Category: Psychology and Education : Education

After reading and viewing the material on Core Leadership Traits, submit a 1-page paper. Include the following:
1. Which trait is your strength and why.
2. Which trait is your weakness and why.
3. Why is it important for school leaders to understand their own core leadership traits?
4. Include a Cover Page.
5. Paper should be double-spaced.

Objective: Now that you have a full year of Spanish under your belt, it’s time to show off what you know, and what better topic to tell us about then the one you know the best…YOU! To incorporate the vocabulary and grammar you have learned throughout the year, you will need to create a presentation. You could make a Power Point
,Part B: Pick ONE of the following 4 styles of presentation:
* Power Point
If you make a PowerPoint or Prezi, it must be 5-6 slides, each with a picture. You must have a total of 10-15 sentences. Remember your sentences must correspond to the pictures/slides you share of you & your life.  If you do more than 6 slides, ONLY the first 6 slides will be graded.
textbook
National ¡Así se dice! Level 1 eStudent Edition (mcgraw-hill.com)

The professor has stressed that this is not a research paper and it should not be researched. This assignment is a 6-part assignment and will be completed in sections on different dates. Will you be able to complete all parts when it is due?

The ability to look at the unique needs of students and identify and plan differentiated instructional activities for small groups of students with similar literacy deficits is critical to student mastery of literacy skills. Through differentiating the content mastery level, the process for delivering instruction, and the product students create to demonstrate mastery of the content students with diverse needs can experience classroom success in literacy.
Part 1: Planning Differentiated Instruction
Collaborate with your mentor to plan a differentiated lesson or activity that incorporates grade level literacy and creative arts standards. Complete the “ECE-622 Differentiating Literacy Instruction” template as directed.
NOTE: You will work with the small group of students to teach the lesson/activity in Part 2 of the assignment.
Part 2: Delivering Differentiated Instruction
Under the direction of your mentor, work with the small group of students you previously identified to implement the lesson/activity and assessment you designed in Part 1 of the assignment.
https://bibliu.com/app/#/view/books/9781529769241/epub/OEBPS/s9781529769470.i116.html#page_7https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction#:~:text=Differentiation%20means%20tailoring%20instruction%20to,a%20successful%20approach%20to%20instruction
https://www.modelteaching.com/education-articles/lesson-curriculum-planning/differentiation-in-the-classroom-content-process-or-product

Differentiated Instruction: Maximizing the Learning of All Students

https://www.proquest.com/docview/2612757038/fulltextPDF/67756F89483F4903PQ/1?accountid=7374&sourcetype=Scholarly%20Journals
https://www.readingrockets.org/topics/writing/articles/teaching-writing-diverse-student-populations

Page 1: Understanding Difficulties with Written Expression

Rubric CriteriaGrade level and lesson topic/title are complete. Standards are grade level appropriate and closely support the lesson topic.
Differentiating Lesson Content
Strategy for differentiating lesson content demonstrates best practices. Rationale that supports the use of the strategy based upon the observation data and research-based best practices is skillful and innovative.
Differentiating Lesson Process
Strategy for differentiating lesson process demonstrates best practices. Rationale that supports the use of the strategy based upon the observation data and research-based best practices is skillful and innovative.
Differentiating Lesson Product
Strategy for differentiating lesson product demonstrates best practices. Rationale that supports the use of the strategy based upon the observation data and research-based best practices is skillful and innovative.
Description of student assessment and support materials that were sourced and/or developed for the lesson/activity, including links when relevant and the submission of the related documents, is complete and relevant to the lesson/activity.
Mentor debriefing notes are thorough and substantial.
Reflection: Skills Deficits
Description of the skills deficits exhibited by the students and the lesson/activity delivered to help them practice and improve those skills is extensive and specific.
Reflection: Lesson/Activity Results
Description of the results of implementing the lesson/activity with the student is sophisticated. Discussion of the long-term results that would be expected from differentiating the lesson content, process, and product with the students over an extended period of time is advanced and realistic.
Reflection: Execution and Effectiveness
Discussion of the execution of the lesson and its effectiveness, including discussion of both successes and challenges and changes that would be made if implementing the lesson/activity again, is skillful and demonstrates best practices.
Reflection: Classroom Environment
Explanation of how providing differentiated instruction can contribute to a safe, supportive classroom environment where students feel valued, dignified, and respected is compelling.
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Each day teachers use differentiated instructional, remediation, and intervention strategies designed to meet the diverse needs of students in their classrooms. Using knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based best practices, is a critical skill to ensure that instruction can help all students perform key tasks associated with English language arts.
Part 1: Teacher Interview
To gain an understanding of the students you will be working with and to learn more about how to apply the Science of Reading and integrate creative arts when instructing students in ELA, interview a PreK teacher. You will submit a copy of your interview notes. For the interview, focus on addressing each of the following:
Describe the literacy needs and abilities (reading, writing, speaking, and listening) of the students you typically teach.
Discuss the various literacy skills that are typically taught at the grade level(s) you most frequently teach.
Explain how you apply your knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based instructional best practices.
Discuss how creative arts (dance, music, theater, and art) are integrated in the classroom. Include discussion about how the creative arts can engage and motivate students and help to meet their individual learning needs.
Describe specific instructional strategies you have used to integrate creative arts into your ELA instruction.
Describe explicit, systematic, cumulative, and multisensory instructional strategies that you employ in the classroom to teach reading, writing, speaking, and listening, and provide an example of each.
Describe how exceptionalities, including dyslexia, can affect the acquisition of reading and writing skills. Provide examples of how these exceptionalities can vary in presentation and degree within the classroom. 
Describe strategies for collecting formal and informal data and using assessments to help you make decisions about ELA instruction, remediation, and intervention strategies that are appropriate for your students.
Part 2: Classroom Observation
Upon completion of the interview, observe the teacher teaching or co-teaching at least one ELA lesson in the classroom. You will submit a copy of your observation notes. Record information related to the following:
Instructional strategies and activities, particularly those associated with teaching/reinforcing word recognition, language comprehension, writing, speaking, and listening skills and integration of creative arts
Differentiated instruction for small groups and individual students
Remediation strategies
Intervention strategies
Student grouping during instruction, remediation, and intervention activities
Reading and writing materials and genres
Activities and assignments that integrate creative arts (dance, music, theater, and art)
Informal and formal assessment activities and data collection related to ELA skills, including reading, writing, speaking, and listening
Reflect on what you learned from your interview and classroom observation by addressing the following.
Discuss the effectiveness of the instruction you observed in meeting the diverse needs of the students in the class.
Describe the remediation and intervention strategies that seemed to be most effective in meeting the needs of the students in the classroom.
Discuss additional opportunities for differentiating instruction for students to better address their needs. Include a discussion of the challenges
that could be faced when attempting to provide this level of differentiation.
Describe what you discussed in the interview and/or observed regarding integrating creative arts in the ELA classroom. Discuss a specific strategy or activity you would like to use in your future professional practice to integrate the creative arts. Explain why you selected the strategy/activity and how it will help to engage and motivate students and meet their diverse learning needs.
Submit a copy of your interview and observation notes and the reflection as a single Word document.
Rubric Criteria
Discussion of the effectiveness of the instruction observed in meeting the diverse needs of students in the class is thoughtful.
Interviews and observation notes are thorough and substantial.
Description of the remediation and intervention strategies that worked best to meet the needs of the students in the classroom is advanced.
Discussion of additional opportunities for differentiating instruction for students to better address their needs, including discussion of the challenges that could be faced when attempting to provide this level of differentiation, is insightful.
Description of interview discussion and classroom observation regarding integrating creative arts into the ELA classroom is substantial.
Discussion of a specific strategy or activity to be used to integrate creative arts in future professional practice and an explanation of why the strategy was selected and how it will help to engage and motivate students and meet diverse learning needs is insightful.
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

Each day teachers use differentiated instructional, remediation, and intervention strategies designed to meet the diverse needs of students in their classrooms. Using knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based best practices, is a critical skill to ensure that instruction can help all students perform key tasks associated with English language arts.
Part 1: Teacher Interview
To gain an understanding of the students you will be working with and to learn more about how to apply the Science of Reading and integrate creative arts when instructing students in ELA, interview a PreK teacher. You will submit a copy of your interview notes. For the interview, focus on addressing each of the following:
Describe the literacy needs and abilities (reading, writing, speaking, and listening) of the students you typically teach.
Discuss the various literacy skills that are typically taught at the grade level(s) you most frequently teach.
Explain how you apply your knowledge of the Science of Reading, Scarborough’s Reading Rope, and research-based instructional best practices.
Discuss how creative arts (dance, music, theater, and art) are integrated in the classroom. Include discussion about how the creative arts can engage and motivate students and help to meet their individual learning needs.
Describe specific instructional strategies you have used to integrate creative arts into your ELA instruction.
Describe explicit, systematic, cumulative, and multisensory instructional strategies that you employ in the classroom to teach reading, writing, speaking, and listening, and provide an example of each.
Describe how exceptionalities, including dyslexia, can affect the acquisition of reading and writing skills. Provide examples of how these exceptionalities can vary in presentation and degree within the classroom. 
Describe strategies for collecting formal and informal data and using assessments to help you make decisions about ELA instruction, remediation, and intervention strategies that are appropriate for your students.
Part 2: Classroom Observation
Upon completion of the interview, observe the teacher teaching or co-teaching at least one ELA lesson in the classroom. You will submit a copy of your observation notes. Record information related to the following:
Instructional strategies and activities, particularly those associated with teaching/reinforcing word recognition, language comprehension, writing, speaking, and listening skills and integration of creative arts
Differentiated instruction for small groups and individual students
Remediation strategies
Intervention strategies
Student grouping during instruction, remediation, and intervention activities
Reading and writing materials and genres
Activities and assignments that integrate creative arts (dance, music, theater, and art)
Informal and formal assessment activities and data collection related to ELA skills, including reading, writing, speaking, and listening
Reflect on what you learned from your interview and classroom observation by addressing the following.
Discuss the effectiveness of the instruction you observed in meeting the diverse needs of the students in the class.
Describe the remediation and intervention strategies that seemed to be most effective in meeting the needs of the students in the classroom.
Discuss additional opportunities for differentiating instruction for students to better address their needs. Include a discussion of the challenges
that could be faced when attempting to provide this level of differentiation.
Describe what you discussed in the interview and/or observed regarding integrating creative arts in the ELA classroom. Discuss a specific strategy or activity you would like to use in your future professional practice to integrate the creative arts. Explain why you selected the strategy/activity and how it will help to engage and motivate students and meet their diverse learning needs.
Submit a copy of your interview and observation notes and the reflection as a single Word document.
Rubric CriteriaDiscussion of the effectiveness of the instruction observed in meeting the diverse needs of students in the class is thoughtful.
Interviews and observation notes are thorough and substantial.
Description of the remediation and intervention strategies that worked best to meet the needs of the students in the classroom is advanced.
Discussion of additional opportunities for differentiating instruction for students to better address their needs, including discussion of the challenges that could be faced when attempting to provide this level of differentiation, is insightful.
Description of interview discussion and classroom observation regarding integrating creative arts into the ELA classroom is substantial.
Discussion of a specific strategy or activity to be used to integrate creative arts in future professional practice and an explanation of why the strategy was selected and how it will help to engage and motivate students and meet diverse learning needs is insightful.
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

Use the following article to complete the following questions
write 400-500 words in total
READING #1: Introduction: Taking Stock and Claiming Space for the Sociology of Childhood and Youth in Canada
Xiaobei Chen, Rebecca Raby, and Patrizia Albanese
1. One of the learning objective of this chapter is to “ free, childhood, and youth studies around four themes” use your own words, describe the contents of these four themes. ( Engaging children and youth in research, conceptualizing childhood and youth as social constructs; keeping sights of social inequalities and their intersections, highlighting children’s citizenship, rights, and social engagement.
READING #2: Media Representations of Separated Child Migrants
From Dubs to Doubt
in Migration and Society
Author: Rachel Rosen and Sarah Crafter
https://doi.org/10.3167/arms.2018.010107
1. Quote the sentence (that states the author’s central argument
2. Closely examine section “the troubles of and with ‘separated child migrants”. Assess how strongly the evidence presented in this section support the paper’s central argument.

A.  Identify an education-related research topic (i.e., the broad subject matter area to be investigated) of interest to you that may be used to develop a related problem statement.
1.  Develop a problem statement that addresses the research topic.
 
 
Note: You will need to review professional sources related to your research topic and research problem in order to complete parts B–F.
 
B.  Develop a narrative literature review that logically flows from the broadly defined topic, identified in part A, to the specific research problem developed in part A1. The narrative literature review should synthesize fifteen sources that meet each of the following guidelines:
•  contains relevant academic or professional literature related to the research topic
•  is published by a scholarly source
•  can be retrieved online
 
 
C.  Develop an overall purpose statement for your research, based on the research problem statement that was developed in part A1. The purpose statement must: 
•  communicate the intent or objectives of your research project
•  align with the two research questions, that you will develop in part D
•  Not be biased toward a specific position or anticipate specific results
 
D.  Develop 1 − 2 open-ended research questions that adhere to the following guidelines: 
•  appropriate for one of the major research approaches (i.e., quantitative, qualitative, mixed methods, or action)
•  researchable (i.e., you can collect and analyze data to answer it)
•  directly addresses the research problem statement, that you developed in part A1
•  cannot be answered with simply a “yes” or “no” response
•  is not biased toward a specific position and does not anticipate specific results
1.  Justify which major research approach (i.e., quantitative, qualitative, mixed methods, or action) you would recommend using to answer each research question.
 
E.  Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
 
F.  Demonstrate professional communication in the content and presentation of your submission.

A.  Identify a math education-related research topic (i.e., the broad subject matter area to be investigated).
 
B.  Detail your search process by doing the following:
1.  Identify seven separate search phrases or combinations of keywords used to search for literature relevant to the research topic.
2.  Identify two more search phrases or combinations of keywords used to retrieve additional literature after your initial search.
3.  Explain why specific phrases or combinations of keywords yielded the most useful searches (i.e., those that retrieved the articles most relevant to the research topic).
 
C.  Develop an annotated bibliography using 15 sources that meet each of the following guidelines:
•  contains relevant academic or professional literature relevant to the research topic
•  is published by a scholarly source
•  can be retrieved online
1.  Provide an annotation (suggested length of 1 paragraph to ½ page per annotation) for each of the 15 sources that includes the following:
a.  an identification of the type of source, including the research approach used for any sources that are original research study articles (i.e., quantitative, qualitative, mixed methods, or action research), if applicable
 
Note: The type of source could be, but is not limited to, an original research article, perspective article, or a professional or academic website.
 
b.  a brief explanation of the purpose of the source
c.  a brief description of the results or findings of the source. If the source is an original research study, include supporting details.
d.  a critique that identifies one strength and one weakness of the source
 
D.  Identify a research problem (i.e., a specific math educational issue or problem within the broader topic area that was addressed in part A).
 
Note: This problem should not be a research question.
 
1.  Discuss how this research problem relates to teaching elementary education.
2.  Discuss how searching the literature and developing an annotated bibliography can help you identify a research problem within a broader topic area.

1.     Signature Assignment (50 points)
The purpose of this assignment is for students to demonstrate their effectiveness in consulting, collaborating, communicating, and effectively coordinating and implementing services for students in systematic and comprehensive process of decision making and problem solving. In a 7-page, APA 7th edition paper, students will be able to demonstrate they are able to design, implement, monitor, and evaluate programs that support students in academics, behavioral, and social/emotional while maintaining a positive school climate.
Students will write about a need in a particular school or school district. The students will pick a program the school district needs to implement based on a need (mental health, academics, social emotional, attendance, behavior, suicide, threats, violence, bullying, etc.). The students will then, write a 7 -page paper(BODY) answering the following questions:
 
1.     What is the problem you are trying to address?
2.     Why is the need you selected important?
3.     How does this impact and affect the child academic success?
4.     What type of data would you collect to determine this is a need?
5.     How would you incorporate parents, students, staff, outside agencies, community, etc. in developing this program?
6.     How would you coordinate and implement services in the school and/or district?
7.     How would you design, implement, monitor, and evaluate your program?
8.     How would parents, students, staff, outside agencies, the community, etc. would be involved, know about the program successes, etc.?
*Programs you can select: PBIS, MTSS, RTI, Behavior Intervention, Risk Assessment Teams (suicide), Mental Health, etc. 
USE 7 DIFFERENT Resources