Category: Education

Case Study Analysis: Understanding and Using Assessment Data (IPES A3 and IPES A12). Students will be provided with a series of assessment case studies from early childhood classrooms. In analyzing those case studies, students will be expected to demonstrate their ability to understand and analyze assessment data derived from formative, summative, and standardized assessments, including the ability to apply key concepts of measurement. Students will also be expected to demonstrate their ability to use assessment results to inform instructional and curricular choices for groups of children and individual children (particularly children with special needs).

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Review the feedback you received from your instructor on the Topic 4 “Literature Project: Part 1” assignment. Continue to develop the project-based literature project by referring to the “REA-305 Class Profile” and completing Part 2 of the “REA-305 Literature Project” template as directed. Submit the completed “REA-305 Literature Project” template, student handout, and grading rubric. APA Style is not required, but solid academic writing is expected. 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: BS in Bachelor of Science in Educational Studies 1.4: Create culturally relevant learning experiences incorporating the values of diverse cultures and communities into instruction. [ILA-S 4.2; InTASC 1(g), 2(k), 9(e), 9(m)] Attachments REA-305-RS-Class-Profile.docx REA-305-RS-Literature-Projec

Students will write a 1,000 word (approximately 3 pages) paper on the following topic: Trace the ideas of Western Civilization from their origins in Greece to the Twentieth Century.

This is a standard research paper, and you may use MLA, APA, or Chicago style (footnotes). The paper must be between 1,000 1,250 words.

Requirements:

• A minimum of 3 sources (you can use more if you wish)
• No general encyclopedias or Wikipedia
• No webpages (any internet-related Journal articles found through the Library system are okay)

Formatting of the research paper:

The research paper should conform to the following standards:

• 1 inch margins on all sides
• 12 point Times New Roman font
• Double-spaced
• Page numbers in the top, right corner
• Ragged edge on the right (this is usually the default setting for Word)
• Place a word count at the end
• A Bibliography/Works Cited page with all of your sources properly cited

Rubric for the Research Paper:

• For every 50 words below or above the requirement -5 points.
• For every 5 grammar/spelling errors -3 points
• Only 2 sources -10 points. / Only 1 source -20 points. / No sources -40 points.
• For every formatting instruction not followed -3 points.
• Staying on topic – at the discretion of the Instructor.

You have been selected by your principal to head a presentation geared towards new special and general education teachers at your school. The goal of this presentation is to discuss the different facets and challenges of collaborative education.

Create a 10-slide presentation on effective strategies for collaborative education in which you complete the following:

• Define collaborative teaching
• Share the different models for collaboration along with a brief explanation of each along with the best use for the model.
• Share best practices for working in a collaborative setting include tips for working with co-teachers and paraprofessionals
• Identify the most crucial issues that impact teachers from differing backgrounds in special education. Discuss each issue, its implications, and possible solutions.
• Explain how you exercise objective judgment in the classroom when collaborating with others who have a different background or perspective than yours consider your work from unit 2.

Write an essay that answers one of the following questions:

1. Christianity and Islam in the early Middle Ages (c.300 to c.850 CE): Compare the spread of Christianity from c.312-850 CE (the time of Constantine I to just after Charlemagnes reign) with the spread of Islam, from its beginnings in the 7th century to c.850 CE (roughly 100 years into the Abbasid dynasty). In this comparison, you should focus upon two things: A. specific types of people who promoted these religions and their methods (i.e., emperors, kings, queens, caliphs, military commanders, popes/bishops/priests and other missionaries, etc.): identify and discuss as examples representative main promoters in our sources and their methods to convert others; AND B. in the concluding section, make an argument about which of the two religions was harsher in their treatment of peoples (within their respective realms) who did NOT convert to the rulers religion (here, you should consider actual consequences and alternatives to conversion for the subject peoples). You must clearly select and argue for one or the other religion as harsher on non-converts and support your argument using details and examples from our course sources. Sources: Use the course textbook (relevant chapters), and at least FOUR other linked Readings sources (two FOR EACH RELIGION). For Christianity, select from Pohlsander on Constantine I, the Codex Theodosianus (excerpts), and/or Bede: The Conversion of England (all the excerpts) in Wks. 3-4. For Islam, select from: The Pact of Umar, Battle of the Yarmuk, and/or The Arab Conquest of Egypt (642) (all in Week 5).

The exam must be 4-5 pages in length, double-spaced, numbered, include 1 inch margins, use 12 point Arial, Calibri, or Times New Roman, and include a cover page that identifies who you are, the title of the course, the name of your instructor, and state Final Exam.

The exam must include footnotes or endnotes and a Works Cited or Bibliography page. The citation style must be Chicago/Turabian. Your instructor will provide instructions on how to cite a source using Chicago/Turabian style. You may also consult the short guide linked to in this sub-module at the bottom. The selected sources must be appropriate to the exam topic, the citations must support the assertions made in the exam, and footnotes or endnotes must be used in each instance where detailed explanations would distract from the argument.

The exam will include three main parts:

1. Thesis/Introduction
2. Argument
3. Conclusion.

The Introduction section should clearly state the thesis within the first 1-2 paragraphs. The thesis must be relevant and appropriate to the argument and demonstrate an accurate and complete understanding of the question(s). It should do more than restate the question(s) and offer a brief response and it should be free of grammar & spelling errors.

The Argument section should incorporate pertinent details from assigned coursework and outside readings when permitted. Please make sure to ask your instructor for approval. Do not assume that you can use outside readings. The section must provide relevant historical evidence to support the thesis and the key claims made in the argument as needed. It should maintain focus and avoid getting sidetracked. It should present your answer(s) to the question(s) asked clearly and concisely in an organized manner and it should be free of grammar & spelling errors.

The Conclusion section should be in the last part of your essay exam within the last 1-2 paragraphs. It should briefly restate the thesis and summarize the main points of the argument. It should also demonstrate insight and understanding regarding the question(s) asked and it should be free of grammar & spelling errors.

Compare and Contrast – Essay Topic Compare High School vs College life.

You are required to complete both Part A and Part B of the Written Assignment

Part A

This week you have read about inquiry in the classroom with a focus on science and math. These resources can be used as you collect ideas for implementing constructivist learning in your own classroom. Reflect upon the readings and videos.

In your paper,

• In two to three paragraphs, describe two inquiry-based approaches that would work well in your classroom.
• As related to the readings, explain why these approaches are effective in a constructivist classroom.
• Explain at least two benefits and two challenges (four total) of inquiry-based learning in the math or science classrooms.

Part B

Provide a complete lesson plan (using the template from Gagnon & Collay, p. 5) for one content-area lesson using the inquiry-based learning approach. For the lesson plan template,

• Log into the UoPeople library and go to LIRN. Click on go to Education and click on EBook Central. Search for the complete name of the book (Constructivist learning design: Key questions for teaching to standards).
• Refer to p. 5 (p. 32, Table 1.1 Constructivist Learning Design Template).

While designing the lesson plan using inquiry-based learning, take a look at the content you need to teach and consider what themes, issues, concepts, or questions are raised. Once you have an understanding of this,

• Engage the students by making real-world connections through highlighting a higher-order thinking question.
• Include at least two scholarly references within the lesson plan.

The lesson plan should be the final pages of your paper, after your references.

Part A of your assignment paper must be between 4 and 5 pages, not including the lesson plan or the required title and reference pages. Submit for peer review upon completion. Cite at least two course readings and two outside resources (at least four total). The paper must be double-spaced using 12 point Times New Roman font. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used, refer to the for help with APA citations.

Papers will be peer-assessed using the

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