Education & Teaching Question

Assessments are the products teachers use to determine two key components of the teaching and learning process: what students have learned and how effectively the teacher has instructed. Assessment strategies are an important element of effective teaching. Moreover, teaching students strategies to be successful in various assessments increases students’ confidence and in return provides better assessment results.

For this assignment, you will create a 10-12 slide digital presentation to share with your students at the beginning of the school year. The presentation should provide students with an engaging overview of the kinds of assessments they can expect in the content area, as well as ways to be successful on each assessment.

Identify the grade level and content area you are focusing on, and include the following in your presentation:

  • An overview of formative and summative assessments in your content area
  • Description of how you embed engaging learning experiences into the classroom that provide multiple ways for students to demonstrate knowledge and skills
  • Explanation of how content area assessments are aligned with learning objectives
  • Explanation of how assessments are administered in an unbiased, fair manner and account for students’ individual differences
  • Description of the format of four content-specific assessments you will use during the school year (two formative and two summative)
  • Study skills, preparation, and execution students should use to succeed on the assessments
  • Discussion of how you design instruction to advance individual learning, address students’ strengths and needs, so all students in your classroom are successful
  • A title slide, reference slide, and detailed presenter’s notes

Use language appropriate to your middle or high school students. Student-friendly language is essential.

Include images, graphics, and examples to enhance the slideshow’s visual interest.

Support your presentation with at least three scholarly resources.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Education & Teaching Question

Analyzing Diverse Students’ Learning Needs

In this module’s Analysis, you will examine issues impacting your students’ ability to learn, and how you, as a school leader, can help improve the situation to enhance student success within the school’s curriculum.

Directions:

1) Create a Word or text document for your response. Use Times New Roman font. Follow APA format.

2) Create a title page and references page in APA format. Include an Introduction and Conclusion paragraph.

3) Identify one specific diverse-learner group in your school, district, or region (i.e. students of color, bilingual students, students with disabilities, etc.) with potential barriers to their educational success; conduct an online database search as well as research school, county, and local records.

4) Begin the paper by writing two or three well-developed introductory paragraphs describing the group’s demographics and other factors (i.e. achievement data, discipline data, home income level, etc.). Report enough information from your research to generate a comprehensive image of the student group.

Digital Learning Connections icon

5) Locate a minimum of three scholarly research sources addressing either learning or behavioral challenges of this target group.

Tutorials for conducting research are available Digital Learning Connections Resources and Tips.

6) Write a 2 to 3-page literature review summarizing the research and the application to the student group. Focus on either academic or behavior challenges.

7) In one or two well-developed paragraphs, evaluate the most critical barrier(s) for the target group’s success (i.e. literacy level, parental support, lack of school technology, class size, etc.).

8) In one to two well-developed paragraphs, assess the most effective approach to overcome barriers and improve the target group’s success (For example, if a gap exists between English learner (EL) performance and overall student performance, this might indicate a need to improve the curriculum for EL students. You might address the most effective instructional EL strategies to include in a lesson plan). Support your claims with appropriate citations.

9) For the conclusion, write one to two well-developed paragraphs, summarizing how the solution will meet the curriculum needs of the target group.

10) Follow the directions to submit your final Word or text document.

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Education & Teaching Question

Culturally Relevant Methods

[WLOs: 3, 4] [CLOs: 1, 2]

As an early childhood educator or early childhood administrator you have such an important role in supporting each and every child in your care. Prior to writing this assignment, review the Teaching Children Cultural Competence in Early Childhood Education (Links to an external site.) article and Chapters 1 and 2 of your text. Then search for and read at least one additional scholarly source.

For this assignment, compile and present in tabular format a list of 15 culturally competent strategies for English language learners (ELLs) that you could use in your early childhood education teaching or leadership role. At least five of your strategies should be appropriate for infants/toddlers, five strategies should be appropriate for preschool, and five strategies should be appropriate for early elementary age.

Your chart should include the following four headings and provide content for each strategy of similar focus and depth, including support from one credible source for the “Print-Rich Environment” example shown below:

Name of Strategy

Age Group

How strategy supports an aspect of diversity that is important in early childhood education

Specific example with explanation of this strategy will be used to support ELLs.

Print Rich Environment

Preschool

This strategy helps to support language development because children and families can see examples of language and vocabulary in the environment as a model for print and language.

Around the early childhood education environment, several index sized cards will be used to label areas of the classroom with common vocabulary terms that children and families need to learn. Examples include clock, chair, window, door, books, arts area, computers, etc.

The Culturally Relevant Methods assignment

  • Must include a separate title page with the following:
    • Title of paper in bold font
      • Space should appear between the title and the rest of the information on the title page.
    • Student’s name
    • Name of institution (University of Arizona Global Campus)
    • Course name and number
    • Instructor’s name
    • Due date
  • Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
  • Must use at least one credible source in addition to the course text.

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Education & Teaching Question

To prepare for this Assignment:

  • Complete the coding for your first Scholars of Change video. You began coding this video in Week 5. Be sure to incorporate feedback and ideas from the Week 5 Discussion 1.
  • Complete the coding for your second Scholars of Change video. You will use the same process as the first Scholars of Change video you coded. Be sure to incorporate feedback and ideas from this week’s Discussion 2.
  • Consider your role as a qualitative researcher and begin writing Part 2 of this Major Assignment.

Part 2: Role of the Researcher

  • Review your analytic memos, field notes, etc., written during each aspect of the data collection process, and examine your role and experience and how that is shaping your experience (reflexivity).
  • Describe the roles you are portraying in this research effort (i.e., a graduate student, classmate, interviewer, etc.).
  • Identify any ethical issues that could or did arise during the data collection processes (i.e., these could include doing a study within one’s own work environment, conflict of interest, or power differentials).

Learning Resources

Required Readings

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.

  • Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5)
  • Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

  • Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5)

Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications.

  • Review Chapter 5 Methods of Data collection” (pp. 124-163)
  • Chapter 8, “An Integrative Approach to Data Analysis” (pp. 233–252)
  • Chapter 9, “Methods and Processes of Data Analysis (pp. 254–294)

Onwuegbuzie, A. J., Dickinson, W. B, Leech, N. L., and Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods and International Institute for Qualitative Methodology. (pp. 1-21).

Document: Excel Video Coding Document Template (Excel spreadsheet) (previously used in Week 5)

Review this Excel template as you view this week’s media programs related to coding. Also, you will use this template for organizing your transcripts and preparing them for coding.

Required Media

Laureate Education (Producer). (2016). How to plan and conduct a focus group [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 15 minutes.

In this media program, observe the focus group taking place. Think about how you might plan and conduct a focus group for your research topic.

Accessible player

Laureate Education (Producer). (2016). Introduction to coding [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 10 minutes. (Previously viewed in Week 5)

In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces you to the world of coding using Word or Excel documents. In this first video, you will learn how to organize your data.

Accessible player

Laureate Education (Producer). (2016). From content to coding [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 12 minutes. (Previously viewed in Week 5)

In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces coding and how to move from content to codes. This video focuses on what Saldaña (2016) calls “first cycle” coding. Three different approaches are presented. Analytic memos will also be discussed.

Accessible player

Laureate Education (Producer). (2016). Halfway point [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

In this media program, Dr. Annie Pezalla, Associate Director of the Center for Research Quality at Walden University, reviews what you have accomplished so far. She also discusses what is coming next in the course.

Accessible player

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Education & Teaching Question

ASSIGNMENT DEVELOPMENT: Week 8 Signature Assignment : )

Week 8 Signature Assignment : )

Hello, everyone!

It is time to begin the week 8 signature assignment! Make sure that you include all of the required components for the signature assignment in ONE Word file, turning the requirements into the headings of your assignment to make sure that you aren’t missing components. Please read through the assignment directions carefully, as the attachments included in the link in the assignment directions provide clear directions for the required components: unit introduction, resource toolkit, 3 literacy-focused lesson plans, and reflection.

Again, the Integrated Reading Unit for Exceptional Learners* link in week 8 provides specific requirements for each of the required components for the integrated reading unit. In addition, make sure to follow the required lesson plan template as you create the three reading lesson plans required for the unit; the required lesson plan template is provided on page 3 in the Integrated Reading Unit for Exceptional Learners* assignment directions. To begin to create the integrated reading unit, start with a 4th grade reading level text that integrates ONE content area subject. Then, the content area provides the vehicle for the reading instruction required for the integrated reading unit as READING INSTRUCTION is the focus of each of the three lessons that YOU create (finding lessons or handouts or worksheets online is not part of the signature assignment). Remember to use the tips for locating reputable text that was provided in the week 5 team assignment discussion.

Once I’ve selected a 4th grade reading level expository math OR science OR social studies text for students to read, I am ready to create 3 lesson plans using the text I’ve selected. For the 3 lesson plans, I can connect a science to the text that is the focus of the unit with science vocabulary used for the before reading, during reading, after reading activities for vocabulary from the course readings. Then, I can connect the science text to another lesson that uses guided note taking and create a problem solution or other graphic organizer of some type. Finally, I can use science vocabulary from the science text with an annotated text activity and a summarizing graphic organizer along with sentence frames provided for the students to write a paragraph or students could write a story using the word wall words from the vocabulary lesson plan completing a graphic organizer for prereading, sentence starters to help students draft, a revising/editing checklist for peer interaction, and online publishing of some type. Use the course readings to integrate quality, best practice literacy instruction and assessment into each of the three lessons, following the required lesson plan template.

It will be important to read all of the assignment directions carefully and to begin this assignment this week. Let me know as questions arise as you put together the signature assignment. You’ve got this! : )

SIGNATURE ASSIGNMENT TIPS:

Yes, this is a READING unit. The first step is to decide upon the 4th grade text and the ONE 4th grade content area subject – mathematics OR science OR social studies – to integrate into the READING unit. Then, follow these assignment directions for what is required each step of the way: Integrated Reading Unit for Exceptional Learners*

In terms of headings to use, here are headings for each of the 4 parts of the signature assignment file:

Introduction

For part 1, use each step of the assignment directions as a heading:

1) A unit title that is demonstrative of the unit and captures the reader’s attention

2) Justification of how this unit addresses the diverse needs of each specific exceptional learner identified above

3) Introduction to the core book and a summary of how this unit integrates reading and writing strategies to support vocabulary, reading comprehension, fluency, and writing strategies

4) Justification of why this is an elementary grade level appropriate unit of study and an explanation of the appropriateness of the book to the needs of the exceptional learners

5) Description of the technology selected for the unit

b. State standards covered in the unit – (remember to include standards for both ELA and your ONE selected subject area)

Resource Toolkit

For part 2, follow APA format for an annotated bibliography. Here is a sample:

APAAnnotatedBibliography.pdf

Lesson Plans

For part 3, use the required lesson plan template to write the three detailed and original lesson plans using ideas from the course readings. The first step is to decide upon the 4th grade text and the ONE 4th grade content area subject – mathematics OR science OR social studies – to integrate into the READING unit. Remember to use the tips in the week 5 team assignment discussion for locating reputable mathematics OR science OR social studies expository text for students to read as the basis of each lesson plan.

lesson_segment_template.docx

Reflection

For part 4, use 1-4 below for headings for the reflection.

Solicit feedback from a practicing teacher concerning the following areas of your unit (consider seeking feedback during the required field experience for this course):

1) Appropriateness of the unit and book for the grade level

2) Appropriateness of the lesson procedures (content and instructional strategies) for the exceptional learners

3) Potential for the students to achieve the objectives and meet the content standards

4) Words of advice for designing and delivering integrated units

After the feedback session, write a 350-word reflection that describes implications for professional development and growth based on the specific teacher feedback.

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Education & Teaching Question

Classroom Map & Narrative

Part I:

Using the previous Practicum Assignment (concerning grade level and subject area), create a classroom diagram for that lesson plan. However, you must arrange the desks in such a way that cooperative learning groups are possible. This should be a computer-generated diagram with the physical layout of your classroom for a minimum of 20 students including:

2 students who are English Language Learners (ELLs):

  • 1 student with limited English proficiency is of Cuban origin, Spanish being their primary language. This student is an ESOL level A2.
  • 1 student with limited English proficiency is of Haitian origin, Creole and French being their primary languages. This student is an ESOL level B1.

2 students who have been identified as part of the Exceptional Student Education (ESE) program:

  • 1 student has been identified as This student confuses letter names and sounds, demonstrates difficulty with blending sounds into words and exhibits a slow rate of reading while also struggling to remember what was read.
  • 1 student has been identified as having Attention-Deficit/Hyperactivity Disorder (AD/HD), demonstrating issues with concentration and focus. This student is easily distracted, impulsive, can’t sit still, loses interest easily and tends to daydream.

2 students with more than typical behavior problems

  • You must choose the particular behavior problem for each of these two students
  • You must label and describe each student’s behavior

14 general education students

Each computer-generated diagram for your classroom diagram must graphically display the following items and must be individually labeled; do not use symbols or abbreviations as they relate to each physical structure:

  1. Seating arrangements that promote a cooperative learning environment for your lesson plan (please include an arrow to display the direction of seats in terms of the front of the room)
  2. Labels for desks of each of the types of students described above. Please include a Legend or Key if you choose to use acronyms as labels. This is the only location where acronyms will be accepted if a legend accompanies the layout.
  3. The teacher’s desk
  4. Small group teaching station for the teacher and a select group of students
  5. A minimum of two center areas (such as library center, math center, etc.) in addition to the small group teaching station and the computer station.
  6. Map Narrative:

Discuss how the classroom environment impacts lesson delivery.

You must identify at least two reasons (rationales; justifications) for placement of each of the groups of students (see bold face type above) seated in your classroom map. Caution: Avoid justifying the seating for a particular student as being placed in the front in order to be close to the teacher. If you think about it, all students would benefit from being close to the teacher. Rather, your rationale should reflect how the placement of student meets the specific needs of the learner.

You must include at least two reasons for the placement of each of the following: the teacher’s desk, small group teaching station, and your two center areas.

Part II: Optional assignment for an opportunity to earn extra-credit points.

Based on the Classroom you have designed, develop the following items:

  1. Classroom Rules (list of commands in the affirmative/no more than 5 rules) [5 points]
  2. Procedure for Beginning Class (at least 3 Steps) [1 point]
  3. Procedure for Middle of Class transition – shift of learning activity (at least 3 Steps) [1 point]
  4. Procedure for Ending Class (at least 3 Steps) [1 point]
  5. Procedure for an Emergency – an accident during class, fire drill, etc. (at least 3 steps) [1point]
  6. Reward System
    1. Individual Rewards – What, when, and why? [1 point]
    2. Whole Class Rewards – What, when, and why? [1 point]
  7. Hierarchy of Consequences [5 points]

STANDARDS MET:

FLORIDA EDUCATOR ACCOMPLISHED PRACTICES:

The Learning Environment:A.2.a.; A.2.e; A.2.h

PROFESSIONAL EDUCATION COMPETENCIES AND SKILLS:

Knowledge of Appropriate Student Centered Learning Environments:2.1; 2.2; 2.3; 2.4; 2.5

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Education & Teaching Question

EDN 303: Instructional Technology

Multimedia Assignment (Multimedia Program)

NETS-T Standards:

2.a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

2.c customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using

digital tools and resources

3.a demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

3.c communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

You are going to create a PPT multimedia presentation on a topic of your choice (e.g., phases of the moon, food pyramid, fractions & mixed numbers, etc.). This should be a lesson that students can go through without you being present – like a tutorial. Your goal is: (1) to choose a topic that is appropriate to the grade level you plan to teach, (2) create a multimedia presentation, using Canva, Genially or Powerpoint, to teach that topic, and assess your students’ knowledge at the end.

*Example:

Actions

Specifications:

You are required to design and develop a multimedia instructional program in PowerPoint format using linear and nonlinear navigation techniques. The production must meet the following requirements:

Grading Criteria

Points

NAVIGATION & INSTRUCTIONS

  • The program must include at least 10 slides in total. (1pt)
  • A title screen with a lesson topic, content subject, students’ grade level, your name, submission date, navigation to the next slide (i.e. a Menu slide). (1pt)
  • A slide that gives instructions on how to use the PPT instruction. (1pt)
  • A slide that offers an explanation of the instruction: why the student is going through it or why it is important to the student. (1pt)
  • A Menu slide consists of at least three hyperlinks branching to each content section, posttest, and exit. (1pt)
  • The presentation should not go to next slide on click, students should have to press the next button to go to the next slide. (1pt)

6

CONTENT

  • At least 1 content section – This should be on the topic you are presenting. Each content section should be at least 2-3 slides. (1pt)
  • Use an image on at least 1 of them (1pt)
  • At least one Video from youtube on a content slide (1pt)
  • Use at least one external hyperlink to a content website in a content slide (1pt)

4

POSTTEST

  • A posttest consisting of at least three test items must be provided at the end of the content presentation. The slide should branch to an appropriate feedback slide depending on the student’s response.(1pt)
  • Two feedback slides: one for the correct answer and one for the incorrect answer. You may include two feedback slides for each assessment item if you need to. (1pt)

2

DESIGN

Place consistently the design elements such as titles, navigation buttons, transitions, effects on the screen.

2

Professional product

1

Total possible points

15

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Education & Teaching Question

The purpose of this Major Assignment is to immerse you in the qualitative research process. The process includes hands-on opportunities for you to collect, organize, analyze, and interpret qualitative data. This qualitative research process begins with some items that have already been identified for you:

  1. The research topic for this effort is the meaning of social change for Walden graduate students. You have been examining videos and reading about social change as part of the course study.
  2. The knowledge you have gained plus your reflections on the meaning of social change will form the beginning of the inquiry. That is, the research question you will explore is “What is the meaning of social change for Walden graduate students?”
  3. The description of your efforts of gathering, organizing, and analyzing data will form the basis of your methods section. And, the results of those efforts—the analysis and interpretation of those data—will be summarized.

This Major Assignment 2 is composed of four parts, each of which will be completed over four weeks. These parts include: Part 1: Introduction; Part 2, Role of the Researcher; Part 3: Results; and Part 4: Summary.

For this week’s Major Assignment 2, you will complete Part 1. In this Part 1, you will begin to examine social change from a Walden graduate student perspective, explore positive social change as a research problem, and explore the gap in research.

Part 1: Introduction

  1. Write a background statement of approximately 1–2 pages that includes:
    1. What you have learned about social change as a social issue.
    2. What you have learned about social change as a research problem. Support your insights with academic citations from the Learning Resources.
    3. Describe the gap that your study will address.
  2. From the gap, create a brief purpose statement that is aligned with the following research question:

What is the meaning of social change for Walden graduate students?

Learning Resources

Required Readings

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.

  • Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42)
  • Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65)

Ravitch, S. M., & Carl, N. M. (2021). Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications.

  • Chapter 8, “An Integrative Approach to Data Analysis” (pp. 233–252)
  • Chapter 9, “Methods and Processes of Data Analysis (pp. 254–294)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.

  • Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211)

The following articles are examples of literature reviews on the aspects of social change. Choose one of the articles for this week’s Discussion 2.

Ashoka. (2017). My changemaker toolkit. Retrieved from https://issuu.com/ashokachangemakers/docs/my_changemaker_toolkit_2017_issuu

Tackling Heropreneurship. (n.d.). The impact gaps canvas. Retrieved from http://tacklingheropreneurship.com/the-impact-gaps-canvas/

Thomas, E.F., MCGarty, C., & Mavor, K.I. (2009). Transforming “Apathy into movement”: The role of prosocial emotions in motivation action for social change. Personality & Social Psychology Review, 13(4), 310-333.

Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91-125.

Aguinis, H. & Glavas, A. (2012). What we know and don’t know about corporate social responsibility: A review and research agenda. Journal of Management, 38(4). 932-968.

Walden University. (2015). Social change. Retrieved from https://www.waldenu.edu/about/social-change

As you review this website, think about Walden’s meaning of social change and how this website will guide you as you consider positive social change for your Major Assignment 2.

Document: Excel Video Coding Document Template (Excel spreadsheet)

Review this Excel template as you view this week’s media programs. Also, you will use this template for organizing your transcripts and preparing them for coding.

Required Media

Laureate Education (Producer). (2016). Introduction to coding [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 10 minutes.

In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces you to the world of coding using Word or Excel documents. In this first video, you will learn how to organize your data.

Accessible player

Laureate Education (Producer). (2016). From content to coding [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 12 minutes.

In this media program, Dr. Susan Marcus, Core Research Faculty with the School of Psychology at Walden University, introduces coding and how to move from content to codes. This video focuses on what Saldaña (2016) calls “first cycle” coding. Three different approaches are presented. Analytic memos will also be discussed.

Accessible player

Optional Resources

Walden Univeristy Center for Research Quality (2021). Narrative Methodology Retrieved from https://mym.cdn.laureate-media.com/2dett4d/Walden/RSCH/2021/Narrative_Methodology/index.html

This resource provides tutorials on narrative methodologies.

Walden Univeristy (2018). Qualitative Designs and Methods. Retrieved from https://academicguides.waldenu.edu/researchcenter/resources/design

This resource provides tutorials on narrative methodologies.

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Education & Teaching Question

Cognitive and Language Development Milestones Picture Book

[WLO: 1] [CLO: 1]

Prior to beginning work on this assignment,

The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.

Part 1: Based on the required resources above, create a children’s picture book using StoryJumper (Links to an external site.) that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video, StoryJumper Tutorial (Links to an external site.), for assistance in using StoryJumper.

To complete this assignment, you must

  • Create a children’s picture book using StoryJumper.
  • Identify at least four cognitive development milestones appropriate to the age-group selected.
  • Distinguish at least four language development milestones appropriate to the age-group selected.
  • Discuss a typical day appropriate to the age-group selected.

Part 2: Open the Cognitive and Language Development Milestones Picture Book Template downloadand complete the following items:

  • Provide the link to the StoryJumper picture book you created in Part 1.
  • Indicate which age-group your picture book will discuss.
  • List at least four cognitive development milestones that are included in your picture book.
  • List at least four language development milestones that are included in your picture book.
  • Submit your Word document to Waypoint.

The Cognitive and Language Development Milestones Picture Book:

  • Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Writing Center’s APA Style (Links to an external site.) resource.
  • Must include a separate title page with the following:
    • Title of picture book
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must document any information used from sources in APA style as outlined in the Writing Center’s Citing Within Your Paper (Links to an external site.) guide.
  • Must include a separate references page or slide that is formatted according to APA style as outlined in the Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Writing Center for specifications.

Child Development Basics | CDC

carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

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Education & Teaching Question

The Dual-Language Dilemma

[WLOs: 1, 4] [CLOs: 1, 2]

To prepare for this assignment,

  • Read the example of Erin’s language development at the beginning of Chapter 9;
  • Complete the Language Development Self-Check;
  • Read Many Languages, One Classroom (Oliva-Olson, Espinosa, Hayslip, and Magruder, 2018); and
  • Find at least one scholarly, peer-reviewed, or other credible source of information on dual-language learning.

As highlighted in this week’s readings, approximately 20% of U.S. children speak a language other than English (Berk, 2013). In fact, nearly 40 states reported districts that received Title III funding who were implementing at least one dual-language program in the 2012 to 2013 school year (U.S. Department of Education, Office of English Language Acquisition, 2015). Consequently, early childhood professionals need to understand the progression of language development for typically developing children as well as that of children who are dual-language learners.

With that in mind, imagine that you are an early educator working in a toddler classroom preparing for Parent and Teacher conferences, and Erin—described in Chapter 9—is in your class. It’s been your practice to write a developmental summary to collect your thoughts in anticipation of the conversation you will have with each family. In this developmental summary, reflect on how you will discuss Erin’s language development given that her parents have decided to teach Erin both English and Spanish.

Think about and develop a two- to three-page essay on the dual-language dilemma supported with research findings from your text and at least one additional credible resource. Address the following:

  • Develop a research-based argument on whether it wise or unwise for Marilyn and Oscar to promote bilingualism.
  • Discuss Erin’s mixing of the two languages, indicating if it is the result of confusion or something else.
    • Outline what Erin’s family should expect regarding the impact of dual-language learning on her academic achievement.
  • Explain how the trajectory of language development (i.e., phonological, semantic, grammatical, and pragmatic) is different when students are learning more than one language.
  • Compare how the age at which a child learns a second language impacts the course of language development.

The Dual Language Dilemma Assignment

  • Must be two to three pages in length.
    • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Microsoft Word (Links to an external site.).

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

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