Uploaded bywilliamwordsworth51
34 views

EDU 620 AID Inspiring Innovation--edu620aid.com

This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that involve creating presentations and papers on topics like how technology changes education, using games in the classroom, universal design for learning, and a final community event project. Instructions are provided for two papers or presentations to complete for each assignment. The document also shares resources like videos to help with the assignments and explains how to use a grading rubric for feedback.

Embed presentation

Download to read offline
EDU 620 Entire Course (2 Paper for each Assignment) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Paper for each Assignment (Not for DQs) EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) EDU 620 Week 2 Discussion 1 Student Motivation And Technology EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 P apers) EDU 620 Week 3 Discussion 1 Introduction To Udl EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resource s EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individua l Students
EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 Pape rs) EDU 620 Week 5 Discussion 1 Career And Technical EDUcation EDU 620 Week 6 Discussion 1 Course Reflection EDU 620 Week 6 Final Project Community Event (2 Set) ============================================== EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 PPT
Technology Changes Everything. This assignment provides another opp ortunity for you to evaluate a variety of digital and assistive technologie s for supporting diverse learners. For this assignment, you will create a presentation using Microsoft PowerPoint or other presentation softwar e of your choice. To prepare for this assignment, it is recommended tha t in addition to reading Edyburn (2013) Chapter 1 that you also review t he Week One Instructor Guidance. Additionally, be sure to view the TED x Talks (2012) video Can Technology Change EDUcation? Yes!: Raj Dhing ra at TEDxBend. While you watch the video, pay particular attention to the story Dhingra tells about the Firefly Mobile Learning Bus utilized in Turkey and how students are connecting to technology for teaching and learning in rural parts of the world. Next, watch the Conscious EDUcating (2011) videoMicrosoft Vision of t he Classroom of the Future, which shows how technology might affect a classroom in the future while considering how much technology has c hanged in such a short period of time. Finally, watch the TED (2010) vid eoThe Child- Driven EDUcation in which Sugata Mitra discusses how the best teacher s and the schools that need them the most can connect through effecti ve use of technology. The purpose of this assignment is to showcase how technology has evol ved with regard to teaching and learning and to show the influence it h as on supporting all learners and encouraging student independence. T he videos listed above provide numerous examples to inform the prese ntation requirements. It is recommended that you take some time to co nsider what will occur in the Week Six Final Project and how the work c ompleted in this assignment could inform the Final Project. Create your presentation using the content and written communication instructions
below. Use the Grading Rubric to review your presentation before sub mission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review t he Week One Instructor Guidance and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion foru m. ============================================== EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Papers
Games in the Classroom. Recall that one of the major benefits of using t echnology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as each student gr ows and develops at different rates, research tells us that students also learn in different ways. Jane McGonagall is an expert at differentiation t hrough the use of games, which is sometimes described as a form of ga mification. As featured in her engaging TED Talk (2010), Gaming can ma ke a better world; she discusses gamification in classroom contexts. Create your assignment using the content and written communication i nstructions below. Use the Grading Rubric to review your assignment b efore submission to ensure you have met the distinguished performanc e for each of the components described below. For additional assistanc e, review the Week Two Instructor Guidance page and, if needed, conta ct the instructor for further clarifications using the “Ask Your Instructor” discussion forum. Compose a formal written response that addresses the following; Content Instructions · Gamification Influences (1 point): Evaluate the potential influences gamification can have on teaching and learning. · Gamification and Motivation (1 point): Evaluate the science behind learner motivation and its connection with gamification. · Differentiation Support (2 points): Analyze how gamifying supports differentiated ways to teach and learn.
· Technologies (1 point): Discuss how specific technologies and gami fication are being used to enhance teaching and learning and motiva te learners. ============================================== EDU 620 Week 2 Discussion 1 Student Motivation And Technology FOR MORE CLASSES VISIT www.edu620aid.com Student Motivation and Technology. 1st Post Due by Day 3. This discussion provides an opportunity to evalu ate a variety of digital and assistive technologies for supporting diverse l earners. Based on the required readings from Housand & Housand (2012 ), McCombs (2000), and Page (2002), you know that research shows tha t effective technology integration can support student motivation, engage ment, and interest in learning. Furthermore, research has shown that thro ugh thoughtful integration of audio, video, and other media, instruction c an be differentiated, ultimately increasing a student’s motivation to learn
. To explore this research, in this discussion you will analyze how techn ology integration can be used as a method of intervention to meet the ne eds of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next , access either The Teaching Channel or Edutopia and conduct a search u sing the key words “using technology for learning motivation” or similar . Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an a lternative way to complete this discussion. Initial Post: Respond with an initial post that includes the following com ponents: a. Provide a link to the video you viewed and a succinct description of th e video’s focus, such as the grade- level of students, the educator(s) involved, and the subject being taught ( e.g., science or language arts). b. In at least one paragraph, describe how the technology is being used i n the video and describe what you observed in the video that informs yo u that students’ motivation is increased or otherwise supported due to the use of the technology. c. Next, succinctly describe how the use of the technology promotes stud ents’ engagement during the learning process. d. Finally, describe the extent to which the use of technology and its mot ivating factors outweighs the potential challenges the educator might fac e in acquiring the technology and learning how to effectively implement it. ==============================================
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Papers UDL/CAST Instructional Plan Analysis This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and a ssessment. Recall that UDL provides access to the curriculum for studen ts with a wide variety of abilities and background. Therefore, UDL align s with inclusionary practices found in today’s schools. Furthermore, assi stive technology supports the UDL framework to provide a means of lea rning for students with disabilities. To prepare for this assignment, revie w the CAST (2010) video, UDL at a glance and review the Explore mo del UDL lesson plans (2011) web page, both of which are listed in the W eek Three Required Resources. Be sure to also review the Week Three I nstructor Guidance page for additional intellectual elaboration on UDL a nd assistance with this assignment.
Begin preparing for this assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.or g website. Analyze the lesson for the points described in the Content Inst ructions included with this assignment, below. Click on the “UDL Conn ections” buttons located at various points in the lesson to analyze how U DL principles have been integrated. Next, create your assignment to mee t the content and written communication instructions below. Use the Gra ding Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components desc ribed below. For additional assistance with this assignment, review the Week Three Instructor Guidance page and, if needed, contact the instruc tor for further clarifications using the “Ask Your Instructor” discussion f orum. Content Instructions a. a. Lesson Description (1 point): Include the title of the model les son, the subject, and grade levels, and a one- paragraph introduction of the lesson. a. a. Principle 1 (1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model l esson. a. a. Principle 2 (1 point): In one-to- three paragraphs, describe ways that multiple means of action an d expression are included in the model lesson. a.
a. Principle 3 (1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model les son. a. Reflection (2 points): Close your essay with a personal reflection t hat addresses the following four areas: o A description of at least two concepts or strategies from the les son that serve as a means to motivate learners o A description of how, overall, the lesson models differentiated instruction o A discussion of how your understanding of and appreciation fo r instructional planning has changed as a result of your analysis, o At least one specific concept or strategy from the lesson that yo u would consider applying to your own practice and the potential impact it may have on the population you serve. Written Communication Instructions a. a. Length Requirement (0.5 point): Four to seven pages including the title and references pages. a. a. Syntax and Mechanics (0.5 point): Display meticulous compre hension and organization of syntax and mechanics, such as spelli ng and grammar. a. a. Source Requirement (0.5 point): Utilize at least two sources in addition the model lesson plan and the Edyburn (2013) textbook. All sources on the references page need to be used and cited corr ectly within the body of the assignment. a. APA Formatting (0.5 points): Use APA formatting consistently thr oughout the assignment. Refer to the Ashford University Writing Ce
nter for assistance with APA style and formatting or your copy of the APA Style Manual. ============================================== EDU 620 Week 3 Discussion 1 Introduction To Udl FOR MORE CLASSES VISIT www.edu620aid.com This discussion is an opportunity for you to apply the principles of Univ ersal Design for Learning (UDL) in the design of instruction and assess ment. In essence, UDL provides a blueprint for creating instructional go als, methods, materials, and assessments that work for all learners. To pr epare for this discussion, in addition to reviewing the Required Resource s for Week Three, view the CAST (2010) video UDL at a Glance and th e Week Three Instructor Guidance where additional assistance for excell
ing in this discussion and intellectual elaboration about UDL is provided . Initial Post: Create an initial response that addresses the following areas. a. Provide a succinct summary, in your own words, of the key concepts t hat make up UDL. b. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning sty les, and abilities and thereby create increased opportunities for learning. c. Discuss the impact that using UDL may have on your current or antici pated teaching or professional role. d. Share an idea; including what you learned to inform your initial respo nse to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event? ============================================== EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resources FOR MORE CLASSES VISIT
www.edu620aid.com UDL Guidelines: Examples and Resources. [CLO3] This discussion is an opportunity to further demonstrate your ability to a pply the principles of Universal Design for Learning (UDL) to the desig n of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a Glance, the three main principles supporting UDL are to Provide Multi ple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of l earning). For this discussion you will review technology checkpoints as t hey relate to the three main principles of UDL. IT may be helpful to revi ew the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this disc ussion, read the Week Four Instructor Guidance and then visit the UDL Guidelines - Version 2.0: Examples and Resources (2014) website. At the website, s elect the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle y ou have been assigned to review. • If your last name begins with A- J: Choose one checkpoint from any of the three guidelines from Principl e 1. Provide Multiple Means of Representation. • If your last name begins with K- O: Choose one Checkpoint from any of the three guidelines from Princip le 2 Provide Multiple Means of Action and Expression. • If your last name begins with P- Z: Choose one checkpoint from any of the three guidelines from Principl e 3 Provide Multiple Means of Engagement
Within the checkpoint there are several examples and/or resources that s upport the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also c hoose to consider examples geared toward the grade level you are currently tea ching, have experience in, or intend to teach. Initial Post: Create a Jing tutorial or other multimedia- based presentation with software such as Present.me to showcase the spe cific UDL checkpoint example selected. Include the link to your Jing tut orial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways t o make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investig ated. You can talk through these points during your tutorial. Keep in min d, the maximum length of a Jing video is five minutes so it will help to c reate a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are u nable to complete this discussion using the recommended technology, pl ease contact your instructor for an alternative way to respond. a. State the principle and checkpoint (number and description) analyzed. b. Describe the specific example or resource selected (title given), the ag e group intended for, and the content area it covers. c. Describe the example/resource explored explaining how it works d. Address each of the “Key Considerations” for the checkpoint. e. Share an idea you have for how this resource might be used effectivel y during instruction or assessment opportunities in your current classroo m or your future practice. Guided Response: Respond to two peers by first choosing two peers wit h a different last name grouping then your own. View their multimedia p resentation and reflect on how their example relates to the three principle s of UDL. Provide specific feedback for the “Key Considerations” as we ll as their idea of how the example/resource featured could be effectively used for instruction. Though two replies is the basic expectation, for dee per engagement and learning, you are encouraged to provide responses t
o any comments or questions others have given to you to further the con versation. The continued conversation also gives you further opportuniti es to demonstrate your content expertise, critical thinking, and real worl d experiences with the topic of UDL. ============================================== EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individual Students FOR MORE CLASSES VISIT www.edu620aid.com Minimizing modifications for individual students. [CLO 3]. 1st Post Due by Day 3.This discussion is an opportunity for you to apply the principl es of Universal Design for Learning (UDL) in relationship to constructiv ism and meeting the needs of all students. To prepare for this discussion, aside from reviewing the Week Four Instructor Guidance, you will need to view the video UDL Minimizes modifications for individual students at the CAST website. To view the video, you will need to sign up for a fr ee CAST account. Initial Post: Create an initial response that addresses the following areas.
a. Evaluate how the video has strengthened or otherwise changed your vi ews about differentiated instruction? Do you have a deeper understandin g and appreciation for differentiated instruction now? Why/ Why not? b. Analyze the benefits for both students and the teacher when instructio n follows the UDL framework when compared to the practice of isolatin g learners and planning for specific modifications for individual students . c. Discuss what you learned in the video about setting up a non- threatening learning environment that does not isolate students. For exa mple, what connections can you make between this and what you observ ed when analyzing the lesson during Week Three and when evaluating t he example or resource in the Week Four Discussion 1. ============================================== EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 Papers) FOR MORE CLASSES VISIT www.edu620aid.com
This Tutorial contains 2 Papers Creating a UDL Instructional Plan.This assignment is another opportunit y to apply the principles of universal design for learning (UDL) in the de sign of instruction and assessment. In this assignment, you develop a les son plan that incorporates UDL and effectively leverages educational tec hnologies in the classroom. Specifically, using the Cast UDL Lesson Bui lder (2011) website (see instructions below on how to access this websit e), you will create a lesson in either English/language arts (ELA) or mat hematics that includes the components listed in the content expectations, below. Create your assignment using the content and written communication ins tructions below. Use the Grading Rubric to review your assignment befo re submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, revie w the Week Five Instructor Guidance page and, if needed, contact the in structor for further clarifications using the “Ask Your Instructor” discuss ion forum. There are two parts to this assignment: Part I is an actual instructional pl an and Part II is a final summary. To prepare for Part I, you must first log onto the CAST UDL Lesson Bui lder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesso n for a specific grade level focusing on either reading/language arts or m ath only. Each respective portion of the plan is inserted by selecting “Edi t” and are detailed below in the Part I Content Expectations. For more in formation on each part of the lesson plan, click on the “More Informatio n” button located in the lesson plan builder. Content Instructions 1. Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minu tes long, depending on your population.)
2. Lesson Description for the Day (0.5 point): Include a brief descript ion of the essential learning to be experienced by students and practic ed during the lesson. Include the approximate duration of the lesson ( 30 to 90 minutes total). 3. State Standard/s (1 point): Include the state grade- level standard this lesson aligns with. Include the whole standard rath er than just its label (see Instructor Guidance for an example). You m ay use a standard from the Common Core State Standards or your ow n state standards. 4. Lesson Goals (1 point): Also known as the lesson objectives. Cons truct one to two content- specific objectives for lesson. The objectives should be written in stu dent terms and contain a single, observable, and measurable verb indi cating the skill in students will be assessed for during instruction. 5. Teaching Methods: o Describe the anticipatory set (1 point) o Address how you will introduce and model new knowledge (1 p oint) o Describe the guided practice (1 point) o Describe the independent practice (1 point) o Wrap- Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experienc e. 6. Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guide d practice and/or independent practice stages of the lesson. 7. Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation. Written Communication Instructions 1. Syntax and Mechanics (1 point): Display meticulous comprehensi on and organization of syntax and mechanics, such as spelling and gr ammar. Part Two – Analysis/Summary Content Instructions
1. Reflection (3 points): In a separate two-to- three page Word document, include a reflection in which you address the following questions: o How does your lesson serve as motivation for learners? o How does your lesson stimulate critical thinking in your student s? o How does the lesson model a non- threatening environment providing differentiated learning opportu nities without isolating students? Written Communication Instructions 1. Length Requirement (0.5 point): Two to three pages not including the title and references pages. 2. Syntax and Mechanics (0.5 points): Display meticulous comprehe nsion and organization of syntax and mechanics, such as spelling and grammar. 3. Source Requirement (0.5 points): Utilize at least two scholarly res ources and the Edyburn (2013) textbook. All sources on the reference s page need to be used and cited correctly within the body of the assi gnment. 4. APA Formatting (1 point): Use APA formatting consistently throu ghout the assignment. Refer to the Ashford University Writing Cente r for assistance with APA style and formatting or your copy of the A PA Style Manual. ============================================== EDU 620 Week 5 Discussion 1 Career And Technical EDUcation
FOR MORE CLASSES VISIT www.edu620aid.com Career and Technical EDUcation [CLO 1]. 1st Post Due by Day 3.This d iscussion is an opportunity for you to evaluate how the purposeful integr ation of technology in instruction and assessment supports student acqui sition of 21st- century skills and more importantly career and technical education (CTE ). In the past few weeks, you have had the opportunity to consider the in clusion of technology in teaching and learning as well as the principles o f UDL in practice. Now, we consider how UDL supports the acquisition of 21st- century skills as these relate to career and technical education. To prepar e your response for this discussion, you will review Chapter 5 from the Edyburn text (2013), the 21st- century skills videos, and the ACTE website section on career and techni cal education and then evaluate them in relation to the principles of UDL . As always, reviewing the Instructor Guidance for the week is strongly e ncouraged for intellectual elaboration on the topics for the week and add itional assistance for all assessments. When contemplating 21st- century skills, associations must be made with respect to creativity, critic al thinking, problem solving and metacognition and a host of relevant lif e skills. Keeping in mind your knowledge gained thus far on UDL and 2 1st century skills. You will review three sources to inform your initial re sponse to the discussion including the ACTE website on Career and Tec
hnical EDUcation (CTE), a short video by Inside Schools titled High Sc hool: What is Career and Technical EDUcation?, and your own state’s D epartment of EDUcation website or local school district website, specific ally, information pertaining to Career and Technical EDUcation (CTE). ============================================== EDU 620 Week 6 Discussion 1 Course Reflection FOR MORE CLASSES VISIT www.edu620aid.com Course Reflection. This discussion is an opportunity to analyze the impa ct that technological competency has on your own professional develop ment. Consider that the role of the classroom teacher is the crucial factor in the full development and use of technology adoption in schools. As a result, to reach the goal of preparing teachers for effective technology us e, a well- designed professional development program is essential. Professional de velopment as it relates to best practices of technology use in the classroo m must be viewed as an ongoing and integral part of teachers' profession al lives.
============================================== EDU 620 Week 6 Final Project Community Event (2 Set) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Set of Final Community Event. The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and compr ehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario: In just two months, members of your community will vote on an $18 mil lion educational technology bond intended to update the technology infr astructure of both the school district and local community center. The pa ssing of the bond would provide upgraded technology to improve learnin g for Pre- Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learn
ing programs. The leadership teams of both the school district and comm unity have decided to join forces in an effort to encourage voter participa tion. The leaders believe that by raising awareness and interest in techno logy as a teaching and learning tool, voters will have a better understandi ng of and appreciation for the issues pertaining to the bond, which will i ncrease the likelihood of it passing at the polls. Since this is a joint effort between the school district and community cen ter, you will assume the role of either an educator in the district, or a repr esentative of the community center and plan a portion of a local event in volving community members. Your goal for the Final Project is to get re sidents of your community into the doors of your school and/or commun ity center to raise awareness of and interest in technology integration in t he learning environment. As such, this event will need to provide opport unities for attendees to be exposed to and interact with various types of t echnology. In essence, your event will showcase current examples of tec hnology use in your respective learning environment as well as feature t he impact that the bond money would have (i.e., how teaching and learni ng would improve) if passed. Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a pro fessional presentation detailing your plan along with a written synopsis o f the event plans provided to your audience. Select from one of the two r oles shared in the content expectations below and include each compone nt in your Community Event Plan. Create your assignment using the content and written communication ins tructions below. Use the Grading Rubric to review your assignment befo re submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, revie w the Week Six Instructor Guidance page and, if needed, contact the inst ructor for further clarifications using the “Ask Your Instructor” discussio n forum.
==============================================

More Related Content

DOCX
EDU 620 AID Become Exceptional--edu620aid.com
bykopiko128
 
DOCX
EDU 620 AID Education for Service--edu620aid.com
bykopiko65
 
PDF
EDU 620 AID Remember Education--edu620aid.com
bychrysanthemu16
 
DOCX
EDU 620 AID Education Planning--edu620aid.com
byThanika1
 
PDF
EDU 620 AID Knowledge Specialist--edu620aid.com
bychrysanthemu99
 
DOCX
EDU 620 AID Introduction Education--edu620aid.com
bykopiko206
 
DOC
Edu 620 Effective Communication-snaptutorial.com
byjhonklinz17
 
DOCX
EDU 620 Enhance teaching - snaptutorial.com
bydonaldzs63
 
EDU 620 AID Become Exceptional--edu620aid.com
bykopiko128
 
EDU 620 AID Education for Service--edu620aid.com
bykopiko65
 
EDU 620 AID Remember Education--edu620aid.com
bychrysanthemu16
 
EDU 620 AID Education Planning--edu620aid.com
byThanika1
 
EDU 620 AID Knowledge Specialist--edu620aid.com
bychrysanthemu99
 
EDU 620 AID Introduction Education--edu620aid.com
bykopiko206
 
Edu 620 Effective Communication-snaptutorial.com
byjhonklinz17
 
EDU 620 Enhance teaching - snaptutorial.com
bydonaldzs63
 

What's hot

DOC
Edu 620 Exceptional Education-snaptutorial.com
byrobertleses17
 
DOCX
EDU 620 Education Organization / snaptutorial.com
byMcdonaldRyan45
 
PDF
EDU 620 NERD Lessons in Excellence--edu620nerd.com
bythomashard88
 
DOC
Edu 620 Education Specialist-snaptutorial.com
byrobertledwes2
 
DOCX
EDU 620 AID Possible Is Everything / edu620aid.com
byrock1234563
 
PDF
Multimedia Presentation - PV (secure)
byPeter Vo
 
PDF
Building Teaching Skills Through the Interactive Web Plan Report_Harun
byHarun Md. Shahed Bin Naim
 
PPTX
Sped277 final project
byadidio
 
PPTX
Secondary English Technology Resources
byadidio
 
PPTX
Technology Resources
byadidio
 
PPTX
Sped277 final project
byadidio
 
PPTX
Sped277 Technology Resources
byadidio
 
PPTX
Technology Resources for English Teachers (7-12)
byadidio
 
PDF
ClipFlair Conceptual Framework and Pedagogical Methodology
byClipFlair
 
PPTX
Digital Communication PDLM
byHassan Kariem
 
DOC
7464 Movie Maker Workshop Plan Mtl
bymlofton62
 
PDF
Flipped class collaborative learning-kaliappan-rit
byRamco Institute of Technology, Rajapalayam, Tamilnadu, India
 
PDF
Development and validation of teacher made instructional software package for...
byAlexander Decker
 
PDF
JTC Event 2012 - Designing Technology-Enhanced Inclusive Learning Environment...
byAlberta Education
 
PDF
Introduction to Online Teaching - Handout Packet
byCollege of DuPage Learning Technologies
 
Edu 620 Exceptional Education-snaptutorial.com
byrobertleses17
 
EDU 620 Education Organization / snaptutorial.com
byMcdonaldRyan45
 
EDU 620 NERD Lessons in Excellence--edu620nerd.com
bythomashard88
 
Edu 620 Education Specialist-snaptutorial.com
byrobertledwes2
 
EDU 620 AID Possible Is Everything / edu620aid.com
byrock1234563
 
Multimedia Presentation - PV (secure)
byPeter Vo
 
Building Teaching Skills Through the Interactive Web Plan Report_Harun
byHarun Md. Shahed Bin Naim
 
Sped277 final project
byadidio
 
Secondary English Technology Resources
byadidio
 
Technology Resources
byadidio
 
Sped277 final project
byadidio
 
Sped277 Technology Resources
byadidio
 
Technology Resources for English Teachers (7-12)
byadidio
 
ClipFlair Conceptual Framework and Pedagogical Methodology
byClipFlair
 
Digital Communication PDLM
byHassan Kariem
 
7464 Movie Maker Workshop Plan Mtl
bymlofton62
 
Flipped class collaborative learning-kaliappan-rit
byRamco Institute of Technology, Rajapalayam, Tamilnadu, India
 
Development and validation of teacher made instructional software package for...
byAlexander Decker
 
JTC Event 2012 - Designing Technology-Enhanced Inclusive Learning Environment...
byAlberta Education
 
Introduction to Online Teaching - Handout Packet
byCollege of DuPage Learning Technologies
 

Similar to EDU 620 AID Inspiring Innovation--edu620aid.com

DOCX
Running head INSTRUCTIONAL PLAN ANALYSIS .docx
byjeanettehully
 
PPTX
Community event edu 620 final_assignment
byhchristianie
 
PPTX
Open house presentations
byYvonne Roche
 
KEY
Edu614 session 5 SF 12 AT
byKathy Favazza
 
DOCX
This discussion provides an opportunity to evaluate a variety of.docx
bygasciognecaren
 
DOCX
The Final Project is your opportunity to demonstrate what you
bymosyrettcc
 
PPTX
Empowering the community and classrooms by using udl
byShantelP
 
DOCX
CAST (2010) video UDL at a Glance (Links to an external site.)  .docx
byzebadiahsummers
 
PPTX
Presentation
byCalantha Mann
 
PDF
Super book of web tools for educators
byBeth Still
 
PDF
Super book of web tools for educators
byLee Kolbert
 
PPTX
Tech290 Presentation
bytpsnake
 
PPT
Udl presentation pac_rim2
byUniversity of Hawaii
 
PPT
Extreme Makeover 3 6 08
byGayle Underwood
 
PDF
Introducing the New Student Vision for Enabled, Empowered and Engaged Learning
byJulie Evans
 
PPTX
Udl presentation by anna alexander
bypuppydog6
 
DOCX
Community EventThe Final Project is your opportunity to demonstr.docx
bydivinapavey
 
DOCX
Community EventThe Final Project is your opportunity to demo
byJeniceStuckeyoo
 
PPTX
Edu620 final
byHaley Clesh
 
PPTX
Final edu 620
byHaley Clesh
 
Running head INSTRUCTIONAL PLAN ANALYSIS .docx
byjeanettehully
 
Community event edu 620 final_assignment
byhchristianie
 
Open house presentations
byYvonne Roche
 
Edu614 session 5 SF 12 AT
byKathy Favazza
 
This discussion provides an opportunity to evaluate a variety of.docx
bygasciognecaren
 
The Final Project is your opportunity to demonstrate what you
bymosyrettcc
 
Empowering the community and classrooms by using udl
byShantelP
 
CAST (2010) video UDL at a Glance (Links to an external site.)  .docx
byzebadiahsummers
 
Presentation
byCalantha Mann
 
Super book of web tools for educators
byBeth Still
 
Super book of web tools for educators
byLee Kolbert
 
Tech290 Presentation
bytpsnake
 
Udl presentation pac_rim2
byUniversity of Hawaii
 
Extreme Makeover 3 6 08
byGayle Underwood
 
Introducing the New Student Vision for Enabled, Empowered and Engaged Learning
byJulie Evans
 
Udl presentation by anna alexander
bypuppydog6
 
Community EventThe Final Project is your opportunity to demonstr.docx
bydivinapavey
 
Community EventThe Final Project is your opportunity to demo
byJeniceStuckeyoo
 
Edu620 final
byHaley Clesh
 
Final edu 620
byHaley Clesh
 

Recently uploaded

PPTX
How to Create_Generate Engineering Change Orders ECOs in Odoo 18
byCeline George
 
PPTX
Greengnorance Toolkit Module 6 Water Resources
byKarl Donert
 
PDF
Chapter 05 Drugs Acting on the Central Nervous System: Anti-Depressant Drugs
bySandeshSul
 
PDF
AI Is a Tool, Not a Voice: Radio, Trust, and the Human Factor
byN.A. Shah Ansari
 
PPTX
Greengnorance Toolkit Module 4 Active Mobility and Transport
byKarl Donert
 
PDF
Pharmaceutical Quality Assurance Unit 1 (BP606T)
byChetan Mali
 
PDF
java full stack programming and interview questions
byrajuashokit
 
PPTX
Methods & Applications of Enzyme Immobilization Technique.pptx
byAnupkumar Sharma
 
PPTX
How to Add an Icon in Systray in Odoo 18
byCeline George
 
PDF
PHARMACOLOGY 1 ( BP 404 T) Unit 1 (Cology 1)
byChetan Mali
 
PDF
Nursing care plan for Vomiting /B.Sc nsg
byDr. Sudhadevi Sadanandan
 
PPTX
Math 8 Quarter 4 Week 4-SECONDARY DATA.pptx
byshahanieabbat3
 
PPTX
WEEK 2 (2).pptx TLE COOKERY 10 QUARTER 4
byResynFayeCortez2
 
PPTX
Greengnorance Toolkit Module 5 Waste Management
byKarl Donert
 
PDF
BP502T Industrial Pharmacy I (Theory) UNIT– I (Part 1)
byRushi Mandali
 
PPTX
Problem and Solution (PowerPoint Game Template)
byacpaulite
 
PPTX
How to Track & Manage My Time Section in Odoo 18 Time Off
byCeline George
 
PPTX
How to Manage Reservation Method in Odoo 18 Inventory
byCeline George
 
PPTX
How to Change Shipping Label Size in Odoo 18 Inventory
byCeline George
 
PPTX
PRE TERM LABOR ( PREMATURE LABOUR IN PREGNANCY)
byMuthu Kumar
 
How to Create_Generate Engineering Change Orders ECOs in Odoo 18
byCeline George
 
Greengnorance Toolkit Module 6 Water Resources
byKarl Donert
 
Chapter 05 Drugs Acting on the Central Nervous System: Anti-Depressant Drugs
bySandeshSul
 
AI Is a Tool, Not a Voice: Radio, Trust, and the Human Factor
byN.A. Shah Ansari
 
Greengnorance Toolkit Module 4 Active Mobility and Transport
byKarl Donert
 
Pharmaceutical Quality Assurance Unit 1 (BP606T)
byChetan Mali
 
java full stack programming and interview questions
byrajuashokit
 
Methods & Applications of Enzyme Immobilization Technique.pptx
byAnupkumar Sharma
 
How to Add an Icon in Systray in Odoo 18
byCeline George
 
PHARMACOLOGY 1 ( BP 404 T) Unit 1 (Cology 1)
byChetan Mali
 
Nursing care plan for Vomiting /B.Sc nsg
byDr. Sudhadevi Sadanandan
 
Math 8 Quarter 4 Week 4-SECONDARY DATA.pptx
byshahanieabbat3
 
WEEK 2 (2).pptx TLE COOKERY 10 QUARTER 4
byResynFayeCortez2
 
Greengnorance Toolkit Module 5 Waste Management
byKarl Donert
 
BP502T Industrial Pharmacy I (Theory) UNIT– I (Part 1)
byRushi Mandali
 
Problem and Solution (PowerPoint Game Template)
byacpaulite
 
How to Track & Manage My Time Section in Odoo 18 Time Off
byCeline George
 
How to Manage Reservation Method in Odoo 18 Inventory
byCeline George
 
How to Change Shipping Label Size in Odoo 18 Inventory
byCeline George
 
PRE TERM LABOR ( PREMATURE LABOUR IN PREGNANCY)
byMuthu Kumar
 

EDU 620 AID Inspiring Innovation--edu620aid.com

  • 1.
    EDU 620 EntireCourse (2 Paper for each Assignment) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Paper for each Assignment (Not for DQs) EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) EDU 620 Week 2 Discussion 1 Student Motivation And Technology EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 P apers) EDU 620 Week 3 Discussion 1 Introduction To Udl EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resource s EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individua l Students
  • 2.
    EDU 620 Week5 Assignment Creating A Udl Instructional Plan (2 Pape rs) EDU 620 Week 5 Discussion 1 Career And Technical EDUcation EDU 620 Week 6 Discussion 1 Course Reflection EDU 620 Week 6 Final Project Community Event (2 Set) ============================================== EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 PPT
  • 3.
    Technology Changes Everything.This assignment provides another opp ortunity for you to evaluate a variety of digital and assistive technologie s for supporting diverse learners. For this assignment, you will create a presentation using Microsoft PowerPoint or other presentation softwar e of your choice. To prepare for this assignment, it is recommended tha t in addition to reading Edyburn (2013) Chapter 1 that you also review t he Week One Instructor Guidance. Additionally, be sure to view the TED x Talks (2012) video Can Technology Change EDUcation? Yes!: Raj Dhing ra at TEDxBend. While you watch the video, pay particular attention to the story Dhingra tells about the Firefly Mobile Learning Bus utilized in Turkey and how students are connecting to technology for teaching and learning in rural parts of the world. Next, watch the Conscious EDUcating (2011) videoMicrosoft Vision of t he Classroom of the Future, which shows how technology might affect a classroom in the future while considering how much technology has c hanged in such a short period of time. Finally, watch the TED (2010) vid eoThe Child- Driven EDUcation in which Sugata Mitra discusses how the best teacher s and the schools that need them the most can connect through effecti ve use of technology. The purpose of this assignment is to showcase how technology has evol ved with regard to teaching and learning and to show the influence it h as on supporting all learners and encouraging student independence. T he videos listed above provide numerous examples to inform the prese ntation requirements. It is recommended that you take some time to co nsider what will occur in the Week Six Final Project and how the work c ompleted in this assignment could inform the Final Project. Create your presentation using the content and written communication instructions
  • 4.
    below. Use theGrading Rubric to review your presentation before sub mission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review t he Week One Instructor Guidance and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion foru m. ============================================== EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Papers
  • 5.
    Games in theClassroom. Recall that one of the major benefits of using t echnology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as each student gr ows and develops at different rates, research tells us that students also learn in different ways. Jane McGonagall is an expert at differentiation t hrough the use of games, which is sometimes described as a form of ga mification. As featured in her engaging TED Talk (2010), Gaming can ma ke a better world; she discusses gamification in classroom contexts. Create your assignment using the content and written communication i nstructions below. Use the Grading Rubric to review your assignment b efore submission to ensure you have met the distinguished performanc e for each of the components described below. For additional assistanc e, review the Week Two Instructor Guidance page and, if needed, conta ct the instructor for further clarifications using the “Ask Your Instructor” discussion forum. Compose a formal written response that addresses the following; Content Instructions · Gamification Influences (1 point): Evaluate the potential influences gamification can have on teaching and learning. · Gamification and Motivation (1 point): Evaluate the science behind learner motivation and its connection with gamification. · Differentiation Support (2 points): Analyze how gamifying supports differentiated ways to teach and learn.
  • 6.
    · Technologies (1point): Discuss how specific technologies and gami fication are being used to enhance teaching and learning and motiva te learners. ============================================== EDU 620 Week 2 Discussion 1 Student Motivation And Technology FOR MORE CLASSES VISIT www.edu620aid.com Student Motivation and Technology. 1st Post Due by Day 3. This discussion provides an opportunity to evalu ate a variety of digital and assistive technologies for supporting diverse l earners. Based on the required readings from Housand & Housand (2012 ), McCombs (2000), and Page (2002), you know that research shows tha t effective technology integration can support student motivation, engage ment, and interest in learning. Furthermore, research has shown that thro ugh thoughtful integration of audio, video, and other media, instruction c an be differentiated, ultimately increasing a student’s motivation to learn
  • 7.
    . To explorethis research, in this discussion you will analyze how techn ology integration can be used as a method of intervention to meet the ne eds of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next , access either The Teaching Channel or Edutopia and conduct a search u sing the key words “using technology for learning motivation” or similar . Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an a lternative way to complete this discussion. Initial Post: Respond with an initial post that includes the following com ponents: a. Provide a link to the video you viewed and a succinct description of th e video’s focus, such as the grade- level of students, the educator(s) involved, and the subject being taught ( e.g., science or language arts). b. In at least one paragraph, describe how the technology is being used i n the video and describe what you observed in the video that informs yo u that students’ motivation is increased or otherwise supported due to the use of the technology. c. Next, succinctly describe how the use of the technology promotes stud ents’ engagement during the learning process. d. Finally, describe the extent to which the use of technology and its mot ivating factors outweighs the potential challenges the educator might fac e in acquiring the technology and learning how to effectively implement it. ==============================================
  • 8.
    EDU 620 Week3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Papers UDL/CAST Instructional Plan Analysis This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and a ssessment. Recall that UDL provides access to the curriculum for studen ts with a wide variety of abilities and background. Therefore, UDL align s with inclusionary practices found in today’s schools. Furthermore, assi stive technology supports the UDL framework to provide a means of lea rning for students with disabilities. To prepare for this assignment, revie w the CAST (2010) video, UDL at a glance and review the Explore mo del UDL lesson plans (2011) web page, both of which are listed in the W eek Three Required Resources. Be sure to also review the Week Three I nstructor Guidance page for additional intellectual elaboration on UDL a nd assistance with this assignment.
  • 9.
    Begin preparing forthis assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.or g website. Analyze the lesson for the points described in the Content Inst ructions included with this assignment, below. Click on the “UDL Conn ections” buttons located at various points in the lesson to analyze how U DL principles have been integrated. Next, create your assignment to mee t the content and written communication instructions below. Use the Gra ding Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components desc ribed below. For additional assistance with this assignment, review the Week Three Instructor Guidance page and, if needed, contact the instruc tor for further clarifications using the “Ask Your Instructor” discussion f orum. Content Instructions a. a. Lesson Description (1 point): Include the title of the model les son, the subject, and grade levels, and a one- paragraph introduction of the lesson. a. a. Principle 1 (1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model l esson. a. a. Principle 2 (1 point): In one-to- three paragraphs, describe ways that multiple means of action an d expression are included in the model lesson. a.
  • 10.
    a. Principle 3(1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model les son. a. Reflection (2 points): Close your essay with a personal reflection t hat addresses the following four areas: o A description of at least two concepts or strategies from the les son that serve as a means to motivate learners o A description of how, overall, the lesson models differentiated instruction o A discussion of how your understanding of and appreciation fo r instructional planning has changed as a result of your analysis, o At least one specific concept or strategy from the lesson that yo u would consider applying to your own practice and the potential impact it may have on the population you serve. Written Communication Instructions a. a. Length Requirement (0.5 point): Four to seven pages including the title and references pages. a. a. Syntax and Mechanics (0.5 point): Display meticulous compre hension and organization of syntax and mechanics, such as spelli ng and grammar. a. a. Source Requirement (0.5 point): Utilize at least two sources in addition the model lesson plan and the Edyburn (2013) textbook. All sources on the references page need to be used and cited corr ectly within the body of the assignment. a. APA Formatting (0.5 points): Use APA formatting consistently thr oughout the assignment. Refer to the Ashford University Writing Ce
  • 11.
    nter for assistancewith APA style and formatting or your copy of the APA Style Manual. ============================================== EDU 620 Week 3 Discussion 1 Introduction To Udl FOR MORE CLASSES VISIT www.edu620aid.com This discussion is an opportunity for you to apply the principles of Univ ersal Design for Learning (UDL) in the design of instruction and assess ment. In essence, UDL provides a blueprint for creating instructional go als, methods, materials, and assessments that work for all learners. To pr epare for this discussion, in addition to reviewing the Required Resource s for Week Three, view the CAST (2010) video UDL at a Glance and th e Week Three Instructor Guidance where additional assistance for excell
  • 12.
    ing in thisdiscussion and intellectual elaboration about UDL is provided . Initial Post: Create an initial response that addresses the following areas. a. Provide a succinct summary, in your own words, of the key concepts t hat make up UDL. b. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning sty les, and abilities and thereby create increased opportunities for learning. c. Discuss the impact that using UDL may have on your current or antici pated teaching or professional role. d. Share an idea; including what you learned to inform your initial respo nse to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event? ============================================== EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resources FOR MORE CLASSES VISIT
  • 13.
    www.edu620aid.com UDL Guidelines: Examplesand Resources. [CLO3] This discussion is an opportunity to further demonstrate your ability to a pply the principles of Universal Design for Learning (UDL) to the desig n of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a Glance, the three main principles supporting UDL are to Provide Multi ple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of l earning). For this discussion you will review technology checkpoints as t hey relate to the three main principles of UDL. IT may be helpful to revi ew the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this disc ussion, read the Week Four Instructor Guidance and then visit the UDL Guidelines - Version 2.0: Examples and Resources (2014) website. At the website, s elect the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle y ou have been assigned to review. • If your last name begins with A- J: Choose one checkpoint from any of the three guidelines from Principl e 1. Provide Multiple Means of Representation. • If your last name begins with K- O: Choose one Checkpoint from any of the three guidelines from Princip le 2 Provide Multiple Means of Action and Expression. • If your last name begins with P- Z: Choose one checkpoint from any of the three guidelines from Principl e 3 Provide Multiple Means of Engagement
  • 14.
    Within the checkpointthere are several examples and/or resources that s upport the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also c hoose to consider examples geared toward the grade level you are currently tea ching, have experience in, or intend to teach. Initial Post: Create a Jing tutorial or other multimedia- based presentation with software such as Present.me to showcase the spe cific UDL checkpoint example selected. Include the link to your Jing tut orial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways t o make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investig ated. You can talk through these points during your tutorial. Keep in min d, the maximum length of a Jing video is five minutes so it will help to c reate a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are u nable to complete this discussion using the recommended technology, pl ease contact your instructor for an alternative way to respond. a. State the principle and checkpoint (number and description) analyzed. b. Describe the specific example or resource selected (title given), the ag e group intended for, and the content area it covers. c. Describe the example/resource explored explaining how it works d. Address each of the “Key Considerations” for the checkpoint. e. Share an idea you have for how this resource might be used effectivel y during instruction or assessment opportunities in your current classroo m or your future practice. Guided Response: Respond to two peers by first choosing two peers wit h a different last name grouping then your own. View their multimedia p resentation and reflect on how their example relates to the three principle s of UDL. Provide specific feedback for the “Key Considerations” as we ll as their idea of how the example/resource featured could be effectively used for instruction. Though two replies is the basic expectation, for dee per engagement and learning, you are encouraged to provide responses t
  • 15.
    o any commentsor questions others have given to you to further the con versation. The continued conversation also gives you further opportuniti es to demonstrate your content expertise, critical thinking, and real worl d experiences with the topic of UDL. ============================================== EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individual Students FOR MORE CLASSES VISIT www.edu620aid.com Minimizing modifications for individual students. [CLO 3]. 1st Post Due by Day 3.This discussion is an opportunity for you to apply the principl es of Universal Design for Learning (UDL) in relationship to constructiv ism and meeting the needs of all students. To prepare for this discussion, aside from reviewing the Week Four Instructor Guidance, you will need to view the video UDL Minimizes modifications for individual students at the CAST website. To view the video, you will need to sign up for a fr ee CAST account. Initial Post: Create an initial response that addresses the following areas.
  • 16.
    a. Evaluate howthe video has strengthened or otherwise changed your vi ews about differentiated instruction? Do you have a deeper understandin g and appreciation for differentiated instruction now? Why/ Why not? b. Analyze the benefits for both students and the teacher when instructio n follows the UDL framework when compared to the practice of isolatin g learners and planning for specific modifications for individual students . c. Discuss what you learned in the video about setting up a non- threatening learning environment that does not isolate students. For exa mple, what connections can you make between this and what you observ ed when analyzing the lesson during Week Three and when evaluating t he example or resource in the Week Four Discussion 1. ============================================== EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 Papers) FOR MORE CLASSES VISIT www.edu620aid.com
  • 17.
    This Tutorial contains2 Papers Creating a UDL Instructional Plan.This assignment is another opportunit y to apply the principles of universal design for learning (UDL) in the de sign of instruction and assessment. In this assignment, you develop a les son plan that incorporates UDL and effectively leverages educational tec hnologies in the classroom. Specifically, using the Cast UDL Lesson Bui lder (2011) website (see instructions below on how to access this websit e), you will create a lesson in either English/language arts (ELA) or mat hematics that includes the components listed in the content expectations, below. Create your assignment using the content and written communication ins tructions below. Use the Grading Rubric to review your assignment befo re submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, revie w the Week Five Instructor Guidance page and, if needed, contact the in structor for further clarifications using the “Ask Your Instructor” discuss ion forum. There are two parts to this assignment: Part I is an actual instructional pl an and Part II is a final summary. To prepare for Part I, you must first log onto the CAST UDL Lesson Bui lder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesso n for a specific grade level focusing on either reading/language arts or m ath only. Each respective portion of the plan is inserted by selecting “Edi t” and are detailed below in the Part I Content Expectations. For more in formation on each part of the lesson plan, click on the “More Informatio n” button located in the lesson plan builder. Content Instructions 1. Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minu tes long, depending on your population.)
  • 18.
    2. Lesson Descriptionfor the Day (0.5 point): Include a brief descript ion of the essential learning to be experienced by students and practic ed during the lesson. Include the approximate duration of the lesson ( 30 to 90 minutes total). 3. State Standard/s (1 point): Include the state grade- level standard this lesson aligns with. Include the whole standard rath er than just its label (see Instructor Guidance for an example). You m ay use a standard from the Common Core State Standards or your ow n state standards. 4. Lesson Goals (1 point): Also known as the lesson objectives. Cons truct one to two content- specific objectives for lesson. The objectives should be written in stu dent terms and contain a single, observable, and measurable verb indi cating the skill in students will be assessed for during instruction. 5. Teaching Methods: o Describe the anticipatory set (1 point) o Address how you will introduce and model new knowledge (1 p oint) o Describe the guided practice (1 point) o Describe the independent practice (1 point) o Wrap- Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experienc e. 6. Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guide d practice and/or independent practice stages of the lesson. 7. Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation. Written Communication Instructions 1. Syntax and Mechanics (1 point): Display meticulous comprehensi on and organization of syntax and mechanics, such as spelling and gr ammar. Part Two – Analysis/Summary Content Instructions
  • 19.
    1. Reflection (3points): In a separate two-to- three page Word document, include a reflection in which you address the following questions: o How does your lesson serve as motivation for learners? o How does your lesson stimulate critical thinking in your student s? o How does the lesson model a non- threatening environment providing differentiated learning opportu nities without isolating students? Written Communication Instructions 1. Length Requirement (0.5 point): Two to three pages not including the title and references pages. 2. Syntax and Mechanics (0.5 points): Display meticulous comprehe nsion and organization of syntax and mechanics, such as spelling and grammar. 3. Source Requirement (0.5 points): Utilize at least two scholarly res ources and the Edyburn (2013) textbook. All sources on the reference s page need to be used and cited correctly within the body of the assi gnment. 4. APA Formatting (1 point): Use APA formatting consistently throu ghout the assignment. Refer to the Ashford University Writing Cente r for assistance with APA style and formatting or your copy of the A PA Style Manual. ============================================== EDU 620 Week 5 Discussion 1 Career And Technical EDUcation
  • 20.
    FOR MORE CLASSESVISIT www.edu620aid.com Career and Technical EDUcation [CLO 1]. 1st Post Due by Day 3.This d iscussion is an opportunity for you to evaluate how the purposeful integr ation of technology in instruction and assessment supports student acqui sition of 21st- century skills and more importantly career and technical education (CTE ). In the past few weeks, you have had the opportunity to consider the in clusion of technology in teaching and learning as well as the principles o f UDL in practice. Now, we consider how UDL supports the acquisition of 21st- century skills as these relate to career and technical education. To prepar e your response for this discussion, you will review Chapter 5 from the Edyburn text (2013), the 21st- century skills videos, and the ACTE website section on career and techni cal education and then evaluate them in relation to the principles of UDL . As always, reviewing the Instructor Guidance for the week is strongly e ncouraged for intellectual elaboration on the topics for the week and add itional assistance for all assessments. When contemplating 21st- century skills, associations must be made with respect to creativity, critic al thinking, problem solving and metacognition and a host of relevant lif e skills. Keeping in mind your knowledge gained thus far on UDL and 2 1st century skills. You will review three sources to inform your initial re sponse to the discussion including the ACTE website on Career and Tec
  • 21.
    hnical EDUcation (CTE),a short video by Inside Schools titled High Sc hool: What is Career and Technical EDUcation?, and your own state’s D epartment of EDUcation website or local school district website, specific ally, information pertaining to Career and Technical EDUcation (CTE). ============================================== EDU 620 Week 6 Discussion 1 Course Reflection FOR MORE CLASSES VISIT www.edu620aid.com Course Reflection. This discussion is an opportunity to analyze the impa ct that technological competency has on your own professional develop ment. Consider that the role of the classroom teacher is the crucial factor in the full development and use of technology adoption in schools. As a result, to reach the goal of preparing teachers for effective technology us e, a well- designed professional development program is essential. Professional de velopment as it relates to best practices of technology use in the classroo m must be viewed as an ongoing and integral part of teachers' profession al lives.
  • 22.
    ============================================== EDU 620 Week6 Final Project Community Event (2 Set) FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Set of Final Community Event. The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and compr ehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario: In just two months, members of your community will vote on an $18 mil lion educational technology bond intended to update the technology infr astructure of both the school district and local community center. The pa ssing of the bond would provide upgraded technology to improve learnin g for Pre- Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learn
  • 23.
    ing programs. Theleadership teams of both the school district and comm unity have decided to join forces in an effort to encourage voter participa tion. The leaders believe that by raising awareness and interest in techno logy as a teaching and learning tool, voters will have a better understandi ng of and appreciation for the issues pertaining to the bond, which will i ncrease the likelihood of it passing at the polls. Since this is a joint effort between the school district and community cen ter, you will assume the role of either an educator in the district, or a repr esentative of the community center and plan a portion of a local event in volving community members. Your goal for the Final Project is to get re sidents of your community into the doors of your school and/or commun ity center to raise awareness of and interest in technology integration in t he learning environment. As such, this event will need to provide opport unities for attendees to be exposed to and interact with various types of t echnology. In essence, your event will showcase current examples of tec hnology use in your respective learning environment as well as feature t he impact that the bond money would have (i.e., how teaching and learni ng would improve) if passed. Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a pro fessional presentation detailing your plan along with a written synopsis o f the event plans provided to your audience. Select from one of the two r oles shared in the content expectations below and include each compone nt in your Community Event Plan. Create your assignment using the content and written communication ins tructions below. Use the Grading Rubric to review your assignment befo re submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, revie w the Week Six Instructor Guidance page and, if needed, contact the inst ructor for further clarifications using the “Ask Your Instructor” discussio n forum.
  • 24.