Category: Education

Research Autism to determine: 
The definition of Autism 
The characteristics of Autism
The prevalence of Autism
The learning preferences and styles of Autism
The recommended instructional and behavioral strategies, accommodations, modifications, and interventions for Autism

Week 7 Journal: Experiences with Assessment and
Intervention
PreviousWeek
7 Lesson Plan: Comprehension Intervention
NextCORE Maze
Assessment
Journal Prompt
Top of Form
Reflect on your own
experiences with interventions as you review the materials on the following
webpage:
https://www.readingrockets.org/shows/reading-interventions/working-with-struggling-readers-every-child-can-succeed
How
does Linda Farrell respond to the question, “How do you teach
children with dyslexia?”
Reflect
on your own experiences with interventions or watch one of Linda Farrell’s
intervention lessons. How does the use of assessment data and the
knowledge of a student’s strengths and areas of need impact lesson
planning and implementation?
Explore
the Reading Rockets resources on reading interventions. Choose at least
one concept you found helpful when browsing on this website.
Bottom of
Form

You will organize all my information in one single document and will follow up a set of questions. I will provide you everything, the only thing you will do is organize and create a conclusion. 

How do you apply behavior theory to a middle school classroom? What aspects of Social Cognitive Theories do you recognize in classroom teaching? Be sure to cite from Chapters 3 & 4 from Learning Theories – An Educational Perspective by Dale H. Schunk and Section 1.2 and 1.3 from Learning Theories Simplified by Bob Bates

Objective/Standard Activity Phonology Morphology: Syntax Semantics: Assessment: Differentiated Instruction DI Low Performing Students or Tier 2 or Tier 3 students On Grade Level Students Tier 1 Students Above Grade Level Students or Possible Gifted Students Journal: Describe what phonology and morphology are. What sounds are in your native language that are not in the English language? How was your process to acquire both? How important are phonemic and morphemic awareness for ESOL students? How does grammar approach affect ESOL student’s language acquisition/learning? Classroom Activity: Write a plan/activity to do with your ELL/regular first, second or third grade students. You may choose the grade level. If your students are from another grade level, please adapt the information. Objective/Standard: Activity: For the phonology part you are going to choose a sound to teach. This can be /m/ /p/ /s/ or any sound related to the grade level you choose to teach. For the morphology part you’re choosing a structure. This can be gerund in verbs such as going, working, doing. You may choose present tense such as adding s, or es to a verb. You may choose the grammatical structure related to the grade level you choose to teach. Phonology: teach one sound (Use a graphic organizer.) Morphology: what part of a word you are explaining? past tense (ed), singular (s), prefix, suffix, gerund, or a root? Please use graphic organizers or thinking maps. Syntax: For this part you’re choosing a grammatical structure such as singular form of a verb, past tense, use of commas or periods in a sentence, gerund, types of nouns among other examples. Use graphic organizer, bubble maps. Semantics: Choose to teach vocabulary, antonyms, synonyms, or sight words. You may use vocabulary maps, T-Chart, circle maps. Assessment: what are you using to assess your students? Have students use one of Gretchen Bernabei’s writing ideas or have your students write a four-sentence paragraph. This will depend on your students’ grade levels. Differentiated Instruction DI (In a real classroom, DI is done using i-Ready, or any other research-based program/application, however, you, as the teacher, may want to pull the low performing group every day to teach them what they are lacking or need help in.) For the DI do an activity for each group. Low Performing Students: Teach phonemic awareness (any sound) On Grade Level Students: Teach Main idea/Key Detail. You may choose a passage based on their level to make sure your students understand, Above Grade Level Students: Teach Text Evidence (how do you know? Where did you find that information on the text?)

Assessment Description
Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth. It is important to have an understanding of cognitive and social development in order to meet the diverse needs of adolescent students. 
For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence.
Write a 750-1,000 word essay addressing the following concerns:
In what ways do cognitive and social development affect learning? How do individuality, identity development, and personal behavior affect learning differences and development?
How can diverse strengths, interests, and needs of adolescents be accounted for when designing developmentally appropriate instruction that advances learning?
What is the significance of providing an environment that brings multiple perspectives into the discussion of content? What considerations should be made for the cultural norms and the personal, family, and community experiences of students?
Why are school, community, and family supports critical to student learning and the overall well-being of adolescents? How can ongoing support from these stakeholders be assured?
How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment?
Support your essay with a minimum of three scholarly resources.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information:
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
MEd in Secondary Education-Humanities ITL/NITL; MEd in Secondary Education-STEM ITL/NITL
1.1: Create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and that enables each student to advance and accelerate his or her learning. [InTASC 1(a), 1(b), 1(d), 1(e), 1(h), 1(i), 1(j); ISTE-T 2b; MC3]
4.3: Working collaboratively with school colleagues, teacher candidates build ongoing connections with community resources to enhance student learning and well-being. [InTASC 9(d), 10(e), 10(l), 10(r); MC1, MC4]
MEd in Secondary Education-Humanities (Nevada); MEd in Secondary Education-STEM (Nevada)
1.1: Create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and that enables each student to advance and accelerate his or her learning. [InTASC 1(a), 1(b), 1(d), 1(e), 1(h), 1(i), 1(j); ISTE-T 2b; MC3]
4.3: Working collaboratively with school colleagues, teacher candidates build ongoing connections with community resources to enhance student learning and well-being. [InTASC 9(d), 10(e), 10(l), 10(r); MC1,

Part 1: Identifying Student Challenges
With the help of your mentor, identify three students with similar literacy challenges who would benefit from differentiation, intervention, and remediation strategies in ELA. Observe the students during at least one ELA lesson and complete Part 1 on the “ECE-622 Research-Based Intervention and Remediation Strategies” template.
Part 2: Selecting Research-Based Intervention, Remediation, and Differentiation Strategies
Discuss with your mentor what you observed and noted about the identified students during your classroom observation. Collaborate with your mentor to develop research-based intervention strategies to strengthen the literacy skills of the students in the small group. Identify one specific intervention strategy and one specific remediation strategy you can implement in the Clinical Field Experience C. Work with your mentor to complete Part 2 and Part 3 on the “ECE-622 Research-Based Intervention Strategies” template.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.

For this assignment, you will review a real-world scenario that occurs in schools. Please read the following description of the authentic performance task and complete the requirements as described in the scenario.
SCENARIO
You are the president of the teacher’s union in your school district, and you are responsible for designing a policy handbook that you will use as the official guideline for regulating education law within the district. Outline this handbook and include the following key ideas to support each part of the policy handbook:
Policies associated with ADA, IDEA, and ESSA that all teachers and administrators need to follow.
Policies associated student discipline and freedom of expression that all teachers and administrators need to follow.
Policies associated with the collective bargaining process that all teachers and administrators should follow. Be sure to explain what should happen when the process breaks down.
These policies should be written and organized like a real policy handbook. You may utilize examples of school district policy handbooks so that you understand how this type of print is organized. Your handbook should be realistic, coherent, and precise, and should address all the required components in a research-based manner using text support and outside research to create a comprehensive informational handbook focused on the policies of the school district.
The policy handbook should be 2500-3000 words and should include at least five (5) citations. The sections should be clearly marked with headings so that your instructor knows which points you are addressing. Follow the guidelines for APA writing style. The title page and references page do not count towards the minimum word amount for this assignment.

Issue: How Does Technology Impact Child Development in Education?
The increasing integration of technology in educational settings prompts significant debate regarding its effects on child development. Supporters cite potential benefits such as enhanced learning capabilities and access to information, while critics highlight drawbacks like reduced attention spans and impaired social skills.
Suggested Sections
Introduction
Literature Review
Discussion
Conclusion and Implications
Formats and Requirements
Cite articles and research papers to support your opinion.
4-6 pages; size 12; New Roman Times; double-space.
APA reference style. 
Rubric
Clearly identifies and summarizes main issues and successfully explains why/how they are important or create problems; and identifies embedded or implicit issues, addressing their relationships to each other.
Accurate and sufficient evidence contents throughout
Evidence/experts’ opinions are questioned and interpreted thoroughly
Sophisticated awareness of assumptions and content: Thoroughly analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position.
specific viewpoint is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis)
Identifies audience and offers sophisticated connections
Conclusions and consequences are logical and reflect the student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
There are very few or no mechanical errors, and there is an inviting, fluent style created through sophisticated vocabulary. Follow APA styles accurately.

Reflect on your learning of the ISTE Standards for Students and write at least a 250-word reflection on how you envision planning and implementing ISTE Standards in the learning experiences you design for your students in such a way that uses technology to develop a student that is a(n):
Empowered Learner
Digital Citizen
Knowledge Constructor
Innovative Designer
Computational Thinker
Creative Communicator
Global Collaborator
Include at least three of the seven standards in your reflection. For full marks, you must address all seven standards.  In your reflection, include the specific technology platforms, programs, apps, and/or websites you will teach your students to use. Explain how you will design specific assignments that support a content area and each ISTE standard.
RUBRIC:
– The reflection is consistent with exemplary knowledge of the ISTE standards. Thoughtful possible application to students is present. Reflection includes mention of all of the seven ISTE standards.
– The submission is more than 400 words and is organized into sections aligned with each standard of focus.
– The work is written at a graduate level or post-graduate level. The writing is well-organized and clear.