Category: Education

I have to submit a paper for my Childhood Education (grades 1-6) Social Issues Class with three steps, choose 10 children books (which I have already done this part and found the books on youtube so it makes it easier [If any of the books are for grades 7 and up, please pick another book but the ones I chose should all be for grades 1-6]), write a short summary and answer questions for each book, and lastly pick a book (pick whichever one you would like) and create a “lesson plan”. The “lesson plan” is just answer the questions provided, no need for an actual lesson plan. If more words/pages are needed, please let me know.

Instructions will be attached!
Part 1 is already included. You need to work on parts 2 to 5. Feel free to add or modify part 1.
Thanks

Overview In this module, you will focus on the principles and practices of culturally-responsive education, also known as multicultural education. You will learn about the major tenets of multicultural education. You will also learn about the factors and considerations in educating learners of diverse backgrounds, including culture, ethnicity, gender, sexuality, and class. Finally, you will also learn how educational technology contributes to multicultural education. Learning Outcomes Upon successful completion of this module, you will be able to: Analyze the cultural factors surrounding technology use and its impact on education. Evaluate the effectiveness of culturally-relevant content. Apply biblical principles to culturally-relevant online education. Identify the technology resources within an organization. Be sure to complete all Introduction, Learn, and Apply items in Module 3: Week 3 – Multicultural Education by 11:59 p.m. (ET) on the assigned due date. Use the Modules link on the left side of the screen at any time to view your progress in the course. Read: Gargiulo & Metcalf: Chapters 7 — 8 Read: Maloy, Verock, Edwards, & Woolf: Chapter 4 https://www.edutopia.org/article/7-things-teachers-say-create-supportive-classroom Read: Proverbs 12:1 Watch: Practical Diversity: Taking Inclusion from Theory to Practice https://youtu.be/ExcDNly1DbI?si=3Qu1lcvxBtbIpY1U INSTRUCTIONS Using the website for your district, school, or workplace as a resource, write a 2-3-page paper that provides a data-driven summary of your current learning community. Within your paper, describe: • the student demographics for your learning community • the mission statement for your organization • three to five strengths • three to five challenges • three to five opportunities surrounding your learning community • future goals and needs Include a minimum of three sources tied directly to your learning community (e.g., school/organization websites, interviews with leadership, local newspaper articles, etc.). Provide a clear picture of the students for which you will be designing your technology-driven curriculum. Include a properly-formatted title page and references page with your work. Use current APA format throughout the assignment. Reference Pijanowski, J. & Lasater, K. (2020). The case for considering intellectual virtues in educational leadership: Preparation program curriculum and pedagogy. Journal of Character Education, 16(1), p. 72-38. ISSN: 1543-1223. Note: File submissions for this assignment are restricted to .doc files. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Using this list, as well as Figure 3, The MUSIC® Model of Motivation design cycle, and the other concepts in this chapter, compose a paper discussing how an educational technology tool of your choice could be utilized in your classroom to motivate and engage students in learning. You may focus on a particular tool, if you like, as well as a particular subject matter. For example, you could write on the topic, “How can Quizlet be utilized in math class to motivate and engage students in learning?” Substitute your chosen tool and your chosen subject and use this as the title of your paper. The body of your paper must be 4-6 pages (not including the title, abstract, and reference pages) and be supported by at least three scholarly sources in addition to the textbook. Sources must have a publish date within the last 5 years. The paper must be submitted as a Word document in the current APA format. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Hattie considers capturing a stray cat, cooking it, and eating it for dinner. (Hattie is not starving; she’s just curious about whether cat tastes more like chicken or pork and wants to fix an exotic dish she can’t get in a local restaurant.) She talks with Lance about it, and he enjoys seeing that cat in the neighborhood yards and encourages Hattie not to kill it and eat it. Manny comes along. They know that he has studied philosophy, and in particular the ethical theory of Immanuel Kant, and so they ask him what Kant would say about the moral permissibility of Hattie’s plan. You play the part of Manny. Write an essay giving a Kantian analysis of the question of the moral permissibility of Hattie’s plan. That is to say, explain what a Kantian, such as Manny, would say about whether Hattie may eat the cat, and if so, under what circumstances — and what reasoning the Kantian would offer. First do this carefully for one formulation of the categorical imperative. Then do it for a different formulation of the categorical imperative. Note: For this assignment you need not use any materials apart from those in the class texts — indeed you are encouraged not to. However, no matter what sources of information you use — even the textbook — be sure to make adequate attribution (e.g. in footnotes). You are expected to do your own work. Use of unacknowledged sources (e.g., books, classmates, friends, tutors, mentors, web pages, other papers, AI bots) for this assignment constitutes cheating. (Any place an idea comes from is a source.) Save your paper as a document (.doc or .docx or .rtf or .pdf; not .pages) and upload it at the “Browse” prompt. The paper is due on Sunday, September 29, 2024.

Assignment Content This assignment involves watching a video of the 32nd Wisconsin Family Impact Seminar (which can be found here; https://www.youtube.com/watch?v=Br5t8PIFPzw). This video is intended to provide real-life examples of issues involving child brain development that supplement what is discussed in the required text. After watching this video, students will go to provide a brief report about the Seminar and submit the assignment to Blackboard. The assignment due on blackboard report due by Friday Mar 1st, at 11:59pm. Discussion of background information Discussion of what was learned Discussion of personal reactions Family impact seminar benchmarks 0 = No discussion of background information was provided on Blackboard. 0 = No discussion of what was learned/interesting provided on Blackboard. 0 = No discussion of personal reactions provided on Blackboard. 0 = Word count under 400. 2 = Word count over 400. 0 = Not submitted as PDF. 2 = Submitted as PDF. 5 = Vague discussion of background information was provided on Blackboard. 5 = Vague discussion of what was learned/interesting provided on Blackboard. 5 = Vague discussion of personal reactions provided on Blackboard. 0 = No APA book reference. 2 = APA book reference used (in-text citation & reference list). 0 = Grammar, formatting typographical, errors. 2 = No grammar, formatting, typographical errors. 10 = Well summarized discussion of background information was provided on Blackboard. 10 = Well summarized discussion of what was learned/interesting was provided on Blackboard. 10 = Discussion showing specific reflections and personal insight was provided on Blackboard. 0 = One example not provided from the book with page/paragraph number. 2 = One example provided from the book with page/paragraph number. 10 points possible 10 points possible 10 points possible 10 points possible

Refer to Appendix F on Course Syllabus for detailed instructions to complete this assignment. Please note that this RPM is dedicated to TPE #1 only. RPM 1 its a sample of how to do it. The first 3 dots are the TPE goals

You will plan a guided reading strategy lesson for a children’s book. You will include sight words, word building, introduce the text and connect it to the students, explain tricky vocabulary words/concepts, state a specific decoding or comprehension strategy you will teach. During reading you will provide prompts to support the readers while they read independently. After students read the text, you will discuss the text and help students make connections by asking questions and reviewing the decoding or comprehension strategy you introduced before they read the book. You will also include a writing connection where students can complete a writing activity based on ideas/concepts or words from the book to connect to apply what they were taught during the guided reading lesson.
Examples of the template and what needs to be done is attached below.

5 tasks for the assignment.
in this task and others in this program, you will use Gibbs’ Reflective Cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’ Reflective Cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, next evaluating and analyzing it, then drawing a conclusion, and finally considering how this experience will apply to your future practice.
Task 1: A. Identify three videos from the attached “Task 1 Video List” found in the “Supporting Documents” section.

Note: When selecting three videos to observe, it may be helpful to read the description available on the web page for each video.

B. Reflect on your video observations by doing the following:
1. Discuss specific examples of how the teachers in the observed videos effectively incorporated the needs of individual learners within their learning environments, including at least one example of each of the following from any of the three videos
• cultural needs
• social needs
• emotional needs

2. Discuss two ways that the teachers could have more effectively incorporated individual learners’ cultural, social, or emotional needs in the learning environments.
3. Discuss two culturally sustaining pedagogy strategies that you could incorporate into your future practice as a teacher.
a. Explain how you can apply the two strategies from B3 in your future classroom.
4. Explain how you could involve your students’ caregivers in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.
5. Explain how you could involve the community in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.
file:///C:/Users/kimby/Downloads/Task%201_Video%20List.pdf
Task 2:
Maria is a 13-year-old biracial student whose mother identifies as Hispanic and whose father identifies as African-American. Maria’s father transferred towns for work, which uprooted the family midyear from a large city to a small, rural town. Maria’s new school (a public K-12 setting), much like the community, is predominately white and middle class. The move has resulted in Maria feeling high levels of stress and anxiety..
Additionally, students at her new school dress much differently than students at her old school, which makes Maria stand out. Some of the other students make fun of the way she dresses. She just discovered a social media group called “I Hate Maria” composed of some of her seventh-grade classmates, who have been posting negative comments about her. Recently, students at Maria’s school took cell phone photographs of her buttocks while she was walking in the hall and posted them on the “I Hate Maria” website.
Maria knows that she can talk to her parents, but she doesn’t want to worry them. With all of the stress, Maria is plagued by dark thoughts of killing herself and cannot focus on the lessons being taught in her classes.
A. Identify each of the following elements described in the scenario:
• Maria’s family
• Maria’s community
• Maria’s cultural background

Note: Do not make assumptions, just state the facts.
B. Discuss how you, as a public K-12 teacher, would try to help Maria in a culturally responsive, trauma-informed way by doing the following:
1. Describe one realistic action you would take to help Maria with one of the issues she is facing.
a. Justify how the one action from part B1 would effectively address the issue from part B1 in a culturally responsive and trauma-informed way, including two specific examples.
2. Discuss two ways you would involve Maria’s family in this action.

C. Discuss two specific elements of your own cultural background
1. Discuss two examples of how your cultural background could affect the way you might respond to the issues Maria is facing in the scenario.

Note: Cultural background can include relevant demographic information such as race, or economic background. It can also include other defining characteristics, such as family structure, styles of communication, traditions, or family and community educational norms. You are not required to include details relating to personal experience, traumatic or otherwise. Remember to use language that is not biased or makes assumptions.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission
Task 3:
This task has two parts. For the first part, you will interview an educational professional on topics related to mental health or emotional well-being. For the second part of this task, you will identify a community-based location (e.g., library, community agency) that offers resources to address specific mental health or emotional well-being needs. As a teacher, it is important to be aware of these resources so that you can help your students. You will identify a resource available at that location that addresses mental health or emotional needs and explain how you would apply that resource in your professional practice.
Located in Chandler AZ 85225
Part 1: Interview
A. Conduct an interview with a school-based professional in your community on topics related to mental health or emotional well-being, youth suicide prevention, substance abuse, or child abuse.
Identify the following:
• the interviewee’s name and job title
• the interviewee’s organization
• the date and time of your interview

Note: Do not include any identifying information about students or community members in your submission.

1. As part of your interview, address the following topics:
a. Identify two specific mental health or emotional well-being issues that exist within your school community.
b. Identify one specific school-based resource for each of the identified issues and discuss how each of the resources meets the needs of students.

Part 2: Community Resources
B. Identify one specific community-based location (e.g., Oakville City Library, Foothill Branch) that provides resources to address one of the issues identified in part A1a. Include the street address in your identification.
1. Explain how one specific resource, different than the resources identified in A1b, provided by the community-based location you identified in part B addresses one of the issues identified in part A1a.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.
Task 4:
A. Complete the “School of Education (SOE) Professional Dispositions and Ethics Self-Assessment Instrument” in the Web Links section below. Use the Print Score Summary button on the final page to save a copy as proof of your Score Summary to submit with this task.

B. Using the results of your self-assessment, describe how you will support your ongoing development as a Next-Gen candidate by doing the following:
1. Choose two of the eight SOE Professional Dispositions and Ethics from the list below and explain how you have demonstrated each of them within a professional setting.
• All Individuals Can Learn
• Empathy
• Growth Mindset
• Intellectual Courage
• Belonging
• Integrity
• Professionalism
• Communication

2. Choose two of the eight SOE Professional Dispositions and Ethics from the list in part B1 and do the following:
a. Describe two action steps you will take to improve your proficiency (one action step for each chosen disposition or ethic).
b. Justify how each action step from prompt B2a will help you develop as a Next-Gen candidate in each SOE Professional Disposition and Ethic that you chose in B2.

C. Choose two SOE Professional Dispositions and Ethics from the list in part B1, that you did not use in prompts B1 or B2, and do the following:
1. Explain how you would apply each of the chosen SOE Professional Dispositions and Ethics to collaborate with families, caregivers, or the larger community.
2. Explain how application of each of the chosen SOE Professional Dispositions and Ethics facilitates learner growth.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.
Task 5:
Select one of the following hypothetical scenarios:
• a school shooting in a neighboring community
• a student’s suicide
• the divorce of a student’s parents
• a natural disaster in the area that affects the community of your school
• the death or traumatic injury of a student in your classroom, not related to a school shooting
A. Identify the hypothetical scenario you selected and explain the context, including each of the following:
• what happened
• who was involved
• examples of the impact on the community
• examples of how the situation impacts students at home
• examples of how the situation impacts students at school

B. Describe a strategy you would use to help students cope with the scenario from part A.
1. Justify why your strategy would be effective in helping students cope with the scenario at school and at home.
2. Explain one anticipated challenge you might encounter as you implement this strategy in your classroom.
3. Explain how you will overcome this challenge. Include specific examples to support your explanation.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.

The purpose of this review is to provide a comparison of reading outcomes of the two most popular bilingual programs in the United States: Transitional Bilingual Education and Two-way Bilingual programs. To provide context, we present a theoretical framework and a brief historical perspective on how these programs came to gain popularity. We explored two questions. The first one asks whether there are differences in student outcomes between the programs and whether there are advantages of one program over the other. The second question looks into practical strategies that make these programs beneficial to English learners. For selection methods, we used the previous definition of high-quality articles that included clear outcomes and program definitions. For evaluation of the programs, we used a five-framework model that defines effective bilingual programs that incorporates components of second language literacy development, high- quality instruction, and precise definition of the sample population. After the careful review of articles, academic outcomes are presented, indicating that while there might be non-significant differences on reading outcomes, bilingual programs are not detrimental to English learners and there are additional benefits to having a bilingual program beyond potentially enhancing reading outcomes. Also, we found that strategies that work well in a general education classroom for native speakers, also work well for English learners. Finally, we provide recommendations for program development and future research.
Child and Adolescent Development in Your Classroom, Topical Approach
ISBN: 9798214339610
By: Christi Crosby Bergin; David Allen Bergin