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EDU 647 Week 1 Assessing Other Educators’ Attitudes Toward Students’ Families
3. how will you organise learning co dev toolkit - activity gr.02
This document discusses connecting curriculum content to learner outcomes when designing learning experiences. It uses the metaphor of a tree with curriculum content as leaves, learner outcomes as roots, and learning experiences as the trunk connecting the two. Teachers are encouraged to think about both what they need to teach and the skills/attributes they want to develop, then design activities linking these leaves and roots. The document provides resources to help teachers fill in leaves and roots for their subjects and plan learning experiences that connect specific content to outcomes. The goal is to have a balanced approach considering both curriculum coverage and skill development.
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The document describes the development of a lesson plan template that incorporates principles of universal design for learning (UDL) and tiered instruction. It was created based on professional development (PD) delivered by the author on kindergarten writing instruction. Feedback from staff indicated a need for guidance on UDL, tiered instruction, and aligning lessons to standards. The template includes tiered lesson plans and a reference guide for kindergarten skills. Early feedback was positive, with users liking the UDL principles and standards reference. The author aims to further refine the template and develop a developmental scope and sequence.
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JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
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Eed 465 all weeks discussion and assignments – entire course
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Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docx
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Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
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This document outlines the course content and assignments for EDU 692, which focuses on culturally relevant instruction. The course consists of weekly readings, discussions, and assignments. Week 1 involves analyzing a school experience and the cultural factors that influenced it. Week 2 addresses developing cultural competence in the classroom and creating culturally relevant learning experiences. Week 3 is about analyzing cultural relevance in instruction and creating evaluation tools. Week 4 focuses on culturally relevant inspiration and models of creativity. Week 5 involves problem-based learning and decision making. Week 6 consists of a discussion on creativity, innovation and culture, and a final project on designing culturally relevant instruction.
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Week 1 Assignment Social Support EssaySocial support is an impor.docx
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Social support is an important concept in schools. Schools are not just charged with academic development, they are charged with aiding emotional and physical development as well. Social support systems aid in this development. As noted in your text (Hjalmarson,Chapter 2), this can be an important aspect of a successful school, such as “Los Pen.”
In a two- to five-page paper (not including the title and reference pages), describe the value of social support through addressing the following:
· Define the term Social Support and explain what relevant scholarly research states about it.
· Describe your personal experiences with social support systems as student and/or teacher.
· Discuss significance of social support in a school setting.
Be sure to include and reference at least three scholarly sources (not including your textbook) properly cited in APA style.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK 1
INTRODUCTION
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Welcome to EDU617: School, Family & Community Partnership. Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos, and multimedia webpages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.
Figure 1. Encouragement makes a big difference for all kids. Reprinted from Morguefile, by Pippalou, 2013 http://mrg.bz/MDZTaM.
Copyright 2016 by Morguefile.
Begin this week by thinking about “how important is parent involvement in the teaching and learning process?” Then, take a look at the Harvard Family Research Project (2014), which has published articles and digests on their Family Involvement Research Digest website that address family involvement across all cultures, socioeconomic backgrounds, and grade levels. The overall theme of these studies show a correlation between family-school partnerships and positive student achievement. For example, highlights from African-American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture (Links to an external site.) indicate that, depending on their cultural background, parents had different levels of home-based involvement. It was recommended that teachers leverage these unique cultural differences to build stronger family and community connections. A summary of the research findings from another article point out that parental involvement serves as ...
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This document discusses action research and teacher professional development. It explains that action research involves teachers critically reflecting on their own practice to improve student outcomes. This can be done individually or collaboratively through projects focused on an area of interest. The document provides examples of action research questions and outlines the process of developing a project including collecting and analyzing data. It notes benefits like improved teaching and confidence but also challenges like time required. Advice for schools includes supporting teachers by modeling projects and having structures in place to share learning.
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STUDENT WARNING This course syllabus is from a previous seme.docx
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory
reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the
updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may
NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course
textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material
of APUS.
School of Arts & Humanities
Child and Family Development
CHFD498
Senior Seminar in Child and Family Development
3 Credit Hours
8 Week Course
Table of Contents
Instructor Information Evaluation Procedures
Course Description Grading Scale
Course Scope Course Outline
Course Objectives Policies
Course Delivery Method Academic Services
Course Materials
Instructor Information
Instructor: APUS Faculty
Table of Contents
Course Description (Catalog)
This course covers major issues within the field of child and family development. Historical
underpinnings of theory and practice, factors influencing family function and dysfunction across
the lifespan, family education and guidance, law and public policy related to children and
families, family resource management, and ethical and professional issues confronting
practitioners in field are examined. Extensive research, reading and synthesis of scholarly and
professional resources are required.
Prerequisite: Student must have SENIOR standing to register.
Table of Contents
Course Scope
This capstone course incorporates child and family development related knowledge domains
from the student’s undergraduate degree program, including fundamental and advance degree
and discipline related concepts. It provides students with opportunities to demonstrate what they
have learned during their academic careers and to prepare for entering their respective
professional field specialties.
Table of Contents
Course Objectives
Students successfully completing this course will demonstrate the following knowledge and
skills:
1. Describes fundamental and advanced concepts concerning the processes of child and
family development
2. Summarizes key contemporary issues facing children and families in contemporary
society
3. Evaluates the validity of discipline related literature.
4. Explains the key ethical and professional issues confronting practitioners in field of child
and family development
Table of Contents
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a
flexible manner, completely online. Assignments include classroom dialogs accomplished in
groups through threaded forums, examinations, and various written assignments.
Table of Contents
C.
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JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
ISKME #GoOpen Summit San Diego 2019
This interactive session offers a deep dive into School Librarians’ OER curation practices, based on findings from a national study led by ISKME and funded by the Institute of Museum and Library Services. The session presents a new framework to guide OER curation practice that was developed through the study, and discusses research-based strategies for supporting School Librarians as OER curators in districts and in schools.
Eed 465 all weeks discussion and assignments – entire course
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
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Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
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This document outlines the course content and assignments for EDU 692, which focuses on culturally relevant instruction. The course consists of weekly readings, discussions, and assignments. Week 1 involves analyzing a school experience and the cultural factors that influenced it. Week 2 addresses developing cultural competence in the classroom and creating culturally relevant learning experiences. Week 3 is about analyzing cultural relevance in instruction and creating evaluation tools. Week 4 focuses on culturally relevant inspiration and models of creativity. Week 5 involves problem-based learning and decision making. Week 6 consists of a discussion on creativity, innovation and culture, and a final project on designing culturally relevant instruction.
EDU 692 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-692-ash
For more classes visit
http://www.uopassignments.com/
Engagement policies-in-action
This document summarizes a webinar on family and community engagement policies in action. It lists the presenters and moderator for the webinar, which include experts from the U.S. Department of Education, National PTA, SEDL, Harvard Family Research Project, Office of Head Start, and local education agencies. The webinar will discuss examples of policies and initiatives at the federal, state, and local levels to promote systemic family engagement.
Week 1 Assignment Social Support EssaySocial support is an impor.docx
Week 1 Assignment Social Support Essay
Social support is an important concept in schools. Schools are not just charged with academic development, they are charged with aiding emotional and physical development as well. Social support systems aid in this development. As noted in your text (Hjalmarson,Chapter 2), this can be an important aspect of a successful school, such as “Los Pen.”
In a two- to five-page paper (not including the title and reference pages), describe the value of social support through addressing the following:
· Define the term Social Support and explain what relevant scholarly research states about it.
· Describe your personal experiences with social support systems as student and/or teacher.
· Discuss significance of social support in a school setting.
Be sure to include and reference at least three scholarly sources (not including your textbook) properly cited in APA style.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK 1
INTRODUCTION
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Welcome to EDU617: School, Family & Community Partnership. Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos, and multimedia webpages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.
Figure 1. Encouragement makes a big difference for all kids. Reprinted from Morguefile, by Pippalou, 2013 http://mrg.bz/MDZTaM.
Copyright 2016 by Morguefile.
Begin this week by thinking about “how important is parent involvement in the teaching and learning process?” Then, take a look at the Harvard Family Research Project (2014), which has published articles and digests on their Family Involvement Research Digest website that address family involvement across all cultures, socioeconomic backgrounds, and grade levels. The overall theme of these studies show a correlation between family-school partnerships and positive student achievement. For example, highlights from African-American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture (Links to an external site.) indicate that, depending on their cultural background, parents had different levels of home-based involvement. It was recommended that teachers leverage these unique cultural differences to build stronger family and community connections. A summary of the research findings from another article point out that parental involvement serves as ...
Eed 465 all weeks discussion and assignments – entire course
This document provides instructions and assignments for the entire EED 465 course, which focuses on social studies instruction in elementary grades. It includes 5 topics with discussions, assignments, and lessons. Assignments involve analyzing social studies standards, textbooks, and instructional approaches. Students are expected to integrate research from educational journals to support analyzing and designing social studies curriculum and lessons. The final assignment requires creating and teaching a social studies lesson to evaluate strategies taught in the course.
Ece 611 Enthusiastic Study / snaptutorial.com
The document provides instructions for three different writing assignments related to early childhood education. The first asks students to write a short article from the perspective of a principal introducing a new state-mandated reading curriculum to kindergarten teachers while maintaining developmentally appropriate practices. The second asks students to identify four learning centers they would include in a preschool classroom and explain how each center supports learning. The third prompts students to analyze the role of technology in early childhood education and make recommendations for teachers and parents regarding its use.
Edu 692 Education Redefined - snaptutorial.com
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
Action research-for-teachers
This document discusses action research and teacher professional development. It explains that action research involves teachers critically reflecting on their own practice to improve student outcomes. This can be done individually or collaboratively through projects focused on an area of interest. The document provides examples of action research questions and outlines the process of developing a project including collecting and analyzing data. It notes benefits like improved teaching and confidence but also challenges like time required. Advice for schools includes supporting teachers by modeling projects and having structures in place to share learning.
Edu 692 Education Organization / snaptutorial.com
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, and designing culturally relevant instruction. Discussion topics explore how student identity relates to creative projects, how skills from such projects align with 21st century skills, and outside challenges that can impact academic success. The course aims to help educators understand how culture and individual identities influence learning to help them make effective instructional decisions.
STUDENT WARNING This course syllabus is from a previous seme.docx
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory
reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the
updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may
NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course
textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material
of APUS.
School of Arts & Humanities
Child and Family Development
CHFD498
Senior Seminar in Child and Family Development
3 Credit Hours
8 Week Course
Table of Contents
Instructor Information Evaluation Procedures
Course Description Grading Scale
Course Scope Course Outline
Course Objectives Policies
Course Delivery Method Academic Services
Course Materials
Instructor Information
Instructor: APUS Faculty
Table of Contents
Course Description (Catalog)
This course covers major issues within the field of child and family development. Historical
underpinnings of theory and practice, factors influencing family function and dysfunction across
the lifespan, family education and guidance, law and public policy related to children and
families, family resource management, and ethical and professional issues confronting
practitioners in field are examined. Extensive research, reading and synthesis of scholarly and
professional resources are required.
Prerequisite: Student must have SENIOR standing to register.
Table of Contents
Course Scope
This capstone course incorporates child and family development related knowledge domains
from the student’s undergraduate degree program, including fundamental and advance degree
and discipline related concepts. It provides students with opportunities to demonstrate what they
have learned during their academic careers and to prepare for entering their respective
professional field specialties.
Table of Contents
Course Objectives
Students successfully completing this course will demonstrate the following knowledge and
skills:
1. Describes fundamental and advanced concepts concerning the processes of child and
family development
2. Summarizes key contemporary issues facing children and families in contemporary
society
3. Evaluates the validity of discipline related literature.
4. Explains the key ethical and professional issues confronting practitioners in field of child
and family development
Table of Contents
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a
flexible manner, completely online. Assignments include classroom dialogs accomplished in
groups through threaded forums, examinations, and various written assignments.
Table of Contents
C.
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- 1. EDU 647 Week 1 Assessing Other Educators’ Attitudes Toward Students’ Families For more course tutorials visit www.newtonhelp.com EDU 647 Week 1 Assessing Other Educators’ Attitudes Toward Students’ Families =============================================== EDU 647 Week 2 Using a Storybook to Involve Families For more course tutorials visit www.newtonhelp.com Using a Storybook to Involve Families. Review the Harvard Family Research: Project Storybook Corner (http://www.hfrp.org/family- involvement/projects/family-involvement-storybook-project- completed-project/storybook-corner). Read the overview regarding the Family Involvement Network Project and the Family Involvement Storybook Project. Read, Tomasito's Mother Comes To School and the accompanying activities. Choose a book from Harvard Family Research Project: Family Involvement Storybook Selections
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