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21st Century Instructional Plan: Student Population Part 1: Instructional Plan Design This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support. Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose: Grade level content standard (using either math or English Language Arts [ELA] standards) Learning objective (clear, measurable, describes WHO will do WHAT and HOW) Gradual Release of Responsibility (each phase clearly labeled and utilized) Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc. Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled At least one purposeful question posed by teacher to promote critical thinking; Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment .

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GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Day 1: Day 2: Day 3: Day 4: Day 5: Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Unit Resources, Materials, Equipment, and Technology © 2021-2022. Grand Canyon University. All Rights Reserved. List all resources, materials, equipment, and technology to be used in the unit. Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Level 1: Level 2: Level 3: Level 4: Section 2: Instructional Planning Day 1 Day 2 Day 3 Day 4 Day 5 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) • • • · · · · · · · · · · · · · · · · · Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content? Multiple Means of Engagement Differentiation Explain how ma ...

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Name: Date: Course: Instructor: Strategies for all Students Part 1: Developing Strategies For each student, write a 150-200-word response that includes: · A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs. · One developmentally appropriate instruction strategy you would recommend to assist the student, taking into account the students’ individual strengths, interests, differences and needs. Consider cognitive development and abilities, as well as contextual factors (e.g., language and culture) when developing the strategies. · Your plan to modify instruction to meet this student’s specific needs. · Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions. Scenario 1 Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot. Student A Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrell’s reading intervention groups. How will you continue to support Randi during this reading lesson? Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Student B Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show. How will you ignite Carl’s motivation so that he is successful during the lesson? Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Scenario 2 Mr. Baker, a sixth-grade teacher, is teaching a lesson on the area of triangles, polygons, and rectangles, and how to solve real-world problems. Student A Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer. How will you address Jimmy’s needs for him to remain engaged throughout the lesson? Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Student B Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist.

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GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Alasia Davis Grade Level: 4th Grade Date: 3/18/20 Unit/Subject: Geometry Instructional Plan Title: Angles Lesson Summary and Focus: The central focus of this lesson is angles. Students will learn the three types of angles; obtuse, acute, and right angle. They will also learn how to measure angles to classify them in the three categories. Classroom and Student Factors/Grouping: Several factors need to be taken into consideration; there are ELL students who may have a challenge learning at the same pace with the rest of the class due to English proficiency issues. The class also has special students who may need accommodations to be included in the class. Some students have below grade level math proficiency and this will affect their level of learning for this lesson. National/State Learning Standards: National: CCSS.Math.Content.4.G.A.1 Students should be able to draw lines, rays, and angles and identify them in two dimensional figures. State: NY: 4.G.A.1 Students should identify and draw lines and angles (acute, right, and obtuse). Specific Learning Target(s)/Objectives: Students should be able to identify and draw a right angle, acute angle, and obtuse angle. Academic Language · Angles · Acute · Obtuse · Right Resources, Materials, Equipment, and Technology: Writing materials Different shaped 2D cardboard triangles Section 2: Instructional Planning Anticipatory Set · I will engage the students in what they know about angles. · I will ask the students to describe what they think is an angle on objects in the classroom. Time Needed Multiple Means of Representation · I will use diagrams of angles to teach students different types of angles. · I will use the cardboard 2D figures to show the students the parts of angles that are learned. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): The use of the cardboards will create a non-verbal teaching method to enhance learning for ELL students. · Students with special needs: Ask for immediate feedback to ensure that special students are at par with the rest of the classroom. · Students with gifted abilities: Break in between tasks to keep the gifted students interested. · Early finishers (those students who finish early and may need additional resources/support): Allow early finishers to review the work learned as the rest of the class continues to learn. Time Needed Multiple Means of Engagement · I will explain and draw different angles on the white board · I will ask students to raise their hands and name the types of triangle I point on the board. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): Use more gestures to keep the ELL students following in the classroom ideas. · Students with special needs: Specifically point the spe.

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Chapter 7: Managing students at work DUE DATE 16 1. Individually or in teams, describe what you would do to control at least two of the following: tattling, procrastination, messiness, irresponsibility, cheating, lying or stealing, swearing, temper tantrums, or bullying. 2. Discuss the best ways to get students’ attention 3. Agree or disagree with the statement: teachers of young children should arrange activities to keep children quiet and still for approximately 45 minutes at a time. 4. What are some purposes of assigning students homework? DUE DATE 21 Chapter 8: Managing special groups 1. How do you see speech differences associated with cultural backgrounds and regional dialects? Are these differences considered to be communication disorders? 2. Discuss the importance of using Response to Intervention (RTI) in an inclusion classroom. 3. Do you agree that because the school success of “second language learners” is so tied up with English, students in primary grades should abandon their native language in favor of English? 4. You have two students who are struggling. Describe how the RTI process will be used to determine whether they require special education services. Chapter 9: Managing student behavior DUE 23 1. Explain why the Wongs believe that teachers who are more effective spend most of the first two weeks of school teaching students to follow class procedures. 2. Discuss the importance of instructional time. 3. Do you agree with Marshall’s statement that responsibility refers to an internal motivation to do the right thing? 4. Discuss Coloroso’s three levels of misbehavior, which she calls: mistakes, mischief, and murder. 5. Virtually all elementary students will agree that they would like to learn. Why then do they so often misbehave and make no effort to do what teachers ask of them? Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum with Understanding by Design. Professional Counselor, 9(2), 80-90. Evertson, C. & Emmer, T. (2017). Classroom Management for Elementary Teachers (10th ed.). USA: Pearson Education, Inc. Required Text: Charles, C. & Senter, G. (2016). Elementary Classroom Management (6th ed.). Upper Saddle River, NJ: Pearson GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentia ...

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Write Five page Essay. Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research. Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above. LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .

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While much of this course has devoted time to looking at key aspects of literacy instruction – phonological awareness, phonics, fluency, vocabulary, and comprehension – teaching skills in isolation will not produce readers and writers who can interact with increasingly complex text. This week’s focus is on how teachers work all of these components into daily lessons and long-term unit planning, often centered on themes and basesd on the New York State Next Generation Standards. Grouping for instruction becomes necessary due to differences in students’ reading abilities. English Language Learners, Students with Disabilities, and Gifted Students all have unique needs that require the teacher to discover different materials and activities for teaching the same concepts. As 21st century learners students are often involved in using the Internet as a source of information. Preparing them for the volume of information and how to evaluate the usefulness of the information are part of today’s literacy instruction. Learning Objectives As a result of completing the assigned readings and engaging in the related discussion and activities, you will be able to do the following for each level of reading instruction: Explain principles of classroom organization and management that enhance reading development Describe strategies and skills that need to be taught Plan a lesson including the components of daily lesson plans for teaching reading Identify criteria for selection of classroom texts and explain the leveling of books Describe and distinguish between formal and informal assessments Prepare a list of ways to motivate students to read Explain the development of cross-curricular thematic units Argue the effects of the Common Core Standards on the daily teaching of reading Create a four-week New York State Next Generation Standards map for ELA (K-6) Getting Started Think of a classroom that you have been in as an observer, a teacher, or a student when an Literacy lesson was being taught. What did you hear? What did you see? What were the key features that the teacher used in conducting the Literacy lesson? .

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Diverse Lesson Plan Template [Note: Delete all of the writing in italics as you complete each section]. Focus on American cultural The lesson should explore a diverse culture in depth on an age appropriate level. The lesson can represent the cultures in the classroom as well as diverse cultures. . It should not involve a holiday or food. Grade Level: Pre-K Number of Students: 24 Instructional Location:Date: Lesson Goals Central Focus of Lesson: What is the big idea or focus question of the lesson? Standard(s) Addressed: What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson? Lesson Objectives and Demands Lesson Objectives: What will the students know and be able to do by the end of the lesson? (use observable language) Lesson Considerations Materials: Prior Academic Learning and Prerequisite Skills: List the prior knowledge that students will need to use and build upon to be successful in this lesson Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline. Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners? How will you pique interest and/or curiosity regarding today’s topic? How will you activate and build on prior knowledge and experiences related to the topic? How will you introduce and explain this strategy/skill so that students will understand the how and why? How will you integrate the diversity into the lesson? Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson) How will you engage students in active meaning making of key concepts and ideas? How will you model this strategy/skill for your students (exemplars and/or demonstrations)? How will you provide opportunities for guided practice? How will students independently practice using the strategy and the skill it targets? What planned supports will you use for the whole class, individuals, and/or students with specific learning needs? Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...

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GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...

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Creating a Unit Plan Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology. Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes: Introduction: Describe the demographics of your current (or fictional classroom) including: · Grade Level and Subject Area · Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs) · Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.) Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must: · Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit. · Create at least two measurable unit objectives that align with the CCSS. · Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance). The following resources are helpful when creating Stage 1: · Common Core Standards - The Standards (Links to an external site.)Links to an external site. · Writing measurable learning objectives (Links to an external site.)Links to an external site.. · P21 common core toolkit (Links to an external site.)Links to an external site. Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment. · Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs. · Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals. · Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population. Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.

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Running head: STUDENT POPULATIONS Edwards 1 STUDENT POPULATIONS Edwards 9 21st Century Instructional Plan: Student Populations Markis’ Edwards EDU 645: Learning & Assessment for the 21st Century Instructor: Dr. Christopher Bogiages April 8, 2017 Part 1: Common Core Aligned Lesson Plan Template Subject: Math Teacher: Mr. Edwards Grade: 2nd Classroom Demographics: 27 students Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math. One pupil has Attention Deficit Hyperactivity Disorder (ADHD) One new pupil is not fluent in English (ELL) Common Core Learning Standard(s) CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value Learning Target(s) One purposeful question posed by teacher to promote critical thinking? Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers. Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number. ISTE-T Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016). Assessment Two ways to assess including Authentic Formative Assessment Journals Instructor-Student Observations Exit Folder Pupil Presentations Activities/Tasks: What learning experiences will there be for students. -Pupils will differentiate odd numbers from even numbers based on ending place value digit -Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations. Gradual Release of Learning Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think. Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning. Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information. Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio. Differentiation of Instruction The diffe ...

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Understanding Educational Terminology Educational Terminology Brief Explanation Purpose in the Planning, Instruction and Assessment Process Lesson Plans Classroom and Student Factors/Grouping National/State Learning Standards Learning Objective Alignment Academic Language Anticipatory Set Prior Knowledge Multiple Means of Representation Multiple Means of Engagement Multiple Means of Expression Instructional Methods Instructional Strategies Essential Questions Extension Activity Guided Practice Independent Practice Closure Formal Assessment Informal Assessment Pre-assessment Formative Assessment Summative Assessment Scoring Rubric Cross-curricular Examining Different Lesson Plan Formats © 2018. Grand Canyon University. All Rights Reserved. © 2018 Grand Canyon University. All Rights Reserved. Aligning Standards and Learning Objectives Part 1: Lesson Plan Analysis Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan: · What is the academic standard? · What is the learning objective? · Are the standard and objective aligned? How do you know? Provide a rationale. · What is the lesson about? What does this lesson cover? · Do the assessments effectively measure the academic standard and learning objective? Justify your response. Part 2: Unwrapping the Standards Grade Level: State Learning Standard: KNOW Objective This is what students NEED TO KNOW UNDERSTAND Objective This is what students NEED TO UNDERSTAND DO Objective This is what students NEED TO BE ABLE TO DO Lesson Summary: In a few sentences, summarize this lesson. © 2018 Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as al ...

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Week 4: Moving forward - The Australian Curriculum This assessment task requires you to write one 400-word journal entry each week on the concepts explored in the first four weeks of the unit. In total you will submit, in a Word document, 4x400- word journal entries. The purpose of this assessment task is to reflect on the knowledge and understandings you acquire from the weekly online activities (specified below). You are expected to draw on the prescribed weekly readings and resources to help support your reflections, as well as independently sourced scholarly literature. For each journal entry, you must include evidence of the completed weekly activity (clearly indicated in your submission). Please note that your response to the weekly activity itself will not be assessed, however, it must be submitted in order for you to at least pass the assessment task. Responses to the weekly activities will not be included in the word count. Each journal entry will follow the Connect-Extend-Challenge thinking strategy: Connect – how are the ideas and information you’ve explored this week connected to what you already know? Firstly, you need to consider how all of the information and new concepts you have read and thought about connects to your pre-existing knowledge and experience. Provide an example (1-2) here demonstrating this connection with theory to support. Extend – in what ways has your thinking been extended by these ideas and this information? Then you need to consider how the new material and discussions on Bb with your fellow students has extended your thinking. What is something new you have learnt? How have your ideas been developed? Have we discussed something that you had not previously considered? Use examples and theory to support. Challenge – what challenges do you think you will face in applying this knowledge/understanding to your classroom practice? Finally, you need to highlight the challenges you may face in applying the concepts and new knowledge from Week 1 into practice during your practicum and as a teacher into the future. Again include examples and theory support. 1. Understanding of concepts The key concepts that underpin each of the activities have been accurately identified and critically reflected upon. A comprehensive and succinct knowledge of the concepts being explored has been demonstrated and well-supported with relevant and meaningful academic literature. 2. Link between theory and activity The entries demonstrates a deep, insightful and sophisticated understanding of connections between prior and new knowledge. The ways knowledge has been extended are thoughtfully articulated. 3. Transfer of knowledge into practice Insightful and succinct entries demonstrate a sophisticated understanding of the challenges in applying new knowledge to practice. The entries are fully supported with meaningful and relevant examples and sophisticated integration of ideas from relevant, current and diverse bodies of scholar.

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COLLEGE PHYSICS LAB REPORT STUDENTS NAME ANALYSIS OF A BUBBLE CHAMBER PICTURE SUPERVISED BY: 19/05/2020 1. Introduction A bubble chamber is a vessel filled with a superheated transparent liquid (most often liquid hydrogen) used to detect electrically charged particles moving through it. It was invented in 1952 by Donald A. Glaser, for which he was awarded the 1960 Nobel Prize in Physics. A convenient way to study the properties of the fundamental subatomic particles is through observation of their bubble trails, or tracks, in a bubble chamber. Using measurements made directly on a bubble chamber photograph, we can often identify the particles from their tracks and calculate their masses and other properties. In a typical experiment, a beam of a particular type of particle is sent from an accelerator into a bubble chamber, which is a large liquid-filled vessel. To simplify the analysis of the data, the liquid used is often hydrogen, the simplest element. The use of liquid hydrogen, while it simplifies the analysis, complicates the experiment itself, since hydrogen, a gas at room temperature, liquefies only when cooled to -246◦C. For charged particles to leave tracks in passing through the chamber, the liquid must be in a “super-heated” state, in which the slightest disturbance causes boiling to occur. In practice, this is accomplished by expanding the vapor above the liquid with a piston a few thousandths of a second before the particles enter the chamber. 2. Methods 2.1 Materials needed: 1. student worksheet per student 2. Ruler 3. Scissors 4. Glue stick 5. Pocket calculator 2.2 Procedures 2.2.1 Calculation of the X Particle’s Mass. Make measurements on each of the photographs. In particular, for each of the circled events measure these four quantities: · `Σ - The length of the Σ track, · θ - the angle between the Σ− and π− track, · s - the sagitta of the π− track, · `π - The chord length of the π− track. Your values for the event should be close to those given in the sample input. Run the program using each set of measurements, and tabulate the computed X0 mass from each event. Compute an average of the calculated masses and find the average deviation, expressing your result as Mx ±∆Mx. Compare your final result with some known neutral particles listed below and identify the X0 particle based on this comparison. Particlemass (in MeV/c2) π0 135 K0 498 n 940 Λ0 1116 Σ0 1192 Ξ0 1315 2.2.2 Determination of the Angle θ. The angle θ between the π− and Σ− momentum vectors can be determined by drawing tangents to the π− and Σ− tracks at the point of the Σ− decay. We can then measure the angle between the tangents using a protractor. We can show.

COLLEGEPHYSICS LAB REPORTSTUDENTS NAME.docx

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Collins did not understand the events that led to the reasoning why and actions how Wells Fargo conveyed victories, achievements, and accomplishments. Therefore, Collins was incorrect. Wells Fargo as a company was able to achieve earning because of their successful strategies in profit revenue or turnover for each employee. The Good to Great article brought up that many people were surprised when finding out what made companies successful especially in relation to the leadership (Collins, 2001). Our text states that it is difficult for companies to find good ethical leaders because they tend to be more expensive (Meese, Ortmeier, 2001). Unethical leadership is sure to bring the downfall of any business; it is impossible to have a successful business if there are unethical practices, the employees are also bound to begin these practices making it difficult for the company to hold their end of their promises to their customers or members. "He who oppresses the poor to make more for himself or who gives to the rich, will only come to poverty" (Proverbs 22:16). Collins, J. (2001). Good to great: Why some companies make the leap and others don't. New York, NY: Harper Collins. Mees, E., Ortmeier, P. (2001). Leadership, ethics, and policing:Challenges for the 21st century. Upper Saddle River, NJ: Prentice Hall 250-word reply to classmate threads. The reply requires a minimum of 1 properly formatted citation. Each reply must be completed by you, the individual student. Additionally, each thread and reply must reflect a solid Christian worldview through the use of at least 1 Holy Bible reference. Responding to a classmate’s post requires both the addition of new ideas and analysis. A particular point made by the classmate must be addressed and built upon by your analysis in order to move the conversation forward . Thus, the response post is a rigorous assignment that requires you to build upon initial posts to develop deeper and more thorough discussion of the ideas introduced in the initial posts. As such, reply posts that merely affirm, restate, or unprofessionally quarrel with the previous post(s) and fail to make a valuable, substantive contribution to the discussion will receive appropriate point deductions. .

Collins did not understand the events that led to the reasoning .docx

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Define discrimination, victimization and affirmative actions; and consider the ethical and legal aspects of each Consider problems with sexual harassment and workplace drugs, and consider the ethical implication of company policies directed at each Reference American Public University System. (n.d.). MGMT200: Lesson 5: The Corporation and External Stakeholders. Retrieved from https://apus.realizeithome.com/ Collins, D. (2012). Business Ethics. Hoboken, NJ: Wiley Weiss, J. (2014). Business Ethics: A Stakeholder & Issues Management Approach . San Francisco, CA: Koehler. .

Define discrimination, victimization and affirmative actions; .docx

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Define data mining. Why are there many names and definitions for d.docx

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Define culture. How can culture be conceptionalized? Discuss at least two of the variables that moderate differences between domestic and international HR practices. Compare cross-cultural management studies, and list their advantages and disadvantages. Discuss two HR activities in which a multinational firm must engage, which would not be required in a domestic environment? 200 words In text citations Dowling, P. J., Festing, M., & Engle, A. (2013). (6th ed.). Boston, MA: International human resource management Cengage .

Define culture. How can culture be conceptionalizedDiscuss at l.docx

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Define cultural relativism and how it is used by anthropologists as an approach to cross-cultural research. Explain how cultural relativism contributes to anthropologists' efforts to counter ethnocentrism. Describe an example of how your culture has ‘taught’ you to behave the way you do, or to believe what you believe. This could be an instance in which you were taught a lesson, or perhaps when you made a mistake and were corrected by an elder. Think about how such lessons shape your worldview, your ideas about what's "normal," and your values. Are these universal beliefs or are they culturally constructed? I need the answer in the form of a speech draft cause I need to use it on presentation.!!!!!!!!!!!! First question no less than 200 words, the second question no less than 150 words .

Define cultural relativism and how it is used by anthropologis.docx

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Define cost control and provide several examples of how it affects managers at all levels within a healthcare organization. Compare and contrast Medicare and Medicaid in terms of eligibility, benefit packages, access to care, and other key dimensions. Discuss the various ways in which healthcare reform has affected and may affect the financial delivery of health care today and into the future. .

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Define corporate governance. Discuss the events that led up to the need for increased corporate governance. Define business strategy. List five possible business strategies. Discuss the purpose of the Capability Maturity Model. Define auditing. Define internal control and provide an example of a control. Discuss the role Sarbanes/Oxley has played with respect to corporate governance. Define IT governance. List factors one should consider with respect to governing the cloud. I need answers with references and intext citations. .

Define corporate governance.Discuss the events that led up.docx

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Define communication in your own words. Identify and distinguish amo.docx

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Define Civil Liberties. List 5 Civil Liberties. How do they differ.docx

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Define civilization. Do we really need it in order to survive and prosper on this planet? The real question is whether we can live above subsistence without the technological innovations that cities generate. Moreover, the question is not as frivolous as it may seem at first glance. Many cultures throughout human history consciously decided not to take the route toward nucleated settlements and the resultant consequences. The Celts represent one example from the time line of our course of a people who preferred not to have cities. The Avars, a Turkic-speaking people from Central Asia, were pastoral nomads who acquired cities during the course of their conquests, yet they “used” cities in ways that would strike average city dwellers as most strange. Section 2.1 of your textbook, World History: The Human Experience to 1500 , presents nine characteristics commonly associated with civilizations. Choose one society from the Week One Civilization Tour , which includes Mesopotamian, Olmec, Egyptian, Harappan, and Ancient Chinese societies. Based on at least two of the characteristics listed in Section 2.1, explain why your chosen society can be considered a civilization. Provide specific examples drawn from this week’s learning materials to support your claims. Cite all sources according to APA style as outlined in the Ashford Writing Center , using both in-text citations and providing full references at the bottom of your post. Your initial post should be a minimum of 300 words. Respond to two colleagues in a substantive post of at least 150 words. .

Define civilization. Do we really need it in order to survive and pr.docx

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Define case management and care management and compare the differences. Mention and discuss the case management concepts into the clinical practice of community health nursing. Give the definition of family, mention, and discuss the different types of families, mention, and discuss the model of care for families. Describe strategies for moving from intervention at the family level to intervention at the aggregate level .

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Define Bureaucracy. Government at all levels has grown enormously, how is the federal bureaucracy organized. (give examples of the 4 levels) . How has bureaucracy grown over time and why? Why might independent regulatory agencies be considered the fourth branch of government? What are iron triangles and issue networks and how do they affect policymaking? Describe recent attempts to reduce bureaucratic inefficiency and improve performance? .

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Define and explain how the Twitter search function works to search for specific words in any Twitter post. In developing your initial response, be sure to draw from, explore, and cite credible reference materials, including at least one scholarly peer-reviewed reference . In responding to your classmates’ posts, you are encouraged to examine their opinions, offering supporting and/or opposing views. .

Define and explain how the Twitter search function works to search f.docx

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Define and relate these different terminologies and Information Gove.docx

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Define and provide examples of-Basic probability- Bayes the.docx

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Define and discuss the phrase Manifest Destiny. Explain how this b.docx

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Define and discuss the differences between vision and mission statements. Your response should be at least 200 words in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. David, F. (2011). 1. Strategic management: concepts & cases (Custom Edition ed., pp. 11-13). New York: McGraw-Hill Irwin. No Wiki, Dictionary.com or Plagiarism .

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Define and discuss the four types of innovation. How might these.docx

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Define and discuss the data wiping process. Discuss how a cloud-based solution provider may reduce the risk of a DDoS attack. Define and discuss hyperjacking attacks. Define and discuss guest-hopping attacks. Paper requirements : Minimum 1200 words (excluding title page, table of contents, abstract, and references pages) Minimum of four (4) references Format your paper consistent with APA guidelines When submitting the assignment, please ensure you are submitting as an attached MS Word document . .

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