This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
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EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
Edu 650 Massive Success / snaptutorial.comNorrisMistrym
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
EDU 310 Enhance teaching - snaptutorial.comDavisMurphyA78
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EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment
For more classes visit
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EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
For more course tutorials visit
www.newtonhelp.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
Edu 650 Massive Success / snaptutorial.comNorrisMistrym
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
EDU 310 Enhance teaching - snaptutorial.comDavisMurphyA78
For more classes visit
www.snaptutorial.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This presentation deals with the various aspects of session planning. It examines the relationship among curriculum planning, course planning and session planning. It also gives tips to young teachers for effective session delivery.
For more course tutorials visit
www.newtonhelp.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment Lesson Components Paper
For more classes visit
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Write a 350- to 700-word paper about an effective instructor you have had during a previous educational or training experience.
Include the following in your paper:
Explain the educational or training setting.
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
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EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
Clinical Field Experience C Integrating Instruction, K-3All.docxbartholomeocoombs
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docxbrownliecarmella
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This presentation deals with the various aspects of session planning. It examines the relationship among curriculum planning, course planning and session planning. It also gives tips to young teachers for effective session delivery.
For more course tutorials visit
www.newtonhelp.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
EDU 310 Week 2 Individual Assignment Lesson Components Paper
For more classes visit
www.snaptutorial.com
Write a 350- to 700-word paper about an effective instructor you have had during a previous educational or training experience.
Include the following in your paper:
Explain the educational or training setting.
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
Clinical Field Experience C Integrating Instruction, K-3All.docxbartholomeocoombs
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docxbrownliecarmella
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Week 5 Assignment Instructional PlanningIn this assignment you .docxhelzerpatrina
Week 5 Assignment Instructional Planning
In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3.
Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measure a student’s achievement on classroom instruction. For example, can include a ‘thumbs up or thumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction.
Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’s IEP written plan. The lesson you are creating must meet the needs of your 28 students, with seven who have been identified as having specialized academic and/or behavioral needs.
Instructions
Choose three assessments from Informal Assessment Strategies (Links to an external site.) to rationalize how each one meets the needs of the students in your class.
Content Expectations
· Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
· Identify three informal assessments.
· Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students in your class.
· Examine how the assessment results will inform instructional planning.
· Summarize at least one additional resource that provides more information on one of the three assessments you’ve chosen.
Written Expectations
· Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three page ...
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Edu 311 edu311 edu 311 best tutorials guide uopstudy.com
1. EDU/311
MODELS AND THEORIES OF
INSTRUCTION
The Latest Version A+ Study Guide
**********************************************
EDU 311 Entire Course Link
http://www.uopstudy.com/edu-311
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EDU 311 Week 1 Main Factors of LessonPlans Paper
Resources: The National Board for Professional Teaching Standards website and Ch. 1
of Methods for Effective Teaching
Write a 350- to 700-word paper in which you:
Identify the main factors to consider when lesson planning, and
Identify the differences between goals and observable and measurable objectives.
Consider the following factors:
The framework for teaching
The National Board for Professional Teaching Standards' core propositions
Any other factors of importance, such as the assessment of prior knowledge
Create a graphic organizer that compares and contrasts the framework and the
standards.
2. Format your paper according to APA guidelines.
Click the Assignment Files tab to submit your assignment.
EDU 311 Week 2 Writing Objectives Activity
Resources: Bloom's Taxonomy Matrix and Writing Observable and Measurable
Objectives Using the ABCD Method
Select one content standard as the focus of an instructional unit.
Write a title for your unit based on your chosen content standard.
Write an objective for each of the six Bloom's cognitive process dimensions using the
ABCD method for writing objectives. The objectives must progressively increase in
difficulty within the context of your unit.
Click the Assignment Files tab to submit your assignment.
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EDU 311 Week 2 Lesson Plan Components Table
Resource: Lesson Plan Components Table
Locate three new lesson plans, each from a different content area, on the Internet or from
a published source.
Complete the Lesson Plan Components Table by describing the following for each
lesson:
Lesson components
Components that you believe are lacking
Learning styles addressed
Instructional strategies used in each lesson
Purpose of each instructional strategy
Write at least a 90-word reflection on the quality of the lesson plan and its components.
Format your paper according to APA guidelines.
3. Click the Assignment Files tab to submit your assignment.
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EDU 311 Week 3 Cooperative Learning Activity and Lesson
Plan
Resource: Lesson Plan Critique Table
Locate a lesson plan that includes a cooperative learning activity to present to your
Learning Team. Alternatively, you may locate an existing lesson plan and incorporate a
cooperative learning activity into it.
Discuss the characteristics and structures of the cooperative learning activities with your
Learning Team. Address the important components of group building.
Select a state standard as the basis of a lesson or instruction.
Design a lesson incorporating a cooperative learning activity that addresses the standard.
Share your lesson plan with the class:
Online Campus students: Post a 150-word summary in the course discussion that
explains how your team would lead a class to conduct your cooperative learning
activity. Attach your team's lesson plan to the post.
Local Campus students: Bring a printed copy of your team's lesson plan to class,
and lead the class in your cooperative learning activity.
Complete the Lesson Plan Critique Table by critiquing each Learning Team's lesson plan
for effectiveness, and identify any anticipated challenges associated with implementation.
Click the Assignment Files tab to submit your assignment.
EDU 311 Week 3 Cooperative Learning Presentation
Complete the Cooperative Learning Presentation.
Click the Assignment Files tab to submit your assignment
Cooperative Learning Presentation
4. Select either Option A or B to complete your assignment.
Option A: Cooperative Learning Presentation – Lesson
Plans
Visualize the following scenario: Your principal has been impressed with how you have
engaged the diverse learners in your classroom. The department chair has asked you to
deliver a teacher in-service training about how differentiated instruction has helped you
engage various learners in both individual and cooperative group settings.
Select a lesson plan you find on the Internet or from a published source.
Prepare a 5- to 7-slide multimedia presentation that includes the following:
Describe three strategies for differentiating the lesson for diverse learners. Explain how
each strategy meets the needs of diverse learners. At least one of the strategies should
differentiate instruction within the context of a cooperative learning setting.
Address any potential challenges and benefits associated with the implementation of your
suggested differentiated instruction in a cooperative learning setting.
Describe important components of group building.
Explain different ways to govern cooperative learning groups.
Option B: Cooperative Learning Presentation –
Techniques
Visualize the following scenario: Your district wants to implement cooperative learning
techniques in their schools, and you have been selected to participate in the team tasked to
implement the program. The district has asked that you create a presentation for teachers
participating in the pilot program.
Choose three cooperative learning techniques. Identify three challenges and three benefits for
each cooperative learning technique.
Prepare a 5- to 7-slide multimedia presentation that includes the following:
Describe three strategies for differentiating instruction in a cooperative learning group.
Include one strategy for each technique you selected. Explain how each strategy meets
the needs of diverse learners.
Address any potential challenges and benefits associated with the implementation of your
suggested differentiated instruction.
Describe important components of group building.
Explain different ways to govern cooperative learning groups.
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5. EDU 311 Week 4 AssessmentBrochure
Create a brochure that a student teacher or mentee could use as a reference about
assessments. Include the following information:
Compare formal and informal assessments
Define formative and summative assessment strategies
Explain authentic assessment
Provide three examples of formative assessments and three examples of
summative assessments, and explain when they are appropriate to use in the
classroom
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EDU 311 Week 4 Self-Assessmentof Dispositions
Complete the Self-Assessment of Dispositions form.
The purpose of the self-evaluation of dispositions is for you to use self-reflection to
determine your disposition toward teaching.
This analysis provides you with feedback regarding your personal qualities related
to the teaching profession as well as areas that you continue to develop
throughout your program of study.
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EDU 311 Week 4 Teacher Interview and Observation on
Lesson Implementation
Resources:
Questions for Teacher Interview on Lesson Planning
Questions for Teacher Observation on Lesson Implementation
Observe a teacher implementing a lesson in a classroom setting.
Interview a teacher about lesson plan development.
6. Note: Bring two printed copies of lesson plans of your own or from the Internet or a
published source when you meet with the teacher. Participate in a discussion about what
you think are the important components of an effective lesson plan and generate a list of
the most important components.
Write a 525- to 700-word reflection about the observation, addressing all questions, and
include a summary of your impressions of the interview and the observation.
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Document your observation/reflection on My Time Log.
Note: This assignment—an evaluated observation—requires a formal field experience
evaluation. Remember to inform the classroom/site teacher that they will receive an email
with the appropriate field experience evaluation form that they will need to complete.
Ensure that you have an accurate email address for the classroom/site teacher.
Select "Field Experience Evaluation – Observation –" in the Activity field on My Time Log
to have the evaluation form submitted to your reviewer.
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EDU 311 Week 5 Video Reflection Chartand Summary
Resources: "Lesson on Birds," "A Lesson on Fractions," and Video Reflection Chart
Watch "Lesson on Birds" and "A Lesson on Fractions" from Pearson Media.
Assume the role of the teacher in both videos and complete the Video Reflection Chart.
Write a 1-2 page summary that:
Explains the importance of reflection in teaching
Describes how to use reflection to improve decision making
Identifies how reflection would guide a revision of instruction in the "Lesson on
Birds" and "A Lesson on Fractions" videos
Format your summary according to APA guidelines.
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7. EDU 311 Week 5 Lesson Plan
Develop a lesson plan using the topic you selected in Week 2.
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Note. If permitted, use the lesson you developed for this course and teach it to students in
a grade-appropriate classroom. Reflect on your experience on My Time Log including
revisions you would make to the lesson based on the experience.
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EDU 311 Week 5 Signature Assignment:Lesson Plan
Complete the Signature Assignment: Lesson Plan*.
*I encourage you to use the Lesson Plan Template posted on this page. The template
covers all of the Signature Assignment requirements.
Submit your assignment.
Note: If permitted, use the lesson you developed for this course and teach it to students in
a grade-appropriate classroom. Reflect on your experience on My Time Log including
revisions you would make to the lesson based on the experience.
Signature Assignment: Lesson Plan*
Develop a 45-minute classroom lesson plan for a specific elementary grade level and
academic content area. You may not use a lesson plan from an already published source.
Use the following lesson plan format:
Central Focus of Lesson
o Select state standard(s) for your identified elementary grade level and academic
content area.
o Based on the selected standard(s), describe the central focus of the topic in this
lesson plan.
Learning Objectives
o Include 3–5 learning objectives for the 45-minute lesson.
o Develop the objectives based on the following criteria:
Specific, measurable, and observable
States what students will know and be able to do
Aligned to state standards
8. Grade-level and content-area appropriate
Materials
o Identify (and provide as appropriate) the materials and instructional resources needed
for the teacher and students. Resources may include technology, handouts, guest
speakers, etc.
o Describe how the materials support and enhance the lesson.
Classroom Arrangement and Grouping
o Describe the classroom arrangement and grouping strategies you will use during this
lesson.
o Explain how the physical layout and classroom arrangement supports the instructional
approach defined in your lesson plan.
o Explain how the grouping strategies you selected support the students.
Instructional Approach
o Explain your instructional approach.
o Provide a detailed outline of the lesson based on the following:
Set the stage for learning
Lesson delivery and guided practice
Closure
Independent practice
Assessment
o Create at least one formative that aligns to the selected state standard(s) and the
lesson objectives.
o Create at least one summative assessment that aligns to the selected state
standard(s) and the lesson objectives.
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