Ese 697 week 1 dq 2 designing in mini lesson in reading comprehension
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This document provides instructions for an assignment to create a 15-20 minute mini-lesson in reading comprehension for a small group of 3rd grade students with various learning disabilities and reading levels. It describes the four students in the group and their specific challenges. Students are asked to develop their mini-lesson using a strategy from the textbook, plan accommodations for each learner, and respond to two reflection questions. Peers will provide feedback on two areas of the mini-lesson.
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The document provides guidance for teachers on motivating students and responding to mistakes. It suggests that students are motivated by personal achievement and being part of a learning group. Teachers should show honest appreciation rather than exaggerated praise, and respond to mistakes by explaining their perspective instead of criticizing. The goal is to encourage students to take risks without fear of judgment. A teacher also needs to be fair and not show preference for any one student. While some factors are outside a teacher's control, like family issues interfering with concentration, the best approach is to give students opportunities to contribute without forcing them.
READING EXERCISES
The document provides instructions for conducting reading exercises and classes. It outlines steps like introducing the topic, asking students questions about what they know, previewing the reading, reading paragraphs aloud and asking comprehension questions, setting up student reading competitions in pairs, having students read aloud while being corrected, totaling points and congratulating winners, and closing with a motivational message. The goal is to engage students, check understanding, improve pronunciation, and make reading practice an exciting competition.
Errorcorrection
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This document provides an orientation for a business communication course. It outlines the course objectives of improving oral and written skills, lists classroom rules such as cell phone policies and late assignment policies, and identifies required textbooks and resources. It also details the grading criteria which includes assignments like a self-introduction, presentation, and exams that make up 20%, 10%, and 30% of the final grade respectively.
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The teacher will use a SMART Exchange template to create a Jeopardy review game for a 6th grade social studies unit. The class will be split into two teams who will compete to answer questions using individual SMART Response systems, with the team with the highest percentage of correct answers winning points. Each student will be engaged through the competition and required to answer questions individually. The lesson supports universal design in education by allowing all students to participate regardless of speaking ability or reading disorders through use of the response systems without time limits and questions read aloud.
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The document provides guidance on writing an introductory email to a foreign professor. It suggests including your major, experiences from last semester, academic plans, what you look forward to in the class, and areas to improve English. It cautions against writing about personal interests or family. Instructions specify sending the email to the provided address, printing and submitting it, using a professional format, and including a signature. The goal is for students to properly introduce themselves to their professor through email.
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The document provides guidance for teachers on motivating students and responding to mistakes. It suggests that students are motivated by personal achievement and being part of a learning group. Teachers should show honest appreciation rather than exaggerated praise, and respond to mistakes by explaining their perspective instead of criticizing. The goal is to encourage students to take risks without fear of judgment. A teacher also needs to be fair and not show preference for any one student. While some factors are outside a teacher's control, like family issues interfering with concentration, the best approach is to give students opportunities to contribute without forcing them.
READING EXERCISES
The document provides instructions for conducting reading exercises and classes. It outlines steps like introducing the topic, asking students questions about what they know, previewing the reading, reading paragraphs aloud and asking comprehension questions, setting up student reading competitions in pairs, having students read aloud while being corrected, totaling points and congratulating winners, and closing with a motivational message. The goal is to engage students, check understanding, improve pronunciation, and make reading practice an exciting competition.
Errorcorrection
This document discusses error correction in language learning. It addresses what types of errors learners make, when teachers should correct errors, why errors occur, and how teachers can correct errors. The types of errors include problems with word stress, intonation, word order, choice of words, register, and verb form. Learners make errors due to transferring their first language rules, overgeneralizing language rules, fossilizing incorrect forms, not knowing rules, and slips caused by factors like hurry or tiredness. Teachers should consider whether correction will help or hinder learning, the learner's language level, and how the learner may take the correction. Methods of correcting discussed are prompting, questioning, repetition, reformulation, finger correction
Count and uncount n 4
This document provides instructions for a classroom activity called "Quantifier Race" where students compete to write down countable and uncountable nouns that belong to different categories provided by the teacher. Students must write one word per category that fits the quantifier given, such as "a few" countable nouns or "some" of both countable and uncountable nouns. The teacher times students for one minute per category and students score points for correct and original answers. The student with the most points at the end of all categories wins.
Smart board
This document describes a Smart Board lesson on synonyms and vocabulary. The lesson is intended for grades 3-5 and focuses on literacy. It uses games and practice questions to help students learn synonyms in an engaging way and build deeper memory of vocabulary. The interactive nature of the Smart Board lesson attracts students' attention and supports universal design by improving learning efficiency and building stronger memory through exposure to related words and their meanings.
Lesson 1 EC1 Advanced
This document provides an orientation for a business communication course. It outlines the course objectives of improving oral and written skills, lists classroom rules such as cell phone policies and late assignment policies, and identifies required textbooks and resources. It also details the grading criteria which includes assignments like a self-introduction, presentation, and exams that make up 20%, 10%, and 30% of the final grade respectively.
Smart lessons
The teacher will use a SMART Exchange template to create a Jeopardy review game for a 6th grade social studies unit. The class will be split into two teams who will compete to answer questions using individual SMART Response systems, with the team with the highest percentage of correct answers winning points. Each student will be engaged through the competition and required to answer questions individually. The lesson supports universal design in education by allowing all students to participate regardless of speaking ability or reading disorders through use of the response systems without time limits and questions read aloud.
Assignment email to_professor
The document provides guidance on writing an introductory email to a foreign professor. It suggests including your major, experiences from last semester, academic plans, what you look forward to in the class, and areas to improve English. It cautions against writing about personal interests or family. Instructions specify sending the email to the provided address, printing and submitting it, using a professional format, and including a signature. The goal is for students to properly introduce themselves to their professor through email.
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The document provides guidance on effective mini-lessons and student conferences. It recommends that mini-lessons be clear, concise and focus on a single teaching point. Mini-lessons should actively engage students and link the strategy to independent reading work. Effective conferring involves using student data and observations to identify strengths and needs, set goals and prioritize the most impactful teaching strategies to focus on.
Third Grade Curriculum Night
The document provides an overview of the daily schedule, curriculum, and policies for Ms. Dini's third grade classroom, including subjects like reading, writing, math, science, and social studies as well as information about homework, behavior management, technology use, and communication. Reading and writing workshops will follow the Lucy Calkins Units of Study structure while math uses the My Math curriculum and online program ALEKS.
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Mini lesson 1
This document outlines a mini lesson plan for students to create presentations on important figures from the Scientific Revolution and Enlightenment era. It provides background on the relevant Georgia Performance Standards and ISTE-NETS technology standards. Students will be assigned an individual like Copernicus, Galileo, Kepler, Newton, Locke, Voltaire or Rousseau to research and develop a presentation on their significance and contributions using a Web 2.0 presentation tool. Presentations will be assessed based on content, organization, sources, technology use, and understanding of the topic.
The Readers' Workshop Overview
The document provides an overview of the key components of a Reader's Workshop model for literacy instruction. It discusses the mini lesson, conferencing, small group work, read alouds, independent reading, and classroom library setup. It emphasizes that Reader's Workshop allows teachers to meet the needs of diverse students through choice, differentiated instruction, and providing access to books at students' reading levels.
Compare and contrast focus calendar highschool
This document provides a research-based lesson plan for teaching high school students how to compare and contrast elements in multiple texts. The mini-lesson focuses on comparing and contrasting the lives of Milton Hershey and Forrest S. Mars using graphic organizers over five days. The lesson includes explicit instruction on compare/contrast terms and signal words, modeled instruction using excerpts about Hershey and Mars, guided practice discussing their similarities and differences, independent practice comparing other topics in pairs using Venn diagrams, and a final assessment answering essential questions.
Reading workshop look fors2
The document provides guidance for effectively conducting a reading workshop that includes four main components: a mini-lesson, reading time, guided reading or conferencing, and sharing. The mini-lesson should be 10-15 minutes and focus on either procedures, reading strategies, or qualities of good reading. During the 15-80 minute reading time, the teacher can model reading, conduct conferences, or lead small guided reading groups. Guided reading and conferences are identified as the most important teaching times where the teacher works with individuals and small groups. Sharing for 5-10 minutes at the end provides an opportunity for students to receive feedback from peers or teachers on their reading.
Integrating Literacy Across the Curriculum
This document outlines Jen Sweigart's approach to integrating literacy into science and social studies lessons. She begins with a modeled reading where she thinks aloud to demonstrate comprehension strategies. This is followed by shared reading where students apply the strategies to complex texts with teacher support. Students then build content-driven anchor charts citing text evidence. Hands-on activities help synthesize learning. The approach emphasizes using reading strategies like questioning, determining importance, and synthesizing across genres to develop deep understanding of concepts in a positive learning environment.
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This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
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This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
Mini lesson 3-symbolism
This document discusses symbolism and common symbolic archetypes. It explains that symbolism uses something to represent another meaning beyond the literal. Common symbolic archetypes evoke strong associations because of their familiarity, such as light representing hope while darkness implies mystery or despair. Other examples of symbolic archetypes provided are water symbolizing fertility versus a desert representing loss, and fire bringing life versus ice creating death.
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1) The document provides guidance for a lesson teaching students how to scan text to find specific information quickly.
2) It describes demonstrating scanning techniques to students using a sample text and questions, having them practice scanning another text to answer questions, then discussing their answers with a partner.
3) Scanning involves quickly moving your eyes through lines of text to locate a specific word or phrase, rather than reading every word, and is useful for finding answers to test questions or looking up information.
Irregular verb presentation
The document provides a lesson on irregular verbs in English. It defines past tense verbs as those expressing actions that occurred in the past. The lesson notes that irregular verbs do not follow the regular pattern of adding "-ed" to form the past tense like regular verbs. Examples are provided of sentences using both present and past tense forms of irregular verbs like run, eat, get, go, know, ring, throw, win, teach, and write. Students are instructed to practice forming sentences using irregular verb forms with partners.
Professional development november 2
What does the Reading and Writing Workshop look like in the classroom? Review these slides and discover.
Please respond to two peers by providing feedback on their mini-le.docx
Please respond to two peers by providing feedback on their mini-lesson in at least two of the four following areas
:
Is the objective of the mini-lesson clear and is the activity clearly aligned to Common Core State Standards? What are your suggestions in this area?
Does the strategy used in this mini-lesson effectively teach the concepts to be learned? Do you have suggestions for any alternative strategies?
What further accommodations or modifications would you use in this lesson and why?
Do you have any suggestions for using assistive technology in this mini-lesson to assist the learner in accessing the content or environment?
First one is
Joyce January
Mini-Lesson Format
Student Name: Grade: Kindergarten Disability Area: Autism, ADHD,
Learning disability (LD)
Characteristics/needs of the students with disabilities in the group: Adding to the above disability, these children have challenging behavior
Accommodations that need to be made: These students will be allow to use picture word bank, talking board, IPad, and computer for picture selections and word typing to write a letter to their best friends.
Title of Mini-Lesson: Dear friend,
Common Core State Standard: Writing Standards Text types and Purpose
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
Students will use a model letter to learn to write a reply letter to their friend. Who was it from? Why do we get letters? What do they say? It is essential that the IEP should address a student’s social and emotional needs as well as the student’s academic needs.
“Coaching helps a child/teen learn techniques for maintaining focus, stay on task, and improve time management and organizational skills. The development of these skills can contribute to smoother family life and improved school performance. These skills are also the building blocks
for future success” (Sleeper-Triplett, (2008), p. 1).
Reflection:
1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?
To address the needs of each particular student, the lesson will be expended through an entire week while student will add something particular about his or her friend daily utilizing pictures and words.
2. Why did you choose the strategy you used in this mini-lesson?
Referring to each disability characteristic and student’s IEP, sufficient time is required in an effort for these students deliver their ideas either through picture or in writing.
Second one is
Daniel Hickcox
Mini-Lesson Format
Student Name: Grade: Disability Area:
Jim, Joh.
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. 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. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, a.
ESE 633 Entire Course NEW
This document provides information about an entire online course (ESE 633) from Ashford University, including assignments, discussion questions, and guidelines. It covers various topics related to special education, such as assessing conflict styles, developing curriculum, non-verbal communication, concerns of general educators in co-teaching environments, and the collaborative consultation model. For each item, a brief description is given along with a link to more detailed guidelines and requirements. The course appears to focus on collaboration between special educators and other professionals to meet the needs of students with disabilities.
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
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Third Grade Curriculum Night
The document provides an overview of the daily schedule, curriculum, and policies for Ms. Dini's third grade classroom, including subjects like reading, writing, math, science, and social studies as well as information about homework, behavior management, technology use, and communication. Reading and writing workshops will follow the Lucy Calkins Units of Study structure while math uses the My Math curriculum and online program ALEKS.
Week 6 instructional intervention assignment
Mary is a third grade student reading at a second grade level who needs intervention in decoding/word study, fluency, and reading comprehension; her instruction should include weekly one-on-one and small group sessions focusing on fluency and comprehension exercises like repeated reading, modeling, and connecting text to prior knowledge; sample mini-lessons incorporate read aloud, echo reading, and having Mary write questions and answers about an independent reading passage.
Mini lesson 3
This document outlines a mini lesson on ISTE-NETS standards focusing on communication, collaboration, and critical thinking. It discusses essential questions about plagiarism, digital citizenship, and digital literacy. Students will work in small groups to review resources on ethical use of information and present key points to the class. Assessment will be based on teacher observation of group collaboration and students' presentation of concepts around ethical use of information. Technology used includes a curated list of resources on this topic.
Mini lesson 1
This document outlines a mini lesson plan for students to create presentations on important figures from the Scientific Revolution and Enlightenment era. It provides background on the relevant Georgia Performance Standards and ISTE-NETS technology standards. Students will be assigned an individual like Copernicus, Galileo, Kepler, Newton, Locke, Voltaire or Rousseau to research and develop a presentation on their significance and contributions using a Web 2.0 presentation tool. Presentations will be assessed based on content, organization, sources, technology use, and understanding of the topic.
The Readers' Workshop Overview
The document provides an overview of the key components of a Reader's Workshop model for literacy instruction. It discusses the mini lesson, conferencing, small group work, read alouds, independent reading, and classroom library setup. It emphasizes that Reader's Workshop allows teachers to meet the needs of diverse students through choice, differentiated instruction, and providing access to books at students' reading levels.
Compare and contrast focus calendar highschool
This document provides a research-based lesson plan for teaching high school students how to compare and contrast elements in multiple texts. The mini-lesson focuses on comparing and contrasting the lives of Milton Hershey and Forrest S. Mars using graphic organizers over five days. The lesson includes explicit instruction on compare/contrast terms and signal words, modeled instruction using excerpts about Hershey and Mars, guided practice discussing their similarities and differences, independent practice comparing other topics in pairs using Venn diagrams, and a final assessment answering essential questions.
Reading workshop look fors2
The document provides guidance for effectively conducting a reading workshop that includes four main components: a mini-lesson, reading time, guided reading or conferencing, and sharing. The mini-lesson should be 10-15 minutes and focus on either procedures, reading strategies, or qualities of good reading. During the 15-80 minute reading time, the teacher can model reading, conduct conferences, or lead small guided reading groups. Guided reading and conferences are identified as the most important teaching times where the teacher works with individuals and small groups. Sharing for 5-10 minutes at the end provides an opportunity for students to receive feedback from peers or teachers on their reading.
Integrating Literacy Across the Curriculum
This document outlines Jen Sweigart's approach to integrating literacy into science and social studies lessons. She begins with a modeled reading where she thinks aloud to demonstrate comprehension strategies. This is followed by shared reading where students apply the strategies to complex texts with teacher support. Students then build content-driven anchor charts citing text evidence. Hands-on activities help synthesize learning. The approach emphasizes using reading strategies like questioning, determining importance, and synthesizing across genres to develop deep understanding of concepts in a positive learning environment.
Backwards design
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
Guided reading pp
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
Mini lesson 3-symbolism
This document discusses symbolism and common symbolic archetypes. It explains that symbolism uses something to represent another meaning beyond the literal. Common symbolic archetypes evoke strong associations because of their familiarity, such as light representing hope while darkness implies mystery or despair. Other examples of symbolic archetypes provided are water symbolizing fertility versus a desert representing loss, and fire bringing life versus ice creating death.
Understanding by Design Lesson Plan
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
Reading skills lesson plan
1) The document provides guidance for a lesson teaching students how to scan text to find specific information quickly.
2) It describes demonstrating scanning techniques to students using a sample text and questions, having them practice scanning another text to answer questions, then discussing their answers with a partner.
3) Scanning involves quickly moving your eyes through lines of text to locate a specific word or phrase, rather than reading every word, and is useful for finding answers to test questions or looking up information.
Irregular verb presentation
The document provides a lesson on irregular verbs in English. It defines past tense verbs as those expressing actions that occurred in the past. The lesson notes that irregular verbs do not follow the regular pattern of adding "-ed" to form the past tense like regular verbs. Examples are provided of sentences using both present and past tense forms of irregular verbs like run, eat, get, go, know, ring, throw, win, teach, and write. Students are instructed to practice forming sentences using irregular verb forms with partners.
Professional development november 2
What does the Reading and Writing Workshop look like in the classroom? Review these slides and discover.
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Similar to Ese 697 week 1 dq 2 designing in mini lesson in reading comprehension
Please respond to two peers by providing feedback on their mini-le.docx
Please respond to two peers by providing feedback on their mini-lesson in at least two of the four following areas
:
Is the objective of the mini-lesson clear and is the activity clearly aligned to Common Core State Standards? What are your suggestions in this area?
Does the strategy used in this mini-lesson effectively teach the concepts to be learned? Do you have suggestions for any alternative strategies?
What further accommodations or modifications would you use in this lesson and why?
Do you have any suggestions for using assistive technology in this mini-lesson to assist the learner in accessing the content or environment?
First one is
Joyce January
Mini-Lesson Format
Student Name: Grade: Kindergarten Disability Area: Autism, ADHD,
Learning disability (LD)
Characteristics/needs of the students with disabilities in the group: Adding to the above disability, these children have challenging behavior
Accommodations that need to be made: These students will be allow to use picture word bank, talking board, IPad, and computer for picture selections and word typing to write a letter to their best friends.
Title of Mini-Lesson: Dear friend,
Common Core State Standard: Writing Standards Text types and Purpose
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
Students will use a model letter to learn to write a reply letter to their friend. Who was it from? Why do we get letters? What do they say? It is essential that the IEP should address a student’s social and emotional needs as well as the student’s academic needs.
“Coaching helps a child/teen learn techniques for maintaining focus, stay on task, and improve time management and organizational skills. The development of these skills can contribute to smoother family life and improved school performance. These skills are also the building blocks
for future success” (Sleeper-Triplett, (2008), p. 1).
Reflection:
1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?
To address the needs of each particular student, the lesson will be expended through an entire week while student will add something particular about his or her friend daily utilizing pictures and words.
2. Why did you choose the strategy you used in this mini-lesson?
Referring to each disability characteristic and student’s IEP, sufficient time is required in an effort for these students deliver their ideas either through picture or in writing.
Second one is
Daniel Hickcox
Mini-Lesson Format
Student Name: Grade: Disability Area:
Jim, Joh.
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. 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. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, a.
ESE 633 Entire Course NEW
This document provides information about an entire online course (ESE 633) from Ashford University, including assignments, discussion questions, and guidelines. It covers various topics related to special education, such as assessing conflict styles, developing curriculum, non-verbal communication, concerns of general educators in co-teaching environments, and the collaborative consultation model. For each item, a brief description is given along with a link to more detailed guidelines and requirements. The course appears to focus on collaboration between special educators and other professionals to meet the needs of students with disabilities.
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Curriculum 199 Syllabus
This document outlines the course requirements for CURR 199: Introduction to Teaching at TCSJ. The course aims to provide individualized coaching and support to teachers through 8 coaching sessions over various topics like classroom management, lesson planning, and instructional strategies. Students are responsible for completing 10 individual activities focused on developing skills in relationship building, classroom environment, management, instruction, and planning. The activities involve reading articles, implementing strategies in the classroom, and reflecting on effectiveness. The course emphasizes building a collaborative learning environment and ensuring success for all students.
SLO BASED LEARNING program and its implications..pptx
This document discusses Student Learning Objectives (SLOs) which are clear statements that describe what students are expected to learn. SLOs help educators assess student progress and ensure educational goals are achieved. SLO-based learning gives students choice in learning from multiple textbooks to broaden their knowledge. SLOs focus on cognitive domains like critical thinking and problem solving. For SLOs, the Board of Intermediate and Secondary Education Peshawar (BISEP) focuses on the first three levels of cognitive domains - knowledge, understanding, and application. The document provides examples of learning methods for each cognitive domain and encourages the use of techniques like concept mapping, problem-solving activities, and assessments like MCQs, essays to implement
Teaching For Understanding
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Nikhil Goyal is a successful high school student who, like many stud.docx
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)Links to an external site.
. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Address the following three guiding statements:
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video. According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left.”
Discuss the cultural competencies and learning experiences that would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp).
Determine which of the 4C skills (i.e.,creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)Links to an external site.
) Break down which you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Summarize how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
(1.5 points):
Summarizes cultural competencies in your response to the Video Analysis guiding statements. Include examples using at least one of the following four characteristics:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
...
Ese 633 week 1 assignment assessing conflict styles
ash ese 633 week 1 dq 1 history and service delivery options for students with disability,ash ese 633 week 1 assignment assessing conflict styles,ash ese 633 week 1,ese 633 week 1,ash ese 633,ese 633,ash ese 633 week 1 tutorial,ash ese 633 week 1 assignment,ash ese 633 week 1 help
CIF WHAT IS NOT!
This is our flipped lesson on the common instructional framework. Please view and use hyperlink to connect to video.
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Grading Rubric for Reading Responses5 pts.The readerrespon.docx
Grading Rubric for Reading Responses
5 pts.
The reader/responder answered each question in complete sentences, answering, specifically, what each question asked for. Students used a main idea for each question and supported their answer with evidence (quotes, summary or paraphrasing) from the reading/media.
3 pts.
The student answered many of the questions but not all of them. Students may have answered each question, but errors in grammar or sentence construction obscure their answer. Students may have failed to use evidence (quotes, summary or paraphrasing) in their answer.
0 pts. The student didn't do the assignment or failed to send the response in on time.
Discussion Board Assignment:
In this Discussion Board,
Create a post and respond to 2 classmate’s posts.
Create a post and respond to others using the readings for Video Podcasts to inform your posts. Sample topics could be problems you encounter, your experience with shooting video and editing that video, etc.
Your post should be one paragraph long.
Respond to classmate’s posts should be one short paragraph long.
(I will post 2 of my classmate’s posts below so you can write responds. You need to write 2 responds to 2 people posts.)
Please see below for classmate’s posts
First Classmate’s post:
Hello class,
Here is a good opportunity to share my tips about creating a video podcast. After reading about video podcasts, I realized that it can be challenging to create especially when one is tensed and lack confidence. However, with these tips, one can create a good and catchy podcast about their research:
Be in s serene location where you are not distracted by anything.
Chose the best camera that will generate a clear video.
Smile and be audible. A smiling face as well as subtle body language tend to create powerful psychological connection with the audience which an audio cannot create.
Make it short:- to make the audience attentive, the video podcast should be short. I think it should be less than 4 minutes.
Second Classmate’s post:
While making a Video Podcast can be a very entertaining activity, it also can be very challenging. One of the most challenging things to do is to edit the podcast. Editing the podcast is a vital part of the process. The purpose of editing is to improve the quality of the podcast, it is unlikely that you will be able to do the whole thing in one take and have no flaws in the podcast.
Editing a podcast requires patience and diligence as you must go through the whole thing, listening for any mistakes. Then once you've identified the mistakes, you must figure out ways to fix them, which requires a knowledge of how to use the editing software, and how you want your podcast to sound.
Grading Rubric for Reading Responses
5 pts.
The reader/responder answered each question in complete sentences, answering, specifically, what each question asked for. Students used a main idea for each question and supported their answer with evidence ( ...
Contextual FactorsDefinitionFactors which reflect a particul
Contextual Factors
Definition
Factors which reflect a particular context, characteristics unique to a particular group, community, society and individual.
Context –Educational setting
Characteristics – particular to a person place or thing(characteristics of educational setting which you will report on). Provide discussion of the contextual factors in your school.
Specifics for Discussion in Contextual
COMMUNITY
Urban or rural
Community composition(ethnic, political, progressive)
Student Population(what is it made up of: black/white/ girls/ boys
Student achievement level. A, B C students. Can offer test scores as explanation. Are there adjustments needed to be made to ensure student achievement? Where does these students live in your community?
What type of social community (working class, farming, middle class. lower class What drives employment ( high paying / low paying. Family’s income level
How typical is your school in comparison to other schools small, large regular ethnic, political, progressive
Characteristics of School itself ( age of building number of classrooms, typical classroom size
What grade level are your students. What grade levels exit is your school?
Describe characteristics of classroom small, large, windows, doors etc..
Describe classroom atmosphere
Combine you a list of the Following and then discuss in your TWS(identified previously)
Classroom Characteristics (ex: The classroom was small and not well lighted. There are 15 desk in the classroom and one blackboard in the back wall of the classroom. Two book shelves are located as you enter the room on each side of the door. The lighting in the room was not good as several bulbs needs replacing………….ect. Must describe
Student Characteristics
Community characteristics
District Characteristics
Building Characteristics (this may vary in each building of school)
Identify a groups of students with similar characteristics and discuss that group( remain with contextual subject)
May also identify 1 student characteristics and discuss
For Your Information
Follow all guidelines and make sure you discuss what is being asked of you. This is contextual make sure you follow and discuss only contextual
You should have 1-2 pages for contextual
Draw Conclusions. What conditions result into low grades. Some maybe poor attendance, overcrowded classrooms, lack of parent involvement. Lack of qualified staff and so on. What conditions improve student achievement (classrooms that are not overcrowded).. Implications that may cause a particular state is what you want to report. Use what you are reporting to make this a good section of your paper.
Don’t include student or parent names in your report
Know who are you teaching
Learning Goals
Now that you have contextual you may begin to develop learning goals.
Align goals with the national, state or local standards
Have 3 to 6 learning goals
Clearly state learning goals
Review Blooms Taxonom ...
Module 2 effective school systems - march 2015
The document provides an overview of a professional development session on leading effective schools and school systems. The session aims to enrich participants' understanding of actions taken by top-performing school systems as identified in the McKinsey report, including developing teachers into instructional leaders and ensuring every child receives high-quality instruction. Participants will also learn about system leadership, effective school leadership, and reflecting on improving their own practices.
This is a graded discussion 5 points possibledue oct 14 week 4
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Copy-of-ORAL-COMMUNICATION11_Q1_Module2_08082020-1 (2).pdf
Here are the communication situations found in the story:
1. Nonverbal communication between the mother and her children as they greeted each other upon seeing each other at the breakfast table.
2. Verbal exchange between the mother and Criselda about the breakfast meal prepared.
3. Nonverbal communication of the father as he entered with disappointment shown in his face and body language.
4. Verbal exchange between the wife and husband when the wife asked what happened after noticing the father's mood.
5. Verbal and nonverbal communication between the children and their father as they offered their support through words and gestures.
6. Interactive communication as each family member took turns sharing their experiences in their daily activities
College of administrative and financial sciences mgt325 manage
This document provides instructions for Assignment 1 for the course MGT325 Management of Technology. It outlines the deadline, submission requirements, grading criteria, and questions to be answered for the case study component. Students must answer 5 questions in 300-500 words each about a case on innovation in India. They are instructed to support their answers with at least two peer-reviewed journal articles and use APA style formatting and referencing. The document also provides directions on length, content, writing standards, and referencing to be followed for the assignment submission.
212 Syllabus Spring 2014
This document provides an overview of an introductory undergraduate course on small group communication. The course will cover topics like group structure, conflict management, problem solving, leadership, and communication technologies. Students will learn theories and complete experiential activities and assignments to develop critical thinking skills. The goals are to provide exposure to theories, apply them to real groups, analyze group processes, improve group work skills, and lead discussions. Students will work in groups on a case study project and presentations. The course also includes individual assignments, an exam, and a creative project. Requirements, grading, policies, and the topic schedule are outlined.
Similar to Ese 697 week 1 dq 2 designing in mini lesson in reading comprehension (20)
Please respond to two peers by providing feedback on their mini-le.docx
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Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
Ashford 2 - Week 1 - Discussion 1Your initial discussion .docx
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
SLO BASED LEARNING program and its implications..pptx
SLO BASED LEARNING program and its implications..pptx
Nikhil Goyal is a successful high school student who, like many stud.docx
Nikhil Goyal is a successful high school student who, like many stud.docx
Ese 633 week 1 assignment assessing conflict styles
Ese 633 week 1 assignment assessing conflict styles
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educ.docx
Grading Rubric for Reading Responses5 pts.The readerrespon.docx
Grading Rubric for Reading Responses5 pts.The readerrespon.docx
Contextual FactorsDefinitionFactors which reflect a particul
Contextual FactorsDefinitionFactors which reflect a particul
This is a graded discussion 5 points possibledue oct 14 week 4
This is a graded discussion 5 points possibledue oct 14 week 4
Copy-of-ORAL-COMMUNICATION11_Q1_Module2_08082020-1 (2).pdf
Copy-of-ORAL-COMMUNICATION11_Q1_Module2_08082020-1 (2).pdf
College of administrative and financial sciences mgt325 manage
College of administrative and financial sciences mgt325 manage
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3:国家专业人才认证中心颁发入库证书
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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The search landscape is undergoing a seismic shift, and Reddit is at the epicenter. Google's Helpful Content Update and its $60 million deal with Reddit, coupled with OpenAI's partnership, have catapulted Reddit's real-time content to unprecedented heights.
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