My Blog

Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] SlE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## SLE.docx **## SLE.docx** **Discussion II Topic** School Law and Ethics Top of Form Initial post: · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized,…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## SLE.docx

    **## SLE.docx**

    **Discussion II Topic** School Law and Ethics

    Top of Form

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    · Posted by Tuesday at 11:59 PM CST.

    So far in this course, you have learned about the relationship between the school environment and the legal system. Consider the perspective of a school leader who must ensure that the school’s policies and procedures are aligned with current law and are being applied equally to all students. What steps could you take to ensure that your school's risk management policies and procedures are being upheld ethically? How could you ensure that they are compliant with current legal statutes? Consider available resources such as legal counsel and the school district’s guidance.

    Unit V Discussion Board

    **Discussion Topic** Top of Form

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    · Posted by Saturday at 11:59 PM CST.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    P-12 school administrators should make a consistent effort to learn, understand, and properly execute special education law, regulations, and procedures. All school personnel should be aware of how to properly interact

    For this discussion, begin by describing the importance of offering special education programs and the value of understanding special education law.

    Next, explain ways in which P-12 schools can enhance collaboration between general education and special education teachers. Describe the actions taken by P-12 school leadership to effectively address the needs of students with disabilities in inclusive classroom settings.

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    Bottom of Form

    Unit III Research Report

    **Assignment Instructions**

    This assignment measures your mastery of ULOs 1.1, 1.2, 1.3, 2.2, 2.4, and 2.5.

    In this assignment, you will create a research report on P-12 policies and procedures.

    Conduct research to evaluate the effectiveness of current programs at the local level by reviewing policies and procedures associated with special programs in a P-12 school. Locate outcomes associated with the program and relate the program's effectiveness to current data to identify issues that need improvement. Identify areas relating to ethical decision-making and legal requirements associated with special programs in a P-12 school.

    Once you have identified an issue that you will research, you will develop a written research report. Explain the current research-based options, and summarize research analysis from published articles. Summarize the key points of the research proposal and address the potential gaps in the policies and procedures.

    The research report should include the following sections:

    **Introduction**: Describe your proposal and provide necessary context. Include historical context and a tentative thesis statement. What disagreements exist? What is the relevance of this topic?

    **Background**: This section should describe your particular setting and problem, your school, its policies and procedures, guidelines from your state, legal structures, and/or any other structures in place within which you must work. Also, describe how your potential solution to the issue will be based on the reliability and validity of the data.

    **Rationale/Purpose Statement**: Include a theoretical framework. Establish the significance of your research. How and why is your research relevant to its field? Does it fill a gap in the existing body of research? Does it underscore or emphasize existing research? Will it add new, original knowledge to the existing understanding of your subject?

    **Research Questions**: This should be one overall question with five guiding questions. The research questions should be presented in a bulleted format.

    **Research Plan**: Discuss the methods and sources you will use to conduct your research, including specific references to websites, databases, key texts, or authors that you feel are indispensable to your project. You will cite specific sources in your research plan. Keep in mind that your source material should come from the CSU Online Library databases and course materials. In this section, you should also discuss how you will judge the reliability and validity of the instruments of measurement and data you will review. Include a brief projected timeline and budget for implementation.

    **Potential Bias**: Establish your ethos as a researcher here. Disclose your relationship to the project, persons involved, and so on. Where might your perspective be unconsciously skewed?

    Your research report submission should be three to five pages, not counting the title and reference pages.

    Use your textbook and a minimum of five scholarly sources specific to the issue you are addressing, at least two of which must come from the CSU Online Library. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

    The research report topic, research questions, and thesis statement should be grounded in the class theme and readings.

    Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED

    To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above

    Bottom of Form

    **## SLE.docx**

    **Discussion II Topic** School Law and Ethics

    Top of Form

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    · Posted by Tuesday at 11:59 PM CST.

    So far in this course, you have learned about the relationship between the school environment and the legal system. Consider the perspective of a school leader who must ensure that the school’s policies and procedures are aligned with current law and are being applied equally to all students. What steps could you take to ensure that your school's risk management policies and procedures are being upheld ethically? How could you ensure that they are compliant with current legal statutes? Consider available resources such as legal counsel and the school district’s guidance.

    Unit V Discussion Board

    **Discussion Topic** Top of Form

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    · Posted by Saturday at 11:59 PM CST.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    P-12 school administrators should make a consistent effort to learn, understand, and properly execute special education law, regulations, and procedures. All school personnel should be aware of how to properly interact

    For this discussion, begin by describing the importance of offering special education programs and the value of understanding special education law.

    Next, explain ways in which P-12 schools can enhance collaboration between general education and special education teachers. Describe the actions taken by P-12 school leadership to effectively address the needs of students with disabilities in inclusive classroom settings.

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    Bottom of Form

    Unit III Research Report

    **Assignment Instructions**

    This assignment measures your mastery of ULOs 1.1, 1.2, 1.3, 2.2, 2.4, and 2.5.

    In this assignment, you will create a research report on P-12 policies and procedures.

    Conduct research to evaluate the effectiveness of current programs at the local level by reviewing policies and procedures associated with special programs in a P-12 school. Locate outcomes associated with the program and relate the program's effectiveness to current data to identify issues that need improvement. Identify areas relating to ethical decision-making and legal requirements associated with special programs in a P-12 school.

    Once you have identified an issue that you will research, you will develop a written research report. Explain the current research-based options, and summarize research analysis from published articles. Summarize the key points of the research proposal and address the potential gaps in the policies and procedures.

    The research report should include the following sections:

    **Introduction**: Describe your proposal and provide necessary context. Include historical context and a tentative thesis statement. What disagreements exist? What is the relevance of this topic?

    **Background**: This section should describe your particular setting and problem, your school, its policies and procedures, guidelines from your state, legal structures, and/or any other structures in place within which you must work. Also, describe how your potential solution to the issue will be based on the reliability and validity of the data.

    **Rationale/Purpose Statement**: Include a theoretical framework. Establish the significance of your research. How and why is your research relevant to its field? Does it fill a gap in the existing body of research? Does it underscore or emphasize existing research? Will it add new, original knowledge to the existing understanding of your subject?

    **Research Questions**: This should be one overall question with five guiding questions. The research questions should be presented in a bulleted format.

    **Research Plan**: Discuss the methods and sources you will use to conduct your research, including specific references to websites, databases, key texts, or authors that you feel are indispensable to your project. You will cite specific sources in your research plan. Keep in mind that your source material should come from the CSU Online Library databases and course materials. In this section, you should also discuss how you will judge the reliability and validity of the instruments of measurement and data you will review. Include a brief projected timeline and budget for implementation.

    **Potential Bias**: Establish your ethos as a researcher here. Disclose your relationship to the project, persons involved, and so on. Where might your perspective be unconsciously skewed?

    Your research report submission should be three to five pages, not counting the title and reference pages.

    Use your textbook and a minimum of five scholarly sources specific to the issue you are addressing, at least two of which must come from the CSU Online Library. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

    The research report topic, research questions, and thesis statement should be grounded in the class theme and readings.

    Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED

    To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above

    Bottom of Form

  • [Solved] Rationale and Reference strategy for Reading Comprehension for an Autism child in middle school.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Write the Rationale and References section of your project. You need to pick at least two journal articles that you believe support the use of your strategy. In your write up state the strategy you are using and discuss what each journal article says about the strategy. In particular, focus on why t…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Write the Rationale and References section of your project.  You need to pick at least two journal articles that you believe support the use of your strategy.  In your write up state the strategy you are using and discuss what each journal article says about the strategy.  In particular, focus on why the strategy works for students with disabilities and how does your particular student.

    ## Attachments

    [SIP Part 6-Rationale and References.docx](https://westga.view.usg.edu/d2l/le/dropbox/3249158/4050466/DownloadAttachment?fid=249987015)(12.09 KB)

    – [\
    \
    ArmstrongS.SIPPart1-TargetChildScoringCriteria2.docx](https://www.sweetstudy.com/files/armstrongs-sippart1-targetchildscoringcriteria2-docx "ArmstrongS.SIPPart1-TargetChildScoringCriteria2.docx")
    – [\
    \
    ArmstrongReadingStrategies.docx](https://www.sweetstudy.com/files/armstrongreadingstrategies-docx "ArmstrongReadingStrategies.docx")

    – a year ago

  • [Solved] Persuasive Prelim Speech of a four-day workweek

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **NOTE**: All Persuasive Speeches are to be presented by the end of class on Friday, April 25. No speeches may be made up after that date. Post final outline and Reference page here. Final outlines and reference page must be posted on the day that the speech is given. **RUBRIC:** Persuasive Speech A…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **NOTE**:

    All Persuasive Speeches are to be presented by the end of class on Friday, April 25. No speeches may be made  up after that date.

    Post final outline and Reference page here. Final outlines and reference page must be posted on the day that the speech is given.

    **RUBRIC:**

    Persuasive Speech Assignment

    Points Possible: 100

    Time: 3-5 minutes

    Instructions: The Persuasive Speech, like the Informative Speech, will require students to prepare and deliver a well-researched speech on a current issue or topic the student is interested in. However, this speech requires a persuasive element, in which students will attempt to persuade the audience of their argument.

    Monroe’s Motivated Sequence will be used for the outline and structure of the speech. The steps for Monroe’s Motivated Sequence are as follows:

    – Gaining attention,
    – Demonstrating need,
    – Satisfying that need through a solution,
    – Visualizing the results, and a
    – Call to action.

    Students will also complete topic selection, thesis statement creation, research, outlining, properly citing, and including information in the outline, as well as oral citations in the speech.

    THIS SPEECH MUST BE COMPLETED IN ORDER TO PASS THE COURSE.

    Requirements:

    The speech should be 3-5 minutes long.

    – You must create an outline using Monroe’s Motivated Sequence. Both rough draft and final outlines must be completely filled out in order to earn proper credit. Please see the next page for outline format.
    – You must use extemporaneous mode of delivery. You do not need to memorize your evidence (stats, quotes, etc., those are the only elements you may read directly from the cards). This is not a reading class. Utilize your key words/phrases.
    – This speech requires research information from the SLCC Library database.

    YOU MUST ORALLY CITE AT LEAST 3 DIFFERENT CREDIBLE SOURCES IN YOUR SPEECH IN ORDER TO SUPPORT YOUR ARGUMENT. Failure to use oral citations will  result in a deduction of points from the final grade (15 points maximum).

    Tips for Success:

    – Begin researching early! Utilize the SLCC library resources available to you.
    – Practice, practice, practice! The more we practice, the better speakers we become! The more comfortable you are with your speech, the more polished it will become. You can practice in front of your audience, friends, mirrors, whatever works best for you!
    – Speak conversationally. Remember to speak extemporaneously (speaking from a prepared set of notes) and speak with confidence.
    – Ask questions ahead of time! If you should have any questions at all about the assignment, please contact me. Have fun!
    – Often, we feel a heavy burden of public speaking looming above us. Butterflies in our stomachs are perfectly normal. Your support for sub points should be labeled “expert testimony, example, statistic, personal testimony, lay testimony, definition, etc.” This part of the outline just needs a one word label for how you choose to support your sub point. All sub points need a support type.

    You may use 1 key word notecard, and one notecard for each piece of evidence (support for sub points) you present. This means that you could have up to 7 notecards.

    **Persuasive Speech Outline Worksheet—Monroe’s Motivated Sequence**

    **(All points on the outline should complete sentences. Do not write out your entire speech, just one sentence per element.)**

    **[Use this format]**

    Student Name

    CMCN1013(Section Number)

    Dr. Samuel McPeek, Instructor

    Date

    Topic:

    General Purpose: To Persuade

    Immediate Purpose: By the end of my speech the audience should…

    Outline

    Introduction **(Step 1, Gain Attention):**

    1. Attention-Getting Device:
    2. Credibility and Audience Relevance Statement:
    3. Thesis statement:
    4. Preview of main points:

    Transition to first main point:

    Body:

    1. Main Point 1: First point supporting your proposition (Step 2: Demonstrate Need)
    2. Sub point: Support for sub point A

    Transition:

    1. Sub point: Support for sub point B

    Transition:

    1. Main Point 2: Second point supporting your proposition (Step 3: Satisfy need through a solution)
    2. Sub point:            Support for sub point A

    Transition:

    1. Sub point:            Support for sub point B

    Transition:

    1. Main Point 3: Third point supporting your proposition (Step 4: Visualize the results)
    2. Sub point: Support for sub point A

    Transition:

    1. Sub point: Support for sub point B

    Transition to Conclusion:

    Conclusion (Step 5, Call to action):

    1. Review of Main Points:
    2. Restate Thesis
    3. Closing:

    [NEW PAGE]

    References

    Please cite your sources on the last page of your outline (must be on its own page). APA is the required formatting for this class.

    An example of how to cite these are listed below. A minimum of Three (3) sources from the SLCC library database are required. You may include more if you choose. The reference page should be the last page of your outline document.

    – Sources should be organized alphabetically in accordance with the author’s last name. APA example for scholarly journal article:

    Allen, A.L. (2015). How to properly market organic produce in a small Midwestern city: A qualitative analysis. _Health & Business, 44 (2),_ 136-175.

    136-175.

    Please use the Purdue OWL website to help you cite your information. As always, I can help you too! OWL Website.

    The final draft must follow the format presented above. The outline and reference page must be double-spaced using a 12-point font. Only .doc or .docx submissions will be acceptable.

    The final draft must be submitted on the day that the speech is given. Failure to submit a reference page will result in a ded

    – A visual aid is required.
    – A preliminary outline is to be submitted to the instructor before your speech. **– It is to be posted on Canvas on the assigned date.**
    –  The outline must be typed, in parallel format using complete sentences.
    – You are required to hand in a typed outline and reference list on the day of your speech. The reference list presented in APA Style, must contain a minimum of three sources that will be used in your speech in the form of oral footnotes. Failure to submit the reference list on the day that you deliver your speech will result in a lowered grade. No late submissions will be accepted.

    – 2 years ago

  • [Solved] Work

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    INSTRUCTIONS: A genogram is a helpful mapping tool that creates a visual representation of a family. In Week 1 you picked a family from a TV show or a movie. For this discussion, create a genogram for this family. Discuss how having a visual representation of this family helps you analyze it. After …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    INSTRUCTIONS: A genogram is a helpful mapping tool that creates a visual representation of a family. In Week 1 you picked a family from a TV show or a movie. For this discussion, create a genogram for this family. Discuss how having a visual representation of this family helps you analyze it. After you have created the genogram for the family, discuss what you saw in the family system that you didn't see previously from a structural perspective (hierarchies, coalitions, alliances, triangles, and so forth).

    The family I picked:

    I have chosen the fictional family from the TV series "This Is Us." The Pearson family is a great choice for this class due to the complex and dynamic relationships among its members.

    The Pearson family consists of Jack and Rebecca Pearson and their three children: Kate, Kevin and Randall. The series focuses on their lives across different programs, offering a exploration into their personal lives. Jack is described as a committed father and husband, while Rebecca balances her role as a mother with her aspirations. Kevin and Kate are biological twins, and Randall is their adopted brother, adding an additional layer of complexity to the family dynamics.

    The Pearson family has a wide range of relationships, including marital, sibling, and parent-child dynamics. Each member has a unique relationship with the others, allowing for an exploration of various family therapy concepts.

    – a year ago

  • [Solved] Help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    To create developmentally appropriate instruction, early childhood educators must understand the development, learning, and unique needs of students. Five developmental domains are important for child development: cognitive, social, emotional, physical, and linguistic. Early childhood special educat…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    To create developmentally appropriate instruction, early childhood educators must understand the development, learning, and unique needs of students. Five developmental domains are important for child development: cognitive, social, emotional, physical, and linguistic. Early childhood special education professionals must be aware of specific milestones within each developmental domain and typical development that occurs during the early stages of growth. Children who display atypical developmental characteristics should be evaluated and their learning needs considered when creating instruction.

    For this assignment, create a graphic organizer of appropriate learning activities to support developmental domains within the different age ranges during the early years of growth. Select three developmental domains (cognitive, social, emotional, physical, and linguistic) and address the following age ranges (birth-12 months, 12-24 months, 2-3 years, 4-5 years, and 6-8 years). Based on the appropriate developmental milestones, create learning activities that meet the developmental needs of students. Include the following in your graphic organizer:

    – Developmental domain
    – Age range
    – Early learning standard (birth to preschool) or state standard (K-3)
    – Developmentally appropriate learning activity
    – Alignment to developmental milestones

    In addition, write 250-500 words summarizing the following:

    – Explain the difference between accommodation, modification, and differentiation.
    – Discuss the types of data used to determine appropriate accommodations, modifications, and differentiation.
    – Describe one example of accommodation, modification, and differentiation that would be appropriate to meet the developmental needs for students of the age/grade you intend to teach.

    Support your graphic organizer and summary with 3-5 scholarly resources.

    While APA Style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    – a year ago

  • [Solved] Case Study 7

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Answer the following questions for the Case Study: Starbucks at the Airport: Discrimination in Public Spaces** ****Responses for each case discussion question should be in paragraph form and be at a minimum 150 words in length.**** – [\ \ CaseStudy.docx](https://www.sweetstudy.com/files/case…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Answer the following questions for the Case Study: Starbucks at the Airport: Discrimination in Public Spaces**

    ****Responses for each case discussion question should be in paragraph form and be at a minimum 150 words in length.****

    – [\
    \
    CaseStudy.docx](https://www.sweetstudy.com/files/casestudy-docx-10272725 "CaseStudy.docx")

    – a year ago

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Module8DB.docx **## Module8DB.docx** 1.M.F 1. My lesson plan demonstrates a clear goal to build critical thinking skills by encouraging students to engage in discussions, collaborate with peers, and analyze key story elements. Through activities like group discussion…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Module8DB.docx

    **## Module8DB.docx**

    1.M.F

    1. My  lesson plan demonstrates a clear goal to build critical thinking skills by encouraging students to engage in discussions, collaborate with peers, and analyze key story elements. Through activities like group discussions and pair work on identifying the theme, plot, and key details, students are prompted to critically evaluate and summarize the story. The purpose of the video is to introduce story elements providing foundational knowledge, while the worksheet and exit ticket require students to apply their understanding independently. Additionally, the teacher supports critical thinking by guiding discussions, using prompts, and offering differentiated support based on individual needs.

    2. I agree with the author's stance that the critical thinking required to reach a solution is more valuable than the solution itself. Critical thinking fosters problem-solving skills, adaptability, and creativity, which are essential for navigating future challenges. The process of analyzing a problem, considering multiple perspectives, and evaluating possible solutions. Will help increase cognitive abilities. While a solution is important, the ability to approach new problems with a thoughtful mindset offers long-term value. Since it will promote growth and continuous

    2.
    **Alexa Dowling**

    STANDARDS AND INDICATORS

    KL5a: Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.

    **INSTRUCTIONAL OBJECTIVE(S)**

    **After a class lesson on categorizing objects, students will be able to apply their knowledge of different categories to classify pictures of familiar objects into two categories and groups based on their size. They will do so while attaining a score of at least 8 out of 10 pictures categorized correctly. Independently, students will be able to circle pictures that represent something that is bigger than what it is compared to. Then the students will be able to construct a response by writing the word of the bigger object. They will do so while attainting a score of at least 4 out of 5 objects correctly circled and written.**

    **PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS**

    Prior Academic Knowledge

    **Before this lesson on grouping pictures, students have experience drawing pictures to represent one category.**

    **For example, before this lesson, students practiced drawing objects of things that are considered big.**

    Misconceptions

    **Some students may continue to not know what the vocabulary terms big and small mean.**

    **DEVELOPMENTAL PROCEDURES (*Engaging the learner)**

    1.
    **MOTIVATION**

    **Students will begin on the carpet and we will review what the vocabulary terms big and small mean.**

    2.
    **We will read the read aloud, “So Big and So Small” to help students understand the meaning of these vocabulary terms.**

    3
    **. I will have the students turn and talk to their reading partner about what makes something big and what makes something small before having the students share their thoughts with the class.**

    **4. I will then pull up my slides that each have two pictures on them. I will model first, then the students will take turns coming up to the board to circle which object is bigger.**

    **5. The students will then be instructed that they will work with their reading groups to categorize pictures into two groups based on their size. (These pictures will be of things that are always big and always small such as an elephant and a mouse so there is so problems classifying.)**

    **6. I will explain to the class that each group will get the same 10 pictures and it will be up to them to work together to decide which 5 pictures represent big objects and which 5 pictures represent small objects. Every picture will also have the word written on it so the students can get used to matching words to objects.**

    **7. While students are working in their groups, I will be walking around taking notes on how the students are classifying the objects, while not intervening in their work.**

    **8. Once students are done, they will put their pictures into two bags, one for big objects and one for small objects so they can share with the class.**

    **9. The groups will take turns coming up to the class and displaying their findings under the document camera. The students will then have a chance to ask the group questions and challenge them on their findings if they disagree.**

    **10. After each group had a chance to share their findings, I will explain to the students that their independent work for ELA will be a worksheet where they have to circle which objects are bigger as well as write the word down for the object. There will be 5 questions, each showing 2 labeled objects for the students to classify from.**

    **11. The students will hand in the worksheet when they are done for me to review and will independently read until time is up.**

    **CLOSURE**

    **12. To close the lesson, the students will return to the carpet for us to discuss our findings. We will construct an anchor chart together to write down objects that we found were big and objects that we found were small. I will explain to them that this will lead into our lesson tomorrow when we will continue to categorize objects of different kinds.**

    **ASSESSMENT**
    **_(formal & informal)_**

    Informal assessment

    **Students will be informally assessed through the anecdotal notes I take while walking around during their group work and their group presentation.**

    Formal assessment

    **Students will be formally assessed based on how many objects their group classified correctly as well as how many objects they classified correctly on their independent worksheet.**

    **INSTRUCTIONAL STRATEGIES**

    ·
    **Cooperative Learning (** [**https://www.colorincolorado.org/article/cooperative-learning-strategies**](https://www.colorincolorado.org/article/cooperative-learning-strategies) **)**

    ·
    **This will be evident when the students are working in their reading groups to classify the different pictures.**

    ·
    **Discussion**

    ·
    **This will be evident when we are discussing the difference between big and small before and after the read aloud.**

    ·
    **Modeling**

    ·
    **This will be evident when I model to the students how to determine what object is big on the smart board.**

    ·
    **Independent Work**

    ·
    **This will be evident when the students are independently working on their big or small worksheet.**

    **ADAPTATIONS**

    ·
    **Students who struggle to focus will be re-directed by using non-verbal cues.**

    ·
    **Students who struggle to work in groups will have the chance to choose one person to be in their group.**

    ·
    **Students who are ELL will have been exposed to the pictures used in the group work prior to the lesson so they are familiar with the pictures and terms.**

    ·
    **Students who are ELL will be able to work with a partner to help support them during the independent worksheet.**

    ·
    **Students who are gifted will be asked to come up with their own examples of pictures that represent big objects and small objects.**

    **DIFFERENTIATION OF INSTRUCTION**

    · KL5a:
    **My low academic students will have a worksheet of only 3 objects they have to classify and will be graded on getting at least 2 out of the 3 correct. They will be also completing this worksheet at a back table with me to help with additional support.**

    **INDEPENDENT PRACTICE**

    ·
    **The students’ independent practice will be the worksheet that follows their group work**

    **FOLLOW-UP ACTIVITIES:**

    **DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT**

    Direct Teacher Intervention

    **The teacher and student will work together to match puzzle pieces together to match pictures of big objects to a piece that says “big” and pictures of small objects to a piece that says “small”.**

    Academic Enrichment

    **These students will be asked to create pictures and labels of their own to represent big objects and small objects.**

    **INSTRUCTIONAL RESOURCES AND MATERIALS**

    **Slides of pictures**

    **Read aloud “So Big and So Small”**

    **10 pictures of big and small objects for each group (x3)**

    **Worksheets for each student (14)**

    **Anchor chart paper**

    **Pencils**

    **Independent reading bins**

    **Scoring guides**

    **Note taking sheet**

    **Document Camera**

    **Smart Board**

    **REFERENCES**

    _New York State Department of Education. (2017) English Language Arts Learning Standards_. https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf

    Coy, J., & Lew, S. (2020).
    _So big and so small_. Beaming Books.

    **## Module8DB.docx**

    1.M.F

    1. My  lesson plan demonstrates a clear goal to build critical thinking skills by encouraging students to engage in discussions, collaborate with peers, and analyze key story elements. Through activities like group discussions and pair work on identifying the theme, plot, and key details, students are prompted to critically evaluate and summarize the story. The purpose of the video is to introduce story elements providing foundational knowledge, while the worksheet and exit ticket require students to apply their understanding independently. Additionally, the teacher supports critical thinking by guiding discussions, using prompts, and offering differentiated support based on individual needs.

    2. I agree with the author's stance that the critical thinking required to reach a solution is more valuable than the solution itself. Critical thinking fosters problem-solving skills, adaptability, and creativity, which are essential for navigating future challenges. The process of analyzing a problem, considering multiple perspectives, and evaluating possible solutions. Will help increase cognitive abilities. While a solution is important, the ability to approach new problems with a thoughtful mindset offers long-term value. Since it will promote growth and continuous

    2.
    **Alexa Dowling**

    STANDARDS AND INDICATORS

    KL5a: Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.

    **INSTRUCTIONAL OBJECTIVE(S)**

    **After a class lesson on categorizing objects, students will be able to apply their knowledge of different categories to classify pictures of familiar objects into two categories and groups based on their size. They will do so while attaining a score of at least 8 out of 10 pictures categorized correctly. Independently, students will be able to circle pictures that represent something that is bigger than what it is compared to. Then the students will be able to construct a response by writing the word of the bigger object. They will do so while attainting a score of at least 4 out of 5 objects correctly circled and written.**

    **PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS**

    Prior Academic Knowledge

    **Before this lesson on grouping pictures, students have experience drawing pictures to represent one category.**

    **For example, before this lesson, students practiced drawing objects of things that are considered big.**

    Misconceptions

    **Some students may continue to not know what the vocabulary terms big and small mean.**

    **DEVELOPMENTAL PROCEDURES (*Engaging the learner)**

    1.
    **MOTIVATION**

    **Students will begin on the carpet and we will review what the vocabulary terms big and small mean.**

    2.
    **We will read the read aloud, “So Big and So Small” to help students understand the meaning of these vocabulary terms.**

    3
    **. I will have the students turn and talk to their reading partner about what makes something big and what makes something small before having the students share their thoughts with the class.**

    **4. I will then pull up my slides that each have two pictures on them. I will model first, then the students will take turns coming up to the board to circle which object is bigger.**

    **5. The students will then be instructed that they will work with their reading groups to categorize pictures into two groups based on their size. (These pictures will be of things that are always big and always small such as an elephant and a mouse so there is so problems classifying.)**

    **6. I will explain to the class that each group will get the same 10 pictures and it will be up to them to work together to decide which 5 pictures represent big objects and which 5 pictures represent small objects. Every picture will also have the word written on it so the students can get used to matching words to objects.**

    **7. While students are working in their groups, I will be walking around taking notes on how the students are classifying the objects, while not intervening in their work.**

    **8. Once students are done, they will put their pictures into two bags, one for big objects and one for small objects so they can share with the class.**

    **9. The groups will take turns coming up to the class and displaying their findings under the document camera. The students will then have a chance to ask the group questions and challenge them on their findings if they disagree.**

    **10. After each group had a chance to share their findings, I will explain to the students that their independent work for ELA will be a worksheet where they have to circle which objects are bigger as well as write the word down for the object. There will be 5 questions, each showing 2 labeled objects for the students to classify from.**

    **11. The students will hand in the worksheet when they are done for me to review and will independently read until time is up.**

    **CLOSURE**

    **12. To close the lesson, the students will return to the carpet for us to discuss our findings. We will construct an anchor chart together to write down objects that we found were big and objects that we found were small. I will explain to them that this will lead into our lesson tomorrow when we will continue to categorize objects of different kinds.**

    **ASSESSMENT**
    **_(formal & informal)_**

    Informal assessment

    **Students will be informally assessed through the anecdotal notes I take while walking around during their group work and their group presentation.**

    Formal assessment

    **Students will be formally assessed based on how many objects their group classified correctly as well as how many objects they classified correctly on their independent worksheet.**

    **INSTRUCTIONAL STRATEGIES**

    ·
    **Cooperative Learning (** [**https://www.colorincolorado.org/article/cooperative-learning-strategies**](https://www.colorincolorado.org/article/cooperative-learning-strategies) **)**

    ·
    **This will be evident when the students are working in their reading groups to classify the different pictures.**

    ·
    **Discussion**

    ·
    **This will be evident when we are discussing the difference between big and small before and after the read aloud.**

    ·
    **Modeling**

    ·
    **This will be evident when I model to the students how to determine what object is big on the smart board.**

    ·
    **Independent Work**

    ·
    **This will be evident when the students are independently working on their big or small worksheet.**

    **ADAPTATIONS**

    ·
    **Students who struggle to focus will be re-directed by using non-verbal cues.**

    ·
    **Students who struggle to work in groups will have the chance to choose one person to be in their group.**

    ·
    **Students who are ELL will have been exposed to the pictures used in the group work prior to the lesson so they are familiar with the pictures and terms.**

    ·
    **Students who are ELL will be able to work with a partner to help support them during the independent worksheet.**

    ·
    **Students who are gifted will be asked to come up with their own examples of pictures that represent big objects and small objects.**

    **DIFFERENTIATION OF INSTRUCTION**

    · KL5a:
    **My low academic students will have a worksheet of only 3 objects they have to classify and will be graded on getting at least 2 out of the 3 correct. They will be also completing this worksheet at a back table with me to help with additional support.**

    **INDEPENDENT PRACTICE**

    ·
    **The students’ independent practice will be the worksheet that follows their group work**

    **FOLLOW-UP ACTIVITIES:**

    **DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT**

    Direct Teacher Intervention

    **The teacher and student will work together to match puzzle pieces together to match pictures of big objects to a piece that says “big” and pictures of small objects to a piece that says “small”.**

    Academic Enrichment

    **These students will be asked to create pictures and labels of their own to represent big objects and small objects.**

    **INSTRUCTIONAL RESOURCES AND MATERIALS**

    **Slides of pictures**

    **Read aloud “So Big and So Small”**

    **10 pictures of big and small objects for each group (x3)**

    **Worksheets for each student (14)**

    **Anchor chart paper**

    **Pencils**

    **Independent reading bins**

    **Scoring guides**

    **Note taking sheet**

    **Document Camera**

    **Smart Board**

    **REFERENCES**

    _New York State Department of Education. (2017) English Language Arts Learning Standards_. https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf

    Coy, J., & Lew, S. (2020).
    _So big and so small_. Beaming Books.

  • [Solved] Learning Theory 3-A

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    you will apply either a social learning or constructivist approach to one of your lesson plans. Think of a lesson you typically complete with students; perhaps one you have done a few times. Explain how you currently deliver the lesson and then share how either aspect of social learning or construct…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    you will apply either a social learning or constructivist approach to one of your lesson plans. Think of a lesson you typically complete with students; perhaps one you have done a few times. Explain how you currently deliver the lesson and then share how either aspect of social learning or constructivism could improve the lesson. What changes would you make to your delivery approach, assessment strategy, or classroom management? Justify your reasoning with appropriate evidence from the readings. Include at least two outside sources.

    If you are currently not a teacher, please select a lesson plan from this website: [https://www.teacher.org/lesson-plans](https://www.teacher.org/lesson-plans/)

    The site offers basic lesson plans across all grade levels and content areas. Select one that is of most interest to you, then complete the assignment as described above by drawing from either the social learning or constructivist approach.

    If you decide to focus on social learning, then consider the following helpful suggestions to shape your response:

    – Application 4.1 Teacher Modeling, p 130 in the Schunk text
    – Model prestige (p 134)
    – Consequences to models (pp 135-138)

    If you need some additional clarification about social learning theory, consider accessing the video,: https://youtu.be/cO2_UdS6oIA

    If you decide to focus on constructivism, then consider the following helpful suggestions to shape your response:

    Vygotsky’s zone of proximal development (ZPD) on p 243. How could you better navigate a student’s ZPD during the lesson?

    – Scaffolding strategies
    – Reciprocal teaching
    – Peer collaborations
    – Apprenticeships

    (If you choose to do your own additional research to complement your understanding, please note that you as the teacher would be considered what Vygotsky called the ‘more knowledgeable other’ or the MKO. Schunk does not include this in the chapter, but you are likely to encounter this term from other authors).

    If you need some additional clarification about Vygotsky’s ZPD, consider accessing the video: https://youtu.be/DzWL1fO5Kk8

    – a year ago

  • [Solved] Education 3-2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    How does your educational philosophy apply to your practice or beliefs of teaching (instructional models)? – a year ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    How does your educational philosophy apply to your practice or beliefs of teaching (instructional models)?

    – a year ago

  • [Solved] Education 3-1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Using your unit resources, philosophical self-assessment, and any additional resource you feel are appropriate, provide an in-depth analysis of your chosen educational theory. In your composition include the major details of the philosophy, why this philosophy speaks to you and how your belief in th…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Using your unit resources, philosophical self-assessment, and any additional resource you feel are appropriate, provide an in-depth analysis of your chosen educational theory.  In your composition include the major details of the philosophy, why this philosophy speaks to you and how your belief in this philosophy impacts your classroom practice.

    2-3 pages in length, exclusive of the reference page APA

    – a year ago