Category: Education

I need you to create slides using this template. This TPA slide has to be on my unit telling time.
The school I worked at was Summit Park Elementary School.
District name: East Ramapo Central School District

please do not use ai! and be careful about plagiarism!!!! use a syllabus as a guide.
Assignment 2. Reflection
Instructions and Questions
Students will share their reflection on their learning and course materials. You will respond to the
questions listed in the reflective journal instructions that will be shared with you on Blackboard.
Students should refer to the course readings to support the responses. The assignment is worth 30% and is due May 10.
Questions:
1. Briefly describe and reflect on your overall learning in this course. (8-9 Sentences) (________/2)
2. Identify a group of stakeholders that you think should be involved in the design of assessment
projects. Why? Support your claims with the course readings. (8-9 Sentences) (________/2)
3. Describe and reflect on the role of value-added approach in assessment projects. Support your claims with the course readings. (8-9 Sentences) (________/2)
4. Identify and describe the role of at least two sources of data that can be helpful in measuring
student learning at the course level. Support your claims with the course readings. (8-9 Sentences) (________/2)
5. Refer to your experience in the group project to answer the following question: What was the
most challenging aspect of designing and implementing the assessment project? (8-9 Sentences)
(________/2)

Brief
The purpose of this paper is to examine pedagogies and practices for addressing linguistic and cultural discontinuities in learning settings and meetings learners’ needs for autonomy, relatedness, and competence. 
Stylistic requirements:
Write fluently, correctly, and persuasively in the first person.
APA style must be observed throughout the paper. Pay particular attention to citations, references, and levels of headings. The latter will be your surest route to effective organization.
Integrate the readings in such a way as to support your claims rather than writing a series of summaries.
The paper should be 10 to 15 pages in length plus a title page and reference list.
Content requirements:
Begin with a description of the learning setting that you will focus on for the purpose of this paper. This can be a learning setting that you are currently working in, have worked in, or will be working in.
In Module 1, we read about affective factors in schools and other cultural contexts through the lens of Self-Determination Theory (SDT). You will need to write about how those factors and SDT apply/might apply to your focal learning setting. You must support your statements by citing at least two readings from Ryan and Deci (2017).
In Module 2, we read about a few different examples of linguistic and cultural discontinuities in U.S. public schools. Describe any discontinuities that learners experience/may experience in your focal learning setting. Be sure to talk about how this may relate to any affective factors (e.g., motivation, identity, authenticity) that were covered in Module 1 and to discuss implications for learning. You must support your statements by citing at least two readings from Module 1 and/or Module 2.
In Module 3, we read about some promising pedagogies and practices for addressing cultural and linguistic discontinuities. Select two or three of them that you believe have the potential to address discontinuities and meet all of the learners’ needs for autonomy, relatedness, and competence in your focal learning setting. Importantly, you should reflect upon what would be sustained rather than subtracted (Paris & Alim, 2017). Be sure to discuss why you think this is the case and provide recommendations for how your selected pedagogies/practices could be effectively implemented. You must support your claims by citing at least two readings from Module 3. You may also need to cite additional articles or chapters. You may draw upon materials from other courses, applicable resources, and peer-reviewed journal articles.
Bring the paper to a strong conclusion, indicating the limitations of your knowledge while also asserting the importance of what you have concluded so far.

In chapter one, Ryan and Deci (2017) talk about need-supportive versus need-thwarting environments. Please describe an educational environment that you found to be either need-supportive or need-thwarting (either as a student or as an educator) and explain why. Then, briefly discuss some implications of this.
What was your biggest takeaway from chapter 14? What implications might it have in your current position or a future position?
What are a few ways that intrinsic motivation/autonomy support could be fostered in a learning environment that you’re familiar with?
For all Discussion Posts – Please support your posts with content from the readings and/or outside peer-reviewed sources as much as possible. If citations are necessary, you should use APA style. Please review the rubric (below) to ensure assignment expectations are clear.
Youtube Video: https://youtu.be/m6fm1gt5YAM?si=4csmFJ2dShUmpPhR

As a special educator, you will fulfill many roles and responsibilities for your students, families, other staff members and for your administration. It is important to know these roles and responsibilities so that you maintain professional, ethical, and legal dispositions at all times.
Allocate 2 hours in the field to support this field experience.
As a special educator, you will have many roles and responsibilities. Collaborate with your mentor teacher to reflect on the following professional roles and responsibilities of a special education teacher:
Case managing and managing others, i.e., paraeducators, aides
Differentiating lesson plans with general education teachers
Legal and confidentiality concerns when working with students and families/caregivers
Conflict resolution among students and staff
Being involved beyond the classroom
Advocacy and mentoring students, families, and other colleagues
Lifelong learning and staying current on educational trends and legislation for special education
Any additional roles and responsibilities your mentor describes
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
After the discussion with your mentor, complete a 500-750 word reflection based on your findings. Discuss any new insights, areas of concerns, and what you feel you need to know more about as you complete your studies.
In addition, discuss what steps you will take to keep yourself informed on special education and how you plan to be a lifelong learner after you enter the classroom.
Reflect upon how you will use this information in your future professional practice.
APA format 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.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

PLEASE USE AUSTRALIAN REFERENCES AND SPELLING
The original assignment instructions:
Your portfolio will contain three separate items that will relate to each of the themes within Weeks 5–7, as specified in the following table:
Portfolio B item mapping
Item no. Theme Resource
1.
Movement skills
2.
Rhythmic and expressive movement
3.
Games and adventurous play
As shown in the table, you will only need one resource for each theme. Each resource should be clearly labelled for marking purposes with the name and description and targeted age groups (0–2, 3–5, and 6–8). Each resource must cater for one age group and theme/topic area. For example, you may design movement skills for 3–5 and games and adventurous play for 5–8. Your portfolio must include the following:
a brief description of the resource
evidence of the resource (not included in the word count), such as equipment, photograph, document (e.g. MS Word) or URL (if from an external source)
describe and evaluate your reasoning for choosing the resource, including an explanation of the following:
learning environment—how you are going to set up the environment
why is this theme important, and how does it impact teaching and learning?
what are the objectives of using this resource with links to the EYLF learning outcomes, curriculum and theory?
how will this resource be used in physical education, providing evidence of knowledge and understanding of pedagogy, tools, methods and other resources—consider different inclusive teaching strategies you may use, any links to practice you have, or reflections from placement experiences
a brief analysis of the benefits and limitations of the resource. You might like to refer to the concepts of risk and safety, including reasonable risk-taking.
Each of your portfolio items must be fully referenced in APA style. Note that references are not included in the word limit.
Your portfolio should be submitted as a Word document. Each item must be clearly labelled within this document with the name and description. You may use the structure guide provided in the Supporting resources section.
PLEASE REWRITE THE FOLLOWING:
**Resource 1: Sensory Scarves**
**Brief Description:** Sensory scarves are a versatile and
stimulating activity designed to engage infants and toddlers in movement
exploration. Soft, colorful scarves are used to encourage sensory exploration,
gross motor development, and visual tracking skills.
**Targeted Age Group:** 0–2
**Reasoning for Choosing the Resource:** Infants and
toddlers are in a critical stage of physical development, where sensory
experiences play a crucial role. Sensory scarves provide a safe and enriching
environment for them to explore movement, textures, and colors, fostering early
motor skills and sensory development.
**Learning Environment:** The sensory scarf activity can
take place in a cozy and safe space, such as a padded play area or a designated
infant/toddler room. Soft mats or blankets can be laid out to provide a
comfortable surface for babies to explore.
**Importance and Impact:** Movement experiences in infancy
and early childhood lay the foundation for future physical development. Sensory
scarves offer a multisensory approach to movement exploration, promoting body
awareness, visual tracking, and hand-eye coordination in young children.
**Objectives and EYLF Learning Outcomes:**
– **EYLF Learning Outcome:** Infants and toddlers develop a
sense of trust and security through sensory exploration and responsive
interactions.
– **Curriculum Links:** This activity aligns with the Early
Years Learning Framework by promoting sensory development and responsive
caregiving practices.
– **Theory Links:** According to Jean Piaget’s theory of
cognitive development, infants learn through sensorimotor exploration and
repetitive actions. Sensory scarves provide opportunities for infants to engage
in sensorimotor play and learn about cause and effect.
**Pedagogical Approach:** Inclusive teaching strategies for
sensory scarves may include providing a variety of textures and sizes of
scarves to accommodate different sensory preferences and developmental stages.
Caregivers can also offer gentle guidance and encouragement to support infants’
exploration.
**Benefits:**
– Stimulates sensory exploration and visual tracking.
– Encourages gross motor movement and coordination.
– Fosters caregiver-infant bonding and responsive
interactions.
**Limitations:**
– Requires close supervision to ensure safety, especially
with small objects like scarves.
– Some infants may have sensory sensitivities to certain
textures or colors.
– Limited variety in movement experiences compared to older
age groups.
**Evidence:**
*Photograph of infants exploring sensory scarves in a
supervised play area (not included in word count).*
—
By providing infants and toddlers with enriching movement
experiences through activities like sensory scarves, caregivers can support
their physical, cognitive, and emotional development during this crucial stage
of life.
**References**
1. American Academy of Pediatrics. (2021). Infant sensory
development. HealthyChildren.org.
https://www.healthychildren.org/English/ages-stages/baby/Pages/Infant-Sensory-Development.aspx
2. Bandura, A. (1977). Social learning theory. Prentice
Hall.
3. Department of Education, Skills and Employment. (2020).
The Early Years Learning Framework for Australia. Australian Government.
https://www.acecqa.gov.au/sites/default/files/2020-10/learning_framework_guide_0.pdf
4. Gliga, T., & Dehaene-Lambertz, G. (2020). Structural
encoding of body and face in human infants and adults: Insights from
oscillatory brain activity. European Journal of Neuroscience, 52(11),
4191–4201. https://doi.org/10.1111/ejn.14923
5. Hirsch, E. D., Jr., Kett, J. F., & Trefil, J. (2002).
The New Dictionary of Cultural Literacy. Houghton Mifflin Harcourt.
6. National Association for the Education of Young Children.
(n.d.). Developmentally appropriate practice in early childhood programs
serving children from birth through age 8.
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf
7. National Institute of Child Health and Human Development.
(2018). Understanding infant and toddler motor skills. Eunice Kennedy Shriver
National Institute of Child Health and Human Development.
https://www.nichd.nih.gov/health/topics/infantcare/conditioninfo/motor-skills
8. Piaget, J. (1952). The origins of intelligence in
children. International Universities Press.
9. Raikes, H., & Edwards, C. (2002). Extending the dance
in infant and toddler caregiving. ZERO TO THREE, 22(1), 29–35.
10. Rao, N., Sun, J., & Pearson, E. (2012). Children’s
self‐regulated
learning: A cultural psychological perspective. In A. C. Efklides & P.
Misailidi (Eds.), Trends and Prospects in Metacognition Research (pp. 107–124).
Springer. https://doi.org/10.1007/978-1-4614-5589-5_6
11. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000).
From neurons to neighborhoods: The science of early childhood development.
National Academies Press.
12. Vygotsky, L. S. (1978). Mind in society: The development
of higher psychological processes. Harvard University Press.
13. Wang, Q., & Dunfield, K. A. (2018). Cross-cultural
perspective on social interactions: An overview. Social Development, 27(1),
3–12. https://doi.org/10.1111/sode.12292
14. World Health Organization. (2020). Infant and young
child feeding.
https://www.who.int/news-room/q-a-detail/infant-and-young-child-feeding
15. Zero to Three. (n.d.). Social-emotional development: 0–2
months.
https://www.zerotothree.org/resources/1075-social-emotional-development-0-2-months

pick a subject that you feel comfortable even though it is not in the topic ideas that the professor gave. use images do not go overboard do not make slides too big, add research and quotes. 2nd slides a small curriculum for preschool children.

Please read the ‘case study proposal’ file first, especially the comment part, then please let me know what additional materials you need ASAP before you start writing. I will also provide 2 exemplars with similar interventions. The methodologies I mentioned in the proposal file, please make sure you use those methodologies as well. In the comment part of the proposal file, it said I need to be clear about how to triangulate the data in this case study. Also, before you start writing, please create a table on the first page for 2 things: the bullet points for improvement from the proposal, and explain how you have addressed them in this assignment. Use as many as sources you can, but please make sure those sources can be found in the library. P.S., if there are any questions for this order, please drop me a message ASAP.

1. This is the comprehension lesson plan; I attached two files. My professor commented on the scanned documet, and the other file is the original lesson plan. Again, I circled what needed to be changed or expanded on. This 
lesson plan does not need a lot of work done at all. Please refer to the scanned document and make the changes to the actual lesson plan. 
2. This is the vocabulary lesson plan. The scanned document has comments on what my professor made; again, I circled the parts in pink that need to be changed/corrected. The scanned document is what you  need to refer to and make the changes/corrections on the actual lesson plan that I attached below. Like the comprehension
lesson plan, not much needs to be done
3. This is the fluency lesson plan.  I scanned a copy of my lesson plan that my 
professor commented on and circled the part that needed to be corrected. I 
attached the original fluency lesson plan template I want you  to use. What I 
circled in pink on the paper is what I want them to make corrections for, and what  I did not circle can be written directly onto the lesson plan. The scanned paper is a short version of the lesson plan, so the fluency lesson plan template has more 
boxes to complete. Please refer to the scanned document to make corrections  
complete the actual template. This is for a first-grade level. 
Thank you.

This project provides you with an opportunity to incorporate ESL methods and techniques you learned into your subject matter curriculum and instruction. Find an ELL student or a group of ELL students in your observed class to teach. If you do not have access to the student, find a secondary ELL or a former ELL in your neighborhood to work with. Among your five hours of tutoring experience, select one lesson and write about it for your applied teaching project. The selection of your tutee(s) must meet the criteria of 1) an ELL or a former ELL who is newly mainstreamed and 2) the grade level appropriate student(s): 11 grades for ELA. The lesson for your Applied Teaching Project should be a new lesson and last for one period (45 minutes). 
Select a topic or concept in your subject matter and design a lesson or two to provide direct language instruction through talking, reading, and writing about subject matter knowledge. Borrow or adapt ENL-oriented teaching strategies from our common readings in your instruction. Give a rationale for your teaching decisions and strategies used. Cite from our readings and quote from those readings that gave you guidance and ideas for the lesson(s). Discuss five strategies you used to make language meaningful and comprehensible for your learner(s).
In your written report, begin by providing demographic information about your learner(s), such as information about their native language, culture, education, length of time of being in the U.S., and their English language proficiency levels. Explain your teaching focus, strategy, and material used. 
In your discussion of the lesson, be explicit about the “hows” and the “whys.” Make sure to document step by step the exact process that you went about teaching the lesson, including your questions and your students’ responses in a dialogue format. Assign a writing task to your learner. 
Finally, discuss your thoughts before and after teaching ELL students. Assess our common readings that you used to inform and guide your instruction for their effectiveness. Discuss what it means to teach subject matter language to ELL students and integrate language and literacy instruction into your subject matter curriculum and instruction. 
Attach the student’s written product, your lesson plan, and teaching materials to the reflection. The report should be about 3-5 typed and single-spaced pages.