Category: Education

Choose one case study (pertaining to higher education, K–12, or workforce development) from the Web Links section that best relates to your instructional setting or future goals and do the following:
Note: You will also be using information from the case study that you choose in this task to complete Task 2.
Part I: Empathy Maps and Personas
A. Complete the attached “Empathy Map #1” and “Persona #1” templates by doing the following:
1. Choose one group of learners (e.g., learner group A) from one of the case studies. Provide a name for a learner type that reflects the shared characteristics of how that group of learners learn. Label the case study and group of learners in the top right of the empathy map template and provide the learner type in the center of the template.
Note: When identifying a learner type, do not include information about demographics or exceptionalities and accommodations that a learner may have.
2. List two characteristics of the learner type identified in part A1 in each category of the empathy map template that align with the learner type’s experiences, thoughts, actions, or attitudes toward learning.
Note: The characteristics you provide for each category may come directly from the case study, or the characteristics can also come from insights you are able to draw from your own experiences with learners of this learner type.
3. Create an original persona that represents a single fictional learner who aligns with the learner type from empathy map #1 by providing the following information in the “Persona #1” template:
• a fictional first name for the persona
• two or more relevant details for each of the five categories that relate to the learner type in “Empathy Map #1.”
Note: The details you provide in the persona template can come from insights you are able to draw from your own experiences with learners of this type or be informed by the information in the empathy map, but they should not be directly copied from the empathy map.
B. Complete the attached “Empathy Map #2” and “Persona #2” templates by doing the following:
1. Choose one group of learners (e.g., learner group B) from one of the case studies. Provide a name for a learner type that reflects the shared characteristics of how that group of learners learn. Label the case study and group of learners in the top right of the empathy map template and provide the learner type in the center of the template.
Note: The learner group and learner type that you identify for part B1 must be different than the learner type used in part A1.
Note: When identifying a learner type, do not include information about demographics or exceptionalities and accommodations that a learner may have.
2. List two characteristics of the learner type identified in Part B1 in each category of the empathy map template that align with the learner type’s experiences, thoughts, actions, or attitudes toward learning.
Note: The characteristics you provide for each category may come directly from the case study, or the characteristics can also come from insights you are able to draw from your own experiences with learners of this learner type.
3. Create an original persona that represents a single fictional learner who aligns to the learner type from empathy map #2 by providing the following information in the persona #2 template:
• a fictional first name for the persona
• two or more relevant details for each of the five categories that relate to the learner type in Empathy Map #2
Note: The details you provide in the persona template can come from insights you are able to draw from your own experiences with learners of this type or be informed by the information in the empathy map, but they should not be directly copied from the empathy map.
Part II: Reflection and Discussion
Note: Part II should be submitted as a separate document from Part I.
C. Explain why you identified the learner type in part A1, using two relevant details from the case study as support.
D. Explain why you identified the learner type in part B1, using two relevant details from the case study as support.
E. Discuss your prior knowledge or experiences with learners similar to one of the learner types you identified in one of your empathy maps.
1. Discuss any assumptions, biases, or stereotypes that you may have about the learner type discussed in part E.
a. Explain how you could address the assumptions, biases, or stereotypes you discussed in part E1 to ensure that the learning experiences you design will be inclusive and equitable for all learners. Note: Do not include any names of people or institutions or other identifying information in the discussions.
F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.

Please see below for instructions:
There are many types of early childhood programs. Using the textbook’s Chapter 2 and Early Childhood Settings: A Variety of Programs section, develop a rationale for two programs and cite an example of what activities and behaviors would reinforce these programs. You get to choose the two you want to discuss.
The first paragraph should include a descriiption of the first program of your choice. An introductory paragraph consists of at least three sentences.
The second paragraph should include why you chose this program, the positive effects for the students, and how it prepares the preschool children for the future. Details are important. This paragraph should consist of at least five sentences.
The third paragraph should include a descriiption of the second program of your choice. An introductory paragraph consists of at least three sentences.
The fourth paragraph should include why you chose this program, the positive effects for the students, and how it prepares the preschool children for the future. Details are important. This paragraph should consist of at least five sentences.
Link:
https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentId=6110602456082624807751453098&eISBN=9780357773635&id=2281956425&snapshotId=4312517&

To help you with this assignment, here’s how you can structure the rationale for two early childhood programs, using the specified sections from Chapter 2 of your textbook and the Early Childhood Settings: A Variety of Programs:

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Choose Two Early Childhood Programs

Your first task is to select two programs from the “Early Childhood Settings: A Variety of Programs” section of your textbook. These could be anything from Montessori programs to Reggio Emilia or Head Start. Once you’ve picked the programs, think about what stands out to you about each one and how they would benefit preschool children. Be sure to choose programs that you’re interested in, as this will make the writing process smoother.

Step 2: First Program – Description

In your first paragraph, begin with a clear and concise introduction to the first program you chose. Describe what the program is, its key features, and how it typically operates in an early childhood setting. Mention the primary goals of the program and the types of activities it emphasizes. For example, if you chose a Montessori program, you could describe the use of self-directed learning, individualized instruction, and hands-on activities.

Step 3: Why You Chose This Program

The second paragraph should explain why you selected this program. Be specific about the reasons behind your choice and connect them to the benefits for students. For example, if you chose Montessori, you might highlight how it fosters independence, creativity, and critical thinking. Discuss how this program prepares preschool children for the future by emphasizing skills like problem-solving, teamwork, and resilience. Use concrete examples to show how these skills will benefit the children as they move on to later educational stages.

Step 4: Second Program – Description

In your third paragraph, introduce your second program in a similar fashion. Give an overview of what this program looks like in practice. If you chose a different program, like Head Start, you can describe how it focuses on helping children from low-income families with school readiness, social skills, and health services. Be sure to explain the specific elements of the program that set it apart from the first one.

Step 5: Why You Chose This Program

The fourth paragraph should again explain why you chose this second program. Discuss the positive effects this program can have on students, emphasizing how it supports development in areas like language, emotional regulation, and socialization. Share examples of activities or behaviors that would reinforce these positive outcomes. Finally, describe how this program prepares children for the future, focusing on how it equips them with the foundational skills they need to thrive in school and life.

Step 6: Conclusion

Wrap up your paper by briefly summarizing the two programs you discussed. You don’t need a formal conclusion, but it’s important to remind the reader of the benefits each program provides. Be sure to tie back to the purpose of the assignment—highlighting how both programs support children’s growth and prepare them for future success.

Open the Educational Resources page. You will see various websites about this assignment. Select at least three websites or resources on the list to study.
What did you learn from these sites/resources?
What was helpful and/or not helpful?
How might you use these resources in the future as a student of early childhood education?
How might you use them in the future as a practicing teacher?
How might you use them in future classes and/or on future assignments?
Please be specific and properly quote from each site at least once.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

1. Selecting Resources

• Browse through the list of websites provided in your educational resources page.
• Choose at least three that you find most relevant to early childhood education. Ensure they focus on key areas like teaching strategies, child development, or educational theories.

2. What Did You Learn from These Sites/Resources?

• Summarize Key Points: Take note of the main concepts or strategies each resource presents.
  • For example, if you choose a site about developmental milestones, summarize the critical stages in early childhood development.
• Quote from the Sites: Identify important quotes or ideas that you find most insightful. For instance, “Children learn best through play, as it allows them to engage in active problem solving and social interaction” (Author, Year).

3. What Was Helpful and/or Not Helpful?

• Helpful: Identify the practical tools, theories, or suggestions that were valuable to your understanding of early childhood education.
  • For example, a resource might have included a framework for classroom management or tips for fostering social-emotional learning.
• Not Helpful: Mention if any site lacked depth or clarity in its information. For instance, if one resource didn’t provide concrete examples or was too theoretical, explain why that made it less useful.

4. How Might You Use These Resources in the Future as a Student of Early Childhood Education?

• As a Student: Reflect on how you can incorporate the knowledge gained from these resources into your coursework. For instance, use a site that explains child development theories as a foundation for your future assignments on curriculum design.
• Example: “The developmental theory outlined by Piaget can guide my approach to structuring age-appropriate activities.”

5. How Might You Use Them in the Future as a Practicing Teacher?

• As a Teacher: Think about how you might integrate the strategies or concepts from the resources into your teaching practice. For example, if a website focuses on fostering communication skills, plan to use those techniques in your classroom to encourage effective teacher-student and peer interactions.
• Example: “Using the strategies from the ‘Guiding Positive Behaviors’ resource will help me create a supportive and structured environment for young children.”

6. How Might You Use Them in Future Classes and/or on Future Assignments?

• In Future Classes: Consider how you can use these resources for upcoming assignments, especially when writing research papers or creating lesson plans. You may reference the websites for evidence-based practices or teaching strategies.
• Example: “I will use the information about inclusive education from [resource] in my future assignments on curriculum adaptation for children with disabilities.”

By following this approach, you’ll be able to reflect thoughtfully on the resources you choose and connect them to both your academic and professional future in early childhood education.

Concrete poetry is a type of poetry in which the words of a poem are given a visual representation in the shape of the poem itself. The visual shapes of the poems are just as important in conveying the intended effect as the poem’s content, such as meaning, words, rhythm, rhyme, etc. The term “concrete poetry” was coined in the 1950s by Brazilian poets and its principle tenet is that using words as part of a specific visual work allows for the words themselves to become part of the poetry, rather than just unseen vehicles for ideas. Concrete poems have been created based on the shapes of stars, cats, apples, trees, candles, faces, and many other shapes. The words or content that create each shape align with the shape itself. For example, the shape of an airplane is created with associated content, ascending into the sky. The words that make the airplane outline state, “a flick, a shudder to soar, a push–the nose, the wings held high and steady–the plane is ready to touch the sky.”
As our textbook mentions, poetry can foster creativity. Concrete poetry is particularly effective in early childhood education because it merges the two most important elements of children’s literature: content/narrative and illustration.
Instructions
Your assignment in this module is to send home a concrete poetry assignment (including directions and a sample poem) for your early childhood classroom. In this mock assignment, the student and his/her parent/guardian will create a concrete poem using/tracing the outline of one of each of their hands. The child and family member must describe how they use their hands, what they like about their hands, and/or why hands are important. Once you complete your directions to send home with a child and your sample hand poem to be attached to these directions, you will ask a friend/family member (preferably one with a child) to complete the second page as if they were your student and parent. Then, you will scan both pages and attach them online for grade submission. Have fun and be creative!
Please review the following templates for this assignment; each template is numbered. You may use these templates as your own documents or create something similar.
Download Concrete Poetry Pages 1–2Download Concrete Poetry Pages 1–2
Download Concrete Poetry Page 3Download Concrete Poetry Page 3
You may also wish to print the assignment instructions:
On page 1, clearly type or hand write directions to the parents and students, defining concrete poetry and outlining the project (stay positive, write in letter format, and write clearly on half of the horizontal page). Also, you may use phrases from the descriiption above or below when defining concrete poetry in your directions.
On page 2, create a sample “hand poem” that you have completed with the outline of your own hand on the other half of the horizontal page. You may write and/or draw inside your hand, around the edges, in the fingers, etc. It may rhyme or not. There are no limits with concrete poetry! Be creative so you will inspire the student and his/her parent to be creative!
Page 3 will be a completed set of “hand poems” by a parent/guardian and child. Please prep the horizontal space for the parent/guardian as if you would really send this home by labeling the spaces, drawing a line down the center, etc. Although this may be a friend and his/her child, please imagine this is your student and his/her parent/guardian.
Upload both complete documents.
Evaluation: After completing the assignment, evaluate and consider how you did. If you were to use this assignment in an early childhood education classroom, how would you alter or change it? What did not work so well?

struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment Objectives

• Goal: Create a concrete poetry project for early childhood students to complete with their parents/guardians.
• Outcome: Submit a complete set of instructions, a sample poem, and a mock completed version from a “student” and “parent.”

Step 2: Prepare Your Materials

• Templates: Download and review the provided templates for guidance:
  • Concrete Poetry Pages 1–2
  • Concrete Poetry Page 3
• Additional Materials: Ensure you have:
  • Paper
  • Colored pens/pencils
  • Scanner or camera to upload your final work.

Step 3: Draft Your Instructions for Page 1

• Write a letter to parents and students explaining the activity.
• Define concrete poetry clearly and positively, using phrases like:
  • “Concrete poetry combines words and visual shapes to create a meaningful artistic experience.”
• Outline the activity:
  1. Trace one of the child’s hands and one of the parent’s/guardian’s hands.
  2. Fill the hand shapes with words describing:
     • How you use your hands.
     • What you like about your hands.
     • Why hands are important.
  3. Be creative—use colors, rhyme, or any format you like!
• Encourage participation:
  • Mention how this activity helps children explore creativity and bond with their families.

Step 4: Create Your Sample Poem for Page 2

• Trace your own hand on a blank page.
• Write your “hand poem” within the outline.
• Example:
  • Palm: “My hands build dreams.”
  • Fingers: “Touch, create, hold, love, share.”
• Decorate your hand with colors or drawings to inspire creativity.

Step 5: Prepare the Mock Completed Set for Page 3

• Divide the page into two labeled sections:
  1. Parent/Guardian Hand Poem
  2. Child Hand Poem
• Ask a family member or friend (preferably with a child) to complete the sections:
  • Parent/Guardian: Create a hand outline and poem.
  • Child: Do the same for their hand.

Step 6: Scan and Upload Your Work

• Scan both completed documents (instructions and poems) into a clear, legible file.
• Double-check for completeness before submission.

Step 7: Reflect and Evaluate

• After submitting your assignment, answer these reflective questions:
  1. If you used this activity in a real classroom, how would you improve it?
  2. Were the instructions clear and easy to follow?
  3. What aspects of the assignment were most engaging for the parent/child?
  4. Did any part of the process not work as well as expected? How could it be adjusted?

This guide will help you stay organized and produce a creative, polished submission. Good luck, and have fun creating your concrete poetry project!

Reading Response 1 (Opening Minds: Chapters 1-3)
Hide Assignment Information
Instructions
Use the template linked below to complete Reading Response 1:
https://docs.google.com/document/d/1SbqA9-SioOxupiVXT0SCsXEm6zTSHGD57WQoynzaZik/edit?usp=sharing
vitalsource.com
Login information will be available for the assigned writer.
Book will be available eBook
Opening Minds
Peter Johnston

Here’s how you can approach this assignment:

Step 1: Read the Assigned Chapters

• Focus on Chapters 1-3 of Opening Minds. Take notes on the key ideas, concepts, and themes discussed in these chapters. This will help you gather the information needed to respond to the questions in the template.

Step 2: Review the Google Document Template

• Access the Google Document link provided in your assignment instructions.
• Familiarize yourself with the template structure and identify where you need to provide your answers based on your reading of the chapters.

Step 3: Respond to the Questions

• In the template, you will likely be prompted to reflect on the content of Chapters 1-3 and how it applies to your learning or experiences.
• Consider the following types of questions that might be asked:
  • Summary: What are the main points of Chapters 1-3?
  • Reflection: How do these chapters challenge or expand your understanding of teaching, learning, or leadership?
  • Application: How can the ideas from these chapters be applied to your current or future practice as a nurse, educator, or in another role?

Step 4: Provide Support for Your Responses

• When you respond, ensure that you back up your answers with specific examples or quotes from the chapters. This will show that you’ve engaged with the reading material and can critically reflect on it.

Step 5: Review and Revise

• After completing your responses, review them for clarity and accuracy.
• Make sure you’ve followed the assignment instructions and included all required elements.

Step 6: Finalize and Submit

• Once you’re happy with your responses, finalize your document in the provided template and submit it according to your course’s submission guidelines.

By following these steps, you can ensure that your response is thoughtful, detailed, and properly structured for submission. Would you like additional help with specific sections of the book?

Leadership Strategies From Theory to Practice
Throughout this course, we discussed leadership as a practice, strategies we can use to select our leadership style, how we can understand our leadership style and strengths to enhance our leadership development, and the most effective leadership strategies for a diverse workforce.
After reading Chapter 12 in Managing and Leading Nonprofit Organizations: A Framework for Success(Dann, 2022), think about what you have learned about leadership practice and what type of leader you aim to be in the future. As you continually learn about yourself and others as leaders, reflect on personal experiences, encounters with others, challenges, and how you have developed your skills to refine your leadership abilities. Develop an original response to the following question:
Self-reflect on the leadership strategies, styles, and practices you studied this term. How will you transfer the strategies from theory to practice in your leadership roles? Provide two detailed examples of course findings and other scholarly research.

This Discussion aims to spark a critical and creative exploration of how digital badging can be used to recognize and foster professional development (PD) across the professions. Drawing upon the insights from the week’s materials and your own experience and understanding of digital badges, answer all of the following: In this assignment, you will explore the topic of Artificial Intelligence by responding to one of the three options listed below that most interests you. To help you choose, review the chart below describing the required assignment elements for each option and its corresponding focused approach. I’ve enclosed the necessary links for the assignment to be completed correctly. It is two parts

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment Requirements

• This discussion has two parts:
  • Part 1: Explore how digital badging fosters professional development.
  • Part 2: Select one of three options to dive deeper into artificial intelligence (AI).
• Materials: Review the provided links and weekly readings for insights on digital badging and AI.

Step 2: Structure Your Post

Part 1: Digital Badging and Professional Development

1. Define Digital Badging:
   • Explain what digital badges are and how they represent skills or achievements.
   • Example: Digital badges are visual symbols awarded for completing specific learning objectives, showcasing competencies in professional development.
2. Connection to Professional Development (PD):
   • Discuss how digital badges:
     • Recognize learning achievements.
     • Encourage lifelong learning.
     • Foster accountability and motivation for PD.
3. Examples of Digital Badging in Practice:
   • Provide examples from various fields (e.g., education, healthcare, technology).
   • Example: Teachers earn badges for completing workshops on new teaching strategies.
4. Your Experience:
   • Reflect on your experience with digital badges or how you see them benefiting your profession.

Part 2: Exploring AI (Choose One Option)

Option 1: AI in the Workplace

• Discuss how AI is being implemented in professional settings.
• Address potential benefits (e.g., automation, decision-making) and challenges (e.g., ethics, job displacement).

Option 2: AI in Learning and Development

• Explore how AI is transforming learning and training.
• Consider personalized learning experiences, adaptive learning technologies, and AI-driven feedback tools.

Option 3: Ethical Considerations of AI

• Focus on ethical implications of AI use.
• Address biases in AI, data privacy concerns, and societal impacts.

Step 3: Engage with Peers

• Respond to at least one peer’s post by:
  • Offering a thoughtful affirmation (e.g., highlight a strong point in their discussion).
  • Suggesting an improvement (e.g., offer a new perspective or additional resource).

Step 4: Cite Evidence

• Include at least one scholarly reference to support your discussion. Use APA 7th edition formatting for citations.

Example APA Citation

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: APA.

Step 5: Revise and Proofread

• Ensure your post is clear, concise, and well-organized.
• Confirm your formatting and citation style meet the guidelines.

I need the final chapter, chapter 5 written to match the data collected throughout the paper. Attached is my current paper, as well as the outlined template for chapter 5.

Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.
Read the case study to inform the assignment.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.
The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:
Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
Solve expressions with variables (e.g., 3x = -24).
Write and solve the algebraic equation in a real-life word problem.
Part 1: Strategies
As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.
Instructional strategies should include:
Explicitly teaching related vocabulary
The use of the concrete-representational-abstract strategies
Graphic organizers
Mnemonic devices
The use of assistive technology
In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.
Part 2: 3 Day Unit Plan
Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”
Your unit plan must include:
Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.
Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.
Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.
Part 3: Home Connection
In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.
While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

I need the final chapter, chapter 5 written to match the data collected throughout the paper. Attached is my current paper, as well as the outlined template for chapter 5.