Category: Education

A writing sample (a few paragraphs), answering the following question: How will UMGC help you to obtain your educational or career goals? In your statement, please clarify how long you have been living (and if applicable, working) in the US.

Ok, prepare to get lost again in a great resource! Go to this link: PBS Learning MediaLinks to an external site. You will find multiple resources at all levels. Go exploring!
On the discussion board, share 3 things you found that you could incorporate into your classroom.
Chapter 12: Take a look at the International Literacy Association’s website (ILA) www.literacyworldwide.orgLinks to an external site., and see what they have to offer.  Much of their site is for paying members (this is a great organization for reading specialists!), but take a look and see what you might be able to access without paying.  For example, look under “Get Resources” and check out the various possibilities.  Some are just examples of what you will find if you are a paying member; however, you should be able to access the “Choices Reading Lists” for free.  That resource alone is worth your time.
On the discussion board, share something you found that you could potentially use in your classroom.

Directions: You are going to watch two videos of classroom instruction from your content/grade level area. You will compare and contrast what you see in the two videos to what you now know about helping students to develop understanding in a literacy-rich classroom. Here’s how to do this:
Step 1: View a selected video (each is at/around 15 minutes) and identify any evidence of a literacy-rich classroom. Just make an informal list of what you see. You won’t turn this part in— it is just for your benefit. Read the commentary for each video so that you have the background of the lesson as well as information on the class. Also, identify any literacy strategies that could have been used in the classroom to make the lesson or activity more effective. (Lemov’s techniques, course text ideas, or Lemov chapters 10-12) That sounds like a lot to consider, so I’ve developed some guiding questions to help you think through all of this. (see below)
Important note: if the URL address does not allow access to the video, you will need to add ezproxy.uu.edu to the address. (Example: https://atlas-nbpts-org.ezproxy.uu.edu/cases/497/) This Logos Library resource has a proxy server and does not always open remotely.
Step 2: Repeat this same process with your second selected video.
Step 3: Write a paper (2 page maximum) that compares and contrasts what you found in the two videos you selected, paying special attention to the characteristics of a literacy-rich classroom and strategies for helping students understand concepts related to the skill. Also, discuss any suggestions you would make to each of the teachers to increase literacy or student understanding.
Here are some guiding questions to consider as you watch each video.
Guiding Questions:
1. Are cues, questions, and advanced organizers used? If so, how?
2. Does the teacher incorporate nonlinguistic representations in the lesson or activities with students?
3. Are students summarizing or taking notes in the lesson? How?
4. Do students have time to explore the content or practice what they have learned?
5. Are students asked to identify similarities and/ or differences? If so, how?
6. Are students involved in creating and/ or testing a hypotheses?
7. Do you see an opportunity or opportunities where some of Lemov’s techniques could be used?
8. What role does vocabulary play in the lesson?
9. How does the teacher incorporate comprehension skills in the lesson or activity?
10. After reading the supplemental material about comprehension in literacy-rich classrooms, what evidence of this do you see in the physical classroom or in student learning?
Copy and paste the link below into your Web Browser to access the two videos you select.

Introduction:
THIS ASSIGNMENT IS FOR THOSE STUDENTS WHO DID NOT OUR COULD NOT ATTEND THE 3-DAY AEL TRAINING. 
All three assignments listed below must be completed for credit.
Activity #1 –Analysis of Core Beliefs
One of the things effective teachers and leaders do is create an education philosophy where they identify their core beliefs about teaching and learning and determine how those will drive individual actions in the classroom and beyond. However, since education should be a collaborative effort, it is a good idea for us all to step back and do some real reflection on what we believe.  Read the blog at the link below about reflecting on your core beliefs and review the AEL Framework below (image attached). 
Blog: https://ael.education/blog/2015/taking-time-for-self-reflection-your-beliefs
Now write five hope filled statements about your core beliefs and relate them to the AEL Framework. Your core beliefs drive your actions as a teacher and leader, as does the AEL Framework.
Based on these five hope filled statements about your core beliefs you will create a Personal Plan of Action ( Activity 2) detailing each core belief, how you plan to focus on this core belief, and how will you evaluate your actions supporting this core belief. A chart with these three sections can be used to share your plan or you can create a narrative plan of action. 
Activity 2-  Core Belief Plan for Focusing on Core Belief
Create a Personal Plan of Action detailing each core belief by keeping in mind the AEL Framework and doing the following:
Describe how you plan to focus on each core belief.
Examine and analyze why each core belief is important to you.
Show how you will evaluate what you will do to support and meet each core belief as a leader.
Evaluate and list the data that you will use to help you fulfill each core belief.
Add a timeline of when you will meet/extend/rewrite each core belief.
A chart/diagram/pictorial/etc. can be used to share your plan or you can create a narrative plan of action for this activity.
Activity #3 –Writing a Personal Vision Statement “We do not learn from our experiences, we learn from reflecting on our experiences.” Ralph Waldo Emerson. Your personal vision statement guides your life and provides the direction necessary to chart the course of your days and the choices you make about your career. A successful leadership coach, Scott Jeffrey, encourages professionals to “Think of your personal vision statement as the light shining in the darkness that illuminates your life path.” Jeffrey, S. (n.d.), CEOsage. https://scottjeffrey.com   link: https://scottjeffrey.com/
He describes a five step approach to writing a personal vision statement:
1.Identify your achievements in the past.
2.Note down the values and principles that you want to cultivate.
3.Write down the difference you can make to your family, company, world etc.
4. Set yourself a BHAG (Big Hairy Audacious Goal)
5. Prepare your vision statement.
Reflect on your core values identified in Activity #1 and develop a one –three sentence vision statement which will guide your life’s work. Then, tell how your vision statement aligns with your core belief plan and the AEL Framework. 
Submission of Work –Once all three assignments are completed, please upload them together for a grade. 
You will be graded on: 
1-100 pts for each part—each part is thoroughly completed with more than a proficient attempt, meeting all bullets and aspects of each prompt and expounding on information to ensure the audience understand what is being relayed. 
1-40–APA is used proficiently and all parts are done with professionalism and with clear and concise information. 
1-40–Scholarly writing is seen through cohesive writing, linked sentences, a flow of information, and details that allow the audience to understand what is being conveyed. 
1-20pts–creativity is fun and the students ensured to enhance the information with a personal flair that shows they are ready for a leadership position. 

INSTRUCTIONS: Create an annotated bibliography based on the 9 sources below:
Abualadas, H. M., & Xu, L. (2023). Achievement of learning outcomes in non‐traditional (online) versus traditional (face‐to‐face) anatomy teaching in medical schools: A mixed method systematic review. Clinical Anatomy, 36(1), 50-76. https://doi.org/10.1002/ca.23942
da Silva, F. L., Slodkowski, B. K., da Silva, K. K. A., & Cazella, S. C. (2023). A systematic literature review on educational recommender systems for teaching and learning: research trends, limitations and opportunities. Education and Information Technologies, 28(3), 3289-3328. https://doi.org/10.1007/s10639-022-11341-9
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language teaching research, 28(1), 201-230. https://doi.org/10.1177/13621688211001289
Meylani, R. (2023). A Comparative Analysis of Traditional and Modern Approaches to Assessment and Evaluation in Education. Batı Anadolu Eğitim Bilimleri Dergisi, 15(1), 520-555. https://doi.org/10.51460/baebd.1386737
Monnelly, K., Marshall, J., & Cruice, M. (2022). Intensive Comprehensive Aphasia Programmes: a systematic scoping review and analysis using the TIDieR checklist for reporting interventions. Disability and Rehabilitation, 44(21), 6471–6496. https://doi.org/10.1080/09638288.2021.1964626
Praveen, C. K., & Srinivasan, K. (2022). Psychological impact and influence of animation on viewer’s visual attention and cognition: A systematic literature review, open challenges, and future research directions. Computational and Mathematical Methods in Medicine, 2022(1), 8802542. https://doi.org/10.1155/2022/8802542
Van der Linden, S., van der Meij, J., & McKenney, S. (2022). Teacher video coaching, from design features to student impacts: A systematic literature review. Review of Educational Research, 92(1), 114–165. https://doi.org/10.3102/00346543211046984
Wang, T., Du, Z., & Liu, J. (2024). The Effects of video lecture design on Learners in Online Learning: A Systematic review. Journal of Information & Knowledge Management, 23(01), 2350052.https://doi.org/10.1142/s0219649223500521
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728

After reading the Read: Single-Subject Designs and Action Research in the K-12 Setting article in the Learn section of this module, describe the benefits of using single-subject designs (SSD) and action research (AR) in your classroom as a practitioner. Give at least one example of what you might do using SSD and AR to solve a particular recurring problem that you are seeing in your class or school.

Adopting a new writing program is the foundational component to quality writing instruction. To make an informed decision about the type of writing program most beneficial to students, the writing programs must be reviewed and compared.
For this assignment, create a simple table using Word or Excel comparing the most important aspects of three writing programs: Zaner-Bloser, WriteSteps, and WriteBright. 
Length: Comparative Table comparing the three writing programs.
References: Include a minimum of three scholarly resources.

Please answer the questions in the file named “BIR M5” 
Include all sources
Make reference to self as teacher 
Pose 4 questions at the end for discussion

You have a standard practice of displaying all student work in your classroom. Recently, you assigned students to write any essay and submit a pictorial depiction on the person they considered to be their hero. One of your students submitted an essay on Jesus and a drawing of the Last Supper.
Write a 500-750-word essay in which you discuss:
Any legal issues regarding the grading of your student’s essay and whether you could display the student’s work.
How does the First Amendment apply to this situation?
Include at least five references in your essay. At least three of the five references should cite U.S. Supreme Court cases.

To What extent do the regulatory policies and government princing hinder the availability of drugs in Zambia?
please make it analytical