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SEI 500 Week 1 Individual Assignment Chapter One Summary
SEI 500 Week 2 Team Assignment First Draft of Instructional Unit
The document provides information about an online seminar for a course. It outlines the agenda for the first seminar, which includes introductions, a discussion of the syllabus and course expectations. It then provides details about various assignments for the course units, including research analyses, curriculum mapping, rubric writing, reflective journals, and a final curriculum review project. Guidelines and requirements are provided for each assignment.
The document outlines objectives for improving English communication skills, including practicing strategies to improve fluency and pronunciation, personalizing information, expanding dialogues, and taking an active role in interactions. Some goals are to express ideas clearly, ask follow-up questions, and provide additional information to continue conversations. Other objectives involve monitoring grammar, incorporating new structures, self-correcting errors, and minimizing mistakes.
This document provides an overview of the expectations for reading and writing in college compared to high school. It discusses that college assignments require more reading, deeper engagement with ideas, and self-directed study. It then outlines strategies for effective reading in college, including planning, comprehension techniques like annotating and questioning, and active reading approaches. Key strategies involve setting a purpose, connecting to prior knowledge, visualizing, and discussing what you read. The document emphasizes that college demands more independent work and critical thinking in assignments.
This document outlines the aims, assessments, and expectations for a skills module. The module aims to develop personal, academic, and professional skills through workshops, online activities, and reflective assignments. Students will complete a reflective online blog worth 75% of the grade, and a two-part portfolio worth 25% of the grade. They are also asked to set SMART goals and complete induction activities on the learning platform to get started with the module.
- Responses to student writing should focus on the key elements and learning outcomes of the assignment rather than trying to address every issue.
- For longer assignments, focus feedback on higher-order concerns like organization and thesis before addressing minor errors.
- Use rubrics and next steps sections to provide clear and concise feedback and set expectations for future assignments.
- Balance critical feedback with praise to encourage students and avoid overwhelming them with comments.
Part 1 requires the student to describe their process for finding and selecting reading materials with examples, and explain why they chose a specific reading for Part 2. Part 2 asks the student to summarize two short articles, one is required and the other can be chosen from three options. The assignment is designed to show the student has met the learning objectives of finding and evaluating information, and presenting writing in an academic style. It provides guidance on writing style, using sources as examples, and reviewing previous work and grading criteria. The document encourages the student to review past work, read the required article, and choose the second article before beginning the assignment
The document provides information about an online seminar for a course. It outlines the agenda for the first seminar, which includes introductions, a discussion of the syllabus and course expectations. It then provides details about various assignments for the course units, including research analyses, curriculum mapping, rubric writing, reflective journals, and a final curriculum review project. Guidelines and requirements are provided for each assignment.
The document outlines objectives for improving English communication skills, including practicing strategies to improve fluency and pronunciation, personalizing information, expanding dialogues, and taking an active role in interactions. Some goals are to express ideas clearly, ask follow-up questions, and provide additional information to continue conversations. Other objectives involve monitoring grammar, incorporating new structures, self-correcting errors, and minimizing mistakes.
This document provides an overview of the expectations for reading and writing in college compared to high school. It discusses that college assignments require more reading, deeper engagement with ideas, and self-directed study. It then outlines strategies for effective reading in college, including planning, comprehension techniques like annotating and questioning, and active reading approaches. Key strategies involve setting a purpose, connecting to prior knowledge, visualizing, and discussing what you read. The document emphasizes that college demands more independent work and critical thinking in assignments.
This document outlines the aims, assessments, and expectations for a skills module. The module aims to develop personal, academic, and professional skills through workshops, online activities, and reflective assignments. Students will complete a reflective online blog worth 75% of the grade, and a two-part portfolio worth 25% of the grade. They are also asked to set SMART goals and complete induction activities on the learning platform to get started with the module.
- Responses to student writing should focus on the key elements and learning outcomes of the assignment rather than trying to address every issue.
- For longer assignments, focus feedback on higher-order concerns like organization and thesis before addressing minor errors.
- Use rubrics and next steps sections to provide clear and concise feedback and set expectations for future assignments.
- Balance critical feedback with praise to encourage students and avoid overwhelming them with comments.
Part 1 requires the student to describe their process for finding and selecting reading materials with examples, and explain why they chose a specific reading for Part 2. Part 2 asks the student to summarize two short articles, one is required and the other can be chosen from three options. The assignment is designed to show the student has met the learning objectives of finding and evaluating information, and presenting writing in an academic style. It provides guidance on writing style, using sources as examples, and reviewing previous work and grading criteria. The document encourages the student to review past work, read the required article, and choose the second article before beginning the assignment
This document provides information about a skills and perspectives module for first year university students. It outlines the module's learning outcomes, which are to find and evaluate information, present writing in an academic style, reflect on personal development as an independent learner, and create an online blog. It details the weekly topics that will be covered, including finding and communicating information, developing academic writing skills, and reflecting on personal progress. It also includes the module's assessment details and timetable. The assessments consist of a two-part portfolio and an online reflective blog assessing the module's learning outcomes.
This document provides an overview of Kaplan's 5-step method for writing GRE analytical essays. It begins with objectives for the workshop and an explanation of the GRE analytical scoring rubric. It then outlines the four basic principles of GRE writing and Kaplan's 5 steps for writing essays: 1) take the issue apart, 2) select points, 3) organize using Kaplan's template, 4) write the essay, and 5) proofread. Sample applications of the method are provided, including taking apart a sample issue, selecting a position and arguments, and using Kaplan's template to outline an essay. The document concludes by having participants practice applying the method to write an essay.
My students usually feel difficulty in adjusting to the changing learning demands of University studies. I have prepared this slideshow to deliver on orientation session.
The document provides guidance on what to include for each part, such as giving examples for Part 1 and comparing/contrasting the articles for top marks in Part 2. It reminds students to
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking notes helps students remember class material and prepare for tests. Cornell Notes can also be used collaboratively as students discuss questions and fill in each other's notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and allows students to learn from each other. The Cornell Notes method was developed at Cornell University to improve student test scores and can be adapted for different learning styles and subjects.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. The bottom of each page includes a 3-4 sentence summary of the main ideas from the notes. This system stimulates critical thinking and helps students study by recalling information when reviewing their notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and prepares students for assignments and exams.
This document outlines the agenda and objectives for a one-day writing standards workshop for high school teachers. It discusses upcoming changes to the scoring of the FCAT writing assessment, including increased attention to standard English conventions and the quality of details in student responses. Teachers will examine exemplar papers, the writing process, and best practices for teaching writing. Activities include analyzing rubrics, revising examples using mini-lessons, and finding resources to support writing instruction.
The document provides an overview of the Cornell Notes note-taking method, including its history, structure, and benefits. Cornell Notes involve writing notes in the right column and questions/key terms in the left column. Students are instructed to add a 3-4 sentence summary at the bottom to reinforce learning. Tips are provided for taking effective notes from texts, lectures, and discussions.
The document provides tips for effective revision and exam preparation. It discusses organizing notes, creating a revision timetable, using different study techniques like mind maps and flashcards, and preparing a suitable study environment. It also offers advice on maximizing marks in exams by understanding question types, planning answers, and presenting responses clearly.
This document outlines the assignments, activities, discussions, and assessments for an online course titled EDU 310. Over the course of 5 weeks, students complete individual and group work related to lesson planning, learning theories, assessment strategies, and reflection on teaching practices. Assignments include writing lesson plans, analyzing instructional models, presenting on assessment types, and observing a teacher's lesson. Discussion questions address topics like objectives, decision making, learning styles, and using technology in the classroom. The goal is for students to gain knowledge and skills for effective teaching.
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EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
Edu 311 edu311 edu 311 education for service uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 best tutorials guide uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 forecasting and strategic planning -uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 effective communication uopstudy.comNewUOPCourse
This document provides an overview of the course content and assignments for EDU 311 Models and Theories of Instruction. It outlines the weekly topics which include factors to consider in lesson planning, writing objectives using Bloom's taxonomy, analyzing lesson plan components, designing cooperative learning activities, assessing student learning, and developing a signature lesson plan. Assignments involve writing papers, creating tables and presentations, developing assessments, observing a teacher's lesson, and designing a full lesson plan. The course appears to cover foundational concepts of instructional design and lesson planning.
This document provides information about a skills and perspectives module for first year university students. It outlines the module's learning outcomes, which are to find and evaluate information, present writing in an academic style, reflect on personal development as an independent learner, and create an online blog. It details the weekly topics that will be covered, including finding and communicating information, developing academic writing skills, and reflecting on personal progress. It also includes the module's assessment details and timetable. The assessments consist of a two-part portfolio and an online reflective blog assessing the module's learning outcomes.
This document provides an overview of Kaplan's 5-step method for writing GRE analytical essays. It begins with objectives for the workshop and an explanation of the GRE analytical scoring rubric. It then outlines the four basic principles of GRE writing and Kaplan's 5 steps for writing essays: 1) take the issue apart, 2) select points, 3) organize using Kaplan's template, 4) write the essay, and 5) proofread. Sample applications of the method are provided, including taking apart a sample issue, selecting a position and arguments, and using Kaplan's template to outline an essay. The document concludes by having participants practice applying the method to write an essay.
My students usually feel difficulty in adjusting to the changing learning demands of University studies. I have prepared this slideshow to deliver on orientation session.
The document provides guidance on what to include for each part, such as giving examples for Part 1 and comparing/contrasting the articles for top marks in Part 2. It reminds students to
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking notes helps students remember class material and prepare for tests. Cornell Notes can also be used collaboratively as students discuss questions and fill in each other's notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and allows students to learn from each other. The Cornell Notes method was developed at Cornell University to improve student test scores and can be adapted for different learning styles and subjects.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. The bottom of each page includes a 3-4 sentence summary of the main ideas from the notes. This system stimulates critical thinking and helps students study by recalling information when reviewing their notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and prepares students for assignments and exams.
This document outlines the agenda and objectives for a one-day writing standards workshop for high school teachers. It discusses upcoming changes to the scoring of the FCAT writing assessment, including increased attention to standard English conventions and the quality of details in student responses. Teachers will examine exemplar papers, the writing process, and best practices for teaching writing. Activities include analyzing rubrics, revising examples using mini-lessons, and finding resources to support writing instruction.
The document provides an overview of the Cornell Notes note-taking method, including its history, structure, and benefits. Cornell Notes involve writing notes in the right column and questions/key terms in the left column. Students are instructed to add a 3-4 sentence summary at the bottom to reinforce learning. Tips are provided for taking effective notes from texts, lectures, and discussions.
The document provides tips for effective revision and exam preparation. It discusses organizing notes, creating a revision timetable, using different study techniques like mind maps and flashcards, and preparing a suitable study environment. It also offers advice on maximizing marks in exams by understanding question types, planning answers, and presenting responses clearly.
This document outlines the assignments, activities, discussions, and assessments for an online course titled EDU 310. Over the course of 5 weeks, students complete individual and group work related to lesson planning, learning theories, assessment strategies, and reflection on teaching practices. Assignments include writing lesson plans, analyzing instructional models, presenting on assessment types, and observing a teacher's lesson. Discussion questions address topics like objectives, decision making, learning styles, and using technology in the classroom. The goal is for students to gain knowledge and skills for effective teaching.
For more course tutorials visit
www.newtonhelp.com
EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans
EDU 310 Week 1 DQ 1
EDU 310 Week 1 DQ 2
Edu 311 edu311 edu 311 education for service uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 best tutorials guide uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 forecasting and strategic planning -uopstudy.comNewUOPCourse
This document outlines the weekly assignments for an education course called EDU 311 Models and Theories of Instruction. It includes assignments such as writing a paper on factors to consider when lesson planning, developing lesson objectives using Bloom's taxonomy, analyzing existing lesson plans, designing a cooperative learning lesson, creating an assessment brochure, observing a teacher's lesson, and developing a comprehensive lesson plan. The overall goal is for students to learn about instructional design theories and models and gain experience applying them to create effective lesson plans and assessments.
Edu 311 edu311 edu 311 effective communication uopstudy.comNewUOPCourse
This document provides an overview of the course content and assignments for EDU 311 Models and Theories of Instruction. It outlines the weekly topics which include factors to consider in lesson planning, writing objectives using Bloom's taxonomy, analyzing lesson plan components, designing cooperative learning activities, assessing student learning, and developing a signature lesson plan. Assignments involve writing papers, creating tables and presentations, developing assessments, observing a teacher's lesson, and designing a full lesson plan. The course appears to cover foundational concepts of instructional design and lesson planning.
This document outlines the course content and assignments for EDU 310. Over 5 weeks, students complete individual and group assignments related to lesson planning, assessment, instructional strategies, and reflection. Assignments include writing lesson plans, analyzing teaching videos, observing classroom instruction, and developing assessments. The goal is for students to gain skills in designing effective instruction that meets student needs.
ENG 121 Inspiring Innovation/tutorialrank.comjonhson126
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ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
Research Proposal Tentative Schedule and Assignment(All of the .docxdebishakespeare
This document outlines the tentative schedule and assignments for a research proposal project. It includes 7 weekly assignments over 15 weeks that involve topic selection, annotated bibliographies, developing a framework and hypotheses, outlining the paper, and drafting multiple versions of the proposal. The assignments include both individual and group components. They require turning in topic ideas, literature summaries, outlines, and drafts through an online system. The schedule culminates in an oral presentation and final draft due in the last class. It provides grading criteria for evaluating the project components.
Interdisciplinary Unit Assignment DetailsI. Your unit table ofTatianaMajor22
Interdisciplinary Unit
Assignment Details
I. Your unit table of contents should be formatted like a table of contents inside a textbook or as an outline. Basically, your unit requirements page that indicates the point value for each piece of the unit IS your table of contents.
II. Your unit graphic should be a graphic organizer developed by you. You will include key points, the key questions, activities, etc. that you feel displays your unit in a single graphic organizer. For example, if you used a Bubble Map for your unit graphic, you would put the unit topic in the center and use the bubbles that come from the unit topic to include your key activities, questions, ideas, etc. The details of what you include is up to you. These are only suggestions. However, one look at the unit graphic should provide a visual of what the unit is all about. The key questions are the questions that guide student learning. Typically, these questions come from the various content standards that you use. Since you will be teaching an interdisciplinary unit, it is required that you use multiple content areas/standards as guiding principles for the unit. So, I would expect AT LEAST one key question per day of the unit (minimum of 5 days/5 key questions). Your questions should drive what you students will learn. For example, if my unit is on basketball in a PE class, one of my key questions may be: What is the proper form for shooting a free throw? or What are 3 types of offense and defense positions for a basketball team?
IIIA . Your overview should be a one-pager including the title of your unit and how long your unit lasts (as least 5 days), what strand you will be teaching (for example, Biology, if you are teaching about different diseases, the content area (ex: Science/Biology), the grade level you will be teaching the unit to, the overarching standard your unit addresses (ex: a Biology standard) plus any additional standards in other content areas will be listed here as well (ex: English/LA for writing investigative reports/lab reports, math for calculating percents, etc.), and grouping details stating how you will group students for different activities (you will tell if you group based on ability, based on personality, etc.).
B. You will detail in a few sentences how you account for diverse learners. How do you remediate for students who are not learning on the same pace as everyone else, enrich learners who are far ahead of the other learners, or meet learners’ needs who have diverse qualities (like students who speak another language, etc.)
C. Your interactive bulletin board MUST be an actual bulletin board displayed in your classroom or in the hallway next to your classroom. If you do not have a bulletin board space, create one by posting the bulletin board on the wall on paper or within a tri-fold board. Your bulletin board MUST have content from the unit and be interactive for students. In other words, students must be able to go to the bulletin board ...
Learning Team Charter – RES351 Team 2OverviewA learning tea.docxcharlieppalmer35273
The document is a learning team charter that establishes guidelines and expectations for Team 2 in RES/351. It includes sections for team member contact information, a project plan by week listing learning team assignments and contribution roles for members, and a table outlining expectations for team engagement, participation, collaboration, communication, contributions, deadlines, and how to address unmet expectations. The charter was completed by two team members, Barbara Broich and Parise Stroughter, as part of their first learning team assignment to establish guidelines for completing future weekly team assignments throughout the course.
Psy 305 Effective Communication - tutorialrank.comBartholomew82
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This Tutorial contains 2 Papers
PSY 305 Week 1 Exploring Psychology Careers
Week 1 Exploring Psychology Careers
Resources: American Psychological Association and U.S. Bureau of Labor Statistics websites
Write a 700- to 1,050- word paper including the following
This document provides guidance for students in the final week of class. It instructs students to use feedback to improve their final paper by addressing areas pointed out in the grading rubric and comments. Students are reminded to utilize resources like the writing center, library tutorials, and Grammarly. The discussion assignment requires students to post original and revised paragraphs from their draft along with Grammarly feedback. Students are also instructed to complete the end of course survey, write their final draft using feedback and revisions, and submit all assignments by the due date.
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EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
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EDU 450 Module 1 Classroom Management Models NEW
You will be completing the "Classroom Management Models" chart. Here are a few key reminders
Similar to SEI 500 Extraordinary Life/newtonhelp.com (20)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. SEI 500 Entire Course
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SEI 500 Week 1 Individual Assignment Chapter One Summary
SEI 500 Week 2 Team Assignment First Draft of Instructional Unit
SEI 500 Week 3 Individual Assignment SIOP Lesson Planning Sheet
SEI 500 Week 4 Team Assignment Continuum of Strategies Paper
SEI 500 Week 4 Team Assignment Revised Unit
SEI 500 Week 5 Individual Assignment Final SIOP Lesson Plan
SEI 500 Week 5 Individual Assignment Vocabulary Game
SEI 500 Week 6 Team Assignment Final Instructional Unit
SEI 500 Week 6 Team Assignment Unit Plan Presentation
===============================================
SEI 500 Week 1 Individual Assignment Chapter One Summary
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2. Write a 350-word summary of Ch. 1 of Making Content Comprehensible
for English Learners.
Discuss the implications of the chapter's content for the classroom
setting. The paper should be in APA format.
Attached is the rubric I will use to grade your Chapter One Summary.
===============================================
SEI 500 Week 2 Team Assignment First Draft of Instructional
Unit
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This week's team assignment, the Unit Plan Proposal, is merely a
proposal. This project will evolve over the next few weeks, and I do not
expect what you turn in this week to go into great detail. The checklist
that is attached is what I will use as I grade it. Each section should be
addressed, but it is a draft in progress at this point in time. Remember
that it is just a proposal at this point and is only worth 5 points. Also,
please note, that this assignment cannot be divided up among learning
team members by the headings below. Everyone must come up with the
content objectives, language objectives, standards, key vocabulary, and
materials for their lesson and then compile it into one larger proposal.
Your proposal must include the following information:
3. Introduction: (describe the topic/theme of the unit, the target age group,
the length of time for the entire unit, the ELL level best suited to the
unit, etc. ) This information can be completely made up if you need it to
be.
Content Objectives: (describe what you expect students to be able to
do/have learned by the end)
Language Objectives: (describe what you expect students to accomplish
related to language--speaking and writing)
Standards: (be sure to list the standards your unit meets--use Common
Core State Standards)
Key Vocabulary: (list the vocabulary which students will be expected to
learn throughout the unit)
Materials: (list necessary materials for the unit)
Description of Lessons: (at this point this will be a very brief description
of your lessons, depending on your number of group members)
Submit the first rough draft of the Instructional Unit in Week Two. The
final Instructional Unit is due in Week Six.
===============================================
SEI 500 Week 3 Individual Assignment SIOP Lesson Planning
Sheet
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Attached is the planning sheet I'd like you to use for your individual
SIOP lesson plan and the rubric I will use to grade the planning sheet.
Please note that this assignment does not have to be in APA format--
simply complete the attached lesson planning sheet for the lesson you
are doing within your team's unit. Also, I've attached an example of what
a completed one might look like, and I've purposely left my comments
on it in red. This is because these are the two areas that I've seen need
revising the most (the assessment piece and stating the type of grouping
you're using). Finally, I suggest you examine some sample SIOP lesson
plans at the sites I have recommended below:
The SIOP Institute
See the link to lesson plans in the sidebar titled "In My Classroom."
SIOP Central
Click on the "Services" sidebar and then click on "Sample SIOP Lesson
Plans" on the right (some of these are the same as the ones from the
SIOP Institute site--but others are different).
You will see that the SIOP components are expressed in several different
ways in these lesson plans.
I've also typed up a description of each of the sections you need to
include in your lesson plan (see attached). In the past, I've had students
who were confused about what activities/strategies might be appropriate
where, so I thought this might help. Please be as descriptive as possible
5. (a sentence or two is not sufficient). Let me know if you have any
questions.
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SEI 500 Week 4 Team Assignment Continuum of Strategies
Paper
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Post one collaborative response. Attached is the rubric I will use to grade
your Continuum of Strategies Paper.
As a Learning Team, discuss the continuum of strategies in Figure 5.1
from Chapter 5of Making Content Comprehensible for English
Learners: The SIOP Model. Share and discuss appropriate situations to
use each strategy within the classroom. Also include examples of when
these strategies may be used inappropriately in the classroom. Prepare a
600-1200 word summary of the Learning Team's discussion and
analysis.
Be sure to give examples of when it would be both appropriate and
inappropriate to use each strategy. I suggest breaking up the paper in
your Learning Teams as follows:
Introduction:
Teacher-Centered:
6. Teacher-Assisted:
Peer-Assisted:
Student Centered:
Conclusion:
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SEI 500 Week 4 Team Assignment Revised Unit
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Submit a revised copy of your team's unit. Please make revisions based
on the feedback you were given on your Unit Proposal and Individual
Lesson Plans (I will have your planning sheets back to you no later than
Friday). You will now include a detailed description of each lesson in
APA style. Do not just cut and paste your planning sheets into the unit!
Use headings followed by sentences/paragraphs. Attached is the rubric I
will use to grade your Revised Unit and the checklist of all necessary
items. I have also posted a sample for you to take a look at.
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SEI 500 Week 5 Individual Assignment Final SIOP Lesson Plan
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Attached is the rubric I will use to grade the final version of your SIOP
Lesson Plan. Please note that you must address all of the comments I
made on your lesson planning sheet and convert the lesson into APA
format. This should not be a very difficult assignment because you've
already done the work for your revised unit. I will have the units back to
you by Friday, so that if there are any revisions to be made to your
lessons, you will have time to do so.
I have also attached the checklist that I will use when I am evaluating
your lesson plan. If any of the items on the checklist are not included in
your lesson plan, you will lose points. The lesson plan you turn in by
Monday needs to have an introduction, which should include the topic,
age/language level, length of lesson, and any other background
information (you are welcome to use the one from your team's unit).
Then each of the sections on the rubric and the checklist I gave you can
be your headings. They should be followed with a few
sentences/paragraph. Be sure to then write a conclusion with any
extension or "wrap up" information (again, you can use the one from
your team's unit). There should be references within the body of the text-
-at minimum our class text should be cited--and a reference page. If you
have more questions, please let me know.
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SEI 500 Week 5 Individual Assignment Vocabulary Game
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Create a game to teach vocabulary for a selected content area. Post a
description of your game and the content area it relates to.
It can be a Power Point, Word, or Pdf. This assignment is meant to be
fun, so don't stress too much about it. Choose any vocabulary game
you've seen or thought of yourself and explain it. Also be sure to
describe how and why it would work well for ELL students. Some
things I've seen in the past included vocabulary baseball, kids creating
and then doing crosswords with content vocab, fake out (where the kids
figure out which definition is true and which two are lies), etc. This does
NOT need to be in APA format or require references. Have fun!
Attached is the rubric I will use to grade your Vocabulary Game. Please
let me know if you have any questions.
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SEI 500 Week 6 Team Assignment Final Instructional Unit
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Learning Teams must submit their Final Unit Plan by Monday. Be sure
that you've addressed all feedback given to you on your Revised Unit
Plan. Attached is the rubric I will use to grade your Final Unit Plan. I'm
9. also attaching the checklist I will use as I grade your papers. Any area
that is not addressed will result in a loss of points. I will have your
lessons from last week back to you by Friday so that you can revise
anything necessary and then cut and paste them into the unit. Please let
me know if you have any questions.
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SEI 500 Week 6 Team Assignment Unit Plan Presentation
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Learning Teams must submit their Unit Plan Presentation by Monday.
Attached is the rubric I will use to grade your Unit Plan Presentation.
Please let me know if you have any questions.
As for adding notes: Under the "View" heading there is an option for
"Notes Page." Click this and you will be able to add additional text.
Each slide should just contain bulleted or small amounts of information.
The notes page allows someone to click on it and get more info in order
to actually implement the lesson. You can cut and paste a lot of it from
the lesson plan you've already made.
An idea of how your Power Point could look would be as follows:
Slide 1-Introduction (Topic, Age, Language Level, Length of Unit)
Slide 2-Unit Content and Language Objectives
10. Slide 3-Unit Standards
Slide 4-Unit Vocabulary and Materials
Slide 5-Lesson 1
Slide 6-Lesson 1
Slide 7-Lesson 2
Slide 8-Lesson 2
Slide 9-Lesson 3
Slide 10-Lesson 3
Slide 11-Lesson 4
Slide 12-Lesson 4
Slide 13-Lesson 5 (if your unit has five lessons)
Slide 14-Lesson 5 (if your unit has five lessons)
Slide 15-Conclusion (Extension, Summary of student learning)
Slide 16-Appendices (these are optional and do not count in the 10-20
slide limit--you can have as many as you want)
Final Slide-References
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