· Transformative learning theory says that the process of “perspective transformation” has three dimensions: psychological (changes in understanding of the self), convectional (revision of belief systems), and behavioral (changes in lifestyle). Discuss one example/dimension from your educational experience, and to include what was the role of the educator.
· Experiential learning is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or authentic situations where the instructor directs and facilitates learning (Wurdinger & Carlson, 2010). Tell me about a time, where you taught a real world problem to students or experienced a real world problem in a classroom setting. How did you/or how did the instructor facilitate learning?
describe the learning models
· Is there a particular movie (recent or past), that models teaching, and adult learning you have watched or heard about? Identify the movie and/or provide a clip, and describe the learning model that is used.
· Tell us about the last time you experienced self directed learning. One myth that exists about self directed learning is that, self-directed learning means learning in isolation. Was this true about your situation? Explain.
assistive technology device – include a mix of K-8 and 9-12 grade level settings and students with language disabilities
Here are the questions along with the links for each question. Each questions has a standard. For each question just have to make up a student with the specific disability and modify for classroom with intasc in mind.
Thank you
- 1. Instruct a student on the safe and responsible use of an assistive technology device. (InTASC 3)
- Observe a student using an assistive technology device. (InTASC 3)
- Observe a teacher using an assistive technology device. (InTASC 3)
- Select and implement an assistive technology device in the classroom. (InTASC 3)
- https://sarahnstrange.wordpress.com/intasc-standards/intasc-standard-3-learning-envir...
The field experiences must include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.
APA format 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.
- 2. Select appropriate modifications for a student with a language disability. (InTASC 2)
- Select appropriate accommodations for a student with a language disability. (InTASC 2)
- Modify a lesson plan to include specific strategies for a student with a language disability. (InTASC 2)
- Observe the communication and social interactions of a teacher and nonverbal student. (InTASC 2)
- https://sarahnstrange.wordpress.com/intasc-standards/intasc-standard-2-learning-differ...
Your field experiences should include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.
APA format 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.
- 3. Formally assess the performance of a student with a language disability for data that could be used to guide future scaffolded instruction. (InTASC 1)
- If you are unable to assess an individual with exceptionalities without proper
certification per your state regulations on special education, please work with
your mentor teacher to discuss the results of the assessment to help complete
the assignment. - Modify instruction for a student who has a language disability to make instruction relevant, accessible, and challenging. (InTASC 1)
- Observe a student who has atypical language development in an educational setting (classroom). (InTASC 1)
- Observe a student who has atypical language development in a non-educational setting (cafeteria, playground, etc.). (InTASC 1)
- Observe a student with an auditory processing disorder. (InTASC 1)
- https://sarahnstrange.wordpress.com/intasc-standards/intasc-standard-1-learner-develo...
- Cached
- Similar
Your field experiences should include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.
APA format is not required, but solid academic writing is expected.
Personal and Community Health
Application for Health Education
Dr. M.L. Holt
Application #2
Morgan State University
Personal and Community Health
Application #2
Morgan State University
Personal and Community Health
Scenario
Mary is a hardworking senior at Morgan State University. She is majoring in physical education and looking forward to teaching elementary education after graduation. For the past few weeks, Mary has noticed a red, scaly, sharply outlined patch of skin on her forehead. She has put creams on it but it will not go away, and may be getting larger. When she goes to the dermatologist they tell Mary that she has skin cancer that is probably still in its early stages. The potential diagnosis of cancer raises a lot of questions for Mary.
Mary is a hardworking senior at Morgan State University. She is majoring in physical education and looking forward to teaching elementary education after graduation. For the past few weeks, Mary has noticed a red, scaly, sharply outlined patch of skin on her forehead. She has put creams on it but it will not go away, and may be getting larger. When she goes to the dermatologist they tell Mary that she has skin cancer that is probably still in its early stages. The potential diagnosis of cancer raises a lot of questions for Mary.
Instructions
As Mary’s friend you are going to try to provide her with information about various agencies that may be able to help her deal with her new diagnosis. Based on the information in the lecture and doing some background research:
Identify a governmental health agency, Quasi-Governmental Organizations, and a Nongovernment Health Agencies that Mary can go to for help
For each identified organization you should provide a 3 to 4 sentence explanation of how the organization could specifically help Mary
As Mary’s friend you are going to try to provide her with information about various agencies that may be able to help her deal with her new diagnosis. Based on the information in the lecture and doing some background research:
Identify a governmental health agency, Quasi-Governmental Organizations, and a Nongovernment Health Agencies that Mary can go to for help
For each identified organization you should provide a 3 to 4 sentence explanation of how the organization could specifically help Mary
ON-LINE DATING
CHOOSE 5 RESOURCES ( POPULAR AND SCHOLARLY) ABOUT ON-LINE DATING
Prompt: Use the analysis worksheet and fill out each of the boxes in each table. You must complete this activity for at least five resources, but feel free to include more as necessary for your final project. Be sure to include the following critical elements:
Cite the source in APA style.
What is the author’s main point? Summarize it in one to three sentences.
How does this resource support your final project?
Are there any quotes you would like to use within your final project?
Include them in your worksheet. Remember, you need two to four quotes in your final justification paper and presentation.
Guidelines for Submission: Submit your filled-out analysis worksheet as a Word document.
PLEASE REFER TO THE ATTACHMENT!!
Analyzing Cultural Relevance In Instruction
In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class. Student “Jeff Bliss” Mad at Teacher at Duncanville High https://www.youtube.com/watch?v=iflIOklflrg&feature=youtu.be(Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.
Review the Instructor Guidance before this task. In your paper, include the following:
- Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)
- Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.
- Explain what probably caused it.
- Identify who benefits and who loses.
- Indicate your position on this issue.
- Discuss how a more equitable, culturally relevant approach to the class could improve the situation.
- Express how Ms. Phung might respond differently to Jeff’s concerns.
- Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)
- Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion:
- Instruction
- Classroom Environment
- Student Grouping
- Student Recognition/leadership
- Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)
- List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following 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
Must be two double-spaced pages in length (not including title and references pages) and formatted according to APA style
Describe the knowledge, skills and/or attitudes regarding each of the transferable skills that you've gained as a result of completing this particular project/assignment
Use attached papers to do this assignment.
In a minimum of 1 full page, using Microsoft Word, write an essay (full introduction and conclusion), which includes the following:
◦Describe the knowledge, skills and/or attitudes regarding each of the transferable skills that you’ve gained as a result of completing this particular project/assignment.
◦Discuss the ways that you are going to incorporate the transferable skills (the transferable skills that you showcased in your exemplary project) into your work within your chosen career field.
◦Describe your future goals based on the transferable skills that you’ve chosen to showcase.
◦Write your paper utilizing proper tone, spelling and grammar.
Disability Matrix, And Beyond F.A.T. City: Look Back, Look Ahead
- 1st assignment
- Review the video “Beyond F.A.T. City: Look Back, Look Ahead—Conversation about Special Education.” In a 500-750 word analysis, address the following: How does Richard D. Lavoie define and explain fairness in the classroom? What advice does Lavoie offer to parents regarding fairness? What does Lavoie say about assumptions, and why does he discuss them? What are three key concepts from the video that were especially meaningful to you? How will they affect your professional teaching practice? Be sure to cite specific examples from the video in your analysis. Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.05:22
2 assignment
- Identify and research the 13 disability categories under IDEA, including the causes, prevalence, and characteristics of each. Use the “Disability Matrix” to complete this assignment. Support your findings with a minimum of three scholarly resources. Include your citations on the “Disability Matrix.” Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Here is the direction
What are the significant barriers in obtaining and maintaining peer relationships for students with physical and health impairment
| Discussion question |
What are the significant barriers in obtaining and maintaining peer relationships for students with physical and health impairment? How can teachers facilitate these relationships?
Week 4 Summary Paper – Educational Leadership
Week 4 Summary Paper – Educational Leadership
Refer to the Educational Leadership with Dr. Douglas Reeves link (video) in this week’s Readings and Resources. Write a one-to-two-page summary as you reflect on Dr. Reeves’ research.
Dr. Reeves has conducted research concerning the principal’s role in closing the achievement gap as it relates to professional development. Interestingly enough, and contrary to what we may have heard in the past, Dr. Reeves points out that we are still being told not to bother trying to close the achievement gap! However, he takes the position that student achievement levels can increase with instructional leadership and provides data to back up his position.
As you reflect on the video, look for the answers to these questions:
- School leaders’ actions are important and can help close the achievement gap. How does Dr. Reeves document that?
- He mentions research from over three decades that indicates that leadership makes a difference. Discuss that research and Dr. Reeves’ analysis of the data.
- What are some of the characteristics of students whose achievement levels are below average that have remained the same across all the research?
- There are certain characteristics of low-performing students that Dr. Reeves does not discount. What were they and do you agree or disagree with him?
- One of his summary points was, “Beware the silver bullet.” What did he mean and why is that so important?
- Summarize what Dr. Reeves says about closing the achievement gap as it relates to professional development. What did you learn from his suggestion?
Remember that the expectation is for graduate-level writing and content. Your paper should be concise with a good introduction and conclusion, with proper spelling, punctuation, and grammar.
Youtube Link: Educational Leadership with Dr Douglas Reeves