Category: Education

EDEL 4160 
Case Study of a Writer Book: (70 total points) → DUE dates vary according to chapter. Refer to the Case Study Overview on Canvas or CLICK HERE for complete instructions on how to complete each chapter of the case study of a writer book, and when each chapter is due. 
When we study one student closely we gain insights into how to study and learn from all students. You will observe one student closely as the student writes, learns about writing, and talks about their writing and learning. You will collect writing samples from this student throughout the process to help you better understand the students’ strengths and next steps for instruction. In your analysis of student work, you will always use an assets/readiness lens (rather than a deficit lens). This lens is critical to providing effective writing instruction and supporting student growth. Your case study will incorporate the fieldwork assignments and the class readings and discussions. 
HERE ARE THE BASIC STEPS: 
Identify a student: Choose a 3rd, 4th, 5th, or 6th grade elementary school student who interests and intrigues you, one who raises questions for you and the classroom teacher. Be sure to choose an English Language Learner, preferably an Expanding or Bridging student. To protect the student’s privacy, make sure to use a pseudonym so that their real name does not appear on any of the data submitted.  Use the Fieldwork Verification Form to record your visits, time and mentor teacher’s signature. A school seal/stamp will need to be included with final submission of the verification form.
Observe the student in the classroom: Observe this student during writing instruction and follow up activities to discover how the student approaches activities or lessons dealing with writing, listening, and speaking. Jot down what you notice about the student. Do you observe any patterns? Try to be objective and write down what you are seeing, as well as your personal reaction to what you are seeing. Have multiple conversations with the teacher to get their insight about being a teacher of writing and information about the case study student. Ask the teacher for specific examples that will give you more information about the child’s writing performance as well. You will write your notes using the Environment Walkthrough Form and Observation Notes Form.
Interview the student: Once your case study student is identified, you will want to build rapport. Talk with the student to get a sense of how they feel about being a writer. Do they like writing? Is it hard or easy for them? How is their writing environment designed to support them? Again, your observations will be recorded using the Environment Walkthrough Form and Observation Notes Form.
Investigate and analyze the student’s writing: You will need to collect samples of the student’s writing since the beginning of school. Notebook writing, journal writing, content area writing, stories, or letters are good sources of writing across domains. Make sure you collect both narrative and expository (information and/or opinion/argument) writing samples. You will select a genre and analyze the writing sample(s) to identify what the student already knows how to do and what the student is ready to learn next. You will use assets/readiness language – not deficit language – in your analysis. To analyze multiple samples across time, you will want to identify your student and start collecting samples as soon as possible. 
Design a writing workshop minilesson: Using the information you have collected you will design a minilesson in response to what the student is ready to perform in their writing. 
Reflect on your experience: Here you will reflect on your fieldwork experience. You may share your challenges, successes and overall thoughts of what you experienced.

Part 1: Diverse ELA Lesson Plan
You are in your first year of teaching and finding that many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been providing direct instruction and students are not performing as well on assessments as you would like. You have also heard a few students talking about how they are struggling to understand the lesson after your instruction and that they were confused by the examples you provided.
Considering the various needs of the learners in your classroom and what strategies might be most applicable to support the standards you are teaching is an important part of planning. Use the “COE Lesson Plan Template” and “ELM-580 Class Profile” to complete this assignment. Select a grade level and two ELA standards (one reading and one writing) from the state you plan to teach in to develop a lesson plan that is culturally responsive and differentiated to meet the various needs of students in the “ELM-580 Class Profile.” Include the following in your lesson plan:
Culturally responsive instructional strategies and materials that engage, motivate, and meet the diverse and specific needs of the students
Culturally responsive and differentiated practices that meet the learning needs of the students
Part 2: Justification of Culturally Responsive Teaching
Write a 500-750 word rationale explaining the instructional decisions you made throughout the planning of your lesson in Part 1. Include the following in your rationale:  
Explain how a student’s culture and cultural beliefs can affect their learning. Justify how the instructional strategies and materials are culturally responsive and how they are used in the lesson to motivate, engage, and meet the diverse and specific needs of students.
Discuss how you adapted/differentiated your plan to deliver standards-based instruction and assessment that is culturally responsive and fits the learning needs of all the students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities.
Describe an activity for the next day’s lesson that would integrate listening and speaking and review the learning objective for this lesson.
Support your assignment with 2-3 scholarly resources.
Submit your lesson plan, rationale, and resources as one document. 

Address the following issues:
Apply the economic principles of diminishing marginal utility and diminishing returns to the expenditure of funds for public education.
Explain how the funding and resource allocation to low performing schools and low performing students can become inequitable.
Instructions:
Your post should be at least 200 words, formatted and cited in current APA style with support from at least 2 academic sources. 

I am having to create a powerpoint presentation in Google Slides for teachers of K-12 grades on how to get students to think critically.  Here are the focus points:  Review the connections of critical thinking and the real world, explore the meaning of critical thinking and how to improve it across all content areas in the classroom; have actual critical thinking activities for the teachers to perform (possibly using some of the Texas TEKS and a some questions from sTAAR), reviewing the levels of critical thinking, discussing executive function and the brain, and providing technological and instructional examples on how to get students to think critcally in the classroom in any grade from Kinder to 12th grade; 
I also have a book entitled, Critical Thinking in the Classroom -A Practitioner’s Guide by Sandra L. Love and Rebecca Stobaugh that needs to be used within this google slides presentation.  The presentation needs to be in Google slides as I have to be able to share it with other google users.  I would also like videos used that possibly talk about critical thinking, etx.

INTRODUCTION
Lesson plans with a strong pedagogical backbone and alignment to national science standards are vital to student success. The attached Lesson Evaluation Rubric provides criteria to measure the alignment and overall quality of lessons and units with respect to the K–12 Framework and is based on the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric for science. In this task, you will evaluate a lesson plan using this rubric.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Category I: Alignment to the Three Dimensions
A. Select the attached 5E science lesson plan for your intended area of licensure/certification and evaluate it against the criteria in category I (Alignment to the Three Dimensions) of the attached “Lesson Evaluation Rubric” by doing the following:
1. In the “Criteria” column, check the boxes for the following criteria that are evident in the lesson plan:
• A. Three Dimensions
• B. Explaining Phenomena/Designing Solutions
• C. Integrating the Three Dimensions
2. Document specific evidence from the lesson and reviewers’ reasoning that demonstrates whether or not the lesson addresses each criterion in the “Specific evidence from materials and reviewers’ reasoning” column.
3. Evaluate the evidence to determine whether each dimension is sufficiently addressed within Criteria A and check the appropriate box (i.e., none, inadequate, adequate, or extensive) for each dimension separately.
4. Evaluate the overall evidence of quality for each criterion, and check the appropriate box (i.e., none, inadequate, adequate, or extensive) in the “Evidence of Quality?” column.
5. Develop at least two suggestions for the lesson for specific improvements in meeting the criteria of each criteria in category I in the “Suggestions for improvement” column.
6. Rate the degree to which there is enough evidence to support a claim that the lesson meets these criteria in the “Rating for Category I” row.
Category II: Instructional Supports
B. Evaluate the 5E science lesson plan you selected in Part A against the criteria in category II “Instructional Supports” of the attached “Lesson Evaluation Rubric” by doing the following:
1. In the “Criteria” column, check the boxes for the following criteria that are evident in the lesson plan:
• A. Relevance and Authenticity
• B. Student Ideas
• C. Building Progressions
• D. Scientific Accuracy
• E. Differentiated Instruction
2. Document specific evidence from the lesson and reviewers’ reasoning that demonstrates whether the lesson addresses each criterion in the “Specific evidence from materials and reviewers’ reasoning” column.
3. Evaluate the overall evidence of quality for each criterion, and check the appropriate box (i.e., none, inadequate, adequate, or extensive) in the “Evidence of Quality?” column.
4. In the “Suggestions for Improvement” column, develop at least two suggestions for the lesson criteria in each row.
5. Rate the degree to which there is enough evidence to support a claim that the lesson meets these criteria in the “Rating for Category II” row.
Category III: Monitoring Student Progress
C. Evaluate the lesson plan you selected in Part A against the criteria in category III “Monitoring Student Progress” of the attached “Lesson Evaluation Rubric” by doing the following:
1. In the “Criteria” column, check the boxes for the following criteria that are evident in the lesson plan:
• A. Monitoring 3D student performances
• B. Formative
• C. Scoring guidance
• D. Unbiased tasks/items
2. Document specific evidence from the lesson and reviewers’ reasoning that demonstrates whether the lesson addresses each criterion in the “Specific evidence from materials and reviewers’ reasoning” column.
3. Evaluate the overall evidence of quality for each criterion, and check the appropriate box (i.e., none, inadequate, adequate, or extensive) in the “Evidence of Quality?” column.
4. Develop at least two suggestions for the lesson for specific improvements in meeting the criteria of each criteria in category III in the “Suggestions for improvement” column.
5. Rate the degree to which there is enough evidence to support a claim that the lesson meets these criteria in the “Rating for Category III” row.
D. Summarize the lesson quality based on the evidence and suggestions for improvement.
E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.

1.    Discuss your school’s
(pre-school education)  Acceptable Use
Policy ( AUP)
Discuss its quirks or strengths
2.    Post pandemic. Zoom became
the new place for chats.
Did this tool create issues? 
Were there
unexpected gaps or loopholes in the AUP as a result of using tools like 
Zoom?
3.    What AUP features were
most beneficial during the pandemic? Were there clear 
guidelines on data
privacy or remote collaboration? Did any AUP blind spots emerge
during the remote work shuffle? Any areas that need adjusting? 
4. If you could rewrite the
AUP policies for the post-pandemic world, what tweaks would you make to
safeguard our privacy and data.
.

Write a literature review for a doctorate dissertation. Please use the references provided in addition to other related sources. Please also include what I have begun to write in the literature review. 
Must be in APA format
The chapter must contain with the format below:
CHAPTER 2 – REVIEW OF THE LITERATURE
Overview of the Overarching Theme
Supporting themes and concepts
Subtopics and themes (as many as needed)
Presentation of the Literate Gaps
Summary
One theme I would like to discuss is constructivism. Please review Professional Learniing Communities in Virginia Beach, VA if possible. 

Good Afternoon
I already did the literature revue in the proposal. I need to do Chapter 2 Literature Review and chapter 3  Methodology
Will it be possible to assist me and also what will the cost be? 

INTRODUCTION
Planning well rounded lessons with assessments, technology integrations, and differentiation is essential to providing students with effective three-dimensional science learning.
SCENARIO
You teach science in a classroom with 30 students. There are a variety of learners in the class, including two English language learners (ELLs), two Gifted and Talented (G&T) students, and a student with special needs who is on an Individualized Education Plan (IEP). The majority of the class reads at grade level. Science lessons are built on the three dimensions: science and engineering practices, cross-cutting concepts, and disciplinary core ideas. You must pick out those components in the attached “5E Lesson Plan” for your licensure/certification area. You must also provide appropriate differentiation strategies, strategies to incorporate technology into a given Introductory Activity, and provide assessment strategies to assess student learning.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Identify and select the 5E science lesson plan for your intended area of licensure/certification from those attached and identify the following three dimensions in that plan:
1. Specific science and engineering practices (e.g., SEP1-Asking Questions and Defining Problems, SEP2-Developing and Using Models)
2. Specific cross-cutting concepts (e.g., CC1-Patterns CC5-Energy and Matter)
3. Specific disciplinary core ideas (e.g., PS2A-Forces of Motion, LS1D-Information Processing)
B. Explain how each of the three dimensions work together in the lesson plan you selected in Part A to support student learning.
C. Select the Introductory Activity for your intended area of licensure/certification from those attached. Explain how technology could be infused into that activity at each level of the SAMR Model (i.e., substitution, augmentation, modification, redefinition).
D. Develop a formative assessment strategy for the lesson plan you selected in Part A that will check for three-dimensional science learning. Submit both a summary of the strategy and the actual formative assessment you have developed.
1. Predict at least two potential student misconceptions about the topic addressed in the lesson, including your reasoning for the predictions.
2. Describe how the formative assessment could identify the predicted misconceptions.
3. Explain what you could do to resolve each of the predicted misconceptions.
E. Compare formative assessment and summative assessment by doing the following:
1. Explain how each type of assessment can be used to check for student understanding in the lesson plan you selected in Part A.
2. Explain how each type of assessment could be used to adjust future teaching of the lesson plan you selected in Part A.
F. Create a pre-assessment and post-assessment that will demonstrate whether students have gained scientific knowledge or corrected their previous misconceptions as a result of the lesson plan selected in Part A. Submit both assessments as part of this task.
Note: The pre-assessment and the post-assessment can be the same assessment tool. If this is the case, there is no need to submit the same test twice. Simply provide that information with your submission.
1. Explain how you would use the data from the pre-test and post-test to monitor and adjust future teaching.
G. Explain how you would differentiate instruction in the lesson for each of the following groups:
Note: This may include instructional strategies, learning tasks, or assessments.
a. Gifted and Talented students
b. English Language Learner (ELL) students
c. Students with Other Special Needs
H. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
I. Demonstrate professional communication in the content and presentation of your submission.

I HAVE ATTACHED ALL DOCUMENTS. 
Module 2 Discussion: Self-Reporting Leadership Assessment
Instructions 
Choose 1 of 3 Self-Reporting Leadership Assessments (e.g., Ethical Leadership, Authentic Leadership, General Leadership) that are provided in the Module 2: Self-Reporting Instrument Folder.
Complete the Assessment.
Use the results or insights obtained from your assessment activity to respond to the Module 2 Discussion questions (see below).
Respond to classmates posts, per the discussion post timeline.
In your responses to classmates’ posts, indicate whether or not you have experienced similar circumstances described in their post and how it was addressed.
Use APA style headers to organize your discussion into three sections as described below.
Situation
Self-Reporting Instrument (e.g., identify the one you selected) and Personal Attributes (e.g., Authentic Leadership Instrument and Personal Attributes).
Influential PCL Characteristics
Module 2 Discussion Prompt and Questions
Situation: Describe a situation or circumstance in which you drew upon a strength and/or personal attribute that you identified in your Self-Reporting Assessment to influence others to achieve a desired outcome; and indicate the desired outcome you aimed to achieve.
Name of Self-Reporting Instrument and Personal Attributes: When considering the strengths you drew upon to influence others to achieve this desired outcome, which leadership style(s) were appropriately suited for the conditions you described.
Influential PCL Characteristics: Identify which of the eight PCL characteristics (Covey, 1991) played a role in manifesting influence towards achieving the desired outcome described.