...SPE-359 Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD Benchmark Assessment and Rubric Targeted Essential Learning * Effective teachers utilize a variety of instructional strategies to adapt lessons that enhance the educational development of the learners with LD. (APTS 8, 9; INTASC 1, 2; CEC 4, 8) Assessment Tool Selected * Two Part Project a) Lesson Plan b) Essay Specific Performance/Task(s) Design and implement various effective instructional practices. (APTS 8.1) Differentiate instruction for exceptional children. (APTS 8.5) Evaluate and strategically select curriculum materials and resources that optimize student success. (APTS 8.3) Understand the characteristics associated with a variety of disability categories. (APTS 9.1) Adapt instruction based on student needs. (APTS 9.5) Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 4.1) Select appropriate supports and adaptations to enable a student with disabilities to access and fully participate in the general education curriculum. (CEC 8.4) Relevancy of Task to Teacher Candidate * Special education teachers must have full knowledge of learners with LD and be able to implement lesson plans modified from research-based instructional strategies. Assessment: Student Prompts/Teacher Directions Individual: LD: The Puzzling Paradox (Benchmark Assessment) a) General practicum information: ...
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...Nathan Clark Design for Instruction Task The information gathered from my contextual factors and pre-assessment inform me of what type of students I will be teaching. The contextual factors help me to have a better understanding of the type of demographic my students belong to and what type of learning styles they attain. This information will also allow me to know of any outside characteristics that may inhibit learning for an individual student and the students as a whole. For example, some students may have learning disabilities and the student’s as a whole may react negatively to artworks involving polytheism. Giving the pre-assessment allowed me to fully understand what level my students are performing for that particular unit. I have found that I need to focus a lot of time on vocabulary definitions and how to apply the terms to artwork. Prompt Results of Pre-Assessment The students in this introductory level drawing class consists of students that are required to take this class as an elective or students who have an interest in drawing and wish to pursue it. The students in this class have limited experience with the concepts and skills in drawing. The pre-assessment results allow for an analysis of where the students are in terms of general knowledge. The pre-assessment for learning goal one allowed me to have a base quality level of the students’ performance. It enables me to see what each student is capable of in terms of skill and...
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...Writing Credit Hours: 3 Length of Course: 8 Weeks Prerequisite: COLL100 is recommended Table of Contents Course Description Course Scope Course Objectives Course Delivery Method Course Materials Evaluation Procedures Grading Scale Course Outline Policies Academic Services Selected Bibliography Table of Contents Course Description (Catalog) ENGL101 Proficiency in Writing (3 hours) This course provides instruction in the writing process with a focus on self-expressive and expository essays, and will include practice in the conventions of standard written English, responding to readings, and incorporating sources into essays with appropriate documentation. Table of Contents Course Scope This course gives students practice in the conventions of Standard Written English, responding to readings, and incorporating sources into essays with appropriate documentation. Thus the course prepares students for writing effectively in all undergraduate courses by sharpening the writing skills necessary to answer essay examinations, dialogue with reading assignments, and write term papers. Table of Contents Course Objectives Students who successfully complete this course will be able to: CO-1: Recognize and formulate the kind of writing required to respond properly to college-level assignments, examinations, and projects. (Essay types) CO-2: Use a process of writing from pre-writing (i.e. brainstorming) ideas to polishing a final draft. CO-3: Demonstrate writing techniques...
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...ASSESSMENT TASK 1.1 ASSESSMENT CHECKLIST 1.2 ASSESSMENT GRID 1.3 ASSESSMENT RUBRIC QUESTION 2 2.1 ASSESSMENT PLANNING 2.2 ASSESSMENT ACTIVITIES 2.2.1 ASSESSMENT ACTIVITY FOR LESSON TOPIC: CARTOON 2.2.2 ASSESSMENT ACTIVITY FOR LESSON TOPIC: PERSUASIVE ESSAY 2.2.3 ASSESSMENT ACTIVITY FOR LESSON TOPIC: MOVIE POSTER BIBLIOGRAPHY QUESTION 1 1. ASSESSMENT TASK Design a personal planner that covers the week from Monday to Sunday. Clearly mark the times starting from 6am to 10pm. Use a table format for your planner. Give your planner an appropriate title. Fill in a minimum of four activities that occupy your day. Colour code your priorities clearly and indicate what each colour means e.g. Red = important. 1.1 ASSESSMENT CHECKLIST Checklist for personal planner | Yes/no | 1. Title provided | | 2. Correct format used | | 3. Days clearly indicated | | 4. Times correctly indicated | | 5. Activities filled in on planner | | 6. Priorities clearly shown | | 7. Planner colour coded | | 8. Meaning of colour indicated | | Minimum standard: 8 | 1.2 ASSESSMENT GRID Learner’s name: Grade: Assessor: Date: Criteria | Maximum | Student’s mark | 1. Title provided | 1 | | 2. Correct format used | 2 | | 3. Days clearly indicated | 7 | | 4. Times correctly indicated | 3 | | 5. Activities filled in on planner | 4 | | 6. Priorities clearly shown | 1 | | 7. Planner colour coded | 1 | | 8. Meaning of colour indicated | 1 | | TOTAL...
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...to 14 very specific aspects/strategies of assessment. These 14 aspects/strategies are included below as 14 questions. 1. Subject/learning area, lesson topic, and grade to be assessed: Subject/learning area: English – Home Language Lesson topic: The lesson topic is types of writing texts: write a narrative essay. Learners are to plan, prepare and write a narrative essay. The topic will be given in both writing and as a corresponding pictorial representation. Grade: 8 2. Learning outcome to be assessed In accordance with the CAPS document, the learning outcome for this assessment is imaginative formulation, writing and presenting a written essay. To complete this task the learner will need to do/demonstrate the following: • Use language to think and reason out creative ideas • Apply the reasoning process to capturing ideas and transfer them to written words • Write and present a mixed variety of factual and creative texts to suit a variety of purposes. • The learner will know and be able to use the sounds, words and grammar of the English language to complete the task. 3. Assessment standards to be used in this task: • Individual assessment (no group work or collaboration) • Consulting a dictionary, thesaurus and the educator are all encouraged • Paragraphing: o The learner must construct the essay using paragraphs o Paragraphs must be logically ordered o Conjunctions (if used) must bring cohesion rather than produce run-on sentences....
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...Collation of Research Research 1 | Source | Expectations - Whole School | Expectations - Lessons | Expectations - Student | Expectations - Teacher | Faringdon Community College (Psychology Dept. have produced a set of expectations which are shared with students each year).INFO:11-18 Mixed comprehensive school situated on the edge of Faringdon – an affluent Oxfordshire market town.Specialist Status in Engineering and Applied LearningRated Ofsted Outstanding May 2008 KS5 DATA (2012):Small cohorts – 42 in 2012.2012 Average UCAS points per student – 359.A*-E 99% at A2A*-B 50% at A2 | Attendance & punctuality - find out in advance of the next lesson what work was missed so students will not be behind.Lack of homework will affect rewards such as “Student of the month”All courses give students the following info in first lesson:An outline of the syllabus;coursework details (type, interim deadlines); a schedule for completion of the syllabus (weekly or termly); exam details. | Range of activities in lessons e.g. questioning, matching tasks, videos, discussions & note taking.Active participation, e.g. discussing & listening to others’ ideas.Effective written communication is encouraged.Students expected to bring past work to lessons.Bringing textbooks to every lesson.Regular setting of personal targets which are reviewed in lessons.Weekly exam practice.After each ‘Unit’ is taught a past paper will be sat as a Unit Mock.Copying / highlighting chunks of notes from textbooks...
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...Learning Perspective and Lesson Plans Classical conditioning was developed by Ivan Pavlov who discovered that animals as well as people can be conditioned to respond to a stimulus when the stimulus is not always present. Today its implications extend further to dissolving inappropriate responses and helping with the education of students. Under this section there are two methods to use: (1) present the conditioned stimulus without the unconditioned stimulus thus causing the conditioned response to disappear and (2) use counter-conditioning, more desirable responses are conditioned to offset the inappropriate conditioned responses (Utexas.edu). Students should actually look forward to learning and doing the homework instead of dreading it (Utexas.edu). Some familiar classical conditioning responses in a classroom include: (1) the teacher entering the room and the students becoming quiet. (2) The teacher begins the lesson and the students have their pencil and paper ready. Previously, the teacher had to instruct the students in both situations on how to get ready for the class. After repeated instruction the students begin to perform the actions automatically without the teacher having to speak to them. Skinner is the founder of operant conditioning which involves the subject performing an action and then experiencing a consequence. Positive reinforcement, negative reinforcement and punishment are found under this type of learning perspective (Utexas.edu). According to...
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...learning would make me an excellent candidate for this position. I believe as educators we are ourselves are constantly learning what works and what doesn’t work by our diverse students and it is essential as teachers to keep in mind the needs of each and every one of our students. I am confident that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents in the student’s education. In conjunction I make sure that I accommodate the ELL students by providing them the sources in both English and in their native language...
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...|[pic] |Syllabus | | |College of Humanities | | |ENG/120 Version 3 | | |Business Literature | Copyright © © 2011, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course explores business and the workplace through imaginative literature and essays. Students may study poems, plays, short stories, and essays with themes or story lines that emanate from the workplace. Students will read, interpret, and analyze the literature while responding to the connections between occupation and personal identity and the connections between the social and personal significance of their relationship with work. Students will note and discuss trends in society that are illustrated by business and workplace attitudes and portrayed in literature. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into...
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...Experiential Learning Essay Template Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations. Not adhering to these guidelines will cause a delay in processing. ** Review each of the items below and check if you have completed each of them: 1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html 2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed. 3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies. 4. I have written an experiential essay: 3,000 to 4,500 words for 3 credit essay 5. My essay is written in first person (1st) without references. 6. I have written to all four (4) areas of Kolb’s model of learning. 7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning. 8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic. 9. My essay is based on personal...
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...Year group: Title Extended Reading Language Unit 3 A Of Mice and Men 10 Unit description Candidates must make reference to the whole text. Tier ( Higher) Candidates must produce work totalling about 1200 words in a period of up to four hours CA task: Explore the ways sympathy and dislike of ‘Curley’s Wife’ is created in ‘Of Mice and Men.’ CA = Week starting 20 October 2014 (All 4 lessons this week) (Possibility of starting one lesson early at the end of week 6). Level or Grade A*-C Differentiate appropriately for the group that you teach and for individuals within that group th Length 7 weeks (To include CA) Learning objectives AO3 (See mark scheme for band descriptors) Interpretations of texts/understanding significant meanings of the text Engagement with writer’s ideas and attitudes Interpretation of ideas supported with evidence Understanding of features of language and structure Learning outcomes Close analysis of text extracts leading to development of reading skills Consideration of context and writer’s intentions/themes and ideas Speaking and Listening to show understanding of issues and empathy with character Writing a draft essay and set targets for the assessment Produce an analytical essay for CA (New Acronym = SMILE (Structure, Meanings, Ideas, Language, Evidence) Prior knowledge (Enter pre-requisite knowledge and skills.) Analytical essay – Year 9 KS3 reading skills National Framework for Secondary English Strands National Framework for...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...Philosophy Essay Tracey Carroll Liberty University EDUC 200 Ms. Angle June 12, 2016 Forming an educational philosophy is an important part of becoming a successful teacher. One’s philosophy determines how they will teach. During my 6th and 7th grade history classes I distinctly remember memorizing exactly what I needed to pass the test. Then like a miracle I got Mr. Brody for my 8th grade History teacher. With his teaching history was brought to life. Based on how Mr. Brody changed my perspective on history and how to teach I am a big supporter of progressivism teaching. This form of learning dynamically involves students, makes facts related to everyday life and pools actual information with individual interest. Beginning with, keenly encompassing my students with my progressive philosophy of instruction. Leading them through inquiries and establishing fun events. If I were a History teacher, I would try to resist from furnishing them facts only in extensive speeches. I would however, start with a detailed aid and then ask questions in such a way that the students would eventually relate the example to the intellectual historic theme on their own. “Guided discovery may take more or less time than expository instruction, depending on the task, but tends to result in better long term retention and transfer than expository instruction”(Mayer, 2002, p. 68). I would also have exciting activities prearranged for the history lesson such as reenactments of the...
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...Final Exam - Essay Part Allow yourself a half hour each or two total at the most to write these essays. Submit in the dropbox. Do not send them as an attachment in an e-mail. Put them in one document with proper citations, and add the words "final essays" in the subject heading. Check your content, grammar, and spelling. It is most important that you cite specific examples from the video that show you watched it. You should refer to the lessons learned from lectures and reading assignments. This is the final writing assignment of the course and makes up half of the twenty percent on the final. The other half is from the online multiple choice comprehensive exam. I hope you enjoyed the class and learned a great deal. Due no later than the deadline listed in the schedule of assignments and in the syllabus under course information. Glenda In four brief, but well-written, essays, discuss each one of the following topics from watching the video of Tennessee Williams' "The Glass Menagerie." 1. Protagonist and Antagonist Whom would you describe as the protagonist and antagonist of this play? Why? What conflict is resolved between them? Remember the resolution always helps identify the protagonist and antagonist. 2. Technical Elements Discuss the setting of the video. How did it differ from what you might have seen on stage instead of on film? What, if any, significance did costume choices play in the production? 3. Idea What was the idea that Williams wanted us to see...
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...Introduction Creating an effective scheme of work, less than a term into a teaching career, was certainly daunting. Given the complexities of planning for a single lesson – taking into account a long and growing list of factors ‘from provision to pupils with SEN’ to the ‘literacy objective’ that considerably lengthen every written plan – the hurdles to overcome when planning for an 8-week scheme would surely but multiply. While the freedom at my fingertips was invigorating, there was the gnawing sense that failure to grasp the key issues involved would lead to the teacher’s greatest fear – wasted lessons; wasted lessons after which the class would struggle to maintain a respect for the teacher. Furthermore, it would be the waste of an outstanding opportunity. As commentators to the publication Teaching History have repeatedly stressed, the new History National Curriculum for Key Stage 3 offers teachers a ‘glorious flexibility’ to throw out the straight-jacket of centralised requirements beholden to political overlords (Dawson 2008, 18). Instead, led by a relit passion for their discipline, teachers are able to respond to the very specific needs of their school and construct personalised routes towards a variety of objectives. For some commentators, the National Curriculum Key Concepts and their accompanying levels represent the vestiges of an ancien regime of central control that prevent true pupil ownership developing (see Knight 2008). However, a determination to facilitate...
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