Category Archives: EDU 620 (ASH)

UOP GLG 220 Week 5 DQ 1 NEW

UOP GLG 220 Week 5 DQ 1 NEW

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GLG 220 Week 5 DQ 1 NEW

Answer in 200-300 word count. Choose one question below and title your answer with Reply.

1. What are the products of crude oil? How are these products produced?

2. How is coal formed in the earth?

3. How can the tides be used as an energy source?

 

ASH EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individual Students NEW

ASH ASH EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individual Students NEW

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EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individual Students

Minimizing modifications for individual students. [CLO 3]. 1st Post Due by Day 3.This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in relationship to constructivism and meeting the needs of all students. To prepare for this discussion, aside from reviewing the Week Four Instructor Guidance, you will need to view the video UDL Minimizes modifications for individual students at the CAST website. To view the video, you will need to sign up for a free CAST account.

Initial Post: Create an initial response that addresses the following areas.

a. Evaluate how the video has strengthened or otherwise changed your views about differentiated instruction? Do you have a deeper understanding and appreciation for differentiated instruction now? Why/ Why not?

b. Analyze the benefits for both students and the teacher when instruction follows the UDL framework when compared to the practice of isolating learners and planning for specific modifications for individual students.

c. Discuss what you learned in the video about setting up a non-threatening learning environment that does not isolate students. For example, what connections can you make between this and what you observed when analyzing the lesson during Week Three and when evaluating the example or resource in the Week Four Discussion 1.

 

ASH EDU 620 Entire Course NEW

ASH EDU 620 Entire Course NEW

 

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EDU 620 Entire Course

 

EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) NEW

 

EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) NEW

 

EDU 620 Week 2 Discussion 1 Student Motivation And Technology NEW

 

EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers) NEW

 

EDU 620 Week 3 Discussion 1 Introduction To Udl NEW

 

EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resources NEW

 

EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individual Students NEW

 

EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 Papers) NEW

 

EDU 620 Week 5 Discussion 1 Career And Technical EDUcation NEW

 

EDU 620 Week 6 Discussion 1 Course Reflection NEW

 

EDU 620 Week 6 Final Project Community Event (2 Set) NEW

ASH EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) NEW

ASH EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) NEW

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EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)

This Tutorial contains 2 PPT

 

Technology Changes Everything. This assignment provides another opportunity for you to evaluate a variety of digital and assistive technologies for supporting diverse learners. For this assignment, you will create a presentation using Microsoft PowerPoint or other presentation software of your choice. To prepare for this assignment, it is recommended that in addition to reading Edyburn (2013) Chapter 1 that you also review the Week One Instructor Guidance. Additionally, be sure to view the TEDx Talks (2012) video Can Technology Change EDUcation? Yes!: Raj Dhingra at TEDxBend. While you watch the video, pay particular attention to the story Dhingra tells about the Firefly Mobile Learning Bus utilized in Turkey and how students are connecting to technology for teaching and learning in rural parts of the world.

Next, watch the Conscious EDUcating (2011) videoMicrosoft Vision of the Classroom of the Future, which shows how technology might affect a classroom in the future while considering how much technology has changed in such a short period of time. Finally, watch the TED (2010) videoThe Child-Driven EDUcation in which Sugata Mitra discusses how the best teachers and the schools that need them the most can connect through effective use of technology.

The purpose of this assignment is to showcase how technology has evolved with regard to teaching and learning and to show the influence it has on supporting all learners and encouraging student independence. The videos listed above provide numerous examples to inform the presentation requirements. It is recommended that you take some time to consider what will occur in the Week Six Final Project and how the work completed in this assignment could inform the Final Project. Create your presentation using the content and written communication instructions below. Use the Grading Rubric to review your presentation before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week One Instructor Guidance and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

 

ASH EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) NEW

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EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) NEW

Games in the Classroom. Recall that one of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as each student grows and develops at different rates, research tells us that students also learn in different ways. Jane McGonagall is an expert at differentiation through the use of games, which is sometimes described as a form of gamification. As featured in her engaging TED Talk (2010), Gaming can make a better world; she discusses gamification in classroom contexts.

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Two Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

Compose a formal written response that addresses the following;

Content Instructions

• Gamification Influences (1 point): Evaluate the potential influences gamification can have on teaching and learning.

• Gamification and Motivation (1 point): Evaluate the science behind learner motivation and its connection with gamification.

• Differentiation Support (2 points): Analyze how gamifying supports differentiated ways to teach and learn.

• Technologies (1 point): Discuss how specific technologies and gamification are being used to enhance teaching and learning and motivate learners.

 

ASH EDU 620 Week 2 Discussion 1 Student Motivation And Technology NEW

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EDU 620 Week 2 Discussion 1 Student Motivation And Technology

Student Motivation and Technology.

1st Post Due by Day 3. This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, engagement, and interest in learning. Furthermore, research has shown that through thoughtful integration of audio, video, and other media, instruction can be differentiated, ultimately increasing a student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either The Teaching Channel or Edutopia and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.

Initial Post: Respond with an initial post that includes the following components:

a. Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade-level of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).

b. In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.

c. Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.

d. Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.

 

ASH EDU 620 Week 3 Assignment Udl Cast Instructional Plan Analysis (2 Papers) NEW

 

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EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)

UDL/CAST Instructional Plan Analysis

This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. Recall that UDL provides access to the curriculum for students with a wide variety of abilities and background. Therefore, UDL aligns with inclusionary practices found in today’s schools. Furthermore, assistive technology supports the UDL framework to provide a means of learning for students with disabilities. To prepare for this assignment, review the CAST (2010) video, UDL at a glance and review the Explore model UDL lesson plans (2011) web page, both of which are listed in the Week Three Required Resources. Be sure to also review the Week Three Instructor Guidance page for additional intellectual elaboration on UDL and assistance with this assignment

Begin preparing for this assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Analyze the lesson for the points described in the Content Instructions included with this assignment, below. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Next, create your assignment to meet the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance with this assignment, review the Week Three Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

Content Instructions

a.

a. Lesson Description (1 point): Include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson.

a.

a. Principle 1 (1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model lesson.

a.

a. Principle 2 (1 point): In one-to-three paragraphs, describe ways that multiple means of action and expression are included in the model lesson.

a.

a. Principle 3 (1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model lesson.

a. Reflection (2 points): Close your essay with a personal reflection that addresses the following four areas:

o A description of at least two concepts or strategies from the lesson that serve as a means to motivate learners

o A description of how, overall, the lesson models differentiated instruction

o A discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis,

o At least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve.

Written Communication Instructions

a.

a. Length Requirement (0.5 point): Four to seven pages including the title and references pages.

a.

a. Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

a.

a. Source Requirement (0.5 point): Utilize at least two sources in addition the model lesson plan and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

a. APA Formatting (0.5 points): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

 

ASH EDU 620 Week 3 Discussion 1 Introduction To Udl NEW

 

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EDU 620 Week 3 Discussion 1 Introduction To Udl

This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in the design of instruction and assessment. In essence, UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all learners. To prepare for this discussion, in addition to reviewing the Required Resources for Week Three, view the CAST (2010) video UDL at a Glance and the Week Three Instructor Guidance where additional assistance for excelling in this discussion and intellectual elaboration about UDL is provided.

Initial Post: Create an initial response that addresses the following areas.

a. Provide a succinct summary, in your own words, of the key concepts that make up UDL.

b. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.

c. Discuss the impact that using UDL may have on your current or anticipated teaching or professional role.

d. Share an idea; including what you learned to inform your initial response to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event?

 

ASH EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resources NEW

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EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resources NEW

EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resources NEW

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EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resources

UDL Guidelines: Examples and Resources. [CLO3]

This discussion is an opportunity to further demonstrate your ability to apply the principles of Universal Design for Learning (UDL) to the design of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a Glance, the three main principles supporting UDL are to Provide Multiple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of learning). For this discussion you will review technology checkpoints as they relate to the three main principles of UDL. IT may be helpful to review the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this discussion, read the Week Four Instructor Guidance and then visit the UDL Guidelines – Version 2.0: Examples and Resources (2014) website. At the website, select the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle you have been assigned to review.

• If your last name begins with A-J: Choose one checkpoint from any of the three guidelines from Principle 1. Provide Multiple Means of Representation.

• If your last name begins with K-O: Choose one Checkpoint from any of the three guidelines from Principle 2 Provide Multiple Means of Action and Expression.

• If your last name begins with P-Z: Choose one checkpoint from any of the three guidelines from Principle 3 Provide Multiple Means of Engagement

Within the checkpoint there are several examples and/or resources that support the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also choose

to consider examples geared toward the grade level you are currently teaching, have experience in, or intend to teach.

Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific UDL checkpoint example selected. Include the link to your Jing tutorial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.

a. State the principle and checkpoint (number and description) analyzed.

b. Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.

c. Describe the example/resource explored explaining how it works

d. Address each of the “Key Considerations” for the checkpoint.

e. Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

Guided Response: Respond to two peers by first choosing two peers with a different last name grouping then your own. View their multimedia presentation and reflect on how their example relates to the three principles of UDL. Provide specific feedback for the “Key Considerations” as well as their idea of how the example/resource featured could be effectively used for instruction. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. The continued conversation also gives you further opportunities to demonstrate your content expertise, critical thinking, and real world experiences with the topic of UDL.

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ASH EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 Papers) NEW

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EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 Papers)

Creating a UDL Instructional Plan.This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below.

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.

To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder.

Content Instructions

1. Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)

2. Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).

3. State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.

4. Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.

5. Teaching Methods:

o Describe the anticipatory set (1 point)

o Address how you will introduce and model new knowledge (1 point)

o Describe the guided practice (1 point)

o Describe the independent practice (1 point)

o Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.

6. Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.

7. Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.

Written Communication Instructions

1. Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions

1. Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:

o How does your lesson serve as motivation for learners?

o How does your lesson stimulate critical thinking in your students?

o How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?

Written Communication Instructions

1. Length Requirement (0.5 point): Two to three pages not including the title and references pages.

2. Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

3. Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

4. APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.