Category: Writing

Attached Files (PDF/DOCX): Breaking Out Your Text for the Audience.docx

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Imagine you are an expert on critical thinking. You have been asked to give a presentation on the concepts of perception and critical thinking. Create a PowerPoint that contains the following:

1. Eight slides (one title slide, six content slides, and one reference slide)
2. How all five senses impact perception
3. The role of perception in critical thinking
4. Speaker notes that elaborate on the bulleted content on your slides
5. Three resources (All credible and at least one is from the GCU library). It is essential that you have a working link (doi, permalink, or weblink) included within each APA-formatted reference in the final slide.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Title slide and reference slide are included in the slide count. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words per slide.

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.

Review the PowerPoint tutorial on the Microsoft website accessible through the GCU library for help with how to use Microsoft PowerPoint. See this weeks readings for the link.

USE THIS: For my Perception PowerPoint, I plan to use the following resource from the GCU library: Dretske, F. (2015). Perception. In R. Audi (Ed.), The Cambridge Dictionary of Philosophy (3rd ed.). Cambridge University Press.

Also the professor uses a livebinder to help… TOPIC 2 Help.

I’m also including two examples. This instructor is very hard.

He also said this: Hi Class,

Just like last week, I would like to assist with upholding your academic integrity, avoid having to revise your PowerPoint, and improve your citing and referencing skills, so please carefully review the information below.

IMPORTANT: I will not accept your Perception PowerPoint (ask you to revise) if:

You have not submitted an acceptable reflection to LopesWrite (Citation Report submit button) prior to final submission. Make sure that you click on submit under Citation Report, WAIT for your report, and REVIEW your report.

• Your similarity percentage should be as close to 0% as possible and the Quoted Text percentage under 20%.
• Any highlighted text NEEDS to be properly identified as quotes with quotation marks or paraphrased more and an in-text citation added, BEFORE clicking the final submit button.
• Delete any of my text/directions from the slides or speaker notes and replace it with your own text; leaving in my text/directions can artificially inflate your similarity percentage.

Your cited authors do not match the authors listed in your References slide and vice versa. There must be congruence.

• If an author is citing another author in their work then it is called a secondary citation and there is a specific way to cite that. Feel free to visit Citation Central to see how it is done correctly;

You have not included a References slide that is inclusive of the sources you’ve cited in your essay. The DOI addresses and/or links to your sources must take me directly to the source (no broken or missing DOIs or links allowed).

• Example with a DOI address:
  • Kandel, A., Li, L., Wang, Y., Tuo, W., & Xiao, Z. (2024). Differentiation and regulation of bovine Th2 cells in vitro. Cells, 13(9), 738.
• Example with a permalink/link:
  • McCluskey, J. J., Wahl, T. I., Li, Q., & Wandschneider, P. R. (2005). U.S. grass-fed beef: Marketing health benefits. Journal of Food Distribution Research, 36(3), 18.
• Do not place your end of work references in the speaker notes; only the References slide. This can artificially inflate your similarity.

Please do well on this. Use themjm3n file to complete the assignment.

please see the attached document. Titled- assignments that will give you all the information you need

In addition to supporting students with exceptionalities, special education teachers support and often team teach with general education teachers using a variety of collaboration strategies and co-teaching models.

Imagine you are the special education teacher in a co-taught classroom ELA block with the students in the Third Grade ELA Class Profile and 15 additional general education students. Often you plan with your general education teacher partner; however, next week she will be out for a few days. There will be a general education substitute in the classroom to assist with teaching. Additionally, there is a paraprofessional whose main responsibility is to support Kendyl; however, Kendyl works well with peers, so during group collaboration, the paraprofessional is often willing to help in other ways.

You have decided that on one of the days, you will plan station activities to review recently learned ELA content. Additionally, you plan to integrate cross-disciplinary skills to assist students, including students with exceptionalities, in generalizing learning across different environments and extending learning locally and globally. Using the Cross-Disciplinary ELA Stations template, create four stations that include the following:

• Standards and Learning Objectives: Choose at least two ELA standards from the state where you intend to teach and write aligned learning objectives.
• Grouping: Discuss the ideal grouping for your stations. Consider the diverse needs of all students in your class profile and justify your choice.
• Stations: Include at least one station that requires students to use technology, one station that requires student collaboration and promotes speaking and listening, one station that involves an authentic real-world activity, and one station that promotes writing skills.
• Station Requirements: Each of the stations should include a short explanation of the activity, age-appropriate step-by-step directions for students, differentiation/accommodation opportunities for students who may need additional support, materials, and a rationale of how the station promotes literacy development and cross-disciplinary skills in ELA.

Following your station plans, reflect on the following in 250-500 words:

• Discuss how you analyzed the information in the class profile, including the findings from multiple assessments, to identify students prior knowledge and skills and plan instruction that meets individual needs.
• Explain how you integrated cross-disciplinary skills when planning your stations to assist students with exceptionalities in generalizing learning across different environments and to extend the learning locally and globally.
• Describe the role of each of the adults, including the special education teacher, the general education teacher, and the paraprofessional, in the classroom. Discuss the role of each during the stations and transitioning from one station to the next.

Support this assignment with 3-5 scholarly resources.

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. 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:

MEd in Special Education (ITL/NITL)

5.1 Apply findings from multiple assessments to identify students prior knowledge and skills and plan instruction that meets individual needs. [CEC 5.1; InTASC 1(a), 2(c), 2(j), 4(d), 4(e), 4(m), 6(v), 7(d), 7(l), 7(q), 8(p); MC2, MC5]

3.6 Integrate cross-disciplinary skills when planning curriculum to assist students with exceptionalities in generalizing learning across different environments and extending learning locally and globally. [AAQEP 2d; InTASC 3(b), 3(g), 5(a), 5(b), 5(d), 5(e), 5(g), 5(h), 5(i), 5(j), 5(p), 5(q), 5(r), 5(s), 7(h); ISTE-E 4c; MC2, MC5]

Attached Files (PDF/DOCX): Miguel Orellana Olivares 3333 Javier Ibarra.docx, Adam Bowen444 Arturo Fregoso.docx, Gerrad McLaurin Marcos Fazio Zachary Pagett.docx

Note: Content extraction from these files is restricted, please review them manually.

Harek manish ko jiwan autai hudaina.jiwan aartha jo koile bujeko pni hudaina.jiwan vaneko teu ho jun hamile layera ni kadar garnu jandainau.

An essay about the book *Outliers*, in which the content needs to incorporate video lectures, etc.

Attached Files (PDF/DOCX): LAB.docx

Note: Content extraction from these files is restricted, please review them manually.

One course is 18 weeks and other 8 weeks but almost 2-2.5 weeks have already gone by. You need to do some overdue ones if by chance teacher opens them. Please put 105 days

please see the attached documents

1. Final draft -instructions for the assignment and my professor comments

2. Part 1

3. Part 2