Engaging students in listening and speaking activities can include d.docx

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Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills. Part 1: Listening, Speaking and Writing Activities Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment. Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities. Below are examples of possible activities: Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following: Strategies that encourage students to apply personal opinions toward the interpretation of texts Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction Accommodations related to assessment and testing conditions to meet diverse needs of students Part 2: Rationale In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea. .

Education

Understanding Educational Terminology Educational Terminology Brief Explanation Purpose in the Planning, Instruction and Assessment Process Lesson Plans Classroom and Student Factors/Grouping National/State Learning Standards Learning Objective Alignment Academic Language Anticipatory Set Prior Knowledge Multiple Means of Representation Multiple Means of Engagement Multiple Means of Expression Instructional Methods Instructional Strategies Essential Questions Extension Activity Guided Practice Independent Practice Closure Formal Assessment Informal Assessment Pre-assessment Formative Assessment Summative Assessment Scoring Rubric Cross-curricular Examining Different Lesson Plan Formats © 2018. Grand Canyon University. All Rights Reserved. © 2018 Grand Canyon University. All Rights Reserved. Aligning Standards and Learning Objectives Part 1: Lesson Plan Analysis Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan: · What is the academic standard? · What is the learning objective? · Are the standard and objective aligned? How do you know? Provide a rationale. · What is the lesson about? What does this lesson cover? · Do the assessments effectively measure the academic standard and learning objective? Justify your response. Part 2: Unwrapping the Standards Grade Level: State Learning Standard: KNOW Objective This is what students NEED TO KNOW UNDERSTAND Objective This is what students NEED TO UNDERSTAND DO Objective This is what students NEED TO BE ABLE TO DO Lesson Summary: In a few sentences, summarize this lesson. © 2018 Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as al ...

Presentation #4

ccsdschools

This presentation reviews the definition and components of a standards-based elementary report card. It explores the reporting keys used to evaluate students' pro-social skills and academic development in various content areas like English, math, science, and social studies. Standards are grouped into levels that describe whether students are meeting, partially meeting, or not meeting learning standards. The report card is designed to communicate how well students have mastered important grade-level skills in each subject.

Ashford University EDU 671 Complete Course

Christina Walkar

PRINTStrategies for Promoting Inclusiveness and Welcoming

bernadettexrb

PRINT Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator. LEARNING ACTIVITIES Collapse All Toggle Drawer [u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment. As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry: Autobiographical experiences. Eyes of students or clients. Relevant theories. Colleagues’ perceptions. Complete the Weekly Planner and Reflection Journal to track your activities. Toggle Drawer [u04s2] Unit 4 Study 2Develop Your Toolbox Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills: Click Critical Thinking Model to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses. Click Resource Toolbox to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner. Click Bloom's Taxonomy to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments. If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1. Resource ToolboxBEGIN ACTIVITY ICON Transcript Critical Thinking ModelBEGIN ACTIVITY ICON Transcript Bloom's TaxonomyBEGIN ACTIVITY ICON Transcript Toggle Drawer [u04s3] Unit 4 Study 3Diversity and Inclusion Strategies Readings According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...

Alternative Assessments in Everyday Lessons,, Mam Afroza Akhter Tina

SajjadAliHP1

Communication Soft Skills

Megan Finley

Online Course Assessment Part 2

drpmcgee

This document summarizes a presentation on strategies and resources for online course assessments. It discusses types of effective assessments such as rubrics and case studies. Rubrics can clearly communicate evaluation criteria and focus instruction. Case studies can illustrate real-world scenarios and be used for individual or group assessments. The document also covers selecting appropriate assessment strategies such as projects, discussions, surveys and portfolios. Effective team assessments involve accountability, linked assignments and idea exchange. A variety of assessment tools and resources are provided.

A4.Guanotoa.Michael.CátedraInregradora:Diseño Desa Rec Estrategias

MICHAELDENNISGUANOTO

This document discusses different methods for assessing student performance, including product assessments and performance assessments. Product assessments evaluate work students produce and can include projects, research papers, logs or journals, and media products. Performance assessments evaluate what students can do, such as oral presentations, debates, and play-based assessments. Several aspects to include in rubrics for each type of assessment are outlined, such as preparation, organization, and knowledge gained.

Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience In this week’s Journal Assignment, you examine the effectiveness of your Group Project. To prepare for this Assignment: Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus . Consider “Expression” and “Perspective” as they relate to your Group Project. Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message. General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. The Assignment: Writea 2- to 3- paragraph journal entry in which you address the following: Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce. Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context. Think about the ways an ethical publicity approach could influence a broader audience. .

A4.Villacis.Erick.Catedra.Integradora.pptx

ErickVillacis6

This document discusses different types of student assessment. It describes pre-assessment, formative assessment, and summative assessment. Pre-assessment evaluates student knowledge and skills before instruction begins. Formative assessment occurs throughout instruction to provide feedback and guide improvement. Summative assessment evaluates learning at the end of an instructional period through tests and assignments. The document also covers qualitative vs. quantitative assessment, reliability, validity, norm-referenced evaluation, criterion-referenced evaluation, and various forms of performance-based assessment such as projects, research papers, presentations, debates, and play-based activities.

Module 3 template (1).pptx

JordynRubin

The document outlines an education college's vision for promoting equity and professional development on instructional strategies for diverse learners. It discusses establishing a vision for equity that includes factors like high expectations and student support. It also discusses reflecting on how to operationalize the vision in a school. The document provides examples of relationship building activities and introducing an instructional model to teachers, explaining the research behind it and how it will be implemented. It emphasizes choosing a model that meets the needs of diverse students.

Strategic communications

Sarita Orellana

The course aims to help students develop effective written and oral communication skills for use in business through assignments like writing business documents and delivering presentations. Students will learn to use a strategic communication model to identify objectives, analyze audiences, and structure messages. Upon completing the course, students will be able to effectively communicate in both individual and group business contexts, including cross-cultural situations.

OverviewThis Assessment is a Work Product in which you will .docx

aman341480

Overview This Assessment is a Work Product in which you will design a set of learning experiences that could be implemented as part of an effective curriculum for preschool children (ages 3–4). Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. You will also observe in the teacher’s classroom in order to learn more about the children in the setting. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment. You will collaborate with a colleague or early childhood teacher to design three learning experiences that are appropriate for the children in the preschool classroom that you observed. (Implementation is not required, but it is important that you have a real setting in mind as you plan.) Your response to this Assessment should: 1. Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated. 2. Adhere to the required assignment length. 3. Use the APA course paper template available here . All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Professional Skills: Collaboration and Written Communication is assessed in this Competency. You are strongly encouraged to use the Writing Checklist and to review the Rubric prior to submitting. This Assessment requires submission of one (1) document, with the learning experiences included as an Appendix. Save this file as EP002_firstinitial_lastname (for example, EP002_J_Smith). When you are ready to upload your completed Assessment, select Submit Attempt . Instructions Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Rubric Access the following to complete this Assessment: Interview Guide Learning Experience Plan Template Curriculum Planning Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview. Keeping in mind all you have learned about the context of the preschool program and the standards that inform its curriculum, plan three learning experiences around a central theme chosen in collaboration with the teacher you interview. Use the template provided in the “Learning Experience Plan Template” document. Taken .

The speaking process

chela894

The document discusses the speaking process, which includes three main stages: pre-speaking, speaking, and post-speaking. In the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. During speaking, students engage with others to share information, stories, or opinions. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher guidance. The document emphasizes creating a supportive environment where students can develop their speaking skills through various activities and assessments.

Salas febrero 2014

Gabriela Zazpe Fernández

The document provides strategies for accelerating academic learning for English learners. It discusses identifying students' academic needs, describing an instructional model, and identifying learning strategies. Academic needs include developing vocabulary, reading to acquire information, understanding oral presentations, participating in discussions, and writing to communicate knowledge. The document also discusses the role of academic content, input texts, the teacher's role, thinking strategies, metacognitive strategies, and assessing student writing.

LA&E PRESENTATION .pptx

RabiaAlichaudhry

Oral presentations can be used to assess students' knowledge and understanding of a topic. They require students to research a topic, prepare a presentation, and deliver it to an audience. Presentations are commonly done individually using PowerPoint or Prezi and can also be done in small groups. It is important to clearly outline the expectations, criteria, and what will be assessed. Presentations can evaluate students' research, problem-solving, communication, and time management skills. While they provide benefits like practicing public speaking skills, challenges include student anxiety and the time required for preparation, delivery, and assessment.

LA&E PRESENTATION .pptx

RabiaAlichaudhry

Formative Assessment Classroom Techniques (FACTs)

People's Trust Insurance Company

The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.

Seminar in Syllabus Making

Daryl Tabogoc

This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.

Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx

cockekeshia

Week 4 (Nov 15 - Nov 21) Apply It! Activity Due Date Format Grading Percent How to Learn from Mistakes Day 3 Discussion 5 21st Century Learning Activity Day 7 Assignment 7 Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it. Learning Outcomes This week students will: 1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods. 2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students. Introduction In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future. Required Resources 1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin. · Chapter 5: Capacity Building for All Educators. 2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework · This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.” 3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach · Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success. .

DiversityReport_wp

Theresa M. Jacques

The document outlines a strategy for making instructional projects more inclusive and accessible to diverse learners. It recommends using Universal Design for Instruction (UDI) which involves designing instruction from the outset to meet the needs of as many learners as possible through multiple learning styles, modalities and value systems. The needs analysis and learner assessment are critical to gather information about the target learners and inform the instructional design process. The analysis should determine demographics, research common learning needs of groups, and devise questions to understand preferences, attitudes and values of learners.

To help you explore ways of developing more powerful learnin.docx

juliennehar

This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.

Differentiated instruction and e learning

Nutan Erathi

This document discusses e-learning and differentiated instruction. It explains that differentiated instruction provides multiple ways to present content and activities tailored to students' individual needs and learning styles. E-learning courses can provide differentiated instruction through various interactive elements like videos, graphics, and audio. Formative assessments are used to check students' understanding and inform instruction. Differentiated instruction creates active engagement and deeper learning by transforming ideas in multiple ways through activities, thinking, and feedback.

Enter the following WBS into Microsoft project and assign schedule a.docx

Engaging students in listening and speaking activities can include d.docx

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