FOR SKYESSAYS
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a.
Creative Teaching: Designing Culturally Relevant Instruction
For the Final Project, you will assume the role of a classroom teacher
applying for
a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to
apply for
the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your
classes
) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., acti.
For the Final Project, you will assume the role of a classroom teach.docxdenneymargareta
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a real-world exp.
EDU 692 Creative Teaching Designing Culturally Relevant Instruction.docxshandicollingwood
EDU 692 Creative Teaching: Designing Culturally Relevant Instruction
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i..
Can someone please do my assignment for me its a Education classCr.docxchestnutkaitlyn
Can someone please do my assignment for me its a Education class
Creative Teaching: Designing Culturally Relevant Instruction
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defin.
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Creative Teaching: Designing Culturally Relevant Instruction
For the Final Project, you will assume the role of a classroom teacher
applying for
a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to
apply for
the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your
classes
) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., acti.
For the Final Project, you will assume the role of a classroom teach.docxdenneymargareta
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a real-world exp.
EDU 692 Creative Teaching Designing Culturally Relevant Instruction.docxshandicollingwood
EDU 692 Creative Teaching: Designing Culturally Relevant Instruction
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i..
Can someone please do my assignment for me its a Education classCr.docxchestnutkaitlyn
Can someone please do my assignment for me its a Education class
Creative Teaching: Designing Culturally Relevant Instruction
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defin.
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For the Final Project, you will assume the role of a classroom teach.docxzollyjenkins
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. These instructional experiences could include large projects, field trips, or simply improved daily or weekly lessons. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
A good example of this type of award competition in the real world is the
Teacher Creativity Fellowship
. Spend some time reviewing the information provided at this site to get a better understanding of a teacher grant request for proposal (RFP).
To further structure and define your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. Keep in mind that a primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the seven parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
The following seven sections should be used as headings within your paper.
Content Expectations:
Part I: Audience and Rationale (1 point):
Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which the school is situated. If you are not currently teaching, you may use a prior class, a peer's class, or invent the demographic information.
Part II: Outcomes (1 point):
List the instructional outcomes (i.e., learning objectives and standards) of the instructional experience including:
Content Outcomes,
21st century skills with an emphasis on creativity and innovation
Cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point):
Describe how you will measure the degree to which the learners have acquired your targete.
Differentiating instruction is vital to the individual growth of stu.docxmariona83
Differentiating instruction is vital to the individual growth of students. Social studies instruction provides students with opportunities to display knowledge and skills in multiple ways, including through the arts. The purpose of this assignment is to analyze a group of diverse students and design a standards-based lesson plan that meets the needs of all students while incorporating student experiences, cultures, and communities into instruction.
Select an upper elementary (5-8) grade level and at least one social studies standard related to civics or government and one arts standard. Using the “COE Lesson Plan Template,” write a complete lesson plan that is aligned to the standard you chose .
Include the following in your lesson plan:
Classroom and Student Factors/Grouping: Based on your Clinical Field Experience class, describe the class and student factors that affect instructional planning. Use this information to differentiate for the needs of students throughout the lesson plan.
National/State Learning Standards: Identify one world history and one arts standard for your selected grade level.
Specific Learning Target(s)/Objectives: Create at least one specific learning objective that is aligned to both standards.
Academic Language: List relevant academic language and how it will be modeled.
Resources, Materials, Equipment, and Technology: Describe resources required for the lesson, including media or technology that can be used for differentiation and that supports real-world application.
Multiple Means of Representation: Explain how content will be presented to meet the needs of all students.
Multiple Means of Engagement: Include at least one learning activity that allows students to explore, practice, and apply the content and academic language within standards-based social studies instruction.
Multiple Means of Expression: Describe formative and summative assessments that enhance student learning within standards-based social studies instruction.
In a 100-250 word reflection, explain how your differentiated instructional strategies integrate technology and incorporate student experiences, culture, and communities through real-world application.
.
Ashford 5 - Week 4 - AssignmentCreating a Unit PlanOnce.docxfredharris32
Ashford 5: - Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards
· Writing measurable learning objectives.
· P21 common core toolkit
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-r ...
Creating a Unit PlanOnce you’ve gotten to know your students thr.docxwillcoxjanay
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Creating a Unit PlanOnce you’ve gotten to know your students thrsharondabriggs
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (beh ...
Cultural Competence in the ClassroomNikhil Goyal is a succes.docxdorishigh
Cultural Competence in the Classroom
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.)
. In his presentation, Nikhil shares the story of another student, Nick Perez. 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)
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies 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). Include examples using at least two of the following four characteristics of cultural competence:
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
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.)
) 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 (2 points).
Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
Maximizing academic success through relevant instructional experiences
Addressing cultural competence thr.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
Creating a Unit PlanOnce you’ve gotten to know your studen.docxfaithxdunce63732
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards
· Writing measurable learning objectives.
· P21 common core toolkit
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior.
Creative Teaching Designing Creative and Culturally Relevant Inbridie36viles
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Nikhil Goyal is a successful high school student who, like many stud.docxmigdalialyle
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
...
Video Analysis (3 points) Address the following five guiding statem.docxsheronlewthwaite
Video Analysis (3 points): Address the following five guiding statements:
Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in
Learning and Innovations Skills
. Determine which of these skills 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.
Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
Explain 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.
Cultural Competencies References (1 point): Reference 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
Culturally Relevant Learning References (1 point): Reference culturally relevant instruction in your response to the Video Analysis guiding statements. Reflect strategies that align with this approach and include at least one of the following nine areas:
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Examining the curriculum from multiple perspectives
Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
21st Century Skills Framework (1 point): Reference 21st century skills in your response to the Video Analysis Questions to reflect the
framework developed by the Partnership for 21st Century Learning
.
.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docxco4spmeley
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
EDU 692 Week 2 Cultural Competence in the ClassroomNikhil Goya.docxjack60216
EDU 692 Week 2 Cultural Competence in the Classroom
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 via a TEDX Youth (2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
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) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
1. Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in Learning and Innovations Skills. Determine which of these skills 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.
4. Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
5. Explain 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.
Cultural Competencies Refe ...
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
For this assessment, please research a law enforcement agency and a .docxMorganLudwig40
For this assessment, please research a law enforcement agency and a non-law enforcement agency that have responded to an incident/disaster. Examples of non-law enforcement agencies include: FEMA, Red Cross, fire departments, etc.
Please provide a 8−10 slide PowerPoint presentation that
compares the responsibilities of each agency when responding to an incident
the actions taken by each agency to fulfill those responsibilities
compares and contrasts each agency’s respective roles
identifies areas where their respective roles might overlap and cause conflict between the agencies
explains how these conflicts have been addressed in specific situations.
.
For the theories to be used in this paper it will be Psychodynamic.docxMorganLudwig40
For the theories to be used in this paper it will be Psychodynamic and Learning theories.
Write
a 1,400- to 1,750-word paper in which you compare and contrast the theories selected. Address the following:
Describe the role of personality in affecting situational behavior.
Examine the personality characteristics attributed to each theory in your approach.
Explain the interpersonal relational aspects associated with the theories selected.
Include
a reference page with a minimum of three to five peer-reviewed sources.
I would like this homework to be done by tomorrow 10am PST. Thank you so much.
.
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For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. These instructional experiences could include large projects, field trips, or simply improved daily or weekly lessons. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
A good example of this type of award competition in the real world is the
Teacher Creativity Fellowship
. Spend some time reviewing the information provided at this site to get a better understanding of a teacher grant request for proposal (RFP).
To further structure and define your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. Keep in mind that a primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the seven parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
The following seven sections should be used as headings within your paper.
Content Expectations:
Part I: Audience and Rationale (1 point):
Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which the school is situated. If you are not currently teaching, you may use a prior class, a peer's class, or invent the demographic information.
Part II: Outcomes (1 point):
List the instructional outcomes (i.e., learning objectives and standards) of the instructional experience including:
Content Outcomes,
21st century skills with an emphasis on creativity and innovation
Cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point):
Describe how you will measure the degree to which the learners have acquired your targete.
Differentiating instruction is vital to the individual growth of stu.docxmariona83
Differentiating instruction is vital to the individual growth of students. Social studies instruction provides students with opportunities to display knowledge and skills in multiple ways, including through the arts. The purpose of this assignment is to analyze a group of diverse students and design a standards-based lesson plan that meets the needs of all students while incorporating student experiences, cultures, and communities into instruction.
Select an upper elementary (5-8) grade level and at least one social studies standard related to civics or government and one arts standard. Using the “COE Lesson Plan Template,” write a complete lesson plan that is aligned to the standard you chose .
Include the following in your lesson plan:
Classroom and Student Factors/Grouping: Based on your Clinical Field Experience class, describe the class and student factors that affect instructional planning. Use this information to differentiate for the needs of students throughout the lesson plan.
National/State Learning Standards: Identify one world history and one arts standard for your selected grade level.
Specific Learning Target(s)/Objectives: Create at least one specific learning objective that is aligned to both standards.
Academic Language: List relevant academic language and how it will be modeled.
Resources, Materials, Equipment, and Technology: Describe resources required for the lesson, including media or technology that can be used for differentiation and that supports real-world application.
Multiple Means of Representation: Explain how content will be presented to meet the needs of all students.
Multiple Means of Engagement: Include at least one learning activity that allows students to explore, practice, and apply the content and academic language within standards-based social studies instruction.
Multiple Means of Expression: Describe formative and summative assessments that enhance student learning within standards-based social studies instruction.
In a 100-250 word reflection, explain how your differentiated instructional strategies integrate technology and incorporate student experiences, culture, and communities through real-world application.
.
Ashford 5 - Week 4 - AssignmentCreating a Unit PlanOnce.docxfredharris32
Ashford 5: - Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards
· Writing measurable learning objectives.
· P21 common core toolkit
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-r ...
Creating a Unit PlanOnce you’ve gotten to know your students thr.docxwillcoxjanay
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Creating a Unit PlanOnce you’ve gotten to know your students thrsharondabriggs
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (beh ...
Cultural Competence in the ClassroomNikhil Goyal is a succes.docxdorishigh
Cultural Competence in the Classroom
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.)
. In his presentation, Nikhil shares the story of another student, Nick Perez. 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)
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies 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). Include examples using at least two of the following four characteristics of cultural competence:
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
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.)
) 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 (2 points).
Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
Maximizing academic success through relevant instructional experiences
Addressing cultural competence thr.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
Creating a Unit PlanOnce you’ve gotten to know your studen.docxfaithxdunce63732
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards
· Writing measurable learning objectives.
· P21 common core toolkit
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior.
Creative Teaching Designing Creative and Culturally Relevant Inbridie36viles
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Nikhil Goyal is a successful high school student who, like many stud.docxmigdalialyle
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
...
Video Analysis (3 points) Address the following five guiding statem.docxsheronlewthwaite
Video Analysis (3 points): Address the following five guiding statements:
Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in
Learning and Innovations Skills
. Determine which of these skills 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.
Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
Explain 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.
Cultural Competencies References (1 point): Reference 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
Culturally Relevant Learning References (1 point): Reference culturally relevant instruction in your response to the Video Analysis guiding statements. Reflect strategies that align with this approach and include at least one of the following nine areas:
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Examining the curriculum from multiple perspectives
Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
21st Century Skills Framework (1 point): Reference 21st century skills in your response to the Video Analysis Questions to reflect the
framework developed by the Partnership for 21st Century Learning
.
.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
Week 4 - AssignmentCreating a Unit Plan Once you’ve gotten.docxco4spmeley
Week 4 - Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Describe the demographics of your current (or fictional classroom) including:
Grade Level and Subject Area
Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
Create at least two measurable unit objectives that align with the CCSS.
Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
Common Core Standards - The Standards
Writing measurable learning objectives
.
P21 common core toolkit
Stage 2:
The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
Pre-assessment:
Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
Formative Assessment:
Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
Summative Assessment:
Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3:
The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strat.
EDU 692 Week 2 Cultural Competence in the ClassroomNikhil Goya.docxjack60216
EDU 692 Week 2 Cultural Competence in the Classroom
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 via a TEDX Youth (2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
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) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
1. Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in Learning and Innovations Skills. Determine which of these skills 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.
4. Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
5. Explain 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.
Cultural Competencies Refe ...
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
Similar to FOR SKYESSAYSFor the Final Project, you will assume the role of .docx (20)
For this assessment, please research a law enforcement agency and a .docxMorganLudwig40
For this assessment, please research a law enforcement agency and a non-law enforcement agency that have responded to an incident/disaster. Examples of non-law enforcement agencies include: FEMA, Red Cross, fire departments, etc.
Please provide a 8−10 slide PowerPoint presentation that
compares the responsibilities of each agency when responding to an incident
the actions taken by each agency to fulfill those responsibilities
compares and contrasts each agency’s respective roles
identifies areas where their respective roles might overlap and cause conflict between the agencies
explains how these conflicts have been addressed in specific situations.
.
For the theories to be used in this paper it will be Psychodynamic.docxMorganLudwig40
For the theories to be used in this paper it will be Psychodynamic and Learning theories.
Write
a 1,400- to 1,750-word paper in which you compare and contrast the theories selected. Address the following:
Describe the role of personality in affecting situational behavior.
Examine the personality characteristics attributed to each theory in your approach.
Explain the interpersonal relational aspects associated with the theories selected.
Include
a reference page with a minimum of three to five peer-reviewed sources.
I would like this homework to be done by tomorrow 10am PST. Thank you so much.
.
For the Signature Assignment, your requirement is to research and .docxMorganLudwig40
For the Signature Assignment, your requirement is to research and write in APA format a strategic plan that describes the following elements:
Support your paper with minimum of three (3) resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Length: 6-8 pages not including title and reference pages
And "NO Plagiarism" because the prof will Check
.
For the topic of CloningConsult textbooks, journal articles, ency.docxMorganLudwig40
For the topic of: Cloning
Consult textbooks, journal articles, encylopedias, and university or govt websites. Prepare a detailed report on the topic including the elements:
1. Describe the basic issue of your chosen topic
2. Describe the basic argument of opposing viewpoints
3. Identify the strengths and weaknesses of both views
4. Choose which was you agree with
5. Explain why you agree with that view.
Include reference page in APA style and citiations in MLA or APA
.
For the speeches by Kennedy and King, please write a one-page respon.docxMorganLudwig40
For the speeches by Kennedy and King, please write a one-page response to
each
on the idea of the future in relation to the present and the past.
For Johnson and Obama's. Write
a
one
-page critical response to
each
of the speeches: what does the speaker fail to mention? Are there logical or historical problems with the speech?
.
For the Phase 4 IP, you will choose three amendments from the Bill o.docxMorganLudwig40
For the Phase 4 IP, you will choose three amendments from the Bill of Rights, and discuss them. For this discussion board, you are to decide which amendment in the Bill of Rights you consider the most important today, and explain why. To support your position, discuss the following:
The purpose of the chosen amendment;
How this amendment impacts the average citizen today;
Examples of current political issues relating to your chosen amendment
Why you believe this amendment to be the most important of the 10 amendments that make up the Bill of Rights
.
For the past centuries a number of authors and researchers have made.docxMorganLudwig40
For the past centuries a number of authors and researchers have made a number of determinisms, some based on correlational data about the relationship between the concepts of IQ, intelligence, race and other social factors. Many of these determinisms have been viewed as very problematic by other researchers because the views they take are very flawed and have been politically utilized to justify prejudiced agendas against immigrants, individuals of lower socioeconomic status and people of socially perceived differing racial attributes such as skin color. Most of the evidence purported to support these agendas are based on very limited and biased viewpoints of amassed scientific data. This scientific data isn’t fake data but data that has been twisted to fit into an ideological scheme that has pervaded human society since the middle ages or even before. That a select minority of the population are superior in terms of genetics, intelligence, beauty, strength, etc. and therefore are more deserving of higher positions of authority, power, wealth, prestige and status.
One of the greatest false premises is the notion of the concept of intelligence. Human society is obsessed with categorizing things and putting them in their proper places and this obsession is even applied to abstract concepts such as intelligence and social concepts such as race. (Gould, 1995) Everyone has their own definition of what constitutes intelligence. Psychology has attempted to operationalize intelligence in its attempt to objectively measure an abstract concept, give it some type of form and make it measurable and discernable. These attempts have produced many different theories about intelligence but one of the most prevalent is the notion that intelligence is biological, inherited and therefore fixed. Humans are born intelligent and not made. This is most recognizable as general intelligence or g factor, which is based on correlation data, taken and analyzed from different types of intelligence tests that have been designed and applied. G factor has even been correlated with race and other social factors to indicate that statistically the most intelligent of the population are white and wealthy. The biggest problem is that one can’t forget that correlation is not causation. Just because it correlates well statistically does not mean that it causes it. Also for a correlation to be considered statistically significant it need not be high. A correlation of just .25 or 25% might be considered statistically significant, even though that number would normally be considered rather low.
This correlation data has been utilized to continually justify a status quo mentality that the rich and powerful deserve to be where they are and it’s a waste for those from lower classes or lower scores of intelligence to even aspire to more. Biology completely determines one’s intellectual ability, nothing can be done about it but resign oneself to one’s place in life.
For the interview assignment, students work in groups of 2 or 3 and .docxMorganLudwig40
For the interview assignment, students work in groups of 2 or 3 and are responsible for booking, traveling and interviewing a media professional on ONE media issue approved by the professor. The interview will then be turned into a separate 3-4 page report from each student following the directions below. Topics to Consider: 1. Ethical Advertising 2. Hard News Decisions 3. Job Challenges 4. Getting a Job 5. Censorship 6. Advertorials 7. Media Bias 8. Graphic Manipulation 9. News Violence 10. Portrayal of Society/Race 11. Portrayal of a Politician 12. Gossip & Tabloids 13. Age & Culture in Music 14. Sports Bias 15. Target Marketing Interview Guidelines 1. You must choose only ONE topic to focus the entire interview on. 2. Your goal is to capture the subject’s logos (logical), pathos (emotional) & ethos (ethical) views on whichever media issue that you and your partner choose. 3. Most importantly, avoid asking questions that could result in a simple “Yes” or “No” answer! 4. You should ask at least 10 total questions focused a subject related to the interviewee. Before the Interview 1. Bring a recording device. Interviewees can grow impatient if you try taking notes. 2. Bring written quotes or facts with you (helpful when reciting statistics). 3. Leave early to assure you arrive on time. 4. Turn off your cell phone. 5. Learn everything you can about the person before you make contact. 6. Don’t think of it as an interview, but a conversation and a great connected learning opportunity. During the Interview 1. Ask your key questions first, but save the tough questions for later. 2. Smile when asking each question and you will get a more enthusiastic answer. 3. Don’t be afraid to appear ignorant. A good interviewer doesn’t know everything—just how to learn. 4. Don’t always ask questions. Try "Tell me your thoughts on…" & "Describe your reaction to…" 5. Listen carefully. Don’t worry about your next question— it will come to you. 6. Thank him/her in person and follow up with a written thank you note in the mail. 7. Don’t forget to take a business card or picture with the media pro for proof of your interview! Writing the Report Combine quotes from the interview with your own research to write a 3 to 4-page report (1,000 word count minimum) on the topic of the interview. The introduction should list 1) who you interviewed, 2) what you focused on, as well as 3) when, 4) where and how you did it. The body should consist of paragraphs based on the questions you asked, as well as your own comments and research. Use some quotes from the interview (approx. one quote per page is usually sufficient). Conclude by summarizing what you discussed and what was learned from this project. The paper must be typed. Set margins to 1 inch all around. Use the Times New Roman font, size 12, double-spaced. Write the entire paper in past tense. On the last page, please attach a scan of the media professional’s business card or a photo of you with him/her to your paper!
.
For the last question set up and diagram an Incident Command System .docxMorganLudwig40
For the last question set up and diagram an Incident Command System for the following scenario. Define all the roles and responsibilities for each function area that would be included in this scenario. SCENARIO: At 10:05a.m. today, a hurricane/earthquake/tornado/flood hit the community of Edenton. The downtown area was hardest hit. People have reported damage to homes, and businesses have been affected as well. No fatalities have been reported. Three people with injuries have been taken to the Edenton Community Hospital, which is also reporting some damage. As many as 10 people are missing. The downtown fire station is destroyed/inoperable. Two other fire stations are operational. Other possible effects: A large fire has broken out in downtown Water mains are cut. 10 percent of the population has sustained injuries. Utility lines are down. Animals in the zoo have escaped from their cages. Looters are rampaging downtown. Sewers have backed up, endangering public health. Many houses are destroyed/inhabitable and shelters will be needed. A hazardous spill has occured. A major road has been affected.
.
For the Final Project, you provide an in-depth analysis of schizophr.docxMorganLudwig40
For the Final Project, you provide an in-depth analysis of schizophrenia. You discuss major symptoms of the disorder, as well as ways in which the disorder affects the brain. You analyze the influence of the disorder on the life of affected individuals, and you explore treatments of the disorder, including “alternate” treatments and whether such treatments can be considered ethical. Finally, you reflect on ways in which culture may influence diagnosis and treatment of individuals with the disorder.
4 to 6 pages
.
For the final Portfolio Project, create a presentation about an even.docxMorganLudwig40
For the final Portfolio Project, create a presentation about an event in a period of U.S. history up to Reconstruction. Presentations may be created in a website, or in an application such as Prezi, VoiceThread, PowerPoint, or YouTube. This presentation must be written from the perspective of a specific historical figure from an under-represented population. Use this assignment as an opportunity to create an account from your subject's perspective, to tell a history that people might not have seen interpreted the way you interpret it. Represent the person's era and experience in context of what was happening around them, prioritizing their experience rather than the dominant experience. Possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth.
This presentation must include a discussion of the following topics:
A thorough summary of the event, including the incidents that took place and the key individuals involved
The importance of the event in the larger scope of U.S. history
How the event changed the daily life of the person from whose perspective you are writing
A prediction for how the event will make a long-term impact in the lives of those in the under-represented group from which the perspective is being written (keep in mind that this perspective should be written from the time at which the event took place).
Please adhere to the following requirements for the presentation:
The presentation should be 10-14 slides in length, not including title or reference slides.
A 2-3 page paper narration should accompany the presentation. Alternatively, a 4-6 minute audio narration following the presentation may be submitted.
Include at least one image on each slide and a citation for each image used. Images may include portraits, images of documents important to the individual, and images of the country at the time.
Use at least five sources, including a scholarly journal article.
Have an introduction and strong thesis.
Make use of support and examples supporting your thesis.
Finish with a forceful conclusion reiterating your main idea
Adhere to
CSU-Global Guide for Writing and APA Requirements
Review the grading rubric, which can be accessed from the Course Information page.
.
For the final Portfolio Project, write a paper about an event in a p.docxMorganLudwig40
For the final Portfolio Project, write a paper about an event in a period of U.S. history up to Reconstruction. This paper must be written from the perspective of a specific historical figure from an under-represented population.
Use this assignment as an opportunity to create an account from your subject's perspective, to tell a history that people might not have seen interpreted the way you interpret it. Represent the person's era and experience in context of what was happening around them, prioritizing their experience rather than the dominant experience.
Possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth.
This paper must include a discussion of the following topics:
A thorough summary of the event, including the incidents that took place and the key individuals involved
The importance of the event in the larger scope of U.S. history
How the event changed the daily life of the person from whose perspective you are writing
A prediction for how the event will make a long-term impact in the lives of those in the under-represented group from which the perspective is being written (keep in mind that this perspective should be written from the time at which the event took place).
Please adhere to the following requirements for the paper:
Adhere to
CSU-Global Guide for Writing and APA Requirements
Consist of at least four full pages but no more than six pages
Use at least five sources, including a scholarly journal article
Have an introduction and strong thesis
Make use of historical evidence and examples supporting your thesis
Finish with a forceful conclusion reiterating your main idea.
.
For the assignment attached, i need 3-4 pages of material added on t.docxMorganLudwig40
For the assignment attached, i need 3-4 pages of material added on to it, same topic, same subject, just continue the paper after the introduction paragraph before the annotated bibliography. Those are the sources that need to be used. Please cite throughout the paper. This is APA format. No plagerism. Need this person to be reliable. Need this ASAP. It is due Sunday night, but i need it sooner to look it over.
.
For Professor2013DetailsCombine all elements completed in previ.docxMorganLudwig40
For Professor2013
Details:
Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)
Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to
[email protected]
For information on how to complete the assignment, refer to "Writing Guidelines" and the "Exemplar of Evidence-Based Practice Capstone Paper."
Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Note
: All Capstone Projects are to be submitted to the College. Please submit the Capstone Project Copyright and Distribution Form as well as an electronic copy of the Capstone Project itself to this e-mail address:
.
For professor2013DetailsCombine all elements completed in pre.docxMorganLudwig40
For professor2013
Details:
Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)
Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to
[email protected]
For information on how to complete the assignment, refer to "Writing Guidelines" and the "Exemplar of Evidence-Based Practice Capstone Paper."
Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Note
: All Capstone Projects are to be submitted to the College. Please submit the Capstone Project Copyright and Distribution Form as well as an electronic copy of the Capstone Project itself to this e-mail address:
[email protected]
7 NRS 441v.10R.Writing guidelines.docx
NRS441V.11.0_Capstone_Consent_Form.docx
8 NRS 441v.10R.Exemplar of Evidenced-Based Practice.docx
NRS441V.R.CapstoneReviewForm_1-27-14.docx
.
For Prof. Stewart OnlyChpt 12200 word minimum for each questio.docxMorganLudwig40
For Prof. Stewart Only
Chpt 12
200 word minimum for each question.
1.
What trends can we already see and what changes can we anticipate in America's health insurance system over the decades ahead? What is driving these changes? Do you see the changes as positive or negative? Why?
2.
The textbook authors, Sultz and Young, present what they describe as the "paradox" of U.S. health care. What do they mean by this term as applied to health care in America today? What can be done about this paradox in your view?
.
For more than five decades, Robin M. Williams, Jr. served as profess.docxMorganLudwig40
For more than five decades, Robin M. Williams, Jr. served as professor for Cornell University Sociology Department. Williams contributed to the sociological analysis of our society by tracking some of the most challenging issues in the 20th Century.
In 1970, Williams identified ten key values (in order or priority) of United States culture:
Equal Opportunity
Achievement and Success
Material Comfort
Activity and Work
Practicality and Efficiency
Progress
Science
Democracy and Free Enterprise
Freedom
Racism and Group Superiority
Initial Post Instructions
Reflect upon Williams’ key values of 1970 America. For your initial post, address the following:
Compare Williams’ list of 1970 values with your own perspective of principles in 2011. Are there similarities or have they changed? What has driven the change?
Formulate a new list according to your perspective of the 10 Key Values of contemporary culture in America. You may use some of the values from Williams’ list or create an entirely new list based upon your beliefs, attitudes, and perspectives. Share your new list within the discussion board.
Critique your 2011 Key Values in America. Explain the reasoning method in prioritizing the updated key values.
.
For Part 2 of your MAP Clearly describe the desired outcome(s) from.docxMorganLudwig40
For Part 2 of your MAP: Clearly describe the desired outcome(s) from the implementation of your MAP.
Consider limits on time, money, and other resources, and consider any constraints of the policy-making process that are specific to your MAP.
Clearly identify the path from legislation to implementation that would facilitate your plan.
Be sure to consider the questions below as you clarify your measureable goal.
What political elements and legislative processes are involved in your MAP?
What goal are you trying to accomplish?
What is the process of meeting your goal?
What measurements and assessments will ensure the success of your MAP implementation?
What realistic constraints do you have as you start to create your plan?
.
For Prof. Goodman!Global Economic Environment Course A.docxMorganLudwig40
For Prof. Goodman!
Global Economic Environment Course
Assignments
Hello!
Here’s the Unit 1 Assignment 1 (Unit 1 Economic Problems) which is due by Sunday, 1/17/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 1: Problem 5, a through d, on page 23.
Chapter 3: Problem 7, a through d, on page 74
---------------------------------------------------------
Class,
Hello! Here’s the Unit 2 Assignment 1 (Unit 2 Economic Problems) which is due by Sunday, 1/24/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 6, Problem 6 on p.151.
Chapter 7, Problem 6 on p.165.
---------------------------------------------------
Class,
Hello! Here’s the Unit 3 Assignment 1 (Unit 3 Economic Problems) which is due by Sunday, 1/31/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 9, Problem 3 on p.219.
Chapter 10, Problem 4 on p.238.
Chapter 11, Problem 2 on pp.252-253.
---------------------------------------------------
Class,
Hello! Here’s the Unit 5 Assignment 1 (Unit 5 Economic Problems) which is due by Sunday, 2/14/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 25, Problem 4 on pp.566-567.
Chapter 27, Problem 4 on p.612.
Chapter 29, Problem 8 on pp.657-658.
Chapter 30, Problem 3a on p.680.
WEEK 1 - Reflection
Throughout the course, you have been building toward the achievement of the following competencies:
Analyze contemporary leadership practices from the perspective of innovation in a global environment.
Evaluate the leadership skills that drive innovation.
Evaluate what leaders of innovation do to shape organizational culture.
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
For this discussion, reflect on the knowledge and skills you developed over the past six weeks. Address the following in your post:
Select one competency that you feel is the most important to you. How has your ability to perform these skills and apply this knowledge evolved? What concepts, skills, or insights were most relevant to you?
How have you grown in your academic and professional goals? Have you made progress on any items in the action plan you developed during first course?
---------------------
Leading Innovation
The white paper by Leslie, which you read earlier in this unit, presented a comprehensive study of 10 leadership skills and practices that will be needed to effectively lead organizations into and in the future. Based on what you know so far about the DNA of disruptive innovators, explain which of these leadership skills provides the best support for leading innovation and creating innovative organizations. What are the specific attributes of the leade.
FOR PROF. ANN ONLYConsider Case 4.13 involving Tyco Internationa.docxMorganLudwig40
FOR PROF. ANN ONLY
Consider Case 4.13 involving Tyco International. Develop a paper that addresses the following:
How did Tyco’s initial problems establish this connection as a very real one for the U.S. markets?
What made Tyco’s stock price fall initially?
How do you think the spending and the loans were able to go on for so long?
What questions could Mr. Kozlowski and Mr. Swartz have asked themselves to better evaluate their conduct?
Formulate a list of the lines Mr. Kozlowski crossed in his tenure as CEO.
Is it difficult for us to see ethical breaches that we ourselves commit?
Your answers should not simply be your opinion. For each response, support your thoughts with scholarly research that you can cite in order to validate your answer.
Support your paper with minimum of three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages not including title and reference pages
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
FOR SKYESSAYSFor the Final Project, you will assume the role of .docx
1. FOR SKYESSAYS
For the Final Project, you will assume the role of a classroom
teacher applying for a $10,000 Teacher Creativity Fellowship
Grant. This award provides financial resources to teachers,
which allows the recipient to spend time during the summer
months developing an instructional experience that will be
implemented and evaluated during the upcoming fall semester.
This year’s grant recipients are awarded funding on the
condition they develop instructional experiences and programs
to support the learning of 21st century skills, specifically,
creative and innovative skills.
To further prepare for your Final Project, imagine you teach in
a culturally diverse school, and you recognize a need to develop
more culturally relevant instructional experiences that promote
creative and innovative thinking. After carefully examining the
information in the request for proposal for the grant described
above, you realize the funding awards are based on the clarity
and details of a ten-part form submitted for evaluation. After
careful deliberation, you decide to apply for the grant to finance
your time and help you obtain the resources needed to develop
the proposed instructional experiences. A primary component of
your plan requires consideration of the culture and specific
needs of each child enrolled in your class (or one of your
classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written
communication expectations below. The content expectations
include the ten parts of the request for proposal. If you have
questions about the expectations for this assignment, use the
Ask Your Instructor discussion section in the left-navigation
pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of
the class and target population, including the age range, grade
2. and/or subject area, and other relevant attributes of the culture
in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes
(i.e., learning objectives) of the instructional experience
including (a) Content Outcomes, (b) 21st century skills with an
emphasis on creativity and innovation and the International
Society for Technology in Education technology skills, and (c)
cultural competencies explicitly facilitated within the planned
learning experience.
Part III: Assessment (1 point): Describe how you will measure
the degree to which the learners have acquired your targeted
outcomes. You do not need to develop the assessments, just
describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of
the overall instructional context established by addressing (a)
creativity (i.e., learners involved in making or creating
something), (b) problem solving (i.e., overall activity focuses
on solving a specific or ill-defined problem), or (c) a
real/simulated experience (i.e., activity consists of performing
tasks that are part of a real-world experience or an experience
designed to simulate real-world activity).
Part V: Instructional Plan Summary (2 points): Summarize the
planned instructional experiences, providing a justification for
the need to employ a culturally relevant framework to help
facilitate both creativity and innovation skills and the content-
area skills the instructional experience addresses.
Part VI. Evidence of Culturally Relevant Pedagogy in the
Instructional Plan (8 points): Describe the planned learning
experiences in detail. Ensure the plan includes at least four of
the following nine strategy options:
Maximizing academic success through relevant instructional
experiences
Addressing cultural competence through reinforcing students’
cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
3. Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Examining the curriculum from multiple perspectives
Promoting critical consciousness through opportunities to
challenge predominant elements of the students’ social norms
Part VII. Creativity/Innovation Strategies in the Instructional
Plan (6 points): Ensure the planned instructional experience
provides four or more of the following ten strategies for
facilitating creativity and innovative thinking:
Encouraging students to believe in their culture-influenced
creative potential
Nurturing the confidence to try
Helping learners find their creative strengths
Promoting experiment and inquiry and a willingness to make
mistakes
Encouraging generative thought, free from immediate criticism
Encouraging the expression of personal ideas and feelings
Conveying an understanding of phases in creative work and the
need for time
Developing an awareness of the roles of intuition and aesthetic
processes
Encouraging students to play with ideas and conjecture about
possibilities
Facilitating critical evaluation of ideas
Part VIII: Timeline (1 point): Explain when the following steps
will occur: (a) development of instructional materials (including
both formative and summative assessments), (b) Implementation
of the instructional experience, and (c) evaluation and reporting
of results.
Written Communication Expectations
Page Requirement (.5 points): Submit eight to ten pages, not
including the title and reference pages.
APA Formatting (.5 points): Format your paper according to
APA style as outlined in the Ashford Writing Center.
4. Syntax and Mechanics (1.5 points): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar.
Source Requirement (.5 points): Reference three scholarly
sources in addition to the course textbooks, providing
compelling evidence to support ideas. All sources on the
references page need to be used and cited correctly within the
body of the assignment.