Msu ece 345 week 5 final paper new
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ece 345 week 5 dq 1 language,literacy,and young children a parents and teachers role,ece 345 week 5 dq 2 key components of curriculum planning,ece 345 week 5 final paper,msu ece 345 week 5 tutorial,msu ece 345 week 5 assignment,msu ece 345 week 5 help
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ECE 345 Week 5 Final Paper NEW
Final Project [CLOs: 1, 2, 3 & 4]. Due by Day 7. For
this Final Project, you will demonstrate an
understanding of the learning and development
of infants and toddlers by creating a Learning
and Development Handbook for Infant and
Toddler Teachers. Your handbook must include
a well-developed discussion regarding the
program’s
educational philosophy, learning activities, and
teaching strategies.
You are encouraged to creatively approach this
assignment by developing an informative and
engaging handbook for staff. It must include
visuals and sources which demonstrate how
teachers support infant and toddler learning and
development. Include a critical and in-depth
discussion of effective practices and activities](https://image.slidesharecdn.com/msuece345week5finalpapernew-180423084149/85/Msu-ece-345-week-5-final-paper-new-1-320.jpg)
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Benchmark Assignment and Rubric
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This document outlines key components of effective lesson planning and teaching:
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2) Designing coherent instruction through effective organization and planning.
3) Assessing student learning to ensure objectives are met.
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Recruitment PresentationThroughout this course you have gone o.docx
Recruitment Presentation
Throughout this course you have gone on a journey to becoming a Whole Teacher as is discussed in Chapter 16 of the course textbook. To help you along your journey you participated in discussions and created assignments delving into each of the five pillars that support being a Whole Teacher. Now, you will build upon the work you have already completed in this course to develop a presentation, using either PowerPoint or Google slides. In your presentation, you will synthesize your learning by explaining how you will create a classroom environment that incorporates evidence-based and developmentally appropriate strategies that promote optimal learning and development in young children.
Final Project Scenario:
The educational setting in which you work will be holding an open house to recruit prospective early childhood teachers to work at your center. As the administrator, you have been tasked with developing a presentation for potential employees to help them understand the vision of your center which is “Developing the Whole Child by Becoming the Whole Teacher” and the five core values of your center or school:
Practice Intentional Teaching, Incorporate Developmentally Appropriate Practice, Develop an Integrated Curriculum, Encourage Child-Centered Active Learning
, and
Focus on Teaching Happiness and Joy in Learning as Much as Skills
. In your presentation you will explain this as the philosophy of your center or school by providing specific examples that focus on each of your five core values:
Mission Statement (2 points):
Develop a mission statement for your education setting that embraces the five core values of becoming the Whole Teacher, social justice, and ethical practice. Support your mission statement with
NAEYC’s Code of Ethical Conduct (Links to an external site.)
.
Philosophy Statement (2 points):
Create your philosophy statement regarding how you believe children learn, including the leadership traits you believe are needed and how your center or school aligns with your philosophy. Refer back to your work and the feedback you received in the Week One Discussion forum, Week Two Discussion One forum, Week Four Assignment and Week Five Assignment to guide the development of your philosophy statement.
Practice Intentional Teaching (3 points):
Explain how you will implement an anti-bias curriculum in order to meet the needs of all learners. Refer back to your work in Week Two to assist with this.
Discuss the expectations you have for your staff regarding professional development including 21st century learning, current issues, theories, trends, and research related to child development and developmentally appropriate practices.
Incorporate Developmentally Appropriate Practice (3 points):
Explain how you evaluate the effective implementation of developmentally appropriate strategies in the classroom for play, transitions, and disruptions. Refer back to your Week Three Assignment to a.
intended vs implemented vs achieved curriculum
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
PNU CTP Ed 3 Curriculum implementation through developments
The third basic phase of curriculum development is curriculum implementation which involves putting the planned curriculum into practice in the classroom. It entails translating the official curriculum into lesson plans and delivering instruction to students. Some key aspects of implementation include:
- Interaction between curriculum developers and teachers delivering the curriculum.
- Integration of instructional content, organization of lessons, teaching strategies, classroom management, and student assessment.
- Requires educators to adopt new or modified curriculum programs which can involve changes to their knowledge, practices, and attitudes.
Project-DALE PowerPoint point kindergarten
This document outlines a literacy initiative called Project DALE (Developing Acumen of Learners in English) for the Division of Capiz. It aims to address low literacy through reading, writing and comprehension programs. Project DALE will implement the Department of Education's Every Child a Reader Program through four components: remedial reading, developmental reading, functional reading, and recreational reading. It also details objectives, theoretical framework, key features, expected outputs, roles and responsibilities, and targets/timelines to strengthen literacy instruction, provide teacher training, involve stakeholders, and monitor implementation over multiple years.
Clinical Field Experience B Humanities Instructional and Engageme
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
EP002 resources and sources for assistance with Assignment.docx
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728
ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20Developmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT
http://nieer.org/policy-issue/policy-report-promoting-childrens-social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of ...
B cweek 13 8 p20
This document contains an agenda for an education planning session. It includes a picture book presentation, a session on planning, and work time for monographs. During the picture book presentation, students complete a peer evaluation. They then discuss different types of planning they saw during placements and any questions about planning. An example of a poor teaching task involving puzzles is described. Principles of backward design and starting with the end in mind are discussed. Different types of planning including long-range, short-term unit plans, and daily/weekly lesson plans are outlined. Effective instructional planning involves considering the teacher, learner, subject matter, and environment. Collaborative planning is discussed using different expertise. Homework involves continuing monograph research and preparation
Lesson planningguide
This document provides guidance on lesson planning for foreign language instruction. It discusses why lesson planning is important, noting that lessons shape student learning and impact their attitudes. It also explains that lesson planning allows teachers time to consider goals, objectives, student needs and instructional decisions. The document then outlines common elements of effective lesson planning, including setting purpose, backward design, research-based strategies, assessment, scaffolding and more. It emphasizes applying these elements and student characteristics in the planning process.
EDEC 3307 Early Childhood Lesson Plan Template Duration 30-60 m
EDEC 3307 Early Childhood Lesson Plan Template
Duration: 30-60 mins based on grade level
Theme/Title of your lesson: Recite numbers up to at least 100 by ones and tens beginning with any given number.
Grade: ___kinder__
Number of students: 12
1. Summary of Children’s Development:
a. Select 2-3 milestones per domain: cognitive, physical, socio-emotional from the handout provided. Describe how this lesson plan supported the selected milestones. Write one paragraph (80-100 words) for each domain and cite your resources.
2. Prior Knowledge:
· In 2-3 sentences, describe the prior knowledge that the students might have about the topic.
Students will already know how to count from 0-10 and use objects to reach their goal number. Students will be able to use the verbal ordinal terms and can count to 5 without using objects.
· Include the standard taught (TEKS) in the previous grade level. (if this is a Kindergarten lesson plan, use the Pre-K Guidelines.
V.A.4: Child Demonstrates that the order of the counting sequence is always the same, regardless of what is counted.
V.A.6: Child Demonstrates understanding that when counting, the items can be chosen in any order.
· Explain how the level of objectivity increased from one grade level to the next one. Consider the Student Expectations as they move from low-level thinking to high-level thinking.
3. Standards (TEKS) and Objective:
· Write one TEKS -and one student expectation
TEKS 1.5 Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.
· understanding and gain information;
· Write one related objective (Remember Bloom’s Taxonomy! And use the ABCD method) Audience, Behavior, Condition, Degree
1. Example: The student will be able to identify the upper and lower case “Bb” after going on a letter hunt around the class and correctly identifying the capital and lower case “Bb” five times.
The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.
4. Materials:
· List the materials needed for this lesson. (Be sure to include materials that will support individualization.
· Fish flash cards
· Large carton of fish snack crackers (10 per student)
· Placemats (1 per student)
· Paper
· Attached: Flash cards
· Describe an explicit connection to how the materials consider the cultural and developmental needs of the students.
· Describe an explicit connection to how the materials consider various interests of students.
5. Differentiation:
· Describe how you will differentiate for all developmental needs listed below. How will the lesson support a child who:
· Speaks a language other than the language of instruction: Students with language barrier wou ...
Taller planning 09 primaria
The document provides guidance for English language teachers on lesson planning. It discusses key concepts in lesson planning such as objectives, materials, activities and assessment. It provides examples of different parts of a lesson including warm-up, presentation, practice and production. It also outlines principles for planning such as variety, flexibility and considering the needs of students, school and community. Guidelines are given for developing clear instructions and checking student comprehension.
The Teacher and the School Curriculum.pptx
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
Curriculum Planning
Scheduling should include large blocks of unstructured time for child-initiated activities, small teacher-led group activities, outdoor time for learning and play, and routines to build relationships. Curriculum is everything that happens during the day and should be emergent, focusing on children's interests and development. It is important for curriculum to be culturally appropriate, developmentally appropriate, and involve written planning to guide activities and evaluate learning.
The SIOP model...an Overview
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Running Head Evaluating Effective Lessons .docx
Running Head: Evaluating Effective Lessons 1
EVALUATING EFFECTIVE LESSONS
Annette Williams
ECE642: Quality Curriculum in Early Childhood Education
Instructor Wynn
October 14, 2019
Evaluating Effective Lessons 2
Evaluating Effective Lessons
Step 1: Making Playdough: Mix, Measure and Describe
Content Area or Developmental Focus: Math and Language
Age/Grade of Children: Pre-K
Length of Lesson: 5 minutes
Goal Guide the children through language
development, learn various English and
Spanish words
Objective To achieve language development in the
children
Help them learn math by showing them
measurements of various ingredients
Enhance fine motor skills
Standards Included Not observed
Materials 1 cup of salt
1 cup of flour
2 cups of water
2 tablespoon oil
Food coloring
Introduction The teacher goes over the several ingredients
of making playdough.
Lesson Development The teacher asks the students open-ended
questions to know more about their language
development and expands vocabulary. For
instance, they learn the name of the yellow
color in both English and Spanish
Differentiation Children engage in a discussion with the
teacher on the making of the playdough
Assessment (Practice/ Checking for
Understanding
The teacher asks students to mix the dough
with their hands to practice hand coordination
and fine motor skills.
Closing The teacher gives students various tools to
help them demonstrate their creativity
Evaluating Effective Lessons 3
Step 2
THIS PLAN IS DEVELOPMENTALLY APPROPRIATE 4 POINTS
___x_____ My plan is appropriate for the age and experiences of the children I will be teaching.
_______ This activity idea is suitable for the children in my class based on at least one of these
criteria:
• The head teacher/ instructor has approved my idea.
• My idea builds on the children’s interests and was suggested by things the
children have said or done.
• My idea relates to the early learning standards and/ or the content standards for
my state or school.
____x____ The materials and teaching strategies are sensitive to the language, culture, and
experiences.
of all or some of the children and families in the class.
____x____ The objectives are arranged in a logical order using the concept of developmental
direction.
THIS PLAN IS COMPLETE 4 POINTS
___x_____ All parts of an effective activity plan are represented in my plan.
____x____ All materials needed in the activity is specified (including any materials needed for
set- up, such as covering a table with paper, or clean- up, such as sponges and water).
____x____ The procedure includes examples of appropriate teaching strategies for the activity
type, including scripts such as those asso ...
8.docx
The document discusses school curriculum and the role of teachers. It explains that there are different types of curriculum - the recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, and hidden curriculum. It also describes how teachers plan lessons, implement lessons through various teaching strategies, and assess learning outcomes to determine if their objectives were achieved. Teachers must understand the different curricula, write lesson plans aligned with objectives and assessment, and ensure learning takes place.
educational curriculum part one
Curriculum development is a systematic process that involves designing an integrated framework with vertical and horizontal content strands for each course (curriculum matrix). It addresses factors like student demographics, healthcare changes, and professional standards. Over time, the approach has shifted from being process-oriented to outcome-oriented, requiring nursing faculty to ensure outcomes meet program and community needs. The development of an outcome-driven curriculum begins with defining desired endpoints, then shaping content and teaching strategies accordingly. Maintaining communication among faculty throughout this iterative process is important.
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
This document outlines several assignments for an education course focusing on child development and media influences:
1. Students are asked to study media targeted at early adolescents and identify a particular message to present findings on. This includes exploring influence on development, relevant theories, and ethical issues.
2. Additional assignments include expanding a middle school design, observing and interviewing a teacher, presenting an activity demonstrating a developmental theory, and designing preschool and elementary programs.
3. Other individual assignments address culture and development, prenatal/newborn development, key theories of development, and analyzing classroom observations.
The document provides details and requirements for assignments analyzing child development and teaching approaches from different perspectives.
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