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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 first contribution (Main Post or Response Post) must be posted before midnight (Central time) on Friday of each week.
• Two additional responses are required after Friday of each week.
• For DB assignment prompts with a Part One and Part Two, Part One should be addressed in the first week of the unit with a Main Post and minimum of 2 Response Posts, and Part Two should be addressed in the second week of the unit with a Main Post and a minimum of 2 Response Posts.

More on DBs

At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 3–4 strong paragraphs for Main Posts and 2–3 strong paragraphs for Response Posts.

Discussion Board Question Details

Students are stakeholders in their own educational process. Student initiative is often forgotten in the management of classrooms and curricula. Use the library or other research materials to review case studies or application descriptions in which students have been empowered to manage their individual learning and the flow and process of their education. Some guiding key words that may help your search are as follows:

• Constructivism
• Self-directed learning
• Student empowerment
• Unschooling
• Home schooling
• Education stakeholders

Following your research into the student’s role as stakeholder, answer the following questions:

• How are students involved in the educational management process?
• Why do many educational leaders consider students to be stakeholders in the educational management process?
• Which leadership style or styles do you think will work best when working with students, either as a teacher-leader or as an administrative leader? Why?
• As a leader, what tools can you use to help students develop their self-management capabilities, such as reflective practice.

In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.

Please pull book information from this link.

Reference

Schon, D. A. (1984). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

 

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Literacy Toolkit 1: Phonics and Word Recognition 

There are various aspects of literacy and it is important to begin developing instructional strategies to introduce these literacy concepts. It is crucial to examine multiple instructional and differentiation strategies in order to implement standards-based concepts related to phonics and word recognition.

Part 1: Phonics and Word Recognition Chart

Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, choose a K-3 grade level and identify three standards related to phonics and word recognition.

For each standard chosen:

• Identify an aligned instructional strategy.
• Describe how you would differentiate the strategy to accommodate student needs.
• Identify materials, including digital tools and resources needed to create relevant learning experiences and promote student learning.

Part 2: Phonics and Word Recognition Reflection

Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, summarize and reflect, in 250-500 words, on the strategies and aligned differentiation you would use to inform your instruction of phonics and word recognition standards. How do the materials, including digital tools and resources, chosen to implement your strategies address the various needs and provide equitable access to all students? Explain how you will use your findings in your future professional practice.

Submit your “Literacy Toolkit 1: Phonics and Word Recognition” template and reflection as one deliverable.

This completed assignment will be the first part of your Literacy Toolkit and will inform your assignment in Topic 6.

Support your findings with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. 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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Clinical Field Experience B: Phonics and Word Recognition: I Do, We Do, You Do 

Allocate as least 2 hours in the field to support this field experience.

Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart

Consult with your mentor teacher to decide the direction you will take to provide small group instruction to 3-4 students on a literacy topic on phonics and/or word recognition.

Choose a phonics and word recognition concept and strategy that aligns to what students in your mentor classroom are currently learning.

Complete the “Phonics and Word Recognition: I Do, We Do, You Do” chart to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:

• Phonics/Word Recognition Concept
• I Do, We Do, You Do
• Differentiation
• Assessment

Upon completion of your lesson and with approval of your mentor teacher, facilitate the lesson to the students chosen.

Part 2: Lesson Reflection

Using the “Phonics and Word Recognition: I Do, We Do, You Do” document, summarize and reflect upon your lesson plan, strategy, and facilitation in 250-500 words. Explain how you will use your findings in your future professional practice.

Submit the “Phonics and Word Recognition: I Do, We Do, You Do” template and reflection as one deliverable.

The lesson developed for this field experience will be used to complete your Literacy Toolkit assignment due in Topic 6. You will be asked to make revisions based on the implementation experience prior to submitting the unit plan at that time.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. 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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic.  Directions for submitting can be found on the College of Education site in the Student Success Center.

 

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