
The document emphasizes assessing each type independently and comparing them to ensure objectives are met through proper implementation and achievement of learning outcomes.
Edu 210 all weeks discussion and assignments – entire course
This document provides an overview and instructions for all assignments in the EDU 210 course at Grand Canyon University. It includes discussion questions and written assignments each week that address topics like the qualities of effective teachers, reaching diverse students, trends in education, and developing a teaching legacy statement. Students are expected to complete discussion posts, observations, reflections, and presentations on these topics over the course of the 7-week class.
Assessment developing an sgo work for merge 0
This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
ESC 708 - Coaching Reflection (Peck).pdf
The student teacher taught a health lesson on nutrition labels to 7th grade students. Some aspects that went well included having well-aligned learning activities, an organized learning environment that facilitated collaboration, and engaging application activities. Areas for improvement were incorporating small group instruction based on readiness levels and adding structured roles to support group work. The student teacher's next steps are to give more targeted pre-assessments and involve students more in assessing their own work using rubrics.
Rubric training .pptx
This document discusses rubrics for assessing student work in the social sciences. It defines rubrics as expectations for assignments listed in table form with criteria and performance levels. There are two main types: holistic rubrics assess overall performance for more theoretical work, while analytic rubrics assess specific criteria to provide clarity on expectations and room for improvement. When creating an analytic rubric, the essential elements are evaluation criteria, quality definitions for each level of achievement, and a scoring strategy using a scale. The document encourages sharing rubrics with students to align perspectives and ensure rubrics are relevant to course objectives. Examples of rubrics and additional resources are provided.
Edu 213 week 4 assignment the process of learning
The document provides instructions for an assignment to create a PowerPoint presentation about the learning process for students' parents. The presentation should cover: (1) how prior knowledge predicts learning; (2) how learning occurs; (3) the roles of teachers and parents; (4) the connection between teaching and learning; (5) inclusion classrooms and language; and (6) supporting a student with a specific disability. The slides must include notes to script what will be said and use images, diagrams, and academic writing with citations.
Edu 230 week 4 assignment teaching strategies
This document provides instructions for an assignment requiring students to read four scenarios about English language learners and evaluate what stage of second language acquisition each scenario represents. For each scenario, students must describe appropriate teaching strategies to support the student and provide rationales. The assignment expects strong academic writing, and sources must be cited and referenced following GCU documentation guidelines. A rubric will be used to grade the assignment.
Edu 230 week 4 assignment teaching strategies
This document provides instructions for an EDU 230 Week 4 assignment on teaching strategies. Students must complete a document that evaluates 4 scenarios about English language learners' second language acquisition. For each scenario, students must identify the development stage and provide strategies and rationales to support the learner. The assignment requires applying teaching strategies and citing sources using GCU documentation guidelines. A rubric is provided to review expectations for successful completion.
WhatWhy-and-How-to-Evaluate-a-Curriculum.pptx
This document provides an overview of curriculum evaluation, including its definition, purpose, and various models. It defines curriculum evaluation as assessing different components of a curriculum program to identify strengths and weaknesses and improve student learning outcomes. The document outlines several curriculum evaluation models, including Bradley's Effectiveness Model, Tyler's Objectives-Centered Model, Stufflebeam's CIPP Model, and Stake's Responsive Model. It also provides steps for conducting a curriculum evaluation, such as identifying critical issues, data sources, data collection techniques, and standards for analysis. The overall purpose of curriculum evaluation is to examine a program's objectives, content, instructional processes, and outcomes to help improve the quality and effectiveness of curriculum design and implementation.
Fundametals of Curriculum Design-Report.pptx
This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
Edu 675 entire course
This document contains an archive file for an education course (EDU 675) that includes assignments, discussions, journals, and papers for each week of the course. The archive file contains materials on topics like professional learning communities, differentiated instruction, school culture, assessment, critical thinking questions, and more. Students would download this file to complete the various weekly requirements for the EDU 675 course.
Roxan Mae C. Ugrimina_Report_Group6.pptx
The document discusses developing instructional strategies and assessment instruments. It provides details on identifying instructional goals, developing instructional strategies which include content sequencing, learning components, student groupings, and media selection. It also discusses developing assessment instruments and making them useful by providing valid and reliable assessments, productive feedback, using backward design, and motivating students.
OBE - NEW SLIDES.pptx
The document discusses outcome-based education (OBE). It defines OBE and explains its benefits, including international recognition, employable graduates, improved institution reputation, stakeholder involvement, and preparing graduates for leadership. Key aspects of OBE include clarity, flexibility, and student involvement in learning. The benefits of OBE for faculty are also outlined. The document then discusses various OBE components like program outcomes, program educational objectives, program specific outcomes, and graduate attributes. It provides examples of outcomes and attributes for a mechanical engineering program. Finally, it discusses implementing OBE through curriculum design, assessment, and the roles of lecturers and students.
Introduction to FLEX (2013/14)
Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
FLEX: practice-based CPD for growth
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
Day 11 april 15 effect literacy rt i (for slideshare)
This document provides an agenda for a seminar on literacy professional development. The agenda includes sign-in, an overview of comprehensive literacy programs and interventions/progress monitoring. It discusses roles related to Response to Intervention implementation and previews the next coaching session. Participants will discuss chapters on selecting literacy materials and complete a coaching reflection for the final class.
Dynamic Instructional Design Model
The Dynamic Instructional Design (DID) model is a 6-step iterative process for instructional design based on continual feedback. The 6 steps are: 1) Know the Learners, 2) Articulate Objectives, 3) Establish the Learning Environment, 4) Identify Teaching and Learning Strategies, 5) Select Technologies, and 6) Evaluate and Revise the Design. Each step contains opportunities for feedback and revision within the step and across the entire process. The goal is to continually improve the design based on assessment of student learning and reflection on the design process.
PGPTP Orientation Session Notes
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
1.ppt
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
Similar to Edu 230 week 5 assignment clc lesson plan analysis (20)
Learning-Module-in-Teacher-School-Curriculum-54-55.docx
Learning-Module-in-Teacher-School-Curriculum-54-55.docx
Edu 210 all weeks discussion and assignments – entire course
Edu 210 all weeks discussion and assignments – entire course
Day 11 april 15 effect literacy rt i (for slideshare)
Day 11 april 15 effect literacy rt i (for slideshare)
Recently uploaded
Bridging the gap: Online job postings, survey data and the assessment of job ...
Bridging the gap: Online job postings, survey data and the assessment of job ...Labour Market Information Council | Conseil de l’information sur le marché du travail
OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.1.2 Business Ideas Business Ideas Busine
Business Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas Powerpoint
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
Eco-Innovations and Firm Heterogeneity. Evidence from Italian Family and Nonf...
Eco-Innovations and Firm Heterogeneity. Evidence from Italian Family and Nonf...University of Calabria
The study analyzes differences and primary drivers of green performance between family firms and non-family firms
Who Is Abhay Bhutada, MD of Poonawalla Fincorp
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
Tdasx: In-Depth Analysis of Cryptocurrency Giveaway Scams and Security Strate...
Tdasx: In-Depth Analysis of Cryptocurrency Giveaway Scams and Security Strategies
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...
Delve into the world of STREETONOMICS, where a team of 7 enthusiasts embarks on a journey to understand unorganized markets. By engaging with a coffee street vendor and crafting questionnaires, this project uncovers valuable insights into consumer behavior and market dynamics in informal settings."
一比一原版(GWU,GW毕业证)加利福尼亚大学|尔湾分校毕业证如何办理
GWU,GW毕业证录取书【微信95270640】一比一伪造加利福尼亚大学|尔湾分校文凭@假冒GWU,GW毕业证成绩单+Q微信95270640办理GWU,GW学位证书@仿造GWU,GW毕业文凭证书@购买加利福尼亚大学|尔湾分校毕业证成绩单GWU,GW真实使馆认证/真实留信认证回国人员证明
全套服务：加利福尼亚大学|尔湾分校加利福尼亚大学|尔湾分校毕业证成绩单真实回国人员证明 #真实教育部认证。让您回国发展信心十足#铸就十年品质！信誉！实体公司！可以视频看办公环境样板如需办理真实可查可以先到公司面谈勿轻信小中介黑作坊！
可以提供加利福尼亚大学|尔湾分校钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
印刷DHL快递毕业证 #成绩单7个工作日真实大使馆教育部认证1个月。为了达到高水准高效率
请您先以qq或微信的方式对我们的服务进行了解后如果有加利福尼亚大学|尔湾分校加利福尼亚大学|尔湾分校毕业证成绩单帮助再进行电话咨询。
国外毕业证学位证成绩单如何办理：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作加利福尼亚大学|尔湾分校毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。口水苦涩无比山娃一边游泳一边念念不忘那元门票尤令山娃气愤的是泳池老板居然硬让父亲买了一大一小二条巴掌般大的裤衩衩走出泳池山娃感觉透身粘粘乎乎散发着药水味有点痒山娃顿时留恋起家乡的小河潺潺活水清凉无比日子就这样孤寂而快乐地过着寂寞之余山娃最神往最开心就是晚上无论多晚多累父亲总要携山娃出去兜风逛夜市流光溢彩人潮涌动的都市夜生活总让山娃目不暇接惊叹不已父亲老问山娃想买什么想吃什么山娃知道父亲赚钱很辛苦在
一比一原版美国新罕布什尔大学(unh)毕业证学历认证真实可查
永久可查学历认证【微信：A575476】【美国新罕布什尔大学(unh)毕业证成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
Introducing BONKMILLON - The Most Bonkers Meme Coin Yet
Let's be real for a second – the world of meme coins can feel like a bit of a circus at times. Every other day, there's a new token promising to take you "to the moon" or offering some groundbreaking utility that'll change the game forever. But how many of them actually deliver on that hype?
Earn a passive income with prosocial investing
Invest in prosocial funds that earn you an income while improving the world
How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.Detailed power point presentation on compound interest and how it is calculated
Detailed information about compund interest
What's a worker’s market? Job quality and labour market tightness
What's a worker’s market? Job quality and labour market tightnessLabour Market Information Council | Conseil de l’information sur le marché du travail
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.Who Is the Largest Producer of Soybean in India Now.pdf
This blog explores the current largest producer of soybean in India and the factors contributing to their dominance.
SWAIAP Fraud Risk Mitigation Prof Oyedokun.pptx
SWAIAP Fraud Risk Mitigation Prof Oyedokun.pptxGodwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
Recently uploaded (20)
Bridging the gap: Online job postings, survey data and the assessment of job ...
Bridging the gap: Online job postings, survey data and the assessment of job ...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Eco-Innovations and Firm Heterogeneity. Evidence from Italian Family and Nonf...
Eco-Innovations and Firm Heterogeneity. Evidence from Italian Family and Nonf...
Tdasx: In-Depth Analysis of Cryptocurrency Giveaway Scams and Security Strate...
Tdasx: In-Depth Analysis of Cryptocurrency Giveaway Scams and Security Strate...
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Applying the Global Internal Audit Standards_AIS.pdf
Applying the Global Internal Audit Standards_AIS.pdf
Detailed power point presentation on compound interest and how it is calculated
Detailed power point presentation on compound interest and how it is calculated
What's a worker’s market? Job quality and labour market tightness
What's a worker’s market? Job quality and labour market tightness
Who Is the Largest Producer of Soybean in India Now.pdf
Who Is the Largest Producer of Soybean in India Now.pdf
Edu 230 week 5 assignment clc lesson plan analysis
- 1. EDU 230 Week 5 AssignmentCLC – LessonPlan Analysis Follow Below Link to DownloadTutorial https://homeworklance.com/downloads/edu-230-week-5-assignment-clc-lesson-plan-analysis/ For More Information Visit Our Website ( https://homeworklance.com/ ) Email us At: Support@homeworklance.com orlancehomework@gmail.com EDU 230 Week 5 AssignmentCLC – LessonPlan Analysis Details: This is a Collaborative Learning Community assignment. Analyze tw o of the lesson plans in the topic materials, one SIOP and one EEI, using the questions below . Discuss each question as a group, but one analysis is to be w ritten forthe group. 1. Are the objectives aligned w ith academic standards? State how the lesson objectives support the academic standards. 2. Are the assessments aligned w ith the objectives? Is it explicitly clear w hat the students should know and be able to do by the end of the lesson? What is the evidence demonstrating mastery of know ledge and/or skills that w illsupport the lesson objectives? 3. Is the instructionalplanning relevant to the objectives? Does instructionalplanning meet the needs of a diverse population? Name the activities that support the needs of a diverse population. List other activities that could be used to support the needs of a diverse population. 4. Are there frequent and multiple w ays to checkfor understanding during instruction? List the checkfor understanding strategies. List other strategies that could be utilized to checkfor student understanding. 5. Discuss the advantages and disadvantages of SIOP and EEI lesson plans. Submit the analysis for the group. While GCU style format is not required for the body of this assignment, solid academic w riting is expected, and in-text citations and referencesshould be presented using GCU documentation guidelines, w hich can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar w ith the expectations for successfulcompletion of the assignment. You are not required to submit this assignment to Turnitin.