An important part of the lesson planning process is reflecting upon your rationa

An important part of the lesson planning process is reflecting upon your rationale and the process by which you arrive at particular pedagogical decisions. For each lesson plan, you will write a reflection in response to questions related to your lesson plan development.

Please respond to the following questions as related to your Inquiry Lesson plan. Your responses should illustrate the rationale behind your decisions, as you developed your ideas. Remember that there is no “right or wrong” here – you should view this assignment as a way for you to articulate your process, thereby strengthening your rationale.

1. Discuss your Inquiry question as follows:
a. State your Inquiry question.
b. In what ways does your Inquiry question relate to a NCSS standard (or standards)? (See attachment)
c. Why did you choose this question and why is it an important one to pursue as part of the Social Studies curriculum?

2. Justify your instructional choices from your Inquiry lesson plan. For example, your choice of:
a. Learning tasks (activities)
b. Teaching strategies (i.e., direct instruction, small group work/cooperative learning, etc.)
c. Resources (i.e., primary source documents, websites, picture books or other literature, etc.)
d. Assessments (formative and summative, formal and informal).

3. How will the decisions that you made in these areas help achieve your overall learning objectives? Give specific examples.

4. How does your Inquiry lesson relate to your (evolving) ideas about the larger Unit?
* LESSON PLAN ATTACHED*

For this discussion post please watch video: https://www.kvue.com/video/news/lo

For this discussion post please watch video:
https://www.kvue.com/video/news/local/round-rock-isd-students-protest-dress-code/269-588636?jwsource=cl
After watching the video please answer the following questions. Posts should be well thought-out and well written.
What are policy goals of the dress code?
What are some potential policy backfires from this dress code?
Last week we talked about how education policies can be racial in nature, how would you discuss the gendered nature of this policy?

You will write about the state of Tennessee’s Retention Laws for 3rd and 4th gra

You will write about the state of Tennessee’s Retention Laws for 3rd and 4th graders.The paper should include a detailed description of the scenario and address all bold letter items, i.e., DEFINE THE PROBLEM, MAKE THE CASE, ESTABLISH YOUR DRIVING VALUES, WEIGH OPTIONS AND MAKE RECOMMENDATIONS, PERSUADE YOUR AUDIENCE, MONITOR OUTPUTS, EVALUATE OUTCOMES, AND CONCLUSION. The course assessment rubric is attached for your convenience. The format of the paper has already been done. The rough draft is attached. You will need 4 MORE REFERENCES, in addition to the references already used. You will need a total of 8 REFERENCES.

Part I: Observe and Critique a Language Development Lesson A. Meet with the teac

Part I: Observe and Critique a Language Development Lesson
A. Meet with the teacher.
Meet with the preschool teacher whom you will observe, and discuss the language development standards and goals they are targeting for the children in their setting—and the progress being made. Ask the teacher about the approaches and strategies they generally use to promote language development.
Drilling down from there, discuss in detail the language development activity or lesson that they have planned. If a lesson plan is available, ask for a copy. If a lesson plan is not available, take detailed notes as the teacher describes the plan.
Make arrangements to conduct your observation at an agreed-upon date and time and be sure to arrive on time.
B. Critique the lesson plan.
Review the teacher’s lesson plan for its potential effectiveness. Then, write a critique that addresses the teacher’s planning process and product:
Appropriateness of the learning objectives for the children (based on assessment data), and alignment with early childhood standards
Potential effectiveness of the activities, strategies, and grouping structures that will be used to promote language development in terms of their potential for achieving the learning objectives
Assessment data that informed the teacher’s planning
Relevant information about the language development needs of the children in the small group or class for whom the lesson is targeted (e.g., English language learners, children with special needs, etc.)
The teacher’s plans for differentiating instruction to meet individual needs
How the teacher will informally assess language learning during the lesson
(1–2 pages)
C. Critique the lesson implementation.
Based on the scheduled date and time, observe the language development lesson you discussed with the teacher. During your observation, make note of the following:
Level of children’s engagement
Children’s responses to the activities and strategies
How the teacher adjusted the lesson based on informal assessment
(1 page)
D. Evaluate the results of the lesson.
Critique the language development lesson you observed by addressing the following:
Success of strategies used
Evidence of achievement of learning objectives
(2–3 paragraphs)
Part II: Observe and Critique a Literacy Lesson
A. Meet with the teacher.
Meet with the preschool teacher whom you will observe. Discuss the emergent literacy standards and goals they are targeting for the children in their setting, focusing on the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension), as well as writing. Ask the teacher about the approaches and strategies they generally use to promote literacy development.
Drilling down from there, discuss in detail the phonemic awareness and phonics activities or lesson that they have planned. If a lesson plan is available, ask for a copy. If a lesson plan is not available, take detailed notes as the teacher describes the plan.
Make arrangements to conduct your observation at an agreed-upon date and time and be sure to arrive on time.
B.Critique the lesson plan.
Review the teacher’s lesson plan for its potential effectiveness. Then, write a critique that addresses the following:
Appropriateness of the learning objectives for the children (based on assessment data) and alignment with early childhood standards
Potential effectiveness of the activities, strategies, and grouping structures that will be used to promote phonemic and phonics skills in terms of their potential for achieving the learning objectives
Assessment data that informed the teacher’s planning
Relevant information about the phonemic awareness and phonics needs of the children in the small group or class for whom the lesson is targeted (e.g., English language learners, children with special needs, etc.)
The teacher’s plans for differentiating instruction to meet individual needs
How the teacher will informally assess children’s phonemic awareness and phonics skills learning during the lesson
(1–2 pages)
C. Critique the lesson implementation.
Observe the literacy lesson you discussed with the teacher. During your observation, make note of the following:
Level of children’s engagement
Children’s responses to the activities and strategies
How the teacher adjusted the lesson based on informal assessment
(1–2 pages)
D. Evaluate the results of the lesson.
Critique the literacy lesson you observed by addressing the following:
Success of strategies used
Evidence of achievement of learning objectives
(2–3 paragraphs)
Part III: Create a Lesson That Supports Vocabulary, Fluency, Comprehension, and Writing
In Part II, your observation and critique were focused on the first two components of literacy instruction, phonemic awareness and phonics. For this part, you will focus on the other three (fluency, vocabulary, and comprehension) and on emergent writing.
If you are currently teaching in a preschool setting, you may plan your lesson for a small group of children or your whole class. If you are not currently teaching in a preschool setting, identify a group of preschool children for whom to plan a lesson.
Plan
With these children in mind, consider the following:
Assessment data in the areas fluency, vocabulary, comprehension, and writing
Current learning goals and standards
Individual strengths and needs
Current themes/units
Prior literacy lessons
Familiarity with specific children’s literature selections
What technologies have been used to support literacy learning
How instruction has been differentiated for English language learners and children with special needs
Complete the Lesson Plan Template making sure to fill in all sections except the Reflection section at the bottom of the form.
Implement
Review your lesson plan, and be sure to allow an appropriate length of time for your lesson implementation.During your lesson implementation, look for evidence of whether or not the children are grasping the literacy skills and concepts you’re targeting. Be mindful of the effectiveness of your instructional strategies and materials, making adjustments as needed to maximize learning for all children.
Reflect
After implementing the lesson, reflect on your experience and complete the following:
Make anecdotal notes on your lesson plan using the comments feature. Note what went well, where you made adjustments, and what you might do differently in the future, and why.
Summarize your experience by completing the Reflection section at the bottom of the Lesson Plan Template.
Summarize your experience by completing the Reflection section at the bottom of the Lesson Plan Template.

Create a brochure or a flyer advocating for engaging learners in the assessment

Create a brochure or a flyer advocating for engaging learners in the assessment process. Your brochure or flyer should achieve the goal of explaining how assessment data and analysis is used to monitor student learning, assessment selection, instructional evaluation, and provide feedback to students and stakeholders.
Include the following explanations of how assessment data and analysis can be used to:
Build learner self-direction and ownership of learning.
Develop learners’ capacity to review and communicate about their own progress and learning.
Engage learners in analyzing their own assessment results and set goals for their own learning.
Identify collaborative technology tools you can implement in your classroom to help reveal and clarify students’ conceptual understanding and thinking.
Justify the use of appropriate strategies to guide and engage learners to reflect on their own learning.
Provide effective, timely, descriiptive feedback in an appropriate way to the students and other stakeholders.

Research an assistive technology device related to your field of study ( my fiel

Research an assistive technology device related to your field of study ( my field of study is Early childhood education ) The presentation must include these criteria:
•Identify your field of study (“I am studying music, business, elementary education…)
•Why you chose the assistive technology device
•Show a clear picture of/ or the real device so your audience can see what it looks like
•Tell what it is/ name
•Identify whether it’s classified as a low/mod/high tech device (see your textbook if you have questions)
•What type of problem might it help solve for a student or individual in your field?
•At least 2 examples of how student or individual might use it in your field?

Digital storytelling involves the creation of visual poems, journals, docudramas

Digital storytelling involves the creation of visual poems, journals, docudramas, artifact interviews, book trailers, and informative texts. Digital storytelling can be used across the curriculum as a way for learners to apply digital skills in engaging, authentic assessment.
In this assignment, as a part of your blended course, you will design a lesson plan to create a digital story as a form of assessment. You will also create a digital rubric to provide the data needed to measure student mastery of the content.
Step 1. Select
Select a lesson from your ASSURE unit plan (Module 3) for which digital storytelling could be used as an assessment.
Step 2. Write
Write a plan for your digital storytelling lesson-assessment to include:
Learning objectives using the ABCD Checklist to ensure all learning objective criteria are met.
One ISTE standard for students aligned to the lesson.
Descriiption of three ways you will engage learners in the content using digital tools.
A descriiption of the finished digital storytelling product integrating one technology tool.
A minimum of three ways for learners to share their digital stories.
Step 3. Search and Create
Conduct a web search for digital rubric tools. Create a digital rubric for assessing the digital story. Your rubric must consist of a minimum of three criteria across three levels of mastery. Copy and paste your rubric (or a screenshot of your rubric) into your lesson plan.
Step 4. Reflect, Write, and Blog
Reflect on this module’s learning in a 1-page post for your blog and tag your post with the course learning objectives for this module. Copy and paste this reflection piece at the end of your lesson plan. Address these questions in your reflection:
What kind of BYOD resources are available to your population?
How could you make more devices accessible?
How could you have students use smart phones to create, share, and/or gather data for this assessment?
How useful is digital storytelling as an assessment strategy in a variety of contexts?
Step 5. Submit
Submit the digital story lesson plan, including your digital rubric and reflection.
The lesson plan has been shared.

Frequency and repetition are important for information to move to our long-term

Frequency and repetition are important for information to move to our long-term memory. One way we can do this is by using anchor charts on the classroom walls. We can use these to refer to during our instruction and as reminders to our students. This week, you will choose one of our topics and create an anchor chart.
Multimedia Response:
This is your chance to showcase your creativity! Utilize any tool of your choice—Google Slides, Publisher, Word, Google Docs, Canva, etc.—to create a publication exploring language elements. You have the freedom to choose from the following options below:
Syllable Division
Morphemes (Include examples of prefixes, suffixes, etc.)
Orthographic Rules and Patterns
Guidelines:
Select one of the language elements mentioned above.
Create a visually appealing document using your chosen tool.
Ensure clarity and coherence in presenting your chosen language element.
Include examples and explanations to enhance understanding.
Embrace creativity in layout, design, and visual elements.
Submission: Submit your completed project through the designated platform, making sure it adheres to the specified requirements and reflects your creative exploration of language elements. Have fun with this opportunity to showcase your unique perspective!

Field Experience/Clinical Practice Student Work Samples The purpose of this fiel

Field Experience/Clinical Practice
Student Work Samples
The purpose of this field experience is to find three samples of student work that show effective use of methods (strategies) and materials (resources) for gifted learners. The samples might illustrate differentiation, effective feedback, high levels of questioning, or authentic tasks using a rubric. Worksheets may not be used for the work samples.
You will submit one document with the information below for three different assignments. Include at least one picture of a work sample for each assignment.
Student Work Sample #:
Title:
Subject:
Grade Level:
Standard(s):
Brief description of assignment:
Assessment used:
Why you chose to include this particular assignment:
Any changes you would make:
Picture(s) of student work: