Category: Education

In this SPSS assignment, you will increase your understanding of graphs and frequency distributions as well as their value when interpreting data. Complete the following steps and include your responses to submit to your professor: Using the data in Table 1, where the grade is your factor and the score is your outcome variable, open a new SPSS file and enter the data. Then using the graph tab, then legacy dialogs, create the following graphs and include them in your submission. line graph bar chart pie chart Table 1 Data for Step 1 of Assignment Grade Score 1 45 2 56 3 49 4 57 5 61 6 72 Discuss which of these graphs (line, bar, pie) present these data better. Frequency Distributions The file SPSSExam.sav (Course Resources, Lesson 2) contains data regarding students performance on an SPSS exam. Four variables were measured: exam (first year SPSS exam score as a percentage), computer (measure of computer literacy in percent), lecture (percentage of SPSS lectures attended), and numeracy (a measure of numerical ability out of 15). There is a variable called uni indicating whether the students attended World University, Universe University, Planet University, and Cosmos University. Create two bar charts: one bar chart with sex (biological sex) in the x-axis and one bar chart with the university on the x-axis. Include these charts in your submission. Create two frequency distribution tables for sex and university attended. Include these tables in your submission and answer the following questions. What percentage of the sample is male and female? What percentage of the sample attended World U, Universe U, Planet U, and Cosmos U? For computer literacy, numerical ability, and lectures attended create three frequency distribution tables with their respective histograms. Include these tables with your submission and provide the following information. Computer Literacy Numeracy Lectures Attended Describe the shape of the frequency distributions. Differentiate between the frequency, percent, valid percent, and cumulative percent columns. Please discuss when it is appropriate to use a bar chart and when it is appropriate to use a histogram to display data (keep in mind the level of measurement of the variables). Remember that there are additional Supplemental Resources available for each week in the Course Resources linked at the top of your course.

Instructions have been attached

Prompt: Design a writing lesson to be used in your thematic unit. Requirements: This assignment should fit into your overall unit plan. Include the following in your plan: You must identify the literacy and content area standards for your created assignment. Describe 2 activities to incorporate writing into your unit plan. One activity must include a writing planning sheet to help them organize their writing. The second activity should follow the Before Writing, During Writing, and After Writing Model (see Chapter 7 in your textbook for a review of this model). Include all handouts given to students to guide them through the assignment. Include a writing rubric that you could use to assess your students writing submissions.

At the first 3-month maintenance appointment for Mrs. Orban, who had had a series of six sextant appointments of deep scaling and root planing with anesthesia, the tissue still showed many areas of inflammation, with probing depths over 4 mm and bleeding upon probing. She had received repeated personal instruction with each of the appointments, and she had never achieved a truly favorable score on her biofilm disclosing tests. Elta, the dental hygienist, showed her maintenance charting and oral tissue review to Dr. Finley, and they both examined the original radiographs.Elta had made two vertical bitewings for the molars at this appointment. Elta told Dr. Finley that she thought the best procedure was for Mrs. Orban to see the periodontist. “I think she will take her condition more seriously. She never acts as though she believes what I tell her” Elta said.. “She still talks as though she just came to have her teeth ‘cleaned.’” Dr. Finley agreed to recommend the periodontist, and he personally explained the treatment options to Mrs. Orban. Mrs. Orban told them she was definitely not going to the periodontist under any circumstance and asked for further treatment from Dr. Finley. 1. What ethical issues may be involved when a patient asks for the general practitioner to take over treatment that is customarily carried out by the dental hygienist? 2. Is this an ethical issue or dilemma for Dr. Finley? Explain the rationale. 3. Select terms from the core values to help in the discussion of this problem.

An Investigation into the Use of Problem-Solving Instructional Strategies in Teaching Fractions and Measurement in Saint Lucian Primary Schools.

Directions: For Your Initial Post, please make sure you meet all recurring requirements for the Multimodal Discussion Board (see p. 6 of the syllabus) and the specific requirements for this Module. This Module, you will download and complete The Text Says/I Say template posted below. This assignment can be adapted and used with adolescent learners, too. The purpose of this assignment is for candidates (and students) to talk with and to the texts you (and they) are reading. You (and they) can make text-to-self, text-to-text, and text-to-world connections. In other words, students can make connections to their own experiences, other texts, or things that are happening in the world. Specifically: 1) Please choose one text to focus on in-depth and identify it using the author and/or title and year. (Yes, you must still address this text in your Text Log) 2) Select 5 quotes that interest or confuse you from your focal text. Copy those quotes into the left-hand column of the attached template. Please dont forget to include the page number! 3) In the right-hand column, record some of your thoughts about each quote. Text Says I Say.docxDownload Text Says I Say.docx Some reminders: Although you are asked to select one focal text for this assignment, all Initial Posts must use and cite multiple (i.e., at least 2) required texts from the current Module. That means you must make a connection to at least one other text somewhere in your assignment (e.g., “This quote is similar to when X says…” or “This interpretation of multimodality is different from Y’s interpretation because…” or “Z gives an example of X’s definition of multimodality when…”). Please remember that your Initial Post must always include multiple (i.e., at least 2) modalities, e.g., printed text, images, audio, video, etc. Your Initial Posts must represent your own original work (e.g., a stick-figure drawing you made of a classroom scene, not a picture you copied and pasted off the internet). After you have uploaded your Initial Post, you will need to post 2 responses to your classmates (responding to either their Initial Posts or their responses). Please review the requirements for responses on p. 6 of the Syllabus.

Aleo, T. (2020). Reading the world: The case for multimodal literacy. National Council of

Teachers of English. https://ncte.org/blog/2020/01/reading-world-case-multimodal-literacy/

2) Anderson, L.K. (2021). Using UDL to plan a book study lesson for students with intellectual

disabilities in inclusive classrooms. Teaching Exceptional Children.

3) CESA 11 YouTube. (2018). UDL in action Rice Lake High School British literature.

4) Kane, M. (2018). Rewriting the writing process: Multimodality as meaningful instruction.

English Journal, 108(2), 101-104.

And choose ONE of the following for your 5th text (must also be logged in Text Log)

5) Sinning, K. (2022). Introducing each other: Interviews, memoirs, photos, and internet

research [Instructional Plan Grades 6-8]. ReadWriteThink.

https://www.readwritethink.org/classroom-resources/lesson-plans/introducing-each-other-

interviews#ResourceTabs4

6) Vaessler, R.R. (2022). Its my life: Multimodal autobiography project [Instructional Plan

Grades 9-12]. https://www.readwritethink.org/classroom-resources/lesson-plans/life-

multimodal-autobiography-project#ResourceTabs4

SEDN 666 Online Syllabus

Page 9

7) Module 1 Text 4: Mod 1 Synchronous PPT

8) Module 1- Video 1: Universal Design for Learning

9) Module 1- Video 2: What is Literacy?

10) Module 1- Video 3: What is Multimodality

11) Module 1- Video 4: The Science of Reading Part 1

NSTA/ASTE Standards:

Standard 1: Content Knowledge. Effective teachers of science understand and articulate the knowledge and practices of contemporary science and engineering. They connect important disciplinary core ideas, crosscutting concepts, and science and engineering practices for their fields of licensure.

Standard 2: Content Pedagogy. Effective teachers of science plan learning units of study and equitable, culturally responsive opportunities for all students based upon their understandings of how students learn and develop science knowledge, skills, and habits of mind. Effective teachers also include appropriate connections to science and engineering practices and crosscutting concepts in their instructional planning.

Standard 3: Learning Environments. Effective teachers of science are able to plan for engaging all students in science learning by identifying appropriate learning goals that are consistent with knowledge of how students learn science and are aligned with standards. Plans reflect the selection of phenomena appropriate to the social context of the classroom and community, and safety considerations, to engage students in the nature of science and science and engineering practices. Effective teachers create an anti-bias, multicultural, and social justice learning environment to achieve these goals.

Standard 4: Safety. Effective teachers of science demonstrate biological, chemical, and physical safety protocols in their classrooms and workspace. They also implement ethical treatment of living organisms and maintain equipment and chemicals as relevant to their fields of licensure.

Standard 5: Impact on Student Learning. Effective teachers of science provide evidence that students have learned and can apply disciplinary core ideas, crosscutting concepts, and science and engineering practices as a result of instruction. Effective teachers analyze learning gains for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and use these to inform planning and teaching.

Competencies: Strand 4 Planning, Instruction and Assessment

Rationale:

Elementary teachers often have a curriculum to teach science. However, it is important to practice how to design or adapt lessons, especially to apply inquiry-based instruction. For this assignment you design/adapt a science lesson using Bybee’s (2014) 5E learning cycle (engage, explore, explain, elaborate and evaluate) for inquiry-based instruction for the students at your field placement. We will microteach a segment of this lesson (e.g., engage phase, explore phase). This lesson should reflect your learning during this course and identify clearly the NGSS three dimensions of science learning (SEP, CCC, DCI).

Instructions:

You will find the lesson plan template in the course

Identify a science lesson based on the NGSS (applying a SEP, CCC & DCI) where you can apply the 5E model of instruction (you can use the activities the mentor teacher uses, use a lesson you found or make your own lesson based on the NGSS). The lesson (or sequence of lessons) should be around 20-60 min of instruction. In the lesson plan, the implementation of the lesson” should not be longer than 4 pages for each class period. The lesson plan(s) should include enough level of detail to pass the sub teacher rule (i.e., the description of each moment/element of the lesson should include enough level of detail so an outsider [e.g., a sub teacher] could implement the same lesson you planned). The general recommendation is to include scripted instructions for main activities and list all the questions the teacher will use to elicit students’ thinking.

Lesson plan

The 5E lessons must clearly include:

1. Context of learning: Based on your field placement classroom (e.g., classroom settings, number of students, students demographics).
2. LOs chart: NGSS, lesson objectives (based on the HILL framework from Muhammad, 2023), and assessment (identify the assessment tool and the SEP you assess).
3. Identification of the 3D learning: Science and engineering practices, crosscutting concepts and disciplinary core ideas.
4. Student-friendly learning target or focus question.
5. List of material needed with links to the documents (e.g., slide show, picture, figures, worksheets).
6. Implementation of the lesson: In less than four pages, apply, identify and describe each of the 5E phases (engage, explore, explain, extend, and evaluate).
7. Describe of a 2060-minute lesson including time stamps.
8. You can use one or more classes. Identify clearly when the class period ends and when the next one starts).
9. You can merge the 5E model with the elements of lesson design (e.g., anticipatory set, communication of learning target and relevance of the lesson, instruction [using the 5E model of instruction], check for understanding, and closure).
10. Planning commentary: In about two paragraphs, explain how you used the 5E learning cycle, science and engineering practices, or/and the nature of science in this lesson. Use Bybee (2014) and Kober (2023) to support your instructional decisions.

Teaching

1. We will use our last meeting to practice teaching a science lesson in class. Prepare a 15-minute segment to teach in class.

Resources:

These are some webpages where you can find (free) lesson plans (applying the 5E learning cycle) for elementary students:

1. National Science Teaching Association (NSTA) –
3. California Academy of Science:
5. American Chemical Society (ACS) – Inquiry in Action –
7. Computer science lesson plans – NYC:
9. NASA – STEM resources for teachers:

use this site for the standards : https://ospi.k12.wa.us/student-success/resources-subject-area/science/science-k-12-learning-standards

Instructions: In this assignment we will focus on outcomes as defined and presented in the Renn and Reason (2021). University leaders need to consider the ways in which student outcomes impact recruitment. In this sense student retention, student outcomes, and student recruitment are connected. Put together, they help position the universities against competitors and enable student success.

After completing assigned readings, imagine a university type (regional public, small liberal arts, faith-based private) and then produce a 3-page paper that provides a short summary along with a thoughtful response on how to apply the content at a high level to an integrated set of strategies for university stakeholders (this includes students, faculty, staff). The paper should specifically consider:

• What are the key influences on student outputs?
• How should leaders go about prioritizing outcomes? (For example, moral development v. career)
• How might a university measure student outcomes in ways that enable interpretations leading to value?
• Should students be aware of the outcomes universities desire for them? If so, how would you suggest this be communicated?

Citations

College Students in the United States, chapter 7 8 and 9

In this project, you will explore and analyze various historical numeration systems to understand how civilizations developed number representations and used them in trade, science, and culture. You will then connect these ancient systems to foundational math concepts relevant to elementary education.

Historical Topics – Choose one topic below to focus your research and instructional design:

1. Egyptian Numerals Hieroglyphic and hieratic
2. Babylonian Numerals Base-60 system
3. Mayan Numerals Base-20 (vigesimal) system
4. Roman Numerals Additive and subtractive notations
5. Chinese Rod Numerals Positional system
6. Greek Numerals Attic and alphabetic systems
7. Indian Numerals Origins of zero and place value
8. Arabic Numerals Spread and standardization
9. Incan Quipu Tactile and non-written systems

Project Components – Your project must contain the five components indicated below.

1. Research Report or Presentation

Choose one of the following formats: Written Report (500-750 words), Narrated Video (5-7 minutes), or Slideshow (57 minutes).

Your report, video, or slideshow must contain:

• Historical background of the system
• How numbers are represented and structured
• Comparison to modern place value and base-10
• Cultural/scientific uses and contributions
• Visual examples (symbols, diagrams, artifacts)

2. Numeration System Conversion Table

Create a conversion table showing how numbers 1 to 100 would be written in the selected system. Include:

• Visual representations or digital equivalents
• Notes explaining unusual patterns, rules, or exceptions

3. Teaching Application

Write 250-500 words describing how this numeration system (or parts of it) could be introduced in an elementary classroom. Include:

• Grade level and standards alignment (if applicable)
• A simple hands-on or visual activity
• Explanation of what students would learn

4. Reflection Essay

Write 250 words reflecting on your personal experience. Address:

• What you learned about numbers and their history
• Challenges in interpreting or researching the system
• How this changed your perspective on teaching math

5. Bibliography and Citations

Minimum of 4 reputable sources, including at least one academic source or historical reference.

Suggested Milestones

To help pace the project, it is advised to complete the following by the end of:

• Topic 1: Topic selection and gather sources
• Topic 2: Draft of conversion table and report or presentation
• Topic 3: Final submission (all components)

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please 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

Web links below here to be used.

https://halo.gcu.edu/resource/7e8c034a-0a0c-487d-a791-e1b190fef9a7?nestedResourceId=8ef5cd5e-35ae-4c46-bdb7-957e1442ecc4

https://naturalhistory.si.edu/

https://www.khanacademy.org/

https://www.bbc.co.uk/bitesize

QRQ FOR CHAPTER 3