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Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
This document outlines assignments for an online course on emotional and behavioral disorders. It includes six individual assignments: 1) a reflective paper on understanding EBD, 2) a scenario describing a classroom management problem, 3) observation and teaching experience summary, 4) a behavior intervention plan, and 5) an annotated bibliography. It also includes two group assignments: 1) comparing ED and CD qualifications, and 2) designing an effective classroom for students with EBD. The assignments involve observation, lesson planning, assessing student behavior, developing behavior goals and plans, and analyzing resources on serving students with EBD.
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Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Include a description of your experience with students with emotional and behavioral disorders.
For more classes visit
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Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Include a description of your experience with students with emotional and behavioral disorders.
Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Include a description of your experience with students with emotional and behavioral disorders.
This document outlines assignments for an online course on emotional and behavioral disorders. It includes assignments such as writing a reflective paper on understanding EBDs, designing an effective classroom for students with EBDs, developing and teaching a lesson plan while observing an EBD classroom, creating a behavior intervention plan for a student, and compiling an annotated bibliography of resources for those working with students with EBDs. The document provides detailed instructions and requirements for completing each assignment.
Spe 544 Effective Communication - tutorialrank.comBartholomew104
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Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Students should engage with feedback provided in a S.I.R. format, which stands for Strength, Improvement, and Response. The feedback highlights strengths in green, provides targets or questions for improvement linked to success criteria to develop learning, and allows for student response to reflect on, edit, and improve their work.
This chapter discusses process-oriented, performance-based assessment. It emphasizes that assessment should reflect an understanding of learning as multidimensional, integrated, and revealed over time through performance. Process-oriented assessment focuses on directly observable student behaviors and competencies stated as objectives. Tasks should be carefully designed to highlight targeted competencies and be interesting for students. Scoring rubrics are used to assess student performance on tasks according to specific criteria. Rubrics define levels of performance and can be analytic, assessing each criterion separately, or holistic, providing an overall assessment. Process-oriented assessment provides a mechanism for consistent, objective evaluation and useful feedback to improve learning.
This document outlines assignments for an online course on emotional and behavioral disorders. It includes six individual assignments: 1) a reflective paper on understanding EBD, 2) a scenario describing a classroom management problem, 3) observation and teaching experience summary, 4) a behavior intervention plan, and 5) an annotated bibliography. It also includes two group assignments: 1) comparing ED and CD qualifications, and 2) designing an effective classroom for students with EBD. The assignments involve observation, lesson planning, assessing student behavior, developing behavior goals and plans, and analyzing resources on serving students with EBD.
For more classes visit
www.snaptutorial.com
Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Include a description of your experience with students with emotional and behavioral disorders.
For more classes visit
www.snaptutorial.com
Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Include a description of your experience with students with emotional and behavioral disorders.
Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Include a description of your experience with students with emotional and behavioral disorders.
This document outlines assignments for an online course on emotional and behavioral disorders. It includes assignments such as writing a reflective paper on understanding EBDs, designing an effective classroom for students with EBDs, developing and teaching a lesson plan while observing an EBD classroom, creating a behavior intervention plan for a student, and compiling an annotated bibliography of resources for those working with students with EBDs. The document provides detailed instructions and requirements for completing each assignment.
Spe 544 Effective Communication - tutorialrank.comBartholomew104
For more course tutorials visit
www.tutorialrank.com
Based on the readings, write a 500- to 700-word paper that reflects your understanding of emotional and behavioral disorders,.
Students should engage with feedback provided in a S.I.R. format, which stands for Strength, Improvement, and Response. The feedback highlights strengths in green, provides targets or questions for improvement linked to success criteria to develop learning, and allows for student response to reflect on, edit, and improve their work.
This chapter discusses process-oriented, performance-based assessment. It emphasizes that assessment should reflect an understanding of learning as multidimensional, integrated, and revealed over time through performance. Process-oriented assessment focuses on directly observable student behaviors and competencies stated as objectives. Tasks should be carefully designed to highlight targeted competencies and be interesting for students. Scoring rubrics are used to assess student performance on tasks according to specific criteria. Rubrics define levels of performance and can be analytic, assessing each criterion separately, or holistic, providing an overall assessment. Process-oriented assessment provides a mechanism for consistent, objective evaluation and useful feedback to improve learning.
The document provides a lesson plan format and instructions for student teachers to teach a lesson in their classroom. They must arrange the lesson with their cooperating teacher, write a lesson plan following the specified format, have the teacher approve the content, and fill out a reflection form after teaching. The sample lesson plan title provided is "Rate of Change and Slope" for a 9th grade math class. It includes sections for standards, learning objectives, materials, duration, anticipatory set, procedures, independent practice, and assessment. Student teachers are asked to identify any exceptional learners in their class and how their needs will be addressed.
Improvements on student work should inform students of gaps and assist them to improve for future assessments. Teachers should provide constructive yet concise feedback through one key development point and clearly set expectations for student responses, such as requesting one sentence or further elaboration. Improvements work best when phrased as a question for students to address, and teachers should follow up to check if expectations were met and readiness for new challenges.
The document outlines Christopher Halbritter's student teaching presentation. It discusses developing an action plan for student placement with aims to effectively communicate with supervisors, use reflective practice, and understand expectations. The presentation also details maintaining a positive attitude, reflecting on lessons, and interacting with supervisors to improve teaching. Key aspects of reflection include daily discussions with the cooperating teacher, submitting weekly reports to the student teacher supervisor, and using tools like video recordings and writing to enhance reflection.
The document discusses four assessment methods for distance learning: 1) Formative assessment of self-learning modules, activity sheets, and exemplars which are given weekly and returned after completion. 2) Portfolio making where learners compile outputs per subject with reflections to demonstrate understanding. 3) Project making/performance tasks where learners complete projects or performances for lessons which are assessed using rubrics. 4) Journal reflection assessment where learners submit reflections after each lesson for evaluation using rubrics.
This document contains a rubric to evaluate a student's oral presentation and written assignment. The rubric assesses preparation, memorization, delivery and understanding, clarity and expression, and the written requirement. Each category is scored from 0-3 or 0-4 points. The total possible score is 50 points. The rubric provides descriptors to guide scoring in each category. For example, for preparation it describes a well prepared student who rehearsed versus an unprepared student. The goal is to evaluate different aspects of a student's oral presentation and written work.
Marzano: Setting Obj and Providing FeedbackDonna Murray
The document discusses using technology to support setting objectives and providing feedback in classroom instruction. It recommends that teachers set specific but flexible learning objectives and allow students to personalize their goals. It also suggests using criterion-referenced feedback that focuses on specific types of knowledge and encourages student-led feedback. Various technologies are mentioned that can help with setting objectives, such as organizing software, and providing feedback, like online quizzes, games and simulations, blogs, and wikis.
Revision strategies include visual aids like diagrams and posters, mnemonics developed with partners to remember key information, and loci where landmarks are associated with content to improve recall. Teachers can implement these in class through activities such as creating visuals, developing mnemonics in pairs, writing practice mark schemes, or generating questions for peers to answer.
This document discusses classroom-based assessment and recommends incorporating formative assessment into teaching units to evaluate student progress. Classroom-based assessment, also called informal assessment, allows teachers to regularly track student progress throughout the school year and provide feedback. In order for assessment to be practical, it needs to easily adapt to classroom methodology. The document then provides examples of classroom-based assessments for listening, speaking, reading and writing skills that are recommended for informally evaluating students.
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to understand feedback and write an improvements paragraph based on individual and group feedback. All students are expected to write an improvements paragraph incorporating the feedback. Formative assessment includes self-reflection, teacher questioning, and students writing an improvements paragraph. Students will have to focus on the feedback to write their paragraph, thinking about how to personally improve as well as feedback from peers and the teacher. A collaborative learning strategy of pair and sharing ideas will be used.
This document discusses learning competencies and designing tasks for process-oriented performance based assessments. It provides examples of simple and complex competencies for assessing students' understanding of biological systems. The key points are:
1) Learning competencies focus on directly observable student behaviors and "best practices" for particular tasks.
2) Effective task design identifies activities that highlight and entail the competencies being evaluated in an interesting way for students.
3) Examples provide learning tasks on diseases of the integumentary system and anatomy of butterflies to assess student understanding.
The document discusses developing learning objectives and instructional goals. It explains that instructional objectives should be written in terms of observable student behaviors or actions. General instructional objectives (GIOs) describe the intended learning outcome, while specific learner outcomes (SLOs) provide examples of what students can do to demonstrate achieving the GIO. SLOs make the GIO measurable by operationalizing it. Guidelines are provided for writing clear, unambiguous GIOs and SLOs that are context-free and relate to a single process.
Setting objectives and providing feedbackHolly Grubbs
This document discusses goal setting and providing feedback to students. It provides generalizations from research on both topics. For goal setting, it states that instructional goals should narrow student focus but not be too specific, and that students should personalize teacher goals. For feedback, it emphasizes that feedback should be corrective, timely, and specific to criteria. Both goal setting and feedback are important for enhancing student achievement when implemented effectively based on research.
This document provides guidance on action verbs that can be used for different goals in assessment and teaching. It includes lists of verbs for the acquisition of knowledge, making meaning, transfer of learning, and performance assessment. It also explains the GRASPS framework for constructing performance tasks, including goal, role, audience, situation, product/performance, and standards/criteria. An example is provided to demonstrate how to write a performance task scenario using this framework. Additional sections cover assessment task blueprints, criteria for evaluating understanding vs performance, and a sample unit assessment map.
CCER Rigor and 21st Century Skills Slides - Jonathan CostaEdAdvance
This document discusses rigor and 21st century skills in education. It defines rigor and provides examples of depth of knowledge levels. It also discusses how to observe and collect evidence of student skills through observation, student work, and conversation. The document provides a checklist for providing quality feedback to students. It discusses moving from a culture of grading to a culture of learning, including eliminating things like averaging grades and homework from grades. Finally, it discusses aligning educational systems and goals to focus on content, skills, and attributes needed for students.
This document discusses research and classroom practices around setting objectives and providing feedback. It notes that instructional goals should be specific enough to focus students but also allow flexibility. Both teachers and students can set goals, with older students contracting to meet their own goals. Feedback should be timely, specific, and corrective to tell students what they are doing well and how to improve. Students can also effectively self-monitor and provide their own feedback.
This document discusses guidelines for grading students and evaluating their performance. It recommends that teachers clearly inform students at the beginning of a term about what components will be included in their final grade, such as improvement, behavior, effort, motivation, and attendance. It also suggests creating checklists or charts to help teachers reach conclusions about grades in a standardized way. Teachers should consider small weights for subjective components so the final grade primarily reflects students' achievement. The document also discusses absolute versus relative grading systems and alternatives to traditional letter grades like marginal comments, self-assessments, conferences, and narrative evaluations.
Fancy Nancy did not want to do fancy work, but her aunt wanted her to do work for her. So even though Fancy Nancy did not like fancy work, she did fancy work for her aunt. The passage describes Fancy Nancy reluctantly doing fancy work for her aunt.
The document discusses product-oriented performance-based assessment. It explains that performance-based education focuses on tasks that connect learning to students' lives through relevant, meaningful activities. Products can demonstrate a wide range of skills and be evaluated using rubrics. Learning competencies are linked to three levels of expertise shown in a product: novice, skilled, and expert. Scoring rubrics describe criteria for analyzing student performance and products. Developing effective rubrics involves identifying desired qualities, deciding on an analytic or holistic approach, and defining descriptive performance levels.
This document discusses instructional goals and objectives. It defines goals as broad statements about what learners will learn, while objectives are more specific about how and to what degree instruction will impact learners. It outlines Mager's model of specifying objectives in terms of actions, conditions, and criteria. It also discusses enabling objectives that support terminal objectives and Bloom's Revised Taxonomy. Finally, it emphasizes the importance of goals and objectives for classroom success by motivating students and providing SMART goals that utilize Bloom's Verb Matrix.
Ech 211 ech211 ech 211 education for service uopstudy.comUOPCourseHelp
This document outlines the weekly assignments for an early childhood education course. It includes assignments such as writing a reflection paper on an experience with young children, creating learning goals and objectives for different content areas and age groups, designing an assessment for kindergarten students, observing and interviewing a teacher to reflect on lesson plan implementation, developing an original early childhood lesson plan, and completing a self-assessment of teaching dispositions. The course uses a learning management system and students must submit assignments through the online portal.
EDU 320 Enhance teaching - snaptutorial.comDavisMurphyA78
This document outlines the assignments, activities, and due dates for an entire online course titled EDU 320. It includes discussion questions, individual written assignments such as a personal philosophy paper and lesson plan analysis, learning team assignments like a classroom management plan and presentation, and reflections on observing classroom management in the field. The course appears focused on developing skills and understanding of classroom management approaches for elementary school teachers.
The document provides a lesson plan format and instructions for student teachers to teach a lesson in their classroom. They must arrange the lesson with their cooperating teacher, write a lesson plan following the specified format, have the teacher approve the content, and fill out a reflection form after teaching. The sample lesson plan title provided is "Rate of Change and Slope" for a 9th grade math class. It includes sections for standards, learning objectives, materials, duration, anticipatory set, procedures, independent practice, and assessment. Student teachers are asked to identify any exceptional learners in their class and how their needs will be addressed.
Improvements on student work should inform students of gaps and assist them to improve for future assessments. Teachers should provide constructive yet concise feedback through one key development point and clearly set expectations for student responses, such as requesting one sentence or further elaboration. Improvements work best when phrased as a question for students to address, and teachers should follow up to check if expectations were met and readiness for new challenges.
The document outlines Christopher Halbritter's student teaching presentation. It discusses developing an action plan for student placement with aims to effectively communicate with supervisors, use reflective practice, and understand expectations. The presentation also details maintaining a positive attitude, reflecting on lessons, and interacting with supervisors to improve teaching. Key aspects of reflection include daily discussions with the cooperating teacher, submitting weekly reports to the student teacher supervisor, and using tools like video recordings and writing to enhance reflection.
The document discusses four assessment methods for distance learning: 1) Formative assessment of self-learning modules, activity sheets, and exemplars which are given weekly and returned after completion. 2) Portfolio making where learners compile outputs per subject with reflections to demonstrate understanding. 3) Project making/performance tasks where learners complete projects or performances for lessons which are assessed using rubrics. 4) Journal reflection assessment where learners submit reflections after each lesson for evaluation using rubrics.
This document contains a rubric to evaluate a student's oral presentation and written assignment. The rubric assesses preparation, memorization, delivery and understanding, clarity and expression, and the written requirement. Each category is scored from 0-3 or 0-4 points. The total possible score is 50 points. The rubric provides descriptors to guide scoring in each category. For example, for preparation it describes a well prepared student who rehearsed versus an unprepared student. The goal is to evaluate different aspects of a student's oral presentation and written work.
Marzano: Setting Obj and Providing FeedbackDonna Murray
The document discusses using technology to support setting objectives and providing feedback in classroom instruction. It recommends that teachers set specific but flexible learning objectives and allow students to personalize their goals. It also suggests using criterion-referenced feedback that focuses on specific types of knowledge and encourages student-led feedback. Various technologies are mentioned that can help with setting objectives, such as organizing software, and providing feedback, like online quizzes, games and simulations, blogs, and wikis.
Revision strategies include visual aids like diagrams and posters, mnemonics developed with partners to remember key information, and loci where landmarks are associated with content to improve recall. Teachers can implement these in class through activities such as creating visuals, developing mnemonics in pairs, writing practice mark schemes, or generating questions for peers to answer.
This document discusses classroom-based assessment and recommends incorporating formative assessment into teaching units to evaluate student progress. Classroom-based assessment, also called informal assessment, allows teachers to regularly track student progress throughout the school year and provide feedback. In order for assessment to be practical, it needs to easily adapt to classroom methodology. The document then provides examples of classroom-based assessments for listening, speaking, reading and writing skills that are recommended for informally evaluating students.
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to understand feedback and write an improvements paragraph based on individual and group feedback. All students are expected to write an improvements paragraph incorporating the feedback. Formative assessment includes self-reflection, teacher questioning, and students writing an improvements paragraph. Students will have to focus on the feedback to write their paragraph, thinking about how to personally improve as well as feedback from peers and the teacher. A collaborative learning strategy of pair and sharing ideas will be used.
This document discusses learning competencies and designing tasks for process-oriented performance based assessments. It provides examples of simple and complex competencies for assessing students' understanding of biological systems. The key points are:
1) Learning competencies focus on directly observable student behaviors and "best practices" for particular tasks.
2) Effective task design identifies activities that highlight and entail the competencies being evaluated in an interesting way for students.
3) Examples provide learning tasks on diseases of the integumentary system and anatomy of butterflies to assess student understanding.
The document discusses developing learning objectives and instructional goals. It explains that instructional objectives should be written in terms of observable student behaviors or actions. General instructional objectives (GIOs) describe the intended learning outcome, while specific learner outcomes (SLOs) provide examples of what students can do to demonstrate achieving the GIO. SLOs make the GIO measurable by operationalizing it. Guidelines are provided for writing clear, unambiguous GIOs and SLOs that are context-free and relate to a single process.
Setting objectives and providing feedbackHolly Grubbs
This document discusses goal setting and providing feedback to students. It provides generalizations from research on both topics. For goal setting, it states that instructional goals should narrow student focus but not be too specific, and that students should personalize teacher goals. For feedback, it emphasizes that feedback should be corrective, timely, and specific to criteria. Both goal setting and feedback are important for enhancing student achievement when implemented effectively based on research.
This document provides guidance on action verbs that can be used for different goals in assessment and teaching. It includes lists of verbs for the acquisition of knowledge, making meaning, transfer of learning, and performance assessment. It also explains the GRASPS framework for constructing performance tasks, including goal, role, audience, situation, product/performance, and standards/criteria. An example is provided to demonstrate how to write a performance task scenario using this framework. Additional sections cover assessment task blueprints, criteria for evaluating understanding vs performance, and a sample unit assessment map.
CCER Rigor and 21st Century Skills Slides - Jonathan CostaEdAdvance
This document discusses rigor and 21st century skills in education. It defines rigor and provides examples of depth of knowledge levels. It also discusses how to observe and collect evidence of student skills through observation, student work, and conversation. The document provides a checklist for providing quality feedback to students. It discusses moving from a culture of grading to a culture of learning, including eliminating things like averaging grades and homework from grades. Finally, it discusses aligning educational systems and goals to focus on content, skills, and attributes needed for students.
This document discusses research and classroom practices around setting objectives and providing feedback. It notes that instructional goals should be specific enough to focus students but also allow flexibility. Both teachers and students can set goals, with older students contracting to meet their own goals. Feedback should be timely, specific, and corrective to tell students what they are doing well and how to improve. Students can also effectively self-monitor and provide their own feedback.
This document discusses guidelines for grading students and evaluating their performance. It recommends that teachers clearly inform students at the beginning of a term about what components will be included in their final grade, such as improvement, behavior, effort, motivation, and attendance. It also suggests creating checklists or charts to help teachers reach conclusions about grades in a standardized way. Teachers should consider small weights for subjective components so the final grade primarily reflects students' achievement. The document also discusses absolute versus relative grading systems and alternatives to traditional letter grades like marginal comments, self-assessments, conferences, and narrative evaluations.
Fancy Nancy did not want to do fancy work, but her aunt wanted her to do work for her. So even though Fancy Nancy did not like fancy work, she did fancy work for her aunt. The passage describes Fancy Nancy reluctantly doing fancy work for her aunt.
The document discusses product-oriented performance-based assessment. It explains that performance-based education focuses on tasks that connect learning to students' lives through relevant, meaningful activities. Products can demonstrate a wide range of skills and be evaluated using rubrics. Learning competencies are linked to three levels of expertise shown in a product: novice, skilled, and expert. Scoring rubrics describe criteria for analyzing student performance and products. Developing effective rubrics involves identifying desired qualities, deciding on an analytic or holistic approach, and defining descriptive performance levels.
This document discusses instructional goals and objectives. It defines goals as broad statements about what learners will learn, while objectives are more specific about how and to what degree instruction will impact learners. It outlines Mager's model of specifying objectives in terms of actions, conditions, and criteria. It also discusses enabling objectives that support terminal objectives and Bloom's Revised Taxonomy. Finally, it emphasizes the importance of goals and objectives for classroom success by motivating students and providing SMART goals that utilize Bloom's Verb Matrix.
Ech 211 ech211 ech 211 education for service uopstudy.comUOPCourseHelp
This document outlines the weekly assignments for an early childhood education course. It includes assignments such as writing a reflection paper on an experience with young children, creating learning goals and objectives for different content areas and age groups, designing an assessment for kindergarten students, observing and interviewing a teacher to reflect on lesson plan implementation, developing an original early childhood lesson plan, and completing a self-assessment of teaching dispositions. The course uses a learning management system and students must submit assignments through the online portal.
EDU 320 Enhance teaching - snaptutorial.comDavisMurphyA78
This document outlines the assignments, activities, and due dates for an entire online course titled EDU 320. It includes discussion questions, individual written assignments such as a personal philosophy paper and lesson plan analysis, learning team assignments like a classroom management plan and presentation, and reflections on observing classroom management in the field. The course appears focused on developing skills and understanding of classroom management approaches for elementary school teachers.
EDSP 410Unit Plan Differentiated Lesson Plan Assignment InstrEvonCanales257
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
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EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
Week 7 nr700 reflection on learning re submit assignment· due SALU18
This document outlines the requirements for a weekly reflection assignment in an online DNP course. Students are asked to write 1-2 paragraph reflections on their learning each week addressing specified questions. They will compile their weekly reflections into an ePortfolio reflection. The reflection is meant to deepen learning through self-assessment of knowledge gained, identification of gaps, and evaluation of progress toward course and degree outcomes. It is worth 100 points and due at the end of week 7.
Eed 465 all weeks discussion and assignments – entire courseCharleneGutirrez1
This document provides an overview of the EDU 450 (Classroom Engagement and Management) course. The course covers various topics related to classroom management models, procedures, rules and consequences, communication with parents, and student engagement strategies. Students complete discussion questions and assignments on these topics to develop a Personal Classroom Management Plan that incorporates their learning. The plan addresses the student's philosophy of classroom management, procedures, rules and rewards system, communication, engagement strategies, and approach to professionalism.
This document discusses the importance of reflective teaching. It defines a reflective teacher as someone who actively examines their own experiences in the classroom to improve their teaching. Teachers should regularly evaluate their work to identify strengths and weaknesses and make changes to better support student learning and outcomes. Developing as a reflective teacher cultivates important personal qualities like motivation, communication skills, and respect for students, as well as professional competencies in planning, using effective teaching strategies, managing the classroom, and evaluating learning. Ongoing self-evaluation can improve teaching quality, student experiences, and learning standards.
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.
Using Rubrics for Strategies 4 & 7 johns&bassJeremy
This document outlines an agenda for a session on using rubrics to help students self-assess and self-reflect. The objectives are to learn how to select rubrics to facilitate self-assessment and self-reflection, understand different assessment tools that can be used, and create or modify a rubric for current students. The agenda includes identifying self-reflective practices, reviewing strategies for self-assessment and self-reflection, learning how to select effective rubrics, analyzing sample rubrics, and creating a self-assessment tool to use with course rubrics. Examples of rating scales and checklists for self-assessment are also provided.
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EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document outlines the requirements for a final lesson plan portfolio project. Students are asked to compile 5 revised lesson plans they created throughout the course into a single portfolio document. Each lesson plan must include specific components like a classroom scenario, learning objective, teaching procedures that cite effective strategies for students with disabilities, and a reflection. Additionally, the portfolio requires an introduction, reflection on how the portfolio demonstrates competency, and references page citing all sources used. The overall goal is for students to demonstrate their understanding of differentiated lesson planning for students with mild to moderate disabilities.
Clinical Field Experience C Integrating Instruction, K-3All.docxbartholomeocoombs
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. 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 LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docxbrownliecarmella
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
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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
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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
1. The directions ask that you "focus on the group of students in your program of study." Your program of study is your age group early education, elementary education, or secondary education. All your responses should be geared towards your age group.
2. You will have a total of five models (Wong, Kagan/Kyle/Scott, Jones, Morrish, and one of your choice). Need to see a sample? Check this out. And here's another one.
ECS 565 ALL ASSIGNMENTS GCU
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ECS 565 WEEK 1 CHILD-INITIATED DEVELOPMENT AND LEARNING
As an educator, what you do to guide young children into initiating their own development and learning is crucial.
For this assignment, create a 1-2 page newsletter to give to the parents at your Birth to Pre-K center. Consider GCU’s Statement on the Integration of Faith and Work that
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Film vocab for eal 3 students: Australia the movie
SPE 544 Exceptional Education / snaptutorial.com
1. SPE 544 Week 1 Individual Assignment
Reflective Paper
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Based on the readings, write a 500- to 700-word paper that reflects
your understanding of emotional and behavioral disorders,.
Include a description of your experience with students with emotional
and behavioral disorders.
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SPE 544 Week 3 Learning Team Assignment
ED vs. CD
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First list the qualifiers under IDEA’s ED definition. Second list the
qualifiers for Conduct Disorders as identified in the DSM-IV. Finally
write a 200 word minimum comment regarding why CD does not
qualify for services under IDEA.
2. SPE 544 Week 4 Individual Assignment
Management Problem Scenario
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Observe a classroom
· Write a 500- to 750-word scenario that describes a spontaneous
management problem encountered by a teacher.
· Identify the teacher’s strategies and procedures for dealing with
the problem in your description.
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SPE 544 Week 4 Learning Team Assignment
Functional Classroom Design
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· Design a classroom floor plan, based on research that is
effective for students with emotional and behavioral disorders. Have
at least 2 unique references to justify design.
3. · The classroom should provide for one teacher, one aide, and
twelve students. Your design should include a diagram of the
classroom and a 350-700-word rationale for the components and their
layout in the floor plan and design.
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SPE 544 Week 5 Individual Assignment
Observation and Teaching Experience
Summary
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Arrange to observe an educational setting that serves students with
emotional and behavioral disorders. During your observation, note the
following:
· Effects of dysfunctional behavior on learning
· Characteristics of student behavior that are most likely to be
associated with success in school
· Major social, academic, and behavioral characteristics of
students with emotional and behavioral disorders
· Compare and contrast the characteristics of students with
emotional and behavioral disorders with the characteristics of students
with conduct disorders
Develop a lesson plan for whole-group instruction. Consult with the
classroom teacher to determine the appropriate content and focus for
your lesson. When developing your lesson plan, reflect on your
previous observation at this educational setting. Use your reflections
to appropriately address the following in the development of your
4. lesson plan:
· How will you plan for addressing the effects of dysfunctional
behavior on learning?
· How will you facilitate positive student behavior to enhance
each student’s successful learning?
· What considerations, such as adaptations or modifications, will
you make to address the major social, academic, and behavioral
characteristics of students with emotional and behavioral disorders?
Arrange to teach your lesson at the selected educational setting
above. Reflect upon this teaching experience by addressing the
following:
· What challenges did you encounter when developing and
implementing the lesson plan?
· During your teaching experience, what surprised you? Why?
· Did you effectively plan for the effects of dysfunctional
behavior on learning? Explain your answer.
· What would you do differently if you were to teach this lesson
again? Why?
· How will you apply what you learned from this teaching
experience to your own special education classroom?
Prepare a 1,050- to 1,400-word summary of your observation and
teaching experience. Your summary must address each of the
components listed above as they relate to the observation and the
teaching experience.
Document the time you spent conducting the observation and
teaching your lesson in the Field Experience Record.
Submit your completed field experience evaluation to your e-
portfolio.
Note: The “teaching your lesson plan” component of this assignment
requires a formal field experience evaluation. Remember to provide
the classroom teacher with the appropriate field experience evaluation
form, which must be completed on site by the teacher during your
visit. You can access the field experience evaluation form using the
Teacher Education Handbook link located on the course website.
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5. SPE 544 Week 6 Individual Assignment
Behavior Intervention Plan
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Prepare a Behavioral Intervention Plan.
Identify a school-age student with an emotional or behavioral
disorder. This student could be a student you have observed, a student
you teach, a neighbor’s child, a relative, etc. Obtain permission from
the student’s parent and the school, if appropriate, to complete the
following steps to develop your plan.
Conduct a functional behavioral assessment and administer
behavioral rating scales. Summarize all results, including the
function of the undesired behavior.
Develop one behavioral goal with two objectives that replaces the
undesired behavior. This goal must be based on the results of the
functional behavioral assessment and behavioral rating scales.
Perform a task analysis of one of the two replacement-behavior
objectives.
Develop an instructional plan leading to the accomplishment of the
replacement-behavior objective.
Develop an assessment or evaluation plan for one of the replacement-
behavior objectives.
Implement your plan in one of the following: a classroom, the
student’s home, a recreational setting, or a vocational setting. Keep a
two-week log of daily behaviors and behavioral changes as a result of
your plan.
Evaluate the success of your plan according to your assessment or
evaluation criteria. Report your results.
6. Critique your plan. What behavior management strategies would you
continue to use? How would you modify your plan?
Document the time you spent with your student or client in your
Field Experience Record.
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SPE 544 Week 6 Learning Team Assignment
Annotated Bibliography
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Create a annotated bibliography that lists books, periodicals,
organizations, and websites that are useful for educators, parents, and
community members involved in servicing students with emotional
and behavioral disorders
Include at least 20 citations and one paragraph summary about 150
word minimum for each citation.
Format the bibliography consistent with APA guidelines.
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