In Module 10, you will have the opportunity to incorporate the instructional tec

In Module 10, you will have the opportunity to incorporate the instructional tec

In Module 10, you will have the opportunity to incorporate the instructional technology you have been learning into a technology teaching lesson. You will explore the TPACK model for teaching and get a brief overview on writing good lesson plans. The cumulative project for the module will be a recording of you teaching a lesson using technology.
Module 10 Outcomes
Describe the TPACK model
Create lesson outcomes using the ABCD method
Develop a lesson plan
Design and deliver a teaching lesson using technology
Module 10 Standards
Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (ISTE Standards for Educators – 2a)
Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress (ISTE Standards for Educators – 2b)
Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilties using digital tools and resources (ISTE Standards for Educators – 2c)
Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to infomration learning and teaching (ISTE Standards for Educators – 2d)
Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources of student learning (ISTE Standards for Educators – 5c)

Reading Reflections – You will write a 1-page reflection on the course readings.

Reading Reflections – You will write a 1-page reflection on the course readings.

Reading Reflections – You will write a 1-page reflection on the course readings. Reflections are not just a summary of what you read; instead, answer the following questions for each chapter assigned.
After reading chapter 1, please answer the following:
Textbook: Jack, Gail. The Business of Child Care Managements and Financial Strategies.
What was the most interesting thing about each chapter in this week’s reading?
What implications does this have on being a director?
Provide an example of how this might be applied in an early childhood setting.

please answer all questions in the file named “CDCM M6&7” please use all source

please answer all questions in the file named “CDCM M6&7”
please use all source

please answer all questions in the file named “CDCM M6&7”
please use all sources provided at least once.
please make sure that the sources go in the correct questions. for example, only files that have “m6” should be in the section named “CDCM M6” and files named “m7” should be in section named “CDCM M7”
please make reference to self as teacher in a elementary classroom.
please pose 8 discussion questions, 4 for CDCM M6 and 4 for CDCM M7 at the end.
the following links are for CDCM M6:
https://www.proquest.com/docview/198300956?sourcetype=Scholarly%20Journals
http://education.eng.macam.ac.il/article/1399

Book Creator For this assignment you will use the Book Creator app to develop a

Book Creator
For this assignment you will use the Book Creator app to develop a

Book Creator
For this assignment you will use the Book Creator app to develop a project that represents
something you would have your own students do in your classroom. This is a really excellent
and fun app with a straightforward design, so it’s very easy to quickly get started.
Youtube website to how to use BookCreator

In this assignment, you will identify and analyze your assumptions about Bloom’s

In this assignment, you will identify and analyze your assumptions about Bloom’s

In this assignment, you will identify and analyze your assumptions about Bloom’s taxonomy and critical thinking and why you hold them. You will create a graphic organizer to show this analysis, and compose an introduction and conclusion for the visual.
Step 1. List
List five assumptions you feel you hold true about Bloom’s taxonomy and critical thinking. As you go through the course, you will critically challenge the assumptions on your list or others raised by course content.
Step 2. Analyze
Use the following prompts to identify and analyze each of the five assumptions:
Here is/are the assumption(s) under which I am paradigmatic, prescriptive, or causal:
Here are the things I remember and understand that inform this assumption(s):
Here is why I think each assumption is accurate and valid—evidence, expert corroboration, or triangulation of assumptions.
Discuss this in terms of context—when might this assumption be appropriate?
Here is how I have applied my knowledge to this assumption(s):
Step 3. Create
Create a graphic organizer of your choice illustrating the assumptions and the information from Step 2 about each assumption.
Use the Digital Tools Center – Presentation Tools, Infographics for graphic organizer tools and resources.
Step 4. Compose
In the same document as the graphic organizer, compose an introductory and concluding paragraph. Write one paragraph for each, providing background in the introduction and a wrap-up of your analysis in the conclusion.
Include an APA-formatted title page, in-text citations, and a reference page.
Step 5. Submit
Submit your paper including the graphic organizer.

Please answer the following questions in essay form, citing only the attached re

Please answer the following questions in essay form, citing only the attached re

Please answer the following questions in essay form, citing only the attached references. 
This week, consider how all the assigned readings and viewings are conversing on culture, equity, power, influence, socialization, and identity.  How are these related to each other, and what are some ways in which you see yourself interacting with them in your professional practice?
What do we mean when we talk about “culture”?  Even though you may have thought about this concept, what new or deepened understandings or insights are you gaining from these readings and videos? 
What does being a culturally responsive, proficient, fluent, and equity-oriented educator mean?
What do these readings ask you to grapple with when considering your teaching practice?
What difference in emphasis does “responsive, proficient, or fluent” suggest concerning culture and teaching? 
What might be useful or limiting about each of these descriptor adjectives? 
What are the challenges or even “dangers” of talking about “culture”?
Why do some educators deny that cultural differences exist or matter, a claim that classrooms can be “culture-free” or “culture-neutral”? What and who is lost when we do this? What and who is protected when we do this? 
In addition, what is essential to understand “the deficit paradigm of culture” when thinking about culture and equity in schools and classrooms? 

You have been granted a Further Assessment for the Introduction to English: Read

You have been granted a Further Assessment for the Introduction to English: Read

You have been granted a Further Assessment for the Introduction to English: Reading unit. This is good news, as you now have the opportunity to pass the unit. You will be asked to revise the assessment that you have failed. Make sure you read the feedback and then make the necessary adjustments. There is also another task you must do.
All the instructions has been uploaded

As an educator, you will have students with various developmental and learning l

As an educator, you will have students with various developmental and learning l

As an educator, you will have students with various developmental and learning levels as well as varied vocabulary and speech. To ensure you individualize instruction to accommodate each students’ need, watch “How Will My Lessons Change with an ESL Learner in the Class?” from the Educational Impact link found in this week’s learning activities.
Respond to the following in a minimum of 175 words:
What factors affect language development?
How will you ensure you are addressing the needs of all students in regard to language development?
Explain and provide specific examples to support your response.

HEY, I NEED A POST-COURSE REFLECTION ASSIGNMENT DONE, BEING THAT I AM ABOUT TO B

HEY,
I NEED A POST-COURSE REFLECTION ASSIGNMENT DONE, BEING THAT I AM ABOUT TO B

HEY,
I NEED A POST-COURSE REFLECTION ASSIGNMENT DONE, BEING THAT I AM ABOUT TO BE DONE WITHE COURSE. I HAD TO DO A PRE-COURSE ASSIGNMENT BACK IN JUNE AND I HAVE 
ATTACHED THAT JUST TO SHOW YOU WHAT I DID. 
**I AM ALSO ATTACHING THE DIRECTIONS I HAD TO COMPLETE THE PRE-REFLECTION- SO YOU 
CAN SEE
** I AM ALSO ATTACHING ALL DIRECTIONS AND THE RUBRIC FOR THE POST-COURSE REFLECTION THAT IS DUE IN A FEW DAYS AND THE POWERPOINT I DID TO MAKE MY CONEPT MAP- (IF YOU 
CAN PLEASE DO A GREAT CONCEPT MAP FOR ME) THIS IS MY FINAL ASSIGNMENT. 
IF YOU HAVE ANY QUESTIONS PLEASE ASK….
THANKS,

Objective/Standard Activity Phonology Morphology: Syntax Semantics: Assessment:

Objective/Standard Activity Phonology Morphology: Syntax Semantics: Assessment:

Objective/Standard Activity Phonology Morphology: Syntax Semantics: Assessment: Differentiated Instruction DI Low Performing Students or Tier 2 or Tier 3 students On Grade Level Students Tier 1 Students Above Grade Level Students or Possible Gifted Students Journal: Describe what phonology and morphology are. What sounds are in your native language that are not in the English language? How was your process to acquire both? How important are phonemic and morphemic awareness for ESOL students? How does grammar approach affect ESOL student’s language acquisition/learning? Classroom Activity: Write a plan/activity to do with your ELL/regular first, second or third grade students. You may choose the grade level. If your students are from another grade level, please adapt the information. Objective/Standard: Activity: For the phonology part you are going to choose a sound to teach. This can be /m/ /p/ /s/ or any sound related to the grade level you choose to teach. For the morphology part you’re choosing a structure. This can be gerund in verbs such as going, working, doing. You may choose present tense such as adding s, or es to a verb. You may choose the grammatical structure related to the grade level you choose to teach. Phonology: teach one sound (Use a graphic organizer.) Morphology: what part of a word you are explaining? past tense (ed), singular (s), prefix, suffix, gerund, or a root? Please use graphic organizers or thinking maps. Syntax: For this part you’re choosing a grammatical structure such as singular form of a verb, past tense, use of commas or periods in a sentence, gerund, types of nouns among other examples. Use graphic organizer, bubble maps. Semantics: Choose to teach vocabulary, antonyms, synonyms, or sight words. You may use vocabulary maps, T-Chart, circle maps. Assessment: what are you using to assess your students? Have students use one of Gretchen Bernabei’s writing ideas or have your students write a four-sentence paragraph. This will depend on your students’ grade levels. Differentiated Instruction DI (In a real classroom, DI is done using i-Ready, or any other research-based program/application, however, you, as the teacher, may want to pull the low performing group every day to teach them what they are lacking or need help in.) For the DI do an activity for each group. Low Performing Students: Teach phonemic awareness (any sound) On Grade Level Students: Teach Main idea/Key Detail. You may choose a passage based on their level to make sure your students understand, Above Grade Level Students: Teach Text Evidence (how do you know? Where did you find that information on the text?)