Category: Education

 
TRANSFORMATIVE
Each concept DOES align in general terms with what we have read thus far. Students should easily recognize the former, and the latter is taken in part from Dewey’s work focusing on experience and its impact on learning. The impact should be understood as expanding beyond the individual.
TRANSFORMATIVE
In class discussion of what it means for curriculum to be “transformative” was more “spirited” as students tried to define this idea in concrete terms…
in context of readings to this point we discussed what would/could be transformed considering across specific authors…including Dewey, Counts, etc.
In particular we (YOU) discussed how curriculum could impact (be considered transformative) in regards to
people (students)
education (schools?)
Society
ALL??
Note : Use Elliott Eisner as references

)
1. PLEASE DONT Plagiarism .

2. use a good curriculum please and write it for me either in note to let me know which curriculum please .( the references its will be one curriculum that you will going to write the essay )

3. do not forget frist to fill the Curriculum Unit-Plan – Template (the 4 pages )

4. write 2-3 pages essay .

5. look at the guideline its explain everything step by step to start the essay if you look you will fined :

Guidelines for Designing A Curriculum Unit
The framework uses the English-language arts content standards as its curricular platform and aligns curriculum, assessment, instruction, and organization to provide a comprehensive, coherent structure for language arts teaching and learning. If your school is implementing Common Core Standards use that. You will design a curriculum unit that focuses on reading, writing, and language arts, and integrates at least one additional content area to create a cohesive, cross-disciplinary curriculum unit. Content areas you may integrate include: math, science, social studies, and/or health. The curriculum unit should follow a logical sequence of lessons and activities to meet the content standards and objectives. Include the following components:
a) A Curriculum Map: 1-page map that shows 1 week of the instructional unit.
b) Curriculum Unit: Use the template to create an interdisciplinary curriculum unit by implementing state and Common Core standards, planning sequential instructional activities, and meeting the needs of diverse learners, especially ELLs.
c) Sample Instructional Materials: Include copies of 2 or 3 authentic instructional handouts and assessments to be used during the unit. These should be teacher-made not copied from a published program. Materials may include: writing prompts, peer editing/revision checklists, peer-reflections, rubrics, comprehension questions, and/or formative or summative assessments. Instructional materials should reflect opportunities for enriched student learning. Do not include more than 3 handouts, as these are only examples and not comprehensive of your unit.
d) Written Commentary: In 2-3 pages explain the rationale behind your instructional design in this unit. This is your opportunity to describe, analyze, evaluate, and reflect upon the unit you created. Begin by stating purpose of the curriculum unit, its significance, and theoretical/philosophical background. Reflect on your learning and current practices, critically analyze your growth and how curriculum design for English Language Arts helped you improve the quality of your teaching practices. Write a well thought and insightful conclusion, with a Justification for the Curriculum Unit you have developed and reiterating your theoretical and philosophical perspective on teaching and learning.

6 . if you need any more explanation see the file and powerpoint that I attached it for you.

I really appreciate

 
Present Level of Educational and Functional Performance (PLEP)

Identify a student from your current school placement or use one of the case studies provided in the textbook, to write an Present Level of Educational Performance (PLEP).
(Links to an external site.)
The information you need to fill out is found on page 1 and page 2 of the IEP document.
1 Gather RECENT information/data (academic performance, testing, assessments given, and/or RTI information) on a student that currently has an IEP.
2 Report the student’s strengths. Be specific.

For writing the PLEP, gather the following information on the student:
I. Introduction/Background
Age, Socio-economic background, family, etc. History (medical, family, school)
II. Strengths and Weaknesses in the following areas (Include any available testing information (both formal and informal)
Language Characteristics: Receptive/expressive language (listening, understanding, speaking)
Components and skills of language (phonology, morphology, syntax, semantics, pragmatics)
Academic learning characteristics: Reading (age/grade level? Skills: decoding, fluency, comprehension) Writing (age/grade level? Specify what the child can do…skills: mechanics, quality) Math (age/grade level? Skills: numeracy, computation, problem solving, word problems) Content areas
Cognitive & perceptual characteristics: retention and recalling, using strategies, processing, analyzing, thinking, etc.
Social emotional characteristics and adaptive behavior: interactions with others, relationships with peers and adults, communication, daily life skills, day to day problem solving.
III. Include methods which have worked in instruction and behavior interventions, and recommendations for the Multidisciplinary team.

Task A
You are required to design a half day training programme to meet the above and in doing so provide the aims, rational and learning outcomes for the programme. You are required to produce a detailed Itinerary for the programme. The Itinerary should include brief details of the content outline and materials of each session.

Your pack needs to contain the following:
1. The Company Details, Mission and Core Values and Overall aim of the course.
2. You are required to produce 3 x 1hour sessions.
Each session should contain the following:-
Session Title, – 3 topics
Session Aims
Session Learning Outcomes
Brief outline of format
Academic overview
Activities and timing
It is envisaged your programme will take into account some if not all of the following aspects. (This list is not exhaustive, but merely a guide to potential content areas):-

Coaching
Mentoring
Healthy Organisation
Leadership Development
Organisational Change/Management Change
Organisational Wellbeing
SHRM Orientation
Culture/ Values
Organisational Learning/ Learning Organisations,
Unlearning
Human Resource Development Strategies
Change &Organisational Development Strategies.
Marking Criteria – Marks will be awarded for the following:-
The overall structure and content and flow of the programme
Effective demonstration of current literature within the programme content (50%)
Task B
Within the programme you outline above, you are required to select any one activity from of your 3 x 1 hour sessions to deliver to a group (approx 12) of your peers. Your facilitated session will last no longer than 15 minutes. You will be notified of your exact date and time (within the University Assessment period) in due course. You will be required to give a brief overview of your programme (2-3 mins) then introduce your selected session, (giving reasons for your choice). You will then deliver your short session within the allocated 20 minute time slot, during which time you will be assessed.
Marking Criteria – Marks will be allocated for the following:-
Evidence of preparation
The structure, design and content delivery, Facilitation, participation and engagement, interactions and feedback (50%)
Although you will only be assessed during your individual session, you will be required to attend for one full day, to participate in other sessions facilitated by your peers.
This module assessment is designed to engage learners actively in both receiving i.e. (participating) and engaging (facilitating) in HRD learning strategies

 

Field Study 195
Boys & Girls Club of America is a national organization that serves Independent, or “Local Boys & Girls Clubs.” Each Boys & Girls club controls its own affairs and is not considered to be of any liability to the national Boys & Girls Clubs of America; It is a separate legal entity and governed by independent board of directors, executive committee or other governing body and is solely responsible for its own affairs, including but not limited to matters of safety; compliance with federal, state, and local laws; physical facilities; uses of technology, finances; policies and programs and personnel policies and decisions. Accordingly, each Local Boys & Girls Club controls its own affairs and Boys & Girls Clubs of America does not hold any liability for the actions of Local Boys & Girls Clubs.
Local Boys & Girls Club may offer: Education & Career Programs, Character &, Leadership Programs, Health & Life Skills, The Arts Programs, Sports, Fitness, & Recreation, and Specialized Programs. The Boys and girls club is dedicated to promoting the health, social, educational, vocational and character development of youth throughout the United States of America.
The policy I would like to address at the EastBluff Boys & Girls Club is the focus on Education & Career Programs. The articles I will address these policies are:

1. Teachers’ Developing Ideas And Practices About Mathematics Performance Assessment: Successes, Stumbling Blocks, And Implications For Professional Development
2. School Reform And Standards-Based Education: A Model for English-Language Learners and
3. Integrating Technology Into K-12 Teaching And Learning: Current Knowledge Gaps And Recommendations For Future Research
4. Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs
5. The Impact of After-School Programs that Promote Personal and Social Skills
6. Critical Hours: Afterschool Programs and Educational Success

Assignment 3: Developing a Missile: The Power of Autonomy and Learning
Due Week 6 and worth 240 points
Read the case study titled “Developing a Missile: The Power of Autonomy and Learning.” before starting this assignment.
Write a five to six (5-6) page paper in which you:
1. Formulate a one (1) paragraph vision statement for the team project as project leader for the Joint Air-to-Surface Standoff Missile program.
2.Analyze key actions that Terry Little took to foster higher levels of performance, and recommend, in retrospect, a new course of action for a comprehensive organizational change as if you were in his position.
3. Describe the fallacies, consistencies, and inconsistencies that emerged from Terry Little’s leadership tactics, geared toward inspiring the team to greater heights. Construct an argument for how you would have acted differently than Terry Little and support the position.
4. Recommend at least three (3) strategies to the Joint Air-to-Surface Standoff Missile program management team with a view to improving its operational performance. Provide three (3) specific examples to support the response.

Your assignment must follow these formatting requirements:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•Analyze differences in how people communicate across different cultures, and use effective communication strategies to foster positive and productive project team communication.
•Use technology and information resources to research issues in project management leadership.
•Write clearly and concisely about project management leadership using proper writing mechanics.

 

Directions: Select an evaluation/teaching method. Discuss and analyze the appropriateness and effectiveness for a particular population of patients, students or new nurse employees. please choose the particular population nursing students because those who I am focussing on

Evaluation Methodology – 35%
e.g. demonstration using human simulation; paper and pencil tests.
Include a definition and description of this method from the literature. Cite several professional references (5 or more).

Population – 5%
Describe your selection e.g. young adults – define from literature.

Effectiveness – 50%
Discuss how your selected evaluation/teaching methodology has achieved desired learning outcomes for your selected population.
What are the learning outcomes that can and cannot be achieved using this evaluation/teaching method?
Include research showing the effectiveness of your selected teaching/evaluation method on your chosen population of learners (at least 2 professional references).

Format – 10%
Spelling, grammar (use of Standard English), typed or use of word processor. Submitted on due date.
WWW.APAStyle.org is a good resource.

follow the grading rubric
Guidelines for paper are followed. Reflection and preparation are evident in the paper including multiple professional references , it has to be within 5 years updated and relevant and includes comprehensive analysis of topic and synthesis of course content and research. Paper is well written using Standard English, is free of spelling and grammatical errors, and references are properly cited and documented using APA style.

The ACADEMIC ESSAY will require students to carry out extensive research into key learning and development issues and produce a literature review based upon their findings. It is designed to encourage strategic thinking about learning, development and knowledge creation and management, and provide the basis of understand about how L&D contributes to HRM. Students are to choose research areas (at least three) from weeks 1 – 6 and will demonstrate through their essay a critical and analytical appreciation and comparison of these three key concepts, models and perspectives and their interdependency.

Task Description:
Students will select an aspect of the course on which to write a detailed research paper (2000-2500 words, exclusive of title page, tables, figures, and references). This paper will combine the skills of examining, evaluating, and presenting information and ideas combining current practices and research with individual professional contexts.

Criteria and Marking:
A detailed rubric will be given and this will be based on a set of criteria predetermined by the faculty member.The research paper will be marked according to the following criteria:
• Understanding the task: content of the task is covered;
• Level of analysis, critical reflection and meta-cognition;
• Level of depth in presenting professional ideas and perceptions;
• Links to theory and course material;
• Evidence-based
• Structure, organization and language;
• Citation, referencing and formatting- American Psychology Association (APA) style, font- Times Roman, size- 12, line Spacing : Double spaced and margins: Normal 1 inch.

Student:ID number: Course: Critical Perspectives on Teaching & Learning
A (85-100) B (70-84) C (55-69) D (50-54) F (below 49)
Understanding of the task: content of the task is covered
Outstanding understanding of the task.
Excellent and clearview of models and practicesand the way they provide the larger context within which the specific cases are presented.
Comprehensive coverage and in-depth analysis. Good understanding of the task.
Good view of models and practices and a good link between them and the cases presented.
Good coverage of issues but the analysis and the links to the content should be stronger. Satisfactory understanding of the task.
Satisfactory view of models and practices and some link between them and the cases presented.
Limited analysis of issues.
Some understanding of the task.
Vague understanding of models and practices and weak link between them and the cases presented.
Lack of analysis.

Inadequate understanding of the task.
Lack of understanding of models and practices and the task as a whole.

Critical explanation and analysis, as demonstrated through presenting evidence Original and critical ideas are presented in the explanation.
Excellent evidence presented from experiences, class readings and additional materials, including a rich range of sources (at least 5).
In-depth and comprehensive analysis.
Appropriate arguments presented.
Good evidence presented from experiences, class readings and additional materials (at least, 5).
Good analysis but it can be strengthened.
Satisfactory explanation and analysis
Limited evidence presented from experiences, class readings and/or additional materials.
Some analysis but not sufficient. Basic explanation and analysis
Very weak evidence presented from either experiences, class readings and/or additional materials.
Lack of analysis. Inadequate explanation

Lack of evidence and analysis.
ink betweenissues and concepts discussed in class Strong, original and creative link between the content of the paper and themes andconcepts discussed in class and in the additional readings. Good link between the content of the paper and themes and issues addressed in class and in the additional readings.
The links could be further developed and strengthened. Satisfactory link between content of the paper and themes and concepts discussed in class. The links are not developed and strong. Inadequate link between content of the paper and themes and concepts discussed in class.

No link between content of the paper and themes and concepts discussed in class.

Structure, organization, language of the written paper and using APA Style, Very well structured and well organized paper. Strong logical connections and flow. Appropriate length.Excellent control of language.All sources appropriately acknowledged and written in APA Style. Clear and good structure of written paper. Minor issues with logical connections and overall flow. Appropriate length.Good control of language. Errors may occur but meaning is generally clear.Most sources are appropriately acknowledged and written in APA Style. Satisfactory structure and presentation. Appropriate length.Satisfactory control of language.Errors intrude but meaning is still clear with some effort.
Some sources appropriately acknowledged and not fully written in APA Style Attempt made for a coherent written paper.Length may be considerably off target.Limited control of language.
Errors intrude making meaning unclear. Sources are not properly acknowledged. Unstructured written paper.Length is problematic.Control of language is problematic.
Errors are so frequent they impede meaning. Sources are not properly acknowledged.

This task asks you to explore the issues associated with creating change through
deepening education for sustainability in a particular context. You will develop a case
study report that identifies the issues around change. How is change supported? What
challenges change? You may want to draw on your personal experiences to provide a
narrative. Your task is to describe the case under review and then unpack it and analyse it
in light of relevant literature to develop a deeper understanding of the process involved in
creating change.
a) Describe the case by drawing out its context, tell the story of the case and give it a title
that hints at a key issue in the case (up to 1000 words).
b) Explore and analyse the case (in 3000 words) so that you are able to:
Identify the key issues that you see emerge in your case from a range of
perspectives.
¨
Review of some of the literature around education for sustainability and identify
connections, and/or contradictions, that you see emerge between the case and
ideas in the literature
¨
Highlight the dilemmas that you see emerge for you as an agent of educational
change within the case, referring to some of the literature that speaks to this issue.
¨
Based on the dot points above, conclude with what you now consider to be specific
possibilities for deepening education for sustainability in your particular context.