PLEASE READ THIS IS A ONE- TWO PARAGRAPH SUMMARY. ANSWER 1-3
Elevator Speech
Throughout this course, one of the main goals has been a focus on the importance of effective communication and collaboration with the families of infants and pre-school aged children.
Throughout your career, you will need to utilize effective communication skills with colleagues, families, and children. As a professional, you will also need to communicate your beliefs to potential employers.
An elevator speech is an excellent way to convey your skills while networking and seeking employment.
Typically, an elevator speech is a one or two paragraph summary of:
1. who you are,
2. why you are qualified, and
3. what you have to offer the organization or industry.
A brief sales pitch will ensure that you are prepared to discuss your career goals whenever the opportunity presents itself.
Some examples of where you could use your elevator speech are at a networking event, during a job interview, at a back-to-school parent meeting, or in a social setting.
Watch The Elevator Pitch (Links to an external site.)Links to an external site. video and design a one-minute sales pitch that is tailored toward your chosen career path.
MY CHOSEN CAREER PATH IS PRE-SCHOOL TEACHER.
I HAVE ATTACHED A COUPLE OF FILES THAT WILL ANSWER WHO I AM, WHY I’M QUALIFIED AND WHAT I HAVE TO OFFER.
HERE IS AN EXAMPLE OT WHAT THE INSTRUCTOR WANTS
Example Elevator Speech
Hi, my name is John and I am a student at Ashford University completing my Bachelor of Arts in Early Childhood Education. For the past five years, I have worked in a preschool classroom as an assistant for the 4-year-olds, where I was able to support the children’s learning and development by working with them throughout the day. I am seeking to increase my teacher responsibilities and move into a lead teacher role where I can develop curriculum, plan for individualized instruction, and connect with families further…
Health Issues-Bulimia nervosa
Directions for Health Issues “Fact Sheet” – a (short) Research Paper
There are many topics of concern in health and health education today. Information expands and at incredible rate and it’s impossible to include all important issues in this one-unit course. For this assignment, follow the steps outlined below:
Step 1: Choose a topic – any current issue that relates to health. Here is a partial list of ideas, but you may have another topic idea:
· Sleep deprivation
· Eating disorders
· Obesity, or
· Anorexia, or
· Bulimia nervosa
· Drug use
· Alcoholism in children ages 12-18
· Tobacco use (smoking or chewing) in children ages 12 – 18
· Depression or social anxiety
· Mental health disorders (schizophrenia, bipolar, OCD…)
· Cancer, Zika, West Nile virus, hepatitis, STDs…
Step 2: Investigate your selected topic. Find at least 3 resources. While you may read a Wiki and use links attached to it, do NOT stop there and reference a Wiki in your final paper!
Step 3: Write a one-page “Fact Sheet” about your topic. This should be something that you could share at a school staff meeting OR with a concerned parent during a teacher/parent conference. You will have a second page, a “Work Cited” page, with the 3+ resources you used to write your “Fact Sheet” – listed in MLA format. If you don’t know how to use MLA, find an online resource for creating this such as “easybib.com.” All papers are to be typed in Times New Roman, size 12 font (just like this direction page) and single-spaced. Your report outline should look like this:
I. Introduction (identify your topic, define it, tell ready why it’s important to know about it)
II. Background (when was this disorder first identified as a “concern” in adolescent development? Who has done key research on it? How many children does it affect?)
III. Affect on social health (How does it come about – is it hereditary or influenced by environment? How does it manifest itself – what behaviors might one observe in an individual who has this health conern?
IV. Proposed Solution (How might parents, friends, teachers, or medical staff help someone who is struggling with this health concern?)
Step 4: Proofread your work, read it aloud, read the evaluation rubric!
There are many topics of concern in health and health education today. Information expands and at incredible rate and it’s impossible to include all important issues in this one-unit course. For this assignment, follow the steps outlined below:
Step 1: Choose a topic – any current issue that relates to health. Here is a partial list of ideas, but you may have another topic idea:
· Sleep deprivation
· Eating disorders
· Obesity, or
· Anorexia, or
· Bulimia nervosa
· Drug use
· Alcoholism in children ages 12-18
· Tobacco use (smoking or chewing) in children ages 12 – 18
· Depression or social anxiety
· Mental health disorders (schizophrenia, bipolar, OCD…)
· Cancer, Zika, West Nile virus, hepatitis, STDs…
Step 2: Investigate your selected topic. Find at least 3 resources. While you may read a Wiki and use links attached to it, do NOT stop there and reference a Wiki in your final paper!
Step 3: Write a one-page “Fact Sheet” about your topic. This should be something that you could share at a school staff meeting OR with a concerned parent during a teacher/parent conference. You will have a second page, a “Work Cited” page, with the 3+ resources you used to write your “Fact Sheet” – listed in MLA format. If you don’t know how to use MLA, find an online resource for creating this such as “easybib.com.” All papers are to be typed in Times New Roman, size 12 font (just like this direction page) and single-spaced. Your report outline should look like this:
I. Introduction (identify your topic, define it, tell ready why it’s important to know about it)
II. Background (when was this disorder first identified as a “concern” in adolescent development? Who has done key research on it? How many children does it affect?)
III. Affect on social health (How does it come about – is it hereditary or influenced by environment? How does it manifest itself – what behaviors might one observe in an individual who has this health conern?
IV. Proposed Solution (How might parents, friends, teachers, or medical staff help someone who is struggling with this health concern?)
Step 4: Proofread your work, read it aloud, read the evaluation rubric!
adult learning theory
From the second e-Activity, prepare a one (1) page journal entry in which you do the following:
· Examine one (1) adult learning theory or topic explored within the first five (5) weeks of the course.
· Recount one (1) instance in which one (1) real-life experience enabled you to make meaning of the concepts inherent in your chosen theory / topic.
· Suggest one (1) instructional strategy that would be best suited to fostering students’ understanding of your chosen theory / topic. Support your response with relevant examples of relevant, successful use of the suggested strategy.
Narratives-Personal stories
Narrative is also how we craft our sense of self, our identity. Rosenwald and Ochberg (1992, p. 1) argue, “Personal stories are not merely a way of telling someone (or oneself) about one’s life; they are the means by which identities may be fashioned.” Respond to this statement from the article regarding narrative learning. Provide an example in your life in which you have experienced narrative learning or describe a place/time in history when narrative learning has been powerful.
Cultural Competence in the Classroom
Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation Why Kids Hate School?: Nikhil Goyal at TEDxYouth@BFS (link below) The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
- Address the following three guiding statements:
- Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video. According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left.”
- Discuss the cultural competencies and learning experiences that would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp).
- Determine which of the 4C skills (i.e.,creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in The 4Cs Research Series (link below) Break down which you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
- Summarize how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
- (1.5 points): Summarizes cultural competencies in your response to the Video Analysis guiding statements. Include examples using at least one of the following four characteristics:
- Awareness of one’s own cultural worldview (including biases)
- Knowledge of different cultural practices and worldviews
- Positive attitudes and open-mindedness toward cultural differences
- Ability to work successfully with others from different cultures
- References (1.5 points): Summarize culturally relevant instruction in your response to the Video Analysis guiding statements. Propose strategies that align with this approach and include at least one of the following nine areas:
- Maximizing academic success through relevant instructional experiences
- Addressing cultural competence through reinforcing students’ cultural integrity
- Involving students in the construction of knowledge
- Building on students’ interests and linguistic resources
- Tapping home and community resources
- Understanding students’ cultural knowledge
- Using interactive and constructivist teaching strategies
- Examining the curriculum from multiple perspectives
- Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
- (1 point): Summarize 21st century skills in your response to the Video Analysis items to reflect the Framework for 21st Century Learning (link below)
- Must be two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center
- Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
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- https://www.youtube.com/watch?v=VEvg2zBYWtU&t=295s
- http://www.p21.org/our-work/4cs-research-series
- http://www.p21.org/about-us/p21-framework
SPD 200: Disability Matrix
Templates
5
SPD 200: Disability Matrix
Name:
Date: https://www.useloom.com/share/ce2671a60e67464ab44a1bd672fb3297
SPD 200: Disability Matrix
Name:
Date: https://www.useloom.com/share/ce2671a60e67464ab44a1bd672fb3297
| Disability Category | Development Area (cognitive, linguistic, social, physical and/or emotional) | Definition | Causes | Prevalence | Characteristics |
Disability Matrix
****Information presented must be supported by citations within the columns. See below for additional tips on completing your in-text citations. Delete all information below before making your final submission
Formatting: This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5″). The line spacing is double throughout the paper, even on the reference page. The font style used in this template is Times New Roman. The font size is 12. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The paragraph formatting should stay the same. If you have any questions, please consult with your instructor.
Citations: Citations are used to reference material from another source. When paraphrasing material from another source (such as a books, journals, website articles, etc.), include the author’s last name and the publication year in parentheses. When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal their words either. To avoid potential problems, always be sure to cite your sources by referring to the author’s last name and the year of publication in parentheses at the end of the sentence, such as (Daresh, 2004) and page numbers if you are using word-for-word materials, such as “There are no simple strategies for accomplishing successful transitions, but we do know a great deal about how to get off to a good start” (King & Blumer, 2000, p. 356).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. Reference notes are formatted using a hanging indent of a half inch (0.5″). A sample reference page is included below; this page includes examples of how to format different reference types—books (Black & English, 1986), journal articles (Arnold & Dodge, 1994), and website articles (“Seventeen Moments,” n.d
Learning and Innovation 4Cs (i.e., communication, collaboration, critical thinking, and creativity)
As educators, knowing about the 21st-century skills is important and being able to recognize the skills within specific examples is an indicator that you truly understand them and how they work in application. In Week One, we discussed the story of Caine and his arcade as a way to explore how culture influences creativity, imagination, and inventiveness. In this discussion, we go a step further by considering 21st-century skills in relation to another inspiring story of creativity, imagination, and inventiveness.
The Landfill Harmonic project showcases the story of a garbage picker, a music teacher, and a group of children from a Paraguayan slum that, out of necessity, started creating instruments entirely out of garbage found in a landfill.
Your reflections on this story will provide a rich backdrop for learning more about the impact that social and cross-cultural skills have on the more academic pursuit of keeping children engaged in learning 21st-century skills. After reviewing this week’s Instructor Guidance material, you will have a good working knowledge of social and cross-cultural skills and will be able to recognize how they might support the learning of 21st-century skills, especially within the Landfill Harmonic project.
Initial Post: View the Landfill Harmonic Amazing and Inspirational (link is below)video about the Landfill Harmonic project, and then view more specific information about the project on the Landfill Harmonic (link is below)website. Next, review the Framework for 21st Century Learning (link is below)web page. Then, create an initial post that addresses the following in at least one paragraph for each:
- Describe the Learning and Innovation 4Cs (i.e., communication, collaboration, critical thinking, and creativity) (click on the 4Cs Research Series tab on the right-hand side of the page) as well as Life and Career Skills from the Framework for 21st Century Learning (see item 4 under 21st Century Student Outcomes) that you perceive the students learned and applied as a result of their participation in the Landfill Harmonic project.
- Describe the cultural competencies you perceive were demonstrated by the students in the Landfill Harmonic project (these are summarized in the Instructor Guidance for this week).
- Describe the social factors and attitudes you perceive were needed to initiate the project, including a consideration of the cross-cultural skills that may be necessary for supporters to sustain the Landfill Harmonic project.
http://www.landfillharmonicmovie.com
Guided Analysis: Suffering and fear
In a guided analysis, you will interact with the problem of evil and suffering and provide your own response to the problem in comparison to the Christian response.
Follow the directions in the “Guided Analysis: Suffering Worksheet.”
GCU style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Article Reflection
CLass 550
Article Reflection
In Comparing Characteristics of High-Incidence Disability Groups, Saborne, Evans, Cullinan (2006), analyzed research articles surrounding characteristics of high incidence groups to determine similarities and differences between three groups: emotional-behavior disorders (EBD), mild-intellectual disabilities (MID), and learning disabilities (LD). By the end of their review, Saborne, et al. (2006) concluded, “Individualized, appropriate assessment and effective instruction regardless of the disability category are still best practice for students with high-incidence disabilities in special and general education.
Having little background in understanding the characteristics of these three high-incidence groups (EBD, MID, and LD), I was surprised to discover the similarities and differences presented in this article. I was surprised to learn that MID and LD, IQ domain aside, were similar across five of the six categories compared. It was interesting to realize that LD and EBD groups had a range in IQ from 90-95 and that the MID groups scored lower than both groups. This also surprised me since the LD and MID groups were similar across the other domains. In regards to academics, I discovered there was a large difference (in 80% of the studies) between EBD and MID groups. However, when learning that “students with MID received significantly less academic instruction and were given significantly more free-time activities than students with EBD or LD” (Saborne, et al.), it helped to explain the difference between EBD and MID groups based on academics. It also makes me wonder how we could change that from occurring in schools to better help MID students and expose them to more academic instruction.
It is also helpful to learn that all groups do require additional support in behavioral and social skill domains, though it appears that EBD requires more support in the behavioral domain than the other groups. Finally, it surprised me to learn that “an immediate family member with chemical dependency was reported by 47% of students with EBD, by 15% of those with LD, and by 20% of students without disabilities.” (Saborne, et al. 2006)
In considering all of these characteristics and understanding the need for instruction to be individualized, I would like more information on the best assessments and instruction practices to explore for all students and groups. For me, this article helped to highlight the areas of needs for high-incidence disability groups. It is helpful to understand how these groups differ and are similar across the domains mentioned in the article, so I can better prepare to teach to the areas of need across all 3 groups of high-incidence disabilities.
Bibliography
Saborne, E. J., Evans, C., & Cullinan, D. (2006). Comparing Characteristics of High-Incidence Disability Groups. Remedial and Special Education,27(2), 95-104.
In Comparing Characteristics of High-Incidence Disability Groups, Saborne, Evans, Cullinan (2006), analyzed research articles surrounding characteristics of high incidence groups to determine similarities and differences between three groups: emotional-behavior disorders (EBD), mild-intellectual disabilities (MID), and learning disabilities (LD). By the end of their review, Saborne, et al. (2006) concluded, “Individualized, appropriate assessment and effective instruction regardless of the disability category are still best practice for students with high-incidence disabilities in special and general education.
Having little background in understanding the characteristics of these three high-incidence groups (EBD, MID, and LD), I was surprised to discover the similarities and differences presented in this article. I was surprised to learn that MID and LD, IQ domain aside, were similar across five of the six categories compared. It was interesting to realize that LD and EBD groups had a range in IQ from 90-95 and that the MID groups scored lower than both groups. This also surprised me since the LD and MID groups were similar across the other domains. In regards to academics, I discovered there was a large difference (in 80% of the studies) between EBD and MID groups. However, when learning that “students with MID received significantly less academic instruction and were given significantly more free-time activities than students with EBD or LD” (Saborne, et al.), it helped to explain the difference between EBD and MID groups based on academics. It also makes me wonder how we could change that from occurring in schools to better help MID students and expose them to more academic instruction.
It is also helpful to learn that all groups do require additional support in behavioral and social skill domains, though it appears that EBD requires more support in the behavioral domain than the other groups. Finally, it surprised me to learn that “an immediate family member with chemical dependency was reported by 47% of students with EBD, by 15% of those with LD, and by 20% of students without disabilities.” (Saborne, et al. 2006)
In considering all of these characteristics and understanding the need for instruction to be individualized, I would like more information on the best assessments and instruction practices to explore for all students and groups. For me, this article helped to highlight the areas of needs for high-incidence disability groups. It is helpful to understand how these groups differ and are similar across the domains mentioned in the article, so I can better prepare to teach to the areas of need across all 3 groups of high-incidence disabilities.
Bibliography
Saborne, E. J., Evans, C., & Cullinan, D. (2006). Comparing Characteristics of High-Incidence Disability Groups. Remedial and Special Education,27(2), 95-104.
IT intensiveness
The U.S. Department of Commerce ranked 55 industrial sectors according to their level of IT intensiveness. Our K-12 schools were ranked at the bottom, even below coal mining! Watch this short video (5 to 7 mins)that identifies trends for the future. Refer to the “Learning to Change-Changing to Learn” link in this week’s Readings and Resources.
Write a one-page reflective paper based on this video.
(The name of the youtube video is Learning to Change – Changing to Learn). The link below should allow you to view the video if not you can just find it on youtube by title of the video.)