Assignment 2: Scholarly Case Study Analysis

Purpose

This assignment allows you to apply foundational classroom management concepts to a real-world scenario. After completing the IRIS module and reading the Module 1 Research Brief, you will analyze the First Five Minutes case study through the lens of classroom climate, teacher decision-making, cultural responsiveness, and proactive management practices.

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Required Readings Before Writing

• IRIS Module: Classroom Behavior Management (Part 1)
• Module 1 Research Brief: Building a Positive Classroom Climate (Whitfield, 2026)
• Case Study: The First Five Minutes (provided in Canvas)

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Instructions

Write a 500750 word scholarly analysis of the First Five Minutes case study.
Your response must address the following:

1. Identify key teacher actions and decisions made during the opening minutes of class.
2. Explain how those actions influenced classroom climate, student behavior, and predictability.
3. Apply concepts from the IRIS module, including:
   • routines
   • expectations
   • tone
   • relationships
   • structure
   • cultural considerations
4. Integrate ideas from the Module 1 Research Brief to explain how positive climate and proactive practices support student engagement.
5. Provide evidence-based recommendations for improving the teachers approach.
6. Use APA 7 formatting for in-text citations and the reference list.

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Formatting Requirements

• 500750 words
• APA 7 formatting
• Double-spaced, Times New Roman 12 pt
• References page included
• Submit as a Word document or PDF

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Submission Type

• File Upload (DOCX or PDF)

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Evaluation

This assignment will be graded using the Assignment 2 Rubric (attached in Canvas), assessing:

• Understanding of IRIS concepts
• Integration of research brief content
• Depth of analysis and reflection
• Application of evidence-based strategies
• Professional writing quality and APA accuracy

What will the impact of using Engineering Model to increase effeciency of teacher

Module 2 Evidence Portfolio

In this module, you will submit a Module Evidence Portfolio that examines instructional delivery and engagement within adolescent literacy systems. This portfolio should document how instructional practices support student engagement, comprehension, and equitable access to literacy instruction.

The target evaluation lens for this module is LAER Domain II Instruction.

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Portfolio Requirements

Your Module 2 Evidence Portfolio must include all four sections outlined below. Submissions that are incomplete or do not follow the required structure will not meet expectations.

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Section 1: LAER Target Statement

Identify the primary LAER domain and relevant indicators addressed in this module. Clearly explain how your instructional focus aligns to LAER Domain II Instruction.

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Section 2: Artifacts (Two Required)

Submit two authentic artifacts drawn from your residency practice that demonstrate effective instructional delivery and student engagement.

• Artifact 1: Instructional practice artifact
  (e.g., annotated lesson plan, observation notes, engagement strategy, instructional routine)
• Artifact 2: Evidence of instructional impact or feedback
  (e.g., mentor feedback, student work samples [de-identified], instructional reflection notes)

Artifacts must be clearly labeled and briefly explained to demonstrate alignment to the target LAER domain.

Refer to the Acceptable Artifacts by LAER Domain page in Module 0 for guidance.

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Section 3: Leadership Reflection

Length: 300400 words

Write an analytical reflection aligned to LAER Domain II. Your reflection must:

• Reference both artifacts
• Examine instructional delivery and engagement strategies
• Analyze how instruction supports adolescent literacy and equitable access to learning

Descriptive summaries without analysis will not meet expectations.

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Section 4: Professional Action Step

Length: Up to 200 words

Identify one specific, actionable step you will implement to strengthen your instructional practice. Explain why this action step is necessary and how it supports growth aligned to LAER Domain II.

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Submission Format

• Submit one document (Word or PDF)
• Use the Module Evidence Portfolio exemplar as a guide
• Ensure all student and school information is de-identified

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Evaluation Criteria

This assignment is evaluated for:

• Completion of all required sections
• Alignment to the target LAER domain
• Quality of artifact selection and explanation
• Depth of reflection and clarity of the action step

PART 1

Purpose:
Apply your understanding of play theories, stages, and types by creating a play-based learning kit tailored to a specific age group and developmental goals.As part of this project, you will also create one real play material from your kit to deepen your understanding of how children interact with developmentally appropriate materials.

Directions:

Step 1: Choose Your Age Group and Focus

1. Select an Age Group:
   • Infants (02 years), toddlers (23 years), preschoolers (35 years), or early elementary (57 years).
2. Identify Developmental Goals/Milestones to guide your kit:
   • Cognitive, social, emotional, and language development.

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Step 2: Design Your Play Kit (Research + Planning)

1. Theoretical Foundation:
   • Choose one or two play theories (e.g., Piaget, Vygotsky, Parten) to guide your kit design.
     • Briefly explain how these theories inform your kit
2. Play Materials (3 total): Select 3 play materials that align with your chosen age and developmental goals. For each material, include:
   • • A short explanation of why it is developmentally appropriate.
     • How it supports skill development

3. Play Activity Guide (2 activities): Create 2 play activities using the materials. For each activity, describe:

• • • How the activity supports the developmental goals.
    • Adaptations for diverse learners (ELLs, children with disabilities)

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Step 3: Hands-On Creation Component

To apply what youve designed, you will build one material from your play kit using simple household items.

A. Create One Material

Choose one of the materials from Step 2B and make it in real life.
You may use inexpensive items (e.g., paper, tape, recycled containers, fabric, rice, loose parts).

Examples include:

• A sensory bottle
• Felt story pieces
• Homemade matching game
• Texture cards
• Loose-parts tray
• Simple puppets

B. Submit Photos

Upload 23 clear photos:

• One photo during the creation process
• One or two photos of the finished product

C. Reflection

Write a brief reflection (150250 words) addressing:

1. How would a child in your chosen age group likely use this material?
2. What developmental skills does it support?
3. What did you learn from making it?
4. What might you change or improve if you made it again?

Now that you have designed your play kit, you will showcase it in a digital slideshow presentation or video.

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Step 4: Create Your Presentation

Showcase your Play Kit in a digital presentation (PowerPoint, Google Slides, Canva, or video). Include:

Step 1:

• Age group and developmental goals

Step 2: Play Kit

• Theoretical foundation
• Your 3 play materials with explanations
• The 2 activity plans

Step 3: Hands-On Creation Component

• Photos of your hands-on material
• Reflection

  PART 2

  Ch. 4 DB – Discussion group 3

  Create a study aid related to chapter 4 (Atkinson-Shiffrin Model of memory) and share it with the class.

• Can use:- – Canva.com- Piktochart.com – Smore.com- make a Google website- video (like screencastomatic.com) (this means you post a video you created, not one that you found)- Word- Draw/Make yourself on paper and post a picture- PowerPoint (but don’t make a whole presentation)- Other programs that make infographicsTitle: topic of study aid
  • Your study aid should be helpful to the students in the class as you study for your exam (so making flashcards for yourself doesn’t count). Do NOT just restate what is said in the book, like a definition.
  • Embed your study aid in the post (so we don’t have to download it), or provide us with the link to your site.
  • Describe your aid in 100-150 words, and why it’s useful in understanding the concept. Bold term(s) for ease of grading.

  RESOURCES

• powerpoint linked below

Discussion 2: Stress vs. Syllable Timing

One suprasegmental feature that differentiates English from some other world languages is that English is a stress-timed, rather than a syllable-timed, language. The failure to master this phonological feature of the language can mark one as a non-native speaker of English.

Referring specifically to errors in rhythm and stress (not pronunciation) you hear in the two audio files below, address the following on the discussion board:

• Explain the difference between stress- and syllable-timing
• Discuss how you would teach this feature of the language in the early childhood classroom

**STRUCTURE & ASSESSMENT CRITERIA

for the COMPULSORY ASSIGNMENT
TEACHING PRACTICE A**

Department of Secondary Education
Department of Philosophy & Department of Philology
(for undergraduate students)
Winter Semester, Academic Year 20252026

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A. COVER PAGE

The assignment must include a cover page with the title of the paper.

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B. STRUCTURE OF THE ASSIGNMENT

The assignment is divided into two main parts:

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1. Presentation and description of the teaching session

Description of the teaching session and brief presentation of the context
(up to 800 words, excluding the appendix).

Indicative guiding questions:

• Which teaching strategies did you consciously select for the specific teaching session?
• Which prior assumptions did you reconsider?
• Which difficulties emerged during teaching and which were the main student responses?
• Describe incidents that arose during the teaching process.

Important note:
Do not attempt to address all assessment criteria here. Focus on what you did and why.
Always refer to the specific teaching context.
It is important to describe the organization and structure of your teaching, and to justify your instructional choices (e.g., experiential, collaborative, inquiry-based approaches). If these approaches were not applied, explain why.

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2. Reflective teaching journal

The reflective journal, as supported by research findings, functions as a tool for reflection, professional development, and improvement of teaching practices (Boud, 2001; Larrivee & Cooper, 2006). In this assignment, teaching is understood as a dialogical process.

The reflective journal should demonstrate your reflections on the planning, implementation, and theoreticalpractical connection of teaching. It is a dynamic process that promotes self-awareness and professional growth through dialogue with oneself, the mentor teacher, and peers.

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2.a Reflection after the completion of teaching (8001000 words)

Reflect on the following:

• The teaching you conducted: did it serve the goals you initially set?
• Which aspects of the teaching went well? Which did not?
• Which factors contributed to your teaching being effective?
• What difficulties did you encounter during and after the teaching process?

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2.b Reflection on your overall experience as a trainee teacher within Teaching Practice A (8001000 words)

Indicative guiding questions:

• What were your initial assumptions about teaching, learning, and your role as a teacher?
• How did you perceive these assumptions? (You may use metaphors or images to describe them.)
• Which assumptions were challenged or changed?
• Reflect on the theorypractice connection (relationship between theory and practice, theory through practice).
• Refer to specific examples (e.g., from university courses or teaching practice).
• How did teaching influence your self-perception as a future educator?
• How did your relationship with your mentor develop? Did it help you revise initial assumptions?
• How did classroom observation of your mentor influence your understanding of theory and practice?
• What did you finally realize about teaching?
• Did this experience change you? In what ways?

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3. Brief conclusion / synthesis (100200 words)

Summarize concisely what has been discussed in the previous sections.

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4. Appendix (mandatory)

The appendix must include:

• The eight (8) completed classroom observation forms (Word files).
• Teaching Practice Forms (with mentor signatures scanned in JPG format).

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C. ASSESSMENT CRITERIA

The assignment will be evaluated based on the following:

• Correct and appropriate use of the Greek language.
  Avoid verbosity and poor cohesion. The argumentation should develop smoothly and coherently. Transitions between sections must be logical, without jumps, repetitions, or digressions.
• Focus on the core issues.
  Avoid superficial descriptions. Provide substantive observations (e.g., observations that refer to students understanding over time, student responses, and how you adapted your teaching).
• Clarity and accuracy in the use of concepts and terminology.
  Demonstrate a correct and in-depth understanding of the concepts used, with appropriate use of academic terminology.
• Appropriate use of bibliography (only the material uploaded on e-class).
  Show particular care in citing and documenting references.
  All bibliographic material (books, lecture notes, articles, etc.) used in the text (at least 4 sources) must be listed at the end of the assignment in alphabetical order.
  Only references directly connected to your assignment are allowed.

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PLAGIARISM WARNING

Plagiarism:

• from fellow students assignments, and
• from any material used (books, university notes, scientific articles),

is strictly prohibited, will be detected, and will result in negative grading.

Use the teaching observsions so you can understas

i have 2 fils that it has to be solved and two units book that you can get the answer from

For this assignment, you will describe how to use prompting and fading effectively in the two scenarios provided below. Be sure to include the answers to the following questions in the descriptions of your prompting and fading procedures.

Questions:

1. Decide how you will use prompting and fading to train the behaviors in the scenarios below. Will you use response prompts, stimulus prompts, or both in your prompting procedure for each scenario? (Be sure to state and define the type(s) you will use.)
2. Describe the specific prompt you will use at first for each scenario and why (e.g., placing the correct answer nearer to the student so they are more likely to reach for it, moving the childs hand to complete a response, etc.).
3. Describe the procedure you will use to deliver any subsequent prompts needed after the first prompt. State what each prompt will be in the sequence and why you would or wouldnt have to use it depending on how the child responds to the prior step in the prompting procedure.
4. If you are using response prompts, describe whether you are using a most-to-least procedure, graduated guidance, a least-to-most procedure, or a time-delay procedure, and be sure to provide a definition and explanation of the relevant term. If you are using stimulus prompts, then just describe your general fading procedure for the prompts used.
5. State the final goal of the prompting and fading procedure in each scenario and how you will know if you have achieved it.

Scenario 1: A teacher is training a kindergarten student how to write the capital letter B.

Scenario 2: A parent is teaching a child with disabilities how to place their own food order at the counter of a fast-food restaurant.

Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format

Course Project: Create a Planning Outline Assignment Instructions

Overview

For this assignment, you will create a planning outline for your paper. Think of this outline as a starting point to plan the information you will include in your final paper. This is not to be a detailed outline or the actual outline for your paper; at this point in the course, you do not have enough information to complete a full detailed outline for the final draft you will write during the Course Project: Final Paper Draft Assignment.

Instructions

• You are in the planning stage, so you will write down the main sections you will cover in the paper and state your ideas about what you will include in each section. Since this is a planning outline, first person should be used. You will use the headings listed below. These will be the Level 1 headings you will use in the final draft/final paper, except for the first one, Introduction, as it is not typically used in research papers.

You will need to include at least an A and B under each heading indicating what you plan to include in that section of your paper. You will need to write A, B, and C under the Roman Numeral III. Related Literature. In this section of your final draft/final paper, you will be required to use three level 2 headings showing the themes you found in the references. You will need an A, B, and C under that heading in this outline.

• Introduction
• Definitions of Key Terms
• Related Literature
• Learning Theory Association
• Gaps in the Research
• Biblical Worldview
• Conclusion
• References

You can add information to the outline and include more details from the references you read when you work on your Course Project: Annotated Bibliography Sources 1 8 Assignment and Course Project: Annotated Bibliography Sources 9 15 Assignment.

Format the paper in current APA format and see the grading rubric for specific grading criteria.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

1. LANGUAGE LEARNING LETTER (5 %): To complete this assignment you are asked to reflect on your literacy development in writing a LANGUAGE LEARNING LETTER. In this assignment, you will reflect on your prior language learning experiences, and analyzing how these experiences may have impacted the ways in which you use language today. Address the following questions: What experiences have nurtured and guided your personal language and literacy development? What individuals in your life supported this development? In what ways did they provide support? Identify and examine your recollections (informal and formal language learning activities, favorite books, etc.) and analyze its influence on your language development. (3 5 pages) To accompany this letter, you will make a digital collage to illustrate your language learning experience with visuals, pictures, etc.

(1-2 Pages). Due Feb 6 (End of day)

1. Write your language learning letter in a word document or PDF

2. Create your digital collage using or any digital platform.