Education

Prior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Clinical Field Experience C: Science Mini-Lesson Plan” template. If applicable, integrate relevant health standards or learning into your lesson. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the standards. The “Science Mini-Lesson Plan” includes Science standard and grade level, Learning objectives, Instructional strategy, 100-150 word description of a science learning activity, Formative assessment. Part 2: Mini-Lesson Plan Implementation: After completing the “Clinical Field Experience C: Science Mini-Lesson Plan,” share it with your mentor teacher for feedback. Revise the lesson plan based on the mentor teacher’s feedback. Provided permission, teach the created lesson plan to the group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student (this might require formative assessments before, during, and after the lesson to determine to understand). If you are not able to implement the lesson, speak with your instructor for an alternate assignment. Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom. Part 3: Reflection In 250-500 words, reflect and discuss the process of using pre-assessment data to develop a lesson plan. Discuss the following: How does data support the developed instruction, selected strategies, and differentiation strategies to meet learning needs? What modifications supported the learning outcome? What considerations need to be made regarding ethical issues when using student personal, background, and learning data to inform instructional planning?

Allocate at least 4 hours in the field to support this field experience. Planning, teaching, and reflecting are natural aspects of the teaching and learning process. This cycle allows educators to prepare for their students’ learning, teach, and then reflect upon the effectiveness of the teaching. This field experience is designed to continue practicing the art of teaching, while planning for instruction through reflective practices. Teach one or more ELA, social studies, or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching to evaluate the effect of your teaching on student outcomes. Using any remaining field experience hours, assist the teacher in providing instruction and support to the class. Write a 250-500 word reflection on the assessment data collected from the lesson taught. Explain how you would modify instruction based on the data. Include an overall reflection of the teaching process, addressing any changes you would make to future instruction.

Deaux’s article “Social Identity” not only introduced you to various social identity categories but also to some theories concerning the nature of social identities. You learned that all social identities affect your thinking, your emotions, and your behavior. For example, you may or may not share the way people attribute certain characteristics to specific social identities; one or more of your social identities may evoke strong emotions in you, and different social identities may influence you to behave in certain ways. Considering that society attributes certain stereotypical traits to different social identities, at this point in the course, which of your social identities do you believe conforms most/least to the stereotypical traits attributed to it by society—and in what ways? Which one of your social identities evokes deep, strong emotions, and in what ways does this emotional connection manifest itself in your life? In what way(s) do any or all of your social identities influence your behavior when you are with people who are like you/different from you—and in what ways do other people’s or groups’ behaviors influence your social roles? Once you have spent some time reflecting on these questions, summarize your responses and add at least one new insight or question-related to the connections you perceive between social identities and diversity.

Consider that some students may come from conflict-ridden or violent families. How might an educator need to modify his or her de-escalation strategies and conflict resolution techniques to account for these considerations? Child development experts understand that children develop at different rates and interact with their peers differently based on this development. Why might early childhood educators need to consider these developmental differences before resolving conflicts between peers? Would the considerations be different for students with developmental delays? Why or why not?

A 58-year-old female is admitted for a workup for a complaint of neck and low back pain. During admission, you discover that she underwent a renal transplant six years ago. The patient also had blood work collected. When you review the findings, you notice that her serum calcium is elevated at 13.9 (Normal values range from 8.5 to 10.2 mg/dl), her CBC shows a hematocrit of 33%, and haemoglobin of 11.1 g/dl (normal adult female hematocrit Range: 37-47%, normal adult female haemoglobin range: 12-16 g/dl). What could be the underlying cause of her pain and her abnormal lab values? What other assessments would be helpful? What interventions might be considered?

Adapt the lesson plan you developed in ECH/211 for implementation for at least two children with disabilities. Identify a special-populations category, such as students with learning disabilities or students with visual impairments, and the specific modifications that would be made for each child. Teach your adapted lesson, with a teacher present, to a small group of students with exceptionalities, if permitted at your field experience placement site. 

This discussion is your opportunity to demonstrate your understanding of the objective: Examine the importance of a student’s present levels of performance in the development of an Individualized Education Program.  The discussion represents an introduction to Course Learning Outcome1 and 3 and the MASE Program Learning Outcome 1, 2, and 5. You play an important role in the Individualized Education Program (IEP) team, which is required to meet at least once annually.  This federal mandate requires that all participants meaningfully contribute information regarding the student’s current abilities, strengths, and areas of weaknesses so that specific goals and services can be provided.  The IDEA requires the following personnel to meaningfully participate in the IEP team process (“IDEA/IDEIA: The rights your child has as one with a disability,” n.d.) : According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes the parents of a child with a disability; not less than 1 regular education teacher of such child (if the child is, or maybe, participating in the regular education environment; not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child; a representative of the local educational agency, an individual who can interpret the instructional implications of evaluation results, at the discretion of the parent or the agency, other individuals who have the knowledge or special expertise regarding the child, including related services personnel as appropriate; and whenever appropriate, the child with a disability.” The written document that results from the IEP team meeting is akin to a “roadmap” that is specifically designed for each student who qualifies for special education and related services. During Henry’s annual IEP meeting, his present levels of performance are discussed.  You are still concerned about Henry’s overall lack of academic progress and quiet demeanor.  Since you know Henry well and want him to be successful in school, you make suggestions to the team regarding his goals. Collaboratively developing goals for any student is one of the most important components of the IEP process.   Because they are the basis on which appropriate services and placement are determined, this discussion serves significant importance to the overall plan that is developed.  IEP goals must be developed based on the student’s current levels of abilities, be measurable, linked to the general education curriculum, and reasonably met within one year. Initial Post: First review the results of Henry’s evaluation report explained in the Instructor Guidance and available in the week’s resources.  Next, using the Goalbook Toolkit (Links to an external site.), choose at least three goals based on your understanding of Henry’s present levels of performance.  Because Henry’s academic grade (age) has not been specified, you can choose whichever you feel is most suitable.  Create an initial response that explains why you chose each goal with support from the readings and Instructor Guidance from Week Five.  Additionally, specifically state how the selected goals relate to Henry’s identified area of weakness.

This week, locate two education-related presentations that interest you. In the presentations you select, you must be able to both hear and see the speaker. You may locate your presentations in the Library or other sources of your choice. After watching the two presentations, respond to the following questions for each speaker: What was effective about this speaker’s style? What did this speaker do well that you would also like to do in your own public speaking? In what area was the speaker the weakest? What is something you made note of to avoid in your own public speaking while watching these presentations? Critique the speaker’s body language, use of hand gestures or movement, audience eye contact, nervous twitches, posture, filler words, etc. What was effective? What was not effective? Which of these two presenters was the better public speaker from your point of view? What makes you say so, based on what you know from this week about best practices in public speaking? Length: 3-4 pages References: Practice citing multimedia sources by providing APA citations for both presentations that you viewed, both in-text and in a reference list in APA format at the end of your paper.Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards

feedback from week 1: Please include more about fan demographics in Japan and around the world: what are their ages, genders, and so on? Please check the word length requirements and/or include the word count in the document and then follow the week 2 instruction. https://www.homeworkmarket.com/files/reviewessayinstructions-pdf-6238981, https://www.homeworkmarket.com/files/japaneseproduct-docx-6238983.

What is a genre? Why are they important in the classroom (reading classroom as well as the content area classroom). For this activity, you will need to put yourself in the position of either being a reading/language arts teacher or co-teacher in this classroom. How can you help students identify a genre of a particular text or book and, then, how can you help them identify a favourite one, or two so that they continue to read? Or, grow to love reading? Create a lesson that will include the following: Introduce students to a variety of genres (how will you do so? what books might you present? what genres will you include?) How the student, or small group, will present their findings on genres (what genres did they research? Which is their favourite? What led them to categorize the books/text into this genre?) Some examples for this lesson can be found here or here. How will you assess progress throughout the lesson? You should use a lesson planning format that is used at your school, or you may use your own lesson planning format.