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Archive for the ‘Education’ Category

Clinical Field Experience C: Monitoring Student Progress

Creating learning activities that appropriately support the diverse   learning needs of all students is a necessary part of the learning   cycle. The design process operates to establish learning goals that   magnify the current learning status of individual students in   preparing for success. This is a foundational aspect of classroom   instruction and an important step toward internal motivation and   successful student achievement.

Allocate at least 3 hours in the field to support this field experience.

In the previous topic, you selected a student to work with   one-on-one during your field experience. Based on the information   provided while collaborating with your mentor and your observations,   complete the following for the student identified in Clinical Field   Experience B:

  • With your mentors guidance, select a content area of   &nb

Student Goals Timeline

The first step in the self-regulation cycle is setting goals   collaboratively with students. Once established, the monitoring and   implementing of strategies must take place. This allows teachers and   students to collaborate during the learning process and adjust   learning activities to assist students in achieving their goals.   Collecting data, monitoring progress, and making instructional   adjustments are the most significant pieces. Providing documented,   specific feedback to the student on his or her progress is an integral   component of communication with the student, family, and educational   support staff.

Use the "Student Goals Timeline" template  to create:

  • A student-friendly timeline to visually represent the     students progress in learning for one month
  • A     schedule to collaborate with the stud

Assignment: Advocating For Family Involvement And Effective Partnerships

 

Strong relationships that develop and blossom into mutually respectful partnerships with families are a foundational component to effective programs within the early childhood field. Consider the following scenario:

You have just been hired as the director of an early childhood education program serving children between the ages of birth and 5. In your first weeks on the job, you spend an extensive amount of time visiting each classroom and getting to know the teachers. When you ask about the relationships they have developed with children and their families, one response you receive seems to encapsulate the general attitude: "We are very busy making sure our curriculum meets state standards; we like to get to know the children but have to stay focused on getting these children to learn what the standards say so they will be ready in every way for kindergarten." When you ask about building partnerships with families, you receive a related response: "

Discussion: Creating Supportive Relationships And Family Partnerships

 

As you have been learning, understanding, and valuing relationships with parents and other significant adults in children's lives within the context of early childhood education is essential to children's healthy development and learning. At the core of these relationships are the early childhood practitioner and his or her ability to cultivate such relationships with children and families, as well as strengthen relationships between children and families, both of which can create a substantive and lasting impact. Consider the research presented in your Learning Resources highlighting the significance of cultivating relationships with children and families and building family partnerships. In addition, review the media segment "Building Relationships and Partnering with Families."

After you have considered these factors:

By Day 3

Post:

  • A research-based rationale* as to why relationships and family

W3A – CFE

Part 1: Pre-Assessment and Implementation

During your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement who would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.

With this information, develop a pre-assessment in the English Language Arts content area using the ELA Pre-Assessment template. The pre-assessment must align with the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify how well selected students know the concept, and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.

  1. Share the pre-assessment with your mentor teacher and ask for his

Unit 2 Leadership Theories IP

  

Deliverance 6-7page 


You have been called in to consult with the new principal of a large urban high school. The principal has just transferred from a smaller school in the suburbs of another city in another state. Her educational background includes one of the most prestigious schools of education in the country. In fact, she has published a handbook for classroom management. Her performance at her previous school was praised for its easygoing and adaptable nature.

She has been at principal rank for three years but is just in the process of acclimating to this more energetic and complex school environment. Although the school is nonunion, its faculty has been in place for many years, and the staff has an average of about seven years of experience. There has been little change in the school administration or organization. At the same time, the student dropout rate is at 51% and climbing, and the student graduation rate is only 46%.

Unit 2 Leadership Theories DB

  

Graduate Programs Discussion Boards

Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.

Minimum Weekly DB Expectations

  • Post      an original and thoughtful Main Post to      the DB prompt.
  • Respond      to at least 2 other posts from learners and/or the instructor (Response      Posts).
  • The   &nbs

W1A

 

Having an understanding of various types of literary texts and genres of literature is crucial in order to know how to integrate them into English language arts lessons in an elementary classroom.

Part 1: Matrix

For this assignment, you will complete the Literary Genre Matrix to describe different types of literary texts and how each can be implemented in the classroom.

Below are examples of fiction and nonfiction genre.

  • Fiction. Drama, fable , fairy tale, fantasy, folklore, historical fiction, horror, humor, legend, mystery, mythology, poetry, realistic fiction, science fiction, short story, tall tale, etc.
  • Nonfiction. Biography, essay, narrative nonfiction, speech, etc.

Choose two examples of fiction genre and two examples of nonfiction genre and address the following in the Literary Genre Matrix.

  • Definition of each form of chosen fiction and nonfi

Leading The Way For Developmentally Appropriate Practices

 Leading the Way for Developmentally Appropriate Practices

Leading the Way for Developmentally Appropriate Practices. 1st Post Due by Day 3. One of the many responsibilities of a program administrator includes serving as an instructional leader. As such, you are expected to both model and coach others in your program to ensure that their instructional strategies are developmentally appropriate and culturally sensitive. As the educational leader, you have a unique opportunity to support each and every child in your program. Doing so will require an understanding of several important terms and laws.

To discover resources for advocating for children with disabilities, begin by watching this five-minute introductory video, .

In your initial post,

  • Describe why the video above is an important resource for program administrators.
  • Define and discuss the three dimensions of developmenta

Field Experience

Part 1: Observation

Observing a classroom environment can provide much needed detail and understanding of students learning needs and continued progress.

For this field experience, observe a K-8 classroom during a math lesson. During your observation of the lesson, complete the Math Observation template.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Ask your mentor teacher for the unit and standards and unit the class is currently learning, in order to develop the pre-assessme

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