Evaluating Effective Lessons

In the discussion forums this week, you learned about the important role planning plays when it comes to creating lessons and activities that align with a developmentally appropriate curriculum. “It is important to remember that educational value comes from the goals an activity addresses, the extent to which the components of the plan align with those goals, and how well the plan can be individualized to meet the needs of your particular children” (Kostelnik, Soderman, Whiren, & Rupiper, 2015, p. 87). It is this combination that makes effective lessons. In your assignment, you will apply the information you have learned about planning for instruction by evaluating a lesson in order to ensure that it is developmentally appropriate.

You will be using the Week Two Assignment Template to complete your assignment this week. Below you will find the directions needed for completing each step of the template.

Step 1: Choose one of the videos below to watch a lesson being taught to a group of children. As you are watching the video, record each of the parts of the lesson you see in the video on the Lesson Plan Template section of the Week Two Assignment Template. Use the Early Childhood and Child Development Lesson Plan Handbook as a guide to help you determine where to place things within the template. For example, if you observe the teacher activating the children’s prior knowledge, you will record what the teacher does to activate their prior knowledge in the introduction section of the lesson plan template. If a section of the Lesson Plan Template is not observed in the video, you will record Not Observed in that section on the Lesson Plan Template.

Step 2: Using the notes you recorded on the Lesson Plan Template, evaluate the lesson plan using the Activity Plan Self-Check section of the Week Two Assignment Template. For this section, you will place an X on the line if the characteristic was observed from the lesson you watched when completing the Lesson Plan Template in Step 1. If the characteristic was not observed, you will leave the line blank. Then, count up the number of Xs you have on the Activity Plan Self-Check, and circle the corresponding level for the lesson you observed on the Self-Check Scoring Key.

Step 3: Using the Lesson Plan Template, Activity Plan Self-Check, the Early Childhood and Child Development Handbook, your primary text, and at least two additional scholarly or credible sources, address the following regarding the lesson you observed in the Lesson Evaluation section of the Week Two Assignment Template:

Describe the steps of intentional planning that were evident in the lesson you observed and how the planning contributed to the success, or lack of success, of the activity.
Explain how the lesson was developmentally appropriate for the children in the group.
Discuss how the lesson plan is or is not aligned from the objective all the way through the closing.
Justify the score that you gave the lesson you observed based on the Activity Plan-Self Check. Make sure to cite specific evidence from the video that supports your justification.
Summarize how completing this evaluation activity will allow you to develop more effective leaders when it comes to developing lesson plans in your current or future work with children.

Research and Resource Expectations:
Source Requirement:

At least two scholarly peer-reviewed or credible sources. Please use the MAECEL Source Guide if you need assistance with how to locate scholarly peer-reviewed or credible sources.

Writing and Formatting Expectations:

Title Page: Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative) as outlined
Purpose and Organization: Demonstrates logical progression of ideas.
Control of Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined
Assignment Length: This assignment should be two to three double-spaced pages in length (not including title and reference pages).

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Learning Objectives Plan

How the teacher communicates the learning objectives during instruction opens the door to initiate student engagement, motivate student ownership of learning, and set the stage for establishing a clear expectation of learning in the classroom.

Review the “Learning Plan Template” to complete this assignment.

Complete Part 2: Learning Objectives Plan.

Part 1: Learning Objectives Plan Chart

For this assignment, you will develop learning experiences that engage students in collaborative and self-directed learning. Using the “Learning Plan Template,” choose a math or ELA standard for the grade level that corresponds with your field experiences. Using the chosen standard, compose an aligning learning objective. Research best practices regarding how to communicate learning objectives in the classroom, helping to establish a positive and supportive learning environment. Using your research, identify and describe strategies that:

Communicate the Learning Objective (Collaborative Learning).
Check for Understanding (Self-Directed Learning).

Part 2: Strategies Summary

Using the “Learning Objectives Plan,” summarize and reflect on your strategy choices in 250-500 words. In your summary, address the following:

Describe how the strategies you chose establish an environment of learning.
How does the process of sharing objectives with students help to create a culture of self-directed learning?
How is this collaborative culture of sharing learning objectives helping the students make personal connections to their learning experiences?
How does the instructional strategy engage students in their learning?
Explain how you will use your findings in your future professional practice.

Support your findings with a minimum of three scholarly resources.

Submit the “Learning Plan Template” with your strategies summary as one deliverable.

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.

https://lms-grad.gcu.edu/learningPlatform/content/content.lc?operation=viewContent&contentId=d8f7ae1e-eb7d-4ea2-b5e8-3eec12c60aba

Clinical Field Experience A: Communicating the Learning Objective

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

Part 1: Communicating the Learning Objectives Chart

Observe a grade level K-8 classroom during classroom instruction. During your observations, take detailed notes and identify the learning objectives and academic standards:

The method the teacher uses to communicate the learning objectives.
How the teacher creates engagement.
How the students are motivated to take ownership of the identified objectives.
The layout of the classroom.
Student engagement in the environment.

After classroom instruction and observation, engage in a dialogue about the learning objective with three students to determine, in their own words, the:

What (what the students are learning).
Why (why they are learning this).
How (how they are going to know if they have learned it).

Using the “Communicating the Learning Objectives” chart, analyze the effectiveness of communicating the learning objectives and creating an environment of learning by your mentor teacher. Base this analysis on your observations and dialogue with students.

Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Part 2: Learning Objectives Summary

Following your observations, write a 250-500 word reflection identifying how your mentor teacher used best practices to communicate learning objectives to students and encourage student independence. Include a summary of the dialogue with the students in the class about their understanding of the learning objective.

Your reflection should include:

Why the correlation between how the teacher communicates the learning objectives establishes a climate of learning for students.
Evidence from observations that the teacher created an environment of learning through an effective way of communicating the learning objectives, and if not, why this component is important.
Why it is important to create engagement and motivation during instruction.
Why engagement in the lesson fosters ownership of learning.

Support your findings with a minimum of three scholarly resources.

Submit the “Communicating Learning Objectives” chart and reflection as one deliverable.

APA format is not required, but solid academic writing is expected.

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.

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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Ethical Codes and Principles in Addictions Assessment

Discussion: Ethical Codes and Principles in Addictions Assessment

The assessment of an individual for a substance-related or addictive disorder is a sensitive practice. An addictions professional may be perceived as being in a position of power, and the client often is physically and emotionally vulnerable. A client in an addictions assessment may be concerned about the legality of the substance he or she is using or the type of gambling in which he or she is involved since gambling is not legal in all states. He or she may also be concerned about the confidentiality of personal experiences being discussed. In recognition of the sensitive nature of addictions assessment, professional associations such as the American Psychological Association (APA) and the Association for Addiction Professionals (NAADAC), two of the most recognized professional associations in the field of addiction, have established codes and principles of conduct. Addictions professionals who violate these codes and principles of ethics put at risk not only their clients but also their professional licenses, their reputations, and even their careers. Therefore, it is critical that addictions professionals familiarize themselves with the APA and NAADAC codes and principles and commit to following them in their daily practices.

To prepare:

Review the Learning Resources, including the following:

Ethical Principles of Psychologists and Code of Conduct
NAADAC Code of Ethics
The media titled Starting the Process. Consider the behavior of the addictions professional in the media in the context of the codes of conduct established by the APA and the NAADAC. Think about the effect of ethics violations on the development of the relationship between the addictions counselor and the client.

Post a description of one example from the scenario found in this week’s media that clearly demonstrates when the professional was following APA and NAADAC ethical codes and principles. Provide a second example from the scenario that demonstrates a lack of adherence to ethical codes and principles.

Be sure to support your postings and responses with specific references to the Learning Resources.

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How does Response to Intervention (RTI) similar to and different from Universal Design

The links I have attached MUST be incorporated into the work. Each questions needs to be 220 words for the answer.

1. How does Response to Intervention (RTI) similar to and different from Universal Design for Learning as an approach to teaching students with (and without) disabilities?

2. What are some critiques of RTI? How compelling do you find these critiques (in other words, do you agree or disagree with those critiques? Why?)

3. What are some ways in which teachers can address religion as part of culturally relevant education? Use specific examples from your own area of expertise (e.g., kindergarten, high school math) to illustrate or talk back to points from assigned texts.

4. What questions do you have after reading this week’s texts?