Category Archives: EDU 382 NEW

ASH EDU 382 Week 5 Journal End of Course Reflection NEW

ASH EDU 382 Week 5 Journal End of Course Reflection NEW

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EDU 382 Week 5 Journal End of Course Reflection NEW

 

ASH EDU 382 Week 5 Final Paper Lesson Plan Revision and Analysis NEW

ASH EDU 382 Week 5 Final Paper Lesson Plan Revision and Analysis NEW

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EDU 382 Week 5 Final Paper Lesson Plan Revision and Analysis NEW

For the Final Research Paper, you will select among one of three lesson plans where you will differentiate the given lesson plan based on student readiness, student interest, and student learning profile for content, process, and product. You will then evaluate the way you have differentiated the lesson plan to meet the needs of your students through an analysis that gives evidence for your approach. Review the following template for further guidance.

Final Paper Template

Assignment Instructions

To complete the Lesson Plan Revision and Analysis, follow these steps:

Choose one of the three lesson plans to differentiate:

  • Elementary School Math Lesson Plan: Bundles of Beans: A Place Value Lesson
    § Middle School Literature Lesson Plan: Superman: Modern Mythology
    § High School Science Lesson Plan: Elements of Chemistry: Atoms: The Building Blocks of Matter

Once you have selected your lesson plan, you will then differentiate your lesson plan based on student readiness, student interest, and student learning profile for content, process, and product. Using Chapters 5 through 7, you will develop three ways to differentiate content, three ways to differentiate process, and three ways to differentiate product for student readiness, student interest, and student learning profile. You must provide evidence from the text or other scholarly sources to support your reasoning for differentiation by explaining how it might support the various students in your classroom.

Once you have developed ways to differentiate your selected lesson plan, you will then describe what an administrator would see if he or she came to observe your classroom. Explain what the students would be doing, the elements of differentiation that they would see, and how the classroom is effectively managed to support differentiation as described in Chapter 8. Be sure to provide evidence to back up your assertions and analysis.
The Final Research Paper

Must be formatted according to APA style as outlined in the Ashford Writing Center.

Must include an APA formatted title page with the following:
§ Title of paper
§ Student’s name
§ Course name and number § Instructor’s name
§ Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.

Must address the topic with critical thought and adhere to the assignment instructions.

Must end with a conclusion that reaffirms your thesis.

 

 

ASH EDU 382 Week 5 Discussion 2 One Strategy NEW

ASH EDU 382 Week 5 Discussion 2 One Strategy NEW

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EDU 382 Week 5 Discussion 2 One Strategy NEW

Effectively meeting the needs of all students can seem daunting, whether one is a new or veteran teacher. Differentiated instruction is what makes it possible, but the important thing to remember is that it takes time to become skilled in the area of differentiation. Sousa and Tomlinson (2012) suggest starting small by selecting just one strategy that you may use consistently over the course of a marking period, for example, and utilizing your colleagues in helping to support your plans for creating a brain-friendly learning environment.

Based on your learning over the five weeks of this course, decide what is the one strategy you will try to implement in your differentiated classroom as a classroom teacher? How will you implement this strategy in your classroom and how will it support your students learning needs? Watch the video Teachers support differentiated learning through professional development and collaboration,and describe how you will use the support of your colleagues/resource specialists to make differentiation a success.

Be sure to utilize the text to support your opinions.

Guided Response:Review several of your classmates posts and respond to at least two. Provide additional ways not mentioned on how they could effectively use the resource specialists to support their efforts in creating a differentiated classroom. Be sure to respond to any queries or comments posted by your instructor.

 

ASH EDU 382 Week 5 Discussion 1 Managing a Differentiated Classroom NEW

ASH EDU 382 Week 5 Discussion 1 Managing a Differentiated Classroom  NEW

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EDU 382 Week 5 Discussion 1 Managing a Differentiated Classroom  NEW

Managing a Differentiated Classroom [CLO: 4].

Differentiated instruction will require students doing different things at one time. In order to effectively differentiate your instruction, the classroom must be orderly and flexible. This means that students are aware of your expectations and structure, but they have the freedom to work according to their individual learning needs.

Take a moment to review the following video on a third grade teacher differentiating her instruction for a science lesson: Content Differentiation in 3rd Grade Science (https://www.teachingchannel.org/videos/content-differentiation-science)

After reviewing the video, answer the following questions:

  • How does this teacher lead students and effectively manage her classroom? In what ways was her instruction differentiated? Be specific.
  • On page 168, decide which of the four classroom environments this teacher exhibits based on teacher management beliefs and styles (dysfunctional, adequate, orderly-restrictive, or orderly-flexible). Provide a rationale for your opinion with evidence from the text.
  • How does this teacher adhere to and implement the seven basic principles of leading students? Give examples to support your opinion.

Be sure to utilize the text to support your assertions.

Guided Response: Review several of your classmates’ posts and respond to at least two. Ask students to share their thoughts about what area they may struggle with most with regard to managing a differentiated classroom. Be sure to respond to any queries or comments posted by your instructor.

 

ASH EDU 382 Week 4 Journal Intellectual Strengthsv NEW

ASH EDU 382 Week 4 Journal Intellectual Strengthsv NEW

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EDU 382 Week 4 Journal Intellectual Strengthsv NEW

Take the following Multiple Intelligences test(http://www.literacynet.org/mi/assessment/findyourstrengths.html). Once you have determined your intelligence preference, share your results and design the ideal learning environment that would best match your intellectual preferences. Provide a rationale for how this ideal learning environment would best support your learning needs.

 

ASH EDU 382 Week 4 Discussion 2 DQ 2 Culture NEW

ASH EDU 382 Week 4 Discussion 2 DQ 2 Culture NEW

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EDU 382 Week 4 Discussion 2 DQ 2 Culture NEW

Although culture can influence how a student comes to acquire or process knowledge, it is important not to generalize these characteristics as they may not be indicative of every student. Since culture is part of one’s learning profile, it is important for educators to be aware of how it can influence student learning based on particular preferences.

Take a moment to reflect on how your own culture influences your learning. How do you like to learn and how might culture influence this learning preference? Take a look at Figure 7.1 and share where you fall on the six continua of cultural tendencies and beliefs. Based on your results, how might it influence the way you teach?

Now read Chapter 9 of Owning It: Proven Strategies for Success in ALL of Your Roles as a Teacher Today and answer the following questions:

In Chapter 9, Kajitani (2013) describes three different ways to begin introducing a culturally relevant curriculum into your classroom.
Examine and describe these three different steps in your own words and consider how these steps can support your understanding of the various cultural backgrounds of your students.

Give a specific example of how you might differentiate content based on one’s culturally background.

Why is it especially important not to generalize learning style preferences among cultures?

Be sure to utilize the course text and Owning It: Provide Strategies in ALL of your Roles as a Teacher Today to support your response.

Guided Response:Respond to at least two of your classmates posts and examine your cultural differences. Based upon the response of your peer, propose some ways you might differentiate for learning profile his or her culture. Explain how your suggested differentiated instructional approach would benefit his or her learning. Be sure to respond to any queries or comments posted by your instructor.

 

 

ASH EDU 382 Week 4 Discussion 1 Learning Style Debate NEW

ASH EDU 382 Week 4 Discussion 1 Learning Style Debate NEW

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EDU 382 Week 4 Discussion 1 Learning Style Debate NEW

Learning Style Debate [CLOs: 1, 2, 3]

A learning profile is defined as the way in which “people ‘come at’ learning” and includes learning style, intelligence preferences, culture, and gender (Sousa & Tomlinson, 2012, p. 137). Consider for a moment how you like to learn best. Do you feel like you learn better in a learning environment that caters to your specific learning profile? After reflecting on this question, you will participate in a debate regarding learning styles (a component of one’s learning profile), which is a highly controversial topic among respected researchers and psychologists.

After reading Chapter 7, the following article, “Are learning styles invalid? (Hint:No),” and the following video Learning Styles Don’t Exist (http://www.selladore.com/coachtolearn/7.LearningStyles/LS-critVAK.html), you will debate the following topic.

Is it important for educators to know the learning style of their students?

For this debate, you will be assigned to a particular debate group based on the first letter of your last name.

  • Last Names A-M: Learning styles are important
  • Last Names N-Z: Learning styles are not important

Debate Process:

Using the information in the course text, from the additional sources provided, and your own research utilizing the Ashford Online Library, develop an argument that supports your assigned side and post it in the discussion. Your argument must be supported by the literature to give validity and evidence for your argument. Be sure to explain why learning styles are or are not important for use in the classroom.

Then respond to at least one peer from the opposite group with a critical evaluation of his or her argument. Propose one or more counter-examples to highlight weaknesses of the disputed argument, or ask for additional evidence to support your viewpoint.

Finally, post your own (personal) opinion based on the arguments, research, and your own experience(s). Explain what you believe is the best way to differentiate for learning styles. How have your initial thoughts on this debate changed based on the research and dialogue you have had for this discussion question?

 

ASH EDU 382 Week 3 Discussion 2 Student Interest NEW

ASH EDU 382 Week 3 Discussion 2 Student Interest NEW

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EDU 382 Week 3 Discussion 2 Student Interest NEW

Student Interest [CLOs: 1, 2, 3]

“Do I have to leave?” “I can’t wait to learn more!!”

These are the things we want to hear our students say when they are in our classroom. It is a given that if students are interested in the content, they will be more motivated to learn it. We want our students to be excited about what they are learning. Sousa and Tomlinson (2011) state that “Attending to student interest in a classroom suggests a desire on the teacher’s part to capitalize on those things a student cares about in order to facilitate learning” (p. 113).

Imagine it is the beginning of the school year and you want to get to know the interests of your students. Using SurveyMonkey (be sure to register for a free account), design a survey with 10 questions to gather knowledge about student interest. Post the link to the survey and then respond to the following questions:

  • How might you use the survey results to differentiate your instruction based on student interest?
  • What if a student on a survey stated that they did not like mathematics, but they loved football? How might you draw upon their football interest to motivate the student during math instruction?
  • Reflect on a time when you were given an assignment that you had no interest in completing. Consider how that teacher might have differentiated the activity based a personal interest and describe how this relates to one of the seven themes of addressing student interest in the classroom found on page 116 of our text.

Use the text to support your opinions.

Guided Response: Review a number of your classmates’ posts and respond to at least two surveys. Consider contributing additional questions that your classmate could add to the survey that may have not been included and provide your rationale. How might the additional questions you suggest support student learning based on interest? Be sure to respond to any queries or comments posted by your instructor.

 

ASH EDU 382 Week 3 Discussion 1 Student Readiness NEW

ASH EDU 382 Week 3 Discussion 1 Student Readiness NEW

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EDU 382 Week 3 Discussion 1 Student Readiness NEW

 

ASH EDU 382 Week 3 Assignment Differentiating for Student Readiness and Interest NEW

ASH EDU 382 Week 3 Assignment Differentiating for Student Readiness and Interest NEW

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EDU 382 Week 3 Assignment Differentiating for Student Readiness and Interest NEW

For this assignment, you will be given a scenario that describes two very different students that you may have in your classroom. Based on the information, you will develop appropriate ways to differentiate content, process, and product based on student readiness and interest.

Scenario:

You are a fifth grade teacher and are preparing to teach the students a unit on matter. In this particular lesson, you will introduce to the students the structure of an atom, which includes protons, electrons, and neutrons.

You already conducted a pre-assessment and you found that most students were familiar with the word atom, but were not particularly strong in knowing the parts of an atom. Mary loves science and was the only student who shows that she already has a good understanding regarding the structure of an atom. You also know that Davion is an average student who is very capable of learning the content, but it is a struggle to motivate him when teaching science because he does not care for the subject and thinks it is boring. In conducting an interest survey in the beginning of the year, you know that Davion is really interested in comics.

In reviewing this scenario, you will determine how to effectively differentiate for content, process, and product based on student readiness and student interest for Mary and Davion. Your assignment should include the following:

a)  Based on what Mary knows about the atom, explain how might you differentiate for student readiness based on content, process, and product? Think about what you want Mary to learn and how you plan to teach it (content), the activities she will engage in (process), and how she might show what she has learned in a different way (product). See Chapter 5 of your text for support and ideas.

b)  Considering Davion’s interest in comics, explain how you might differentiate for student interest based on content, process, and product. Think about how you might differentiate the way you teach atoms to Davion (content), the activities you may engage him in to help him make sense of the content (process), and the options he has to show he has mastered the objective (product). See Chapter 6 of your text for support and ideas.

c)  Explain your rationale of your differentiated approach for each student and how it will support these two students in your classroom for learning about the structure of an atom. Consider how your selection in content, process, and product for Mary and Davion differ for the rest of your class. How do the options you provide for Mary and Davion align with their readiness level and interest? Be sure to use evidence to support your ideas.

You have three options in completing this task:

a)  Write a two- to three-page paper (not including the title and references pages).
b)  Develop an eight- to ten-slide PowerPoint presentation (not including the title and references slides).
c)  Use a combination of the above.

You must reference the course text and at least one additional scholarly source using the Ashford University Library. You must include title and references pages or slides regardless of which option you choose. For information regarding APA formatting, visit the Ashford Writing Center, located under the Learning Resources tab in the left navigation of the online course.