Your preparations for helping stakeholders to complete the SFC Partnership evaluation.
A discussion of your communication with stakeholders explaining the purpose of the survey in improving communication with families, school personnel and community members.
Discussion of two-way communication you facilitated in this process.
Discussion of stakeholder involvement, comments and questions
Discussion of how the evaluation process was conducted
Discussion of information provided to stakeholders regarding the stakeholder meeting scheduled for week 4 of this course
Any concerns or needs that you will address in your week 4 stakeholder meeting
The third step in planning a unit plan is to prepare how you will differentiate and accommodate instruction for your students to meet their specific learning needs.
Differentiation and accommodations are some of the most important components when preparing a unit plan, because it guides the teacher in meeting the diverse needs of all students during instruction. The planning process will help the teacher determine when to differentiate and make accommodations. It is critical for teachers to observe or review academic data in order to appropriately differentiate for their students.
Part 1: Differentiation – Unit Plan
For this assignment, you will complete the Differentiation and Accommodation portion for the “Science Unit Plan” to prepare for students that are below, average, and advanced in academic ability.
Use the “Class Profile” as you are determining differentiation strategies and appropriate accommodations:
Differentiation strategies and learning opportunities that effectively address student’ learning needs identified in the “Class Profile.”
Resources and instructional adaptations to support specific differentiation needs, including testing accommodations required to meet students’ needs.
The details of the “Science Unit Plan” will continue to be fully developed and revised throughout the duration of the course, culminating in a complete unit plan due in Topic 5.
Part 2: Reflection
In 250-500 words, summarize and reflect on the process of planning for differentiation strategies in order to meet the diverse needs of students in the science content area. What issues might arise that would need additional emphasis in the event differentiation was not effective? What resources or support staff could you utilize to meet specific differentiation needs?
Support your reflection with at least two scholarly resources.
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Appropriate assessment strategies have the potential to support children’s individual learning needs, and they can help teachers see evidence of the effect of their teaching, while also providing a measure of program accountability. Additionally, it is also important to realize that assessment practices have the potential to do harm. Just as there are concerns about inappropriate curriculum content and teaching strategies, there are concerns about assessment. NAEYC has created guidelines that specifically address the early childhood professional’s ethical responsibilities to children around assessment. Here are the principles and ideals that focus on assessment in NAEYC’s Code of Ethical Conduct and Statement of Commitment (Links to an external site.).
To begin this assignment,
Read the weekly assigned reading and carefully review methods of data collection including anecdotal records, running records, event sampling, time sampling, checklists, and rating scales. Next, select your three most preferred methods of authentic assessment.
Review the following document which highlights the ideals and principles specifically referring to the responsible assessment of young children found within the NAEYC Code of Ethical Conduct and Statement of Commitment.
Next, in your initial post,
Discuss why you, as a program administrator, would promote these approaches to assessment in an early childhood program you were administering.
Provide at least one example of the negative consequences for children when programs use inappropriate child assessment tools or strategies (such as using an assessment tool incorrectly or interpreting assessment data).
Use the course text and/or one outside source to support your response.
Personally, a classroom behavior that I find challenging is students who talk excessively or out of turn. Students who talk to others during class time or quiet time are distracting to not only the other students, but to the teacher as well. “Folly is bound up in the heart of a child, but the rod of discipline drives it far from him” (Proverbs 22:15, English Standard Version). I have seen many teachers use the strategy of waiting and being quiet themselves until the students figures out that they’re the only one talking and it seems to work fairly well for a while but I’m sure it does not work for all students. A strategy that I would use with my future students would be reminding them when the appropriate time to speak is and praise the students who struggle with talking when they raise their hand and do not call out. I believe that this strategy is useful for elementary age students because they strive to stand out among their peers and want compliments from their role models. Motivation and praise is also a normal factor in an elementary education setting so students who are being praised are not abnormal or being embarrassed in any way. In a study, it was found that as students progressed in grade level, the less praise they received (Owens et al., 2017).
To count a student’s behavior on speaking out of turn, educators must count all children’s times of speaking out of turn (Maag, 2018). To find out if a student is actually speaking out more than the rest of his classmates, we must compare him to his classmates. Although I do not like to compare students, this is a time of necessity because we must find out if the behavior is excessive. After we count these behaviors and determine if they are a “problem” behavior, educators are able to graph these behaviors by using the counting that they have been doing. By graphing these behaviors, we are able to view if there is a certain day that triggers excessive behaviors or if there is a pattern in the behaviors.
Maag, J, W. (2018). Behavioral management: from theoretical implications to practical application.
Boston, MA: Cengage Learning.
Owen, J, S., Holdaway, A, S., Smith, J., Evans, S, W., Himawan, L, K., Coles, E, K. … Dawson, A, E. (2017).
Rates of common classroom behavior management strategies and their associations with challenging student behavior in elementary school. Sage Journal. doi: 10.1177/1063426617712501
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Olivia Kratzer Forum 3
