Category: Education

Meet with your host teacher to design and implement a lesson based on a life sci

Meet with your host teacher to design and implement a lesson based on a life science topic and standard(s) and aligned math standard(s). This should be a whole group lesson, if possible. The lesson does not need to be during a specific block of science time. For example, it is common that teachers integrate science topics into math lessons. You and your host teacher should discuss the appropriate time for teaching your lesson. Use the Walden Lesson Plan template. Along with the contents on the plan, candidates must also: ———— Identify one or more math concepts or standards to address in the lesson. Consider and include quantitative and qualitative approaches to communicate mathematically. Identify potential student misconceptions related to the life science content. Plan ways to elicit prior knowledge before teaching the lesson. Be sure your lesson is developmentally appropriate for students in your field setting. Think about specific considerations related to classroom management and the physical setup of the classroom for your lesson. Assessment ideas should be based on the course text reading (Chapter 5: Assessment of Understanding and Inquiry). Include critical thinking and problem-solving. Include your safety plan. Choose an appropriate reading or writing activity to integrate into your lesson. TO COMPLETE: After teaching the lesson, candidates should reflect on the planning and implementation of the lesson. Submit the Lesson Plan template with the Reflection Submit the completed Lesson Plan template. Respond to points 1–7 (above) in the Lesson Plan’s Reflection section.

Part1 Collaborate with your host teacher to select a space such as a bulletin bo

Part1 Collaborate with your host teacher to select a space such as a bulletin board, hallway tack board, or classroom table that can be used to display student work. In Week 4, you plan a geometry project that encompasses social awareness or cultural diversity. After finishing the project and displaying student work you write a reflection paper including the information outlined in the directions below Plan a project that will be completed and displayed by the students in your field experience class. The focus for this project is geometry and either cultural diversity or social awareness should be included in the product. An example is an art or writing activity that incorporates geometry, requires students to use a geometric learning tool, and shows sensitivity to cultural diversity or social awareness. Include the following information in a written reflection: A description of the project The grade level, standards, and objectives How the project deepened students’ knowledge of geometry concepts The importance of allowing students to use their own creativity to demonstrate their knowledge How the exploration of this activity promoted students to think about mathematics through another perspective or viewpoint Stories or personal accounts of students’ motivation and attitude toward seeing their work displayed Photos of student work A description of a digital tool that could be used to display student work in a remote learning environment Submit your 2- to 3-page assignment by Day 7 of Week 4. Support your paper with the textbook and other weekly Learning Resources. —————————————————————— Part2 Observe and reflect on examples during your field experience when a student (or students) did not know an answer to a question either orally or on a worksheet or assessment. Talk to your host teacher to ask how he or she used informal assessments to find students misconceptions and what strategies he or she used to reteach concepts. Refer to the Science Misconceptions handout located in this week’s Learning Resources. Complete the template by explaining what you believe is incorrect in each of the students’ responses. Provide the correct response, and share what you would do to help the student and understand the content. Include strategies that include hands-on activities or something that incorporates technology. Submit this completed document Submit the completed template. Support your responses with research where applicable, and use APA formatting.

The thematic grid needs to have 40-50 articles. Use the following articles provi

The thematic grid needs to have 40-50 articles. Use the following articles provided below and also add more articles related to students with disabilities.
The impact of assistive technology use for students with disabilities in higher education: a systematic review
https://www.tandfonline.com/doi/abs/10.1080/17483107.2019.1642395
Barriers in higher education: perceptions and discourse analysis of students with disabilities in Spain
https://www.tandfonline.com/doi/abs/10.1080/09687599.2020.1749565
Effect of accessing supports on higher education persistence of students with disabilities.
https://psycnet.apa.org/record/2020-07539-001
Disclosing accommodation needs: exploring experiences of higher education students with disabilities
https://www.tandfonline.com/doi/abs/10.1080/13603116.2019.1610087
Adjustment to higher education: A comparison of students with and without disabilities
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.00923/full
Accommodations and academic performance: First-year university students with disabilities
https://www.erudit.org/en/journals/cjhe/2021-v51-n1-cjhe06031/1077161ar/abstract/
Accommodations and academic performance: First-year university students with disabilities – Canadian Journal of Higher Education / Revue canadienne d’enseignement supérieur
An article from Canadian Journal of Higher Education / Revue canadienne d’enseignement supérieur, on Érudit.
www.erudit.org
Are there predictors of success for students with disabilities pursuing postsecondary education?
https://journals.sagepub.com/doi/abs/10.1177/2165143420976526
Understanding perceptions and experiences of autistic undergraduate students toward disability support offices of their higher education institutions
https://www.sciencedirect.com/science/article/abs/pii/S0891422221001050
Understanding perceptions and experiences of autistic undergraduate students toward disability support offices of their higher education institutions
Autistic undergraduate students are experiencing considerable difficulties on their college campuses. Yet, disability support offices (DSOs), which as…
www.sciencedirect.com
Promoting Success for First-Generation Students of Color: The Importance of Academic, Transitional Adjustment, and Mental Health Supports.
https://eric.ed.gov/?id=EJ1313619
“A Bridge Between High School and College” A Case Study of a STEM Intervention Program Enhancing College Readiness Among Underserved Students
https://journals.sagepub.com/doi/full/10.1177/1521025117729824
A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program Within College Access
https://journals.sagepub.com/doi/abs/10.1177/0002764219869410

I have attached a file containing the teacher instructions and all information y

I have attached a file containing the teacher instructions and all information you will need from the textbook

See attached word document for assignment and instructions
Read carefully and fo

See attached word document for assignment and instructions
Read carefully and follow instructions
APA Format (Annotated bibliography) 5 resources

please turn the strayer reimbursement invoice into a regular invoice, bill, or c

please turn the strayer reimbursement invoice into a regular invoice, bill, or credit card statement with the strayer university logo on it. I’m not sure wat format it should be so pdf is fine unless you know what format it should be.

MUST USE TEMPLATE!
In this task, you will complete a literacy-based learning se

MUST USE TEMPLATE!
In this task, you will complete a literacy-based learning segment overview that is designed to support, engage, and motivate a special education student while they interact with students in the general education setting. Consult the two attached profiles, “Alex’s Student Profile” and “Anna’s Student Profile,” which include a profile of each student and assessment data. You will select one to be your focus learner for the task.
The following resources will aid in your development of a learning segment overview: “Special Education Learning Segment Overview Template Guide” and video clips, “Special Education Learning Segment Overview Template,” and “Special Education Learning Segment Overview Exemplar.” See the supporting documents for these resources.
Each course in the WGU Special Education Program adheres to the ethical principles set by the Council for Exceptional Children (CEC). Please consider these principles as you work on this assessment.
Special Education Professional Ethical Principles
Professional special educators are guided by the Council for Exceptional Children (CEC) professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:
1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
4. Practicing collegially with others who are providing services to individuals with exceptionalities.
5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision-making.
6. Using evidence, instructional data, research, and professional knowledge to inform practice.
7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in the laws, regulations, and policies.
10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
11. Engaging in the improvement of the profession through active participation in professional organizations.
12. Participating in the growth and dissemination of professional knowledge and skills.
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. The similarity report that is provided when you submit your task 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.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Complete the “Special Education Learning Segment Overview Template” by doing the following:
A. Identify which focus learner you have selected from the provided attached profiles that will be used to build the learning segment overview, including each of the following general information points:
• teacher candidate name
• date developed
• focus learner name from chosen profile
• special education learning segment title
• time/period estimate
• grade level
1. Explain how the relevant baseline data provided for the focus learner supports the IEP goal, including the following details:
• identifying a knowledge gap or need
• using multiple assessments in the analysis of the baseline data
2. Develop a central focus that aligns with each of the three created learning objectives for the subsequent lessons from the learning plan segment overview and that ties to the focus learner’s IEP goal from part A1.
Note: Each of the learning objectives referenced in part A2 are those you will provide for the lessons in parts B1b, B2b, and B3b.
B. Create a three-lesson, literacy-focused learning segment overview that will help the focus learner achieve the central focus identified in part A2 by doing the following:
1. Create an overview for Lesson 1 by doing the following:
a. Identify an academic literacy standard (e.g., state or Common Core) that is relevant to the central focus, including the alphanumeric code for the standard.
b. Create a learning objective, including the behavior, condition, and criteria, that is aligned to the standard selected in part B1a.
c. Explain one instructional strategy, one grouping arrangement, and one planned support you will use in the lesson.
Note: While only one instructional strategy, grouping arrangement, and planned support must be explained for each lesson, you may include more if appropriate.
d. Describe one formative assessment you will use to monitor the focus learner’s progress toward the learning objective for Lesson 1.
e. Identify learning support materials you will provide to complete the lesson, including any modifications or accommodations to ensure that the needs of your focus learner are met.
f. Identify either one expressive or one receptive communication skill that will be taught in Lesson 1, practiced in Lesson 2, and maintained in Lesson 3.
i. Explain how the learning activities in Lesson 1 will be used to teach the communication skill identified in part B1f.
2. Create an overview for Lesson 2 by doing the following:
a. Identify an academic literacy standard (e.g., state or Common Core) that is relevant to the central focus, including the alphanumeric code for the standard.
b. Create a learning objective, including the behavior, condition, and criteria, that is aligned to the standard selected in part B2a.
c. Explain one instructional strategy, one grouping arrangement, and one planned support you will use in the lesson.
Note: While only one instructional strategy, grouping arrangement, and planned support must be explained for each lesson, you may include more if appropriate.
d. Describe one formative assessment you will use to monitor the focus learner’s progress toward the learning objective for Lesson 2.
e. Identify learning support materials you will provide to complete the lesson, including any modifications or accommodations to ensure that the needs of your focus learner are met.
f. Explain how the learning activities in Lesson 2 will be used to practice the communication skill identified in part B1f.
3. Create an overview for Lesson 3 by doing the following:
a. Identify an academic literacy standard (e.g., state or Common Core) that is relevant to the central focus, including the alphanumeric code for the standard.
b. Create a learning objective, including the behavior, condition, and criteria, that is aligned to the standard selected in part B3a.
c. Explain one instructional strategy, one grouping arrangement, and one planned support you will use in the lesson.
Note: While only one instructional strategy, grouping arrangement, and planned support must be explained for each lesson, you may include more if appropriate.
d. Describe one formative assessment you will use to monitor the focus learner’s progress toward the learning objective for Lesson 3.
e. Identify learning support materials you will provide to complete the lesson, including any modifications or accommodations to ensure that the needs of your focus learner are met.
f. Explain how the learning activities in Lesson 3 will be used to maintain the communication skill identified in part B1f.
C. Describe one summative assessment you will use to monitor the focus learner’s progress toward the central focus from part A2.
D. Explain how the learning segment overview you created in part B was designed to support, motivate, and engage the focus learner while interacting with other students in the general education setting.
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.

You answered the following questions in module 1. Write a short reflective essay

You answered the following questions in module 1. Write a short reflective essay on how you, as an administrator, would ensure your faculty and staff do not violate any of the case law and/or legislation researched in Module 1 Assignment.
SPED QUESTIONS:
1. What were the two main findings in the PARC Case (1971)?
2. Identify by exceptionality the students who were eligible for Exceptional Student Education under the provisions of the Education for All Handicapped Children Act (94-142) passed in 1975.
3. If their disabled child attends a public school, do the parents have to pay for the education?
4. Why is a regular education teacher included on the IEP (Individual Education Plan) team?
5. Define the term “appropriate education.”
6. Define the term “Individual Education Plan” or “IEP.”
7. What was the U.S. Supreme Court decision in the Rowley Case?
8. What was the U.S. Supreme Court decision in the Tatro Case?
9. In Cedar Rapids v. Garret, The U.S. Supreme Court decided that the school had to do what for the student?
10. What was the decision of the U.S. Supreme Court in Honig v. Doe?
11. Explain the circumstances of when a school must hold a “manifestation determination hearing?”
12. Explain the circumstances of when a school must develop a “Behavior Intervention Plan” (BIP) for a student?
13. What is the definition of a “least restrictive environment” (LRE)?
14. What is the definition of “related services?”
15. What does the term “Response to Intervention” (RTI) mean for public school principals and teachers?
Submission Instructions:
• The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
• The paper should be formatted per current APA and 3 pages in length, excluding the title, abstract, and reference page. Incorporate a minimum of 5 scholarly journal articles or primary legal sources (statutes, court opinions) within your work. The sources used in Module 1 Assignment can be referenced.

Part 1…………… To begin your Discussion in Week 4, you view a virtual field experie

Part 1…………… To begin your Discussion in Week 4, you view a virtual field experience where a teacher implements a cognitively demanding mathematical task in a fourth and fifth grade classroom. As you view the lesson, you complete a template with reflection questions. For your initial discussion, elaborate on one specific reflection question that provided you with a deeper understanding about using problem solving in the classroom that allows students to be engaged in student-to-student discourse. View the video lesson in which a teacher implements a cognitively demanding mathematical task in a fourth and fifth grade multiage classroom. You may find it helpful to view the entire video first, and then go back to view the video again as you stop to reflect and complete the “Virtual Field Experience Reflection Template.” To assist you in interacting with the video experience, note that the reflective conversations are marked with yellow (R)’s at the bottom of the video and the reflection questions are aligned with the video and these conversations. Stop at each (R) and listen to the reflective conversation. Then, take notes on the seven questions using the “Virtual Field Experience Reflection Template” found in the Learning Resources for Week 4. one of the reflection questions from the “Virtual Field Experience Reflection Template” and elaborate on your response. In your post, include what you observed that provided you with a deeper understanding about implementing problem-solving tasks into the classroom that allow students to be engaged in student-to-student discourse? Support your thinking with specific examples from the video using a time stamp and also make connections to observations from your field experience classroom. ———————————————— Part2 Choose one of the physical science activities in the text that incorporates math. The lesson should focus on one of the following: Properties of and changes in matter, motion, and force Light, heat, electricity, and magnetism Transference of energy Complete a “trial run” of the experiment on your own (without students) and videotape the experience. This video should be no longer than five minutes. ———— Upload the video from the inquiry based experiment. Attach a graphic organizer or concept map that you would use to help teach this topic. Explain how this visual component will support student learning. Identify possible misconceptions, misunderstandings, or confusion you thought about while trying the experiment and share how you will address them prior to the start of the lesson. Explain how integrating math and science is a developmentally appropriate practice. Reflect on using the findings of the experiment to make personal or societal decisions. Communicate your findings in your discussion post. Explain what might be done differently in the classroom and explain how trying an experiment prior to teaching can inform instructional practices.

The Key Program Assessment required in this course is the final assignment (Less

The Key Program Assessment required in this course is the final assignment (Lesson Plan with Rational & Reflection), which is due in Module 11 on Canvas for grading. In preparation for the submission and grading in Module 11, there will be a feedback opportunity – the feedback opportunity found in Module 7 will not be calculated toward your final grade. For Module 7, please complete the lesson plan template up until and including “Connecting Theory to Practice”. [“Connecting Theory to Practice” is found on page 12 of the template – In other words, you should complete sections up to Page 12 – this will include, but is not limited to, completing the sections with the lesson objectives, the standards, the materials, and the essential questions, etc. You may submit this draft in Module 7 but by the time when Module 9 is due. You have an option to submit it between the weeks of Module 7 and Module 9. Regardless of the time of your submission, you should submit it to Module 7 link, and I will provide you with feedback. You do not have to submit it by the close of Module 7.