Category: Education

Submit your completed project in this assignment link.

Current Issues in Education Media Presentation (Fall 2023)

Current Issues in Education Media Presentation (Fall 2023)

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Guiding Question

5 pts

Guiding question specifically and clearly address the issue.

4 pts

Guiding question needs little improvement in clarity.

3 pts

Guiding question needs much improvement in clarity (2-3 points possible).

1 pts

Guiding question is not at all clearly stated; and/or is missing (0-1 point possible).

0 pts

Item not attempted.

5 pts

This criterion is linked to a Learning Outcome

Thesis Statement

5 pts

Thesis statement clearly reflects at least three main points.

4 pts

Thesis statement and main points need little improvement in clarity.

3 pts

Thesis statement and main points need much improvement in clarity (2-3 points possible).

1 pts

Thesis statement and main points are not at all clearly stated; and/or are missing (0-1 point possible).

0 pts

Item not attempted.

5 pts

This criterion is linked to a Learning Outcome

Main Points

20 pts

At least three main points clearly presented and explained.

15 pts

At least two main points clearly presented and explained; and/or main points need little improvement in clarity (15-19 points possible).

10 pts

At least two main points presented; and/or main points need much improvement in clarity (10-14 points possible).

5 pts

One main point presented; and or main points are not at all clearly stated (0-9 points possible).

0 pts

Item not attempted.

20 pts

This criterion is linked to a Learning Outcome

Supporting Details

20 pts

Supporting details provided for all three main points; details clearly presented, directly relevant; add sufficient depth and interest.

15 pts

Supporting details provided for two main points; and/or details need little improvement in relevance, depth, and interest (15-19 points possible).

10 pts

Supporting details provided for two main points; and/or details need much improvement in relevance, depth, and interest (10-14 points possible).

5 pts

Supporting details provided for one main point; and/or no supporting details included (0-9 points possible).

0 pts

Item not attempted.

20 pts

This criterion is linked to a Learning Outcome

Call to Action

20 pts

Call to Action is clear, specific, compelling, and directly relevant.

15 pts

Call to Action needs little improvement in clarity, specificity, impact, and relevance (15-19 points possible).

10 pts

Call to Action needs much improvement in clarity, specificity, impact, and relevance (10-14 points possible).

5 pts

Call to Action is missing; and/or not at all clear, specific, compelling, or relevant (0-9 points possible).

0 pts

Item not attempted.

20 pts

This criterion is linked to a Learning Outcome

Presentation Design

10 pts

Presentation includes 10-16 slides; follows recommendations for design; includes images that clearly support the text/topic.

7 pts

Presentation includes 10-16 slides; needs little improvement in design and use of images (7-9 points possible).

5 pts

Presentation includes 10-16 slides; and/or needs much improvement in design and use of images (5-6 points possible).

3 pts

Presentation includes fewer than 10 slides; and/or does not at all follow recommendations for design; very few or no images are included (0-4 points possible).

0 pts

Item not attempted.

10 pts

This criterion is linked to a Learning Outcome

Written Communication -Organization -Coherence -Clarity -Transitions -Formal, academic language -Grammar -Punctuation -Capitalization -Spelling

10 pts

One to two errors.

7 pts

Three to four errors (7-9 points possible).

5 pts

Four to six errors (5-6 points possible).

3 pts

Seven or more errors (0-4 points possible).

0 pts

Item not attempted.

10 pts

This criterion is linked to a Learning Outcome

APA Guidelines 1. Title slide 2. Spacing 3. In-text citations 4. Images cited 5 Reference slide

10 pts

Four to five guidelines followed.

7 pts

Three guidelines followed (7-9 points possible).

5 pts

Two guidelines followed (5-6 points possible).

3 pts

One guideline followed (1-4 points possible).

0 pts

Item not attempted.

10 pts

Total Points: 100

Submit your completed project in this assignment link.

Current Issues in Education Media Presentation (Fall 2023)

Current Issues in Education Media Presentation (Fall 2023)

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Guiding Question

5 pts

Guiding question specifically and clearly address the issue.

4 pts

Guiding question needs little improvement in clarity.

3 pts

Guiding question needs much improvement in clarity (2-3 points possible).

1 pts

Guiding question is not at all clearly stated; and/or is missing (0-1 point possible).

0 pts

Item not attempted.

5 pts

This criterion is linked to a Learning Outcome

Thesis Statement

5 pts

Thesis statement clearly reflects at least three main points.

4 pts

Thesis statement and main points need little improvement in clarity.

3 pts

Thesis statement and main points need much improvement in clarity (2-3 points possible).

1 pts

Thesis statement and main points are not at all clearly stated; and/or are missing (0-1 point possible).

0 pts

Item not attempted.

5 pts

This criterion is linked to a Learning Outcome

Main Points

20 pts

At least three main points clearly presented and explained.

15 pts

At least two main points clearly presented and explained; and/or main points need little improvement in clarity (15-19 points possible).

10 pts

At least two main points presented; and/or main points need much improvement in clarity (10-14 points possible).

5 pts

One main point presented; and or main points are not at all clearly stated (0-9 points possible).

0 pts

Item not attempted.

20 pts

This criterion is linked to a Learning Outcome

Supporting Details

20 pts

Supporting details provided for all three main points; details clearly presented, directly relevant; add sufficient depth and interest.

15 pts

Supporting details provided for two main points; and/or details need little improvement in relevance, depth, and interest (15-19 points possible).

10 pts

Supporting details provided for two main points; and/or details need much improvement in relevance, depth, and interest (10-14 points possible).

5 pts

Supporting details provided for one main point; and/or no supporting details included (0-9 points possible).

0 pts

Item not attempted.

20 pts

This criterion is linked to a Learning Outcome

Call to Action

20 pts

Call to Action is clear, specific, compelling, and directly relevant.

15 pts

Call to Action needs little improvement in clarity, specificity, impact, and relevance (15-19 points possible).

10 pts

Call to Action needs much improvement in clarity, specificity, impact, and relevance (10-14 points possible).

5 pts

Call to Action is missing; and/or not at all clear, specific, compelling, or relevant (0-9 points possible).

0 pts

Item not attempted.

20 pts

This criterion is linked to a Learning Outcome

Presentation Design

10 pts

Presentation includes 10-16 slides; follows recommendations for design; includes images that clearly support the text/topic.

7 pts

Presentation includes 10-16 slides; needs little improvement in design and use of images (7-9 points possible).

5 pts

Presentation includes 10-16 slides; and/or needs much improvement in design and use of images (5-6 points possible).

3 pts

Presentation includes fewer than 10 slides; and/or does not at all follow recommendations for design; very few or no images are included (0-4 points possible).

0 pts

Item not attempted.

10 pts

This criterion is linked to a Learning Outcome

Written Communication -Organization -Coherence -Clarity -Transitions -Formal, academic language -Grammar -Punctuation -Capitalization -Spelling

10 pts

One to two errors.

7 pts

Three to four errors (7-9 points possible).

5 pts

Four to six errors (5-6 points possible).

3 pts

Seven or more errors (0-4 points possible).

0 pts

Item not attempted.

10 pts

This criterion is linked to a Learning Outcome

APA Guidelines 1. Title slide 2. Spacing 3. In-text citations 4. Images cited 5 Reference slide

10 pts

Four to five guidelines followed.

7 pts

Three guidelines followed (7-9 points possible).

5 pts

Two guidelines followed (5-6 points possible).

3 pts

One guideline followed (1-4 points possible).

0 pts

Item not attempted.

10 pts

Total Points: 100

You will complete 3 Journal Article Reviews for this course.

Journal Article Review Topics:

Journal Article Review: Social Factors and Student Behavior

Journal Article Review: Effective/Positive Teacher-Student Relationships

Journal Article Review: Motivating Students

Articles must be selected from peer-reviewed professional journals of education. Articles must

be current (published within the last 5 years) and must address the topics listed above.

Use the Jerry Falwell Library in order to locate your articles. The research portal ERIC is one of

the most frequently used databases for researching education topics. However, Liberty

University’s EBSCOhost also provides full-length articles to download for free.

Include a PDF of the actual article along with your journal article review (the assignment

submission area allows multiple document uploads).

Write your article review using Microsoft Word (no other computer program, such as Works or

Word Perfect, is acceptable). Each Journal Article Review must be 350500 words and adhere to

current APA formatting. Each Journal Article Review must be accompanied by a title/reference

page, as well as at least 3 in-text citations and a reference page with a minimum 2 references.

One reference will be the selected article, another can be any other scholarly sources related to

the topic. Include a biblical Scripture(s) that relate to the topic. Give a brief explanation of the

selected Scripture.

Your Journal Article Review should consist of three parts:

Summary of the authors main points.

Personal response to the contents of the article (written in first person).

Scriptural integration.

Utilize a professional writing style. Do not begin with This article is about… Open the review

with a strong thesis statement and thoroughly summarize the authors main points in the first part

of your review. First-person can only be used in your detailed response to the article. Make sure

you identify each section with headings/sub-topics.

IRIS CENTER – CLASSROOM BEHAVIOR MANAGEMENT (PART 1): KEY

CONCEPTS AND FOUNDATIONAL PRACTICES ASSIGNMENT INSTRUCTIONS

OVERVIEW

Disruptions occur within every classroom. However, it is how teachers handle these disruptions,

that determines the degree of lost instructional time. Strategies and interventions can help

prevent disruptions by developing students problem- solving skills and by increasing student

responsibility levels in the learning environment.

For this assignment, you will complete an online module that discusses some of the foundational

concepts, practices, and principles for effective classroom management. Upon completion of the

module, you will reflect and summarize your responses to the information provided in the

module.

INSTRUCTIONS

Access the IRIS Center – Classroom Behavior Management (Part 1): Key Concepts and

Foundational Practices link provided with this assignment. Use the navigation arrows and links

to view and study each item the module contains.

After reading all material and viewing all videos within the module, click on the Assessment tab

at the top of the module window to view the seven assessment questions related to the modules

content. Copy and paste the questions into a Word document and type your response to each

question underneath. Respond to these questions in full detail, and in at least 300 words for each

of the seven questions. Format the questions to appear in bold font and your responses in regular

font.

Support from other research-based sources must be included in each response. A total of at least

two additional research-based resources (not including the IRIS module) are required for support

in your responses. Additional resources selected must be on the topic of classroom behavior

management. Include in-text citations for any resources used.

A title page and references page are required. Provide a reference for the IRIS module resource

as well as any other resources used for support. Current APA formatting throughout the

assignment is expected.

Use the two evaluation tools: Tanabe Classroom Environment Checklist and 12 Key Practices Checklist in order to identify the strengths and areas of growth needed for a school with ELs. You may evaluate your own school if you are a teacher or you can interview a teacher at a school in which you have previously observed or attended. For the Classroom Environment Checklist, do not answer the Dual Language portion if your school is not dual language or practicing developmental bilingual education as it may not apply. Your goal with this assignment is to learn new information, use the tools to identify strengths and areas of need and then to be solution-driven with a detailed action plan to improve the school for ELs. In addition to providing images of the two completed assessment tools, you will write a 5-7-page paper in which you describe the school, highlight the areas of strength and needs and then create an action plan with specific steps to take in order to create a more beneficial environment for ELs. The steps are: Print out the two tools, interview yourself or someone else and write detailed answers on these two tools. Ensure you complete all notes sections. Then scan the two documents into PDFs. Organize your 5-7 page paper with the following subheadings: a. School Profile, b. Strengths (reference the evaluation tools), c. Areas of need (reference the evaluation tools) and d. Detailed plan of action with steps included to address areas of need (this should be the longest part of the paper).

Reading comprehension is a complex process that relies on the integration of several key components: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Effective teachers understand how these components interrelate and create instructional plans that scaffold learning to build students’ reading proficiency. Teachers must also select texts and design lessons that accommodate different student needs, including emergent bilingual students and students with varying proficiency levels. This assessment will guide you in designing a comprehensive reading instructional plan that integrates all six reading components and promotes comprehension.

In this task, you will create a detailed instructional plan for a specific grade level, focusing on evidence-based practices for comprehension and the integration of reading components. This plan will prepare you to align lessons with state standards and provide differentiated instruction to meet the needs of all students, including emergent bilingual students and students with reading difficulties.

Instructions:

Design a Comprehensive Reading Instructional Plan for a selected grade level that integrates the six components of reading: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. The plan should focus on enhancing reading comprehension while incorporating evidence-based practices that scaffold students learning across these reading components.

Your instructional plan must include the following components:

1. Grade Level and Standards:

• Choose a specific grade level (K-12).
• Identify the relevant state standards (e.g., Florida State Standards) for reading comprehension and other reading components aligned with your grade level. Explain how your plan aligns with these standards.

2.Lesson Breakdown and Learning Objectives:

• Break down your lesson plan into several instructional sessions (e.g., over the course of a week).
• For each session, clearly state learning objectives aligned with the grade-level standards. Ensure that each objective addresses one or more of the reading components (e.g., fluency, comprehension).
• Explain how each lesson supports the interdependence among reading components.

3.Instructional Activities:

• Provide evidence-based activities for each of the six components of reading:
• Oral Language: Activities that encourage discussions, such as think-pair-share, or student-generated questions to build comprehension.
• Phonological Awareness and Phonics: Activities that strengthen phonemic awareness and decoding, such as sound segmentation or blending drills.
• Fluency: Activities that promote reading fluency, such as timed repeated readings with feedback.
• Vocabulary: Use strategies like vocabulary mapping, contextual analysis, or morphological awareness tasks.
• Comprehension: Incorporate strategies like summarizing, text coding, or extended discussions to deepen comprehension.
• For each activity, explain how it enhances student comprehension and connects to other reading components.

4.Text Selection:

• Choose an appropriate text or set of texts for your grade level, balancing fiction and nonfiction selections.
• Justify your choice by explaining how the texts are suitable for the students age, interests, and reading proficiency. Consider text complexity and how the texts support comprehension and vocabulary growth.

5.Differentiation Strategies:

• Detail how you will differentiate instruction to support:
• Emergent Bilingual Students (EBs): Include strategies such as scaffolding, visual supports, and bilingual resources to promote understanding.
• Students with reading difficulties: Use multisensory techniques, explicit instruction, and small group interventions to address specific challenges in phonics, fluency, or comprehension.
• Advanced learners: Provide extended reading challenges or encourage independent reading on related topics to keep them engaged.

6.Assessment Plan:

• Develop an assessment plan that includes both formative and summative assessments.
• Include assessments for each reading component (e.g., phonemic awareness, phonics, fluency, vocabulary, and comprehension). Examples might include running records, vocabulary quizzes, oral retellings, or comprehension checks.
• Explain how you will use assessment data to monitor student progress and adjust instruction accordingly.

7.Reflection on Integration:

• Write a brief reflection on how your instructional plan integrates the six components of reading and how this integration supports student comprehension.
• Discuss the metacognitive skills (e.g., self-monitoring, self-correction) that your plan promotes and how these skills will enhance students’ comprehension and engagement with texts.

Submission Requirements:

• Submit a detailed instructional plan (35 pages) that includes all the above components. Ensure that your plan is aligned with standards, integrates all six reading components, and offers strategies for differentiating instruction to meet varying student needs.
• Be sure to cite any references in

choosing a topic under Army Education Program: BSEP (Fast class)

Army’s Functional Academic Skills Training (FAST) or Basic Skills Education Program (BSEP)

rubric included

Assistive technology can greatly enhance a clients independence and quality of life. Think about what assistive technology you have learned about or been exposed to.

Have you seen examples of assistive technology being used?

How can the occupational therapy team decide what technology to recommend?

Discuss your insights and any challenges in advocating for or implementing assistive technology.

I live in the Albany area if you want to use something from my area

I just need to edit. For grade 6 test to look like the grade 7 test. The format, spacing, layout and etc