Category: Education

Task Overview
You will interpret, analyse and compare a simulated data set with normative educational data. You will be given a choice of three fictional case studies representing a primary school, a high school data set, or preschool. It is recommended you choose the case study most closely aligned with your specific teaching context, that is, if you are a primary school major then choose Case Study 1 (regional NSW primary school class data year 3) or if you are a secondary school major choose Case Study 2 (Sydney high school in the Western suburbs class data year 9) and if you are an early childhood major choose Case Study 3 (Preschool in Cabramatta, Sydney). The case studies will consist of information (data set) about a specific class (or cohort of students) at the respective fictional schools across a two-term time span in 2022 (or one term RE Case Study 3 in 2021).
The case study data will be presented in EXCEL spreadsheets and will consist of information about the class (e.g., student demographic information, health issues, attendance, homework submission rates, gender, Indigenous status, language background, ethnicity) as well as performance measures (e.g., NAPLAN scores, AEDC findings, assessment results, grades, percentages of results per subject, etc.).

This week we investigate the world of vocabulary and fluency. Students learn words through various means. The teacher cannot teach every word needed so he must help students learn vocabulary through a variety of methods. Word origins play an important role in helping people understand words.
Fluency involves rate, accuracy, and prosody. It is important to read words accurately and in meaningful phrases to allow the reader to think about the text.
Your assignment this week involves choosing words for vocabulary instruction. Teachers and parents cannot teach every word that a student encounters. Selecting specific words to teach is an important skill.
Synthesize/Apply/Reflect
Choose one (1) Tier 1 word, two (2) Tier 2 words and one (1) Tier 3 word that you will use in any unit of study in your class. State the unit of study. For each word choose a separate strategy from the text. Explain how you will teach the word using that strategy and why that strategy is the best one to use for the word.
Assignment Guidelines
Your assignment must contain:
The grade level and unit you have chosen to use
One Tier 1 word
Two Tier 2 words
One Tier 3 word
The separate strategy you will use for each word (4 different strategies)
A detailed explanation of how you will use the strategy you chose to teach each word and why you chose that strategy for that word
References cited from the course

M6 Exercises Download and complete the assignment electronically. Then upload your completed assignment. Stat Crunch Assignment Print out, complete, and submit your responses on the answer sheet below. Be sure to include the StatCrunch output!

There is a discussion, annotated bibliography worksheet, and a research paper that all go together over social responsibility. I have done the discussion and have it attached. The sources have to be from my colleges library database. I have included the link to the library, my username and password for the library in one of the documents I’m attaching. If the link doesn’t work, it is TJC, Tyler Junior College. The school colors are black and yellow and they are the Apaches if you have to look for the correct school/library. An annotated bibliography worksheet has to be done for every source that I have also attached.

Read the article (attached). Then, use the Rubric (attached) to write your critique.
Article: Authoritative school climate and suspension rates in middle
schools: Implications for reducing the racial disparity in school
discipline
Rubric and Guide for Research Critiques (10 pts.)

Read and Summary of Chapters 1-4 Fundamentals Of Educational Research 7th Edition, James H. McMillan. 2-3 pages, citations with page numbers.

Review the lesson plans attached (Unit of work lesson plan template) to write an essay on how you will teach them in a year 3 classroom in Australian primary education; these lessons follow the codes from the ACARA volume 9.
Write an essay 1200 words
Minimum 20 references APA 7
The essay demonstrates teacher knowledge of complex literacy concepts required to develop literacy- subject writing of a topic’s genre. The essay includes critical analysis, examples of practice and key references to justify decisions related to integrated curriculum, explicit teaching of writing a verbal-visual genre on topic, use of exemplar genre, effective pedagogy to support students’ writing practice and independence, and to assess writing capability against AC9 writing achievement standards.
Explain the following:
Deconstruction and construction of the text. Talk about this was done in this lesson plan. Teacher role in joint construction.
Teacher as scribe, designs think-alouds and strategic questions to negotiate student input and decisions to enhance verbal-visual meanings (eg. for narrative characterisation, point of view, resolution)
Teacher prompts for mediation and review in class joint constructions of genre.
Rewriting to change author perspective in genre.
Teachers need to continuously expand their personal knowledge about language and image resources for meaning, knowledge of genre typically used for subject-specific learning, a metalanguage to talk and teach about language grammar and genre. Additionally, teachers need to draw from a range of pedagogic practices for successful guidance of writers – try an internet search for these well-recognised practices (eg. Hertzberg, 2012, Seely-Flint et al., 2017), including think-alouds, open questions, target questions, paraphasing, prompts to redirect thinking, recasting vocabulary.
In particular, the two teaching strategies of mediation and review are vital in critical conversations for successful joint constructions of written genre.
Revise-adjust what and how to model/deconstruct genre meaning parts (W5) to develop composition
Jointly construct text.
Think out loud to encourage students to engage in the discussion.
Guide questions.
Elaborating.
Which effective pedagogy you will implement to support students’ writing practice and independence
Explicit teaching for writing
Bloom’s taxonomy is incorporated into this lesson. How will it work?
How will the 5es by Byebee be implemented as part of the teaching pedagogies with this lesson plan?
How are your differentiated learning and strategies implemented with these lessons? (Differentiation adjusting to children’s needs, for example, videos for children with reading difficulties, working in groups, and pairing with peers to learn from knowledgeable others ZPD Vygotsky social interaction to learn.
How we can use the systematic functional model (Halliday ana Hasan 1985; Halliday and Matthiessen 2004) with these lessons
W8 Topic notes. Teacher modelling of Writing, Teacher deconstruction of Genre
To progress Literacy: Writing capabilities, it is important that teachers model the writing process, and explicitly teach about the genre to be written. These steps follow opportunities to build topic concepts and vocabulary. Teaching about writing of a multimodal genre (eg. its context, purpose, structure, language-image features) requires the use of exemplar multimodal texts, and their provision to support student learning practice of new writing knowledge (after explicit teaching).
This information will help with the essay: Teacher modelling of the writing process
Drawing from class engagements with exemplars, teachers can model the writing process of draft, revise, edit, publish. In this modelling, teachers can think-aloud the purpose for writing, verbally rehearse each sentence with required info, demonstrate word choices to include or disard, re-read to check or adjust written meanings, exemplify spelling and punctuation decisions, model review of whole text writing for cohesion and logical flow. In early years, the writing process may be completed daily within an hour; in later years, it may take a few days for students to elaborate, polish and produce extended writing for a purpose.
This information will help with the essay: Teacher deconstruction of Genre parts
Explicit teaching about the genre can also be achieved by teacher modelling that pulls apart meanings in parts of a genre. This teacher deconstruction of verbal and visual meanings in genre parts is important, to draw students’ attention to writing choices that matter, if genre writing purpose/s are to be achieved (Winch et al., 2020). For example, teacher deconstruction of meanings in an exemplar genre allows them to use think-alouds around author choices of words for description, demonstrate problem-solving related to authored maps or graphs, exemplify reasoning behind paragraphs structured in logical sequence, model thoughts on author layout choices to align visual diagrams with verbal info, and model thinking to pull apart verbal-visual meanings in exemplar genre. To make explicit points about language and image choices to compose meanings, teachers often choose to box, highlight, circle, colour, shade and bold words, images, paragraphs and layouts (print, onscreen).
Equally, explicit teaching about digital tools to support 21C multimodal composition is important (Kervin, 2015). Teachers can identify and model the purposeful use of digital tools to address AC Literacy Capability intersects with Creative-Critical thinking and ICT (ACARA, 2018). For example, multimodal digital authoring may be enhanced by online tools to map narrative events and enhance characterisation (eg. Storyboard), while aiming to produce comics, flash fiction, long story (eg. Storybird), animations or live action movies (eg. Animaker). Remember also that a wider audience for digital authoring invites class attention to shaping a polished product for school community (eg. class parents, school assembly, a cross-school showcase) and beyond. For example, the Australian Centre for the Moving Image (Melbourne) sponsors a national Screen It competition for school entries.
It’s an exciting time to be a writer, a digital author!
Reading for references must use
W9 Readings
Derewianka, B., & Jones, P. (2022).
Chapter 9 Language for Persuading Others
Humphrey & Vale (2021). Investigating model texts. Hortatory argument to act (p. 97, 108), civic persuasion (p. 85), expositions argue that (p.163)
Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction. PETAA Paper 196.
De Silva Joyce, H., & Feez, S. (2012). Text-based language & literacy education: Programming and methodology. Phoenix Education. Chapter 5 Teaching and learning sequences
Readings
Derewianka, B., & Jones, P. (2022).
Chapter 8 Language for Explaining How and Why
Recommended Reading
Winch et al. (2020)
revisit Chapter 16 The Writing Development Continuum
Chapter 17 Grammar
Chapter 18 Punctuation
Chapter 19 Spelling
McGinley, W., & Tierney, R. (1989). Traversing the Topical Landscape: Reading and Writing as Ways of Knowing. Written Communication 6 (3). https://journals.sagepub.com/doi/abs/10.1177/0741088389006003001
Murray, M., & Beveridge, L. (2019). Let’s Write a Unit. PETAA Paper 215.
Humphrey, S., Sharpe, T. & Cullen, T. (2015). Peeling the PEEL- Integrating language and literacy in the middle years. Literacy Learning- the Middle Years, 23(2), 53-61.
Think and Consider
Mapping 4×4 topic language meanings (narrative ) against whole text, grammar, word and visual knowledge
Traversing the topical landscape – scoping the field/topic ideas and specialised vocabulary in multimodal explanations; graphic strategy to categorise key ideas
Word choices and morphology-phonics for spelling
Strategy to suppport EAL/D pronunication and spelling of specialised vocabulary
Strategy to assess students’ control of specialised vocabulary in dialogic talk
How to deconstruct: box, highlight, circle, shade, bold; think-alouds to demonstrate reasoning; visualise, predict, connect; model decisions for composition of verbal-visual meanings.

Instructions also attached For this assignment, you will write a 2000-word paper detailing your response to the growing needs of education to engage and provide learning opportunities for today’s students. Your paper must demonstrate a scholarly, high-level approach to the issues faced by education in the 21st century. Your paper must contain your thoughtful analysis of technology utilization, student needs (including unique needs and abilities), educator roles, the connections between learning vs. teaching, and how various internal and external factors (including but not limited to class size, grading practices, and time in school) affect the learning of today’s K-12 students. You must include at least four scholarly references cited in current APA format. The paper must have a strong introduction, a clear presentation of your thoughts and insights, and a convincing conclusion. Your submission must include a title page, your 2,000-word paper, and a references page in current APA format. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Create an Infographic which reviews each set of standards, components, and guidelines. Include the following for each: 1. A brief description and summary of the purpose of the set of standards/components/guidelines. What is its purpose? 2. A discussion of its impact on classroom instruction. How does this set of standards/components/guidelines direct instruction? 3. An example demonstrating how each might be observed in the classroom. Emphasize differentiation here. For example, suppose a teacher incorporates a WebQuest and VR trip into their students’ investigation of Egyptian tombs. This is an example of TPACK in the classroom because it combines the teacher’s content knowledge of Egyptian tombs demonstrated by selecting age-appropriate websites for students to explore with their pedagogical knowledge and use of technology.

Choose one Instructional Design Model such as ADDIE, ASSURE, SAM, or another of your choosing, and analyze it using one of the above assumptions. In other words, answer the question, “How can your chosen instructional design model effectively address one of these assumptions about the differences among individuals and their learning?” For example, you might choose to answer the question, “How can the ADDIE model effectively address the assumption that individual differences in learning affect the learner’s ability to perform learning tasks and accomplish learning outcomes?” Substitute your Instructional Design Model and your chosen “assumption” 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 five years. The paper must be submitted as a Word document in the current APA format.