Involving families and communities in the classroom learning will improve both student engagement and outcomes. One of the ways that families and communities can be involved in students’ learning is to inform them of the importance of various texts that support literacy development and how they can support learning at home.
Digital Brochure
Create a digital brochure to be introduced at curriculum night to promote literacy in the home as well as a resource for families and the community to inform them of the various texts that will be implemented in the classroom to promote literacy.
Your tri-fold digital brochure should present the process of examining texts, as well as at-home technology tools and digital resources to advance student literacy development.
Your digital brochure should include the following:
Engaging front cover that identifies the grade level and content area
The importance of multiple texts to meet the specific needs and abilities of all students
Two examples of fiction and two examples of non-fiction texts with brief rationales describing the complexity and purpose for each, and how they will be implemented in the content area
Explanation of how texts are selected through quantitative and qualitative measures
One example of media and one example of technology, examining how each will creatively support literacy development
Two resources for families to support literacy development at home, and directions for how families can utilize them.
The brochure should be visually appealing with color, graphic elements, and variations in text.
Support your findings with a minimum of three 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.
Clinical Field Experience C: Implementing Formative Assessment
Allocate at least 4 hours in the field to support this field experience.
As you learned in Topic 2, formative assessments are an integral part of teaching and learning Teachers must continuously assess student learning at the beginning of lessons, during lessons, and at the end of lessons in order to guide, modify, and adjust instruction.
Part 1: Mini-Lesson Plan Implementation
Following your observations and collaboration with your mentor teacher in your previous field experiences, select a standard that is applicable to the unit your mentor class is currently learning. Complete the “Mini-Lesson Plan Template,” which includes a description of a learning activity, instructional strategy, pre- and formative assessment questions, and a formative assessment following instruction.
If possible, administer your mini-lesson or another lesson, provided by your mentor teacher, to your mentor class as whole group instruction or to a small group of students chosen by your mentor teacher.
Use any remaining field experience time 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: Reflection
In 250-500 words, summarize and reflect on creating and implementing formative assessments. Analyze the data gained through the formative assessments. How did you collect and organize the data? Discuss how you would use the data to inform future instruction on the same topic. Why is continuous formative assessment important for student learning? How does your learning activity and assessments align to your learning objective?
Explain how you will implement your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/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.
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
Strategies for Reaching All Students
Each student enters the classroom with a different set of factors that affect learning, all students learn differently. Consider GCU’s Statement on the Integration of Faith and Work that states, “Therefore, we are confident that the work we do is a part of God’s calling on our lives and a means by which we can glorify God as we meet others’ needs,” as you research and make decisions on how you will differentiate for instruction, activities, and assessments in order to reach all students.
Teachers differentiate instruction based on readiness, interest, and individual learning goals and determine appropriate instructional strategies based on assessment data.
Using the student data in the “Class Profile,” create a differentiation plan and present it as a digital presentation for the content area and grade level of your choice that will be used as a professional development to inform new teachers about how to implement differentiation in the classroom.
Research differentiation strategies and create an 8-10 slide digital presentation to showcase your differentiation plan.
Your digital presentation should include:
State or National Standard: Identify a state or national standard that was hypothetically assessed on a recent assessment.
Readiness: Describe how you will group students based on testing results from the “Class Profile.” Identify the students below level, at level, and above level in your description.
Interest: Explain how you will determine students’ interest in the content. Include a specific strategy you will use to determine their interest level and how you plan to engage students who show low interest.
Differentiating: Explain how you will differentiate instruction based on the state or national standard and results of the recent assessment. Provide an example of appropriate differentiation for the grade level.
Technology: Identify one method for using technology to differentiate instruction. Be specific in which tool, software, website, etc. you plan to use, and explain how this tool provides a technology-rich learning experience.
Progress Goals: Explain how progress goals for each student are determined. Goals should be realistic and reasonable for the subject matter, grade level, individual strengths, and need for growth.
Learning Preferences: Describe how your everyday instruction includes considerations for all learning preferences.
Summary and Goal Setting: Summarize how data informs instructional decisions. Discuss potential outcomes when data is not used to make instructional decisions. Identify at least one goal for yourself in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction.
Include a title slide, a references slide, and presenter’s notes within your presentation.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/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.
Week Four Discussion Beethoven: Art and Protest in the 1800s
Please respond to each of the following questions, using on line sources and the textbook for your response:
1. Cite several lines from a Romantic poet/poem in our text and then find a landscape painting by Constable or Turner from this time period you think might illustrate those lines. Consider poems from Keats, Shelley, Wordsworth, Coleridge, Bryon, or William Blake. Here is a link to a slide show with pictures you might use (also consider our text)
2. Person of the Week for week four: Your choices are Blake, Wordsworth, Coleridge, Keats, Shelley, or Byron. Also, consider the contributions of Mary Shelley, writer of the original book called Frankenstein and Mary Godwin, an advocate for women’s rights. While some worked together (Wordsworth and Coleridge, Shelley and Byron, as well as Shelley and his wife, Mary), and some wrote alone (Keats and Blake–but Blake did work with his wife on his engravings that accompanied his poetry), each was noteworthy and changed the way poetry (and fiction) was written. Several were so famous that they were poetry “rock stars.”
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Examine the similarities and differences between learning organizations and learning communities. Create a scenario where it would be optimal for a learning organization and a learning community to collaborate and join forces.
examine the Tenth Amendment, Title I, No Child Left Behind and Determine how this event has impacted today’s learning environments. Predict how this event will affect learning environments in the future.
Create a short (one to two paragraphs) speech to deliver to your local school board members that convinces them that a learning organization provides the most stimulating student learning environment. Predict at least two major issues that the school board will foresee encountering and provide solutions for their concerns.
"Not answered?"
https://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.png00Studenthttps://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.pngStudent2020-06-29 06:41:322020-06-29 06:41:32similarities between learning organizations and learning communities.
