Part 1: Identifying Student Challenges
With the help of your mentor, identify three students with similar literacy challenges who would benefit from differentiation, intervention, and remediation strategies in ELA. Observe the students during at least one ELA lesson and complete Part 1 on the “ECE-622 Research-Based Intervention and Remediation Strategies” template.
Part 2: Selecting Research-Based Intervention, Remediation, and Differentiation Strategies
Discuss with your mentor what you observed and noted about the identified students during your classroom observation. Collaborate with your mentor to develop research-based intervention strategies to strengthen the literacy skills of the students in the small group. Identify one specific intervention strategy and one specific remediation strategy you can implement in the Clinical Field Experience C. Work with your mentor to complete Part 2 and Part 3 on the “ECE-622 Research-Based Intervention Strategies” template.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
This week focuses on response to intervention, assessment, and the IEP process. What are some common methods used to assess exceptional learners? How is the data from these assessments used? Why is it important to assess exceptional learners? Explain and provide rationale to support your response.
Week 7 Lesson Plan: Comprehension Intervention
Top of Form
Bottom of
Form
Assignment
Content
Top of Form
In Chapter 8
of the book, “Structured Literacy Interventions”, Dr. Louise
Spears-Swerling shares research in effective interventions for students with
reading difficulties. Dr. Swerling recommends the following practices before,
during, and after reading. Although you are not required to read this book by
Dr. Swerling, please review the following suggestions for reading comprehension
strategies.
Before Reading
o
Activate prior
knowledge through explicit vocabulary instruction.
o
Make connections
between previous lessons, new content, and the overall unit of study.
o
Document ideas to
investigate while reading (identify the purpose for reading). This might be
in the form of an essential question or through making predictions about the
passage.
During Reading
o
Explicitly model
how to identify the main ideas and details in text by writing a gist
statement (who/what + most important details = the gist).
o
Utilize a graphic
organizer to record ideas.
o
Question writing –
teach students to write specific questions (answered in one word/sentence in
the passage) or wide questions (answered using information from multiple
places in the text).
After Reading
o
Turn and talk to a
partner to answer questions.
o
Summarize text
(Use hands-on materials to prompt students during the retell process).
o
Utilize gist
statements and graphic organizers to identify the big idea and respond to the
purpose for reading.
After reading Dr. Louise Spears-Swerling’s research on comprehension
strategies, choose one of the following comprehension lesson plans. Answer the
following questions in a 1-2 page reflection:
A. Kindergarten Lesson
Collaborative Classroom Comprehension
Lesson Kindergarten.docx
(I have printed a copy and uploaded for you)
This video
includes a copy of the text: Read Aloud – When Sophie Gets
Angry
D. Find a comprehension lesson from your own curriculum.
What specific methods are
included before reading the text to support students with reading
comprehension?
What specific methods are
included during reading the text to support students with reading
comprehension?
What specific methods are
included after reading the text to support students with reading
comprehension?
What refinements would you make
to this lesson to support struggling readers? For example, if the lesson
does not include activities to complete before, during, and after
reading, what could you add to provide extended opportunities to connect
to text?
Bottom of
Form
https://www.readingrockets.org/topics/vocabulary/articles/connecting-word-meanings-through-semantic-mapping
Response Paper One Due 7/15/24
Week 2
Response paper # 1 – The Concept of Race & Implicit Bias in the Classroom (100 pts.)
Draft a (2 full pages, double spaced, APA style) response paper that synthesizes all activities and demonstrates extended thinking about the following questions:
1. How could your unconsciously held biases impact the way you support all students? (CITE SOURCES and research this topic)
2. How does the history of discrimination in America and your own socialization impact your unconciously held biases? Discuss all articles.
Required Readings:
Log onto the link for the Implicit Associations Test: https://implicit.harvard.edu/implicit/canada/takeatest.html For this assignment, you should take the tests that relate to race, color, or disability. (If you have difficulty accessing the test, try using a different browser.) Think of this as a simulation activity for revealing potentially held implicit bias (do not read too much in to your results as they can change if you take the test more than once).
Read “This Thing Called White.”, “The Day That I Started to Understand Racism”, & “Is Implicit Bias Racist?”
Ch. 1 -3 in course textbook (textbook always required as a cited source)
Be sure to cite your sources and include in text citations. Examples of these sources in APA style can be found in this week’s folder.
Follow APA formatting (except NO abstract!):
Include a title page
Include a References page
At least 2 pages (excluding TITLE page and references page)
Font: Times New Roman, 12 point
Double spaced
USE thiese for sources – as well as the one listed below
https://www.learningforjustice.org/magazine/is-implicit-bias-racist
Overview
For this project, you will analyze and evaluate strategies and interventions used in a trauma-informed classroom, drawing from course resources, self-selected resources and personal experiences. You will create a written case study and share it with classmates for discussion.
Instructions
For Part 2 of the assignment, you should produce a case study, structured in a clear and coherent manner, which includes the following:
Select a trauma-informed classroom: Choose a real or hypothetical trauma-informed classroom as the focus of your case study. This can be a classroom you have personally experienced, one described in a research article or a hypothetical classroom based on principles learned in the course.
Gather resources: Compile resources that will help inform your case study analysis. These should include course materials, self-selected resources (e.g., articles, books or reports) and personal experiences or observations.
Describe the classroom: Begin your case study by providing a detailed description of the chosen trauma-informed classroom. Include information about the students, teacher(s), school context and any relevant background information that will help readers understand the setting.
Identify strategies and interventions: In your case study, clearly identify the key strategies and interventions used in the trauma-informed classroom. Describe each strategy or intervention in detail, explaining its purpose, implementation and any observed or expected outcomes.
Evaluate the strategies and interventions: Analyze the effectiveness of the strategies and interventions in the trauma-informed classroom. Consider the following questions:
How well do the strategies and interventions address the needs of students with trauma?
What challenges or barriers exist in implementing these strategies and interventions?
Are there any unintended consequences or drawbacks to using these strategies and interventions?
What evidence supports the effectiveness of these strategies and interventions?
Recommendations: Based on your analysis, provide recommendations for improving the trauma-informed classroom. These recommendations should be well-justified and supported by evidence from your research and personal experiences.
Submit your case study: Submit your written case study.
Assignment Guidelines and Rubric
Your assignment should be approximately 1200–1500 words in length.
Your assignment should be double-spaced with 1-inch margins all around and 12-point Times New Roman font.
Use at least 5 citations from either the module resources or your own reading.
This assignment is subject to review by Turnitin.
This week, we will take time to listen in and explore the different areas of decision making. We will begin with our State Board of Education. This week you will view a recorded meeting (about 60 minutes of the meeting) and reflect. Complete the following:
1. select one of the recordings
https://www.ksde.org/Board/Kansas-State-Board-of-Education/Archived-Board-Media-Streaming
2. access the corresponding agenda and materials
https://www.ksde.org/Board/Kansas-State-Board-of-Education/Agendas-Meeting-Dates-and-Minutes/2022-Meeting-Materials-Minutes
3. after reviewing the corresponding agenda and materials :
ATTACHED FILES <---- BOARD REFLECTION
Your original posts and responses are to be reflective of the current literature, clearly state your position and be brief but thorough.
In this discussion, you will present two effective RTI and/or EBP strategies.
YOU MUST UPLOAD THIS PRESENTATION AS A MICROSOFT POWERPOINT FILE. YOU MAY USE ANOTHER PRESENTATION PROGRAM TO CREATE THE FILE, BUT YOU MUST UPLOAD A MICROSOFT POWERPOINT AS YOUR ASSIGNMENT HERE. ANY OTHER FORMAT WILL NOT BE ACCEPTED, AND WILL BE SCORED AS A ZERO.
For your final, you will create your Comprehensive Behavior Management Plan in the form of a PowerPoint presentation. This presentation will be based on the learning and assignments from throughout this semester, and should include the following sections:
Classroom Management Theory and Theorists
Arranging the Physical Space
Classroom Rules and Behavior Management Plan
Keeping Students Engaged
Interesting and Engaging Activities
Power and Authority in the Classroom
The Leader/Follower Relationship in the Classroom
Final Summary
For each of these sections, you should include an introductory slide in which you establish: a) what each of these topics is, and b) why each of these topics is important and useful for classroom teacher. Then include one or more slides in which you provide examples and descriptions.
Detailed Instructions for Each Section:
1. Classroom Management Theory and Theorists: what are some common classroom management theories and their associated theorists? With which do you most closely identify?
2. Arranging the Physical Space: what are some common classroom arrangements, and what are the benefits and negatives of each? What is your preferred arrangement and why?
3. Classroom Rules and Behavior Management Plan: what will you include on your list of classroom rules, and what is the justification for each? What is your plan for dealing with violations of these rules?
4. Keeping Students Engaged: provide a list of ways to keep students engaged in class.
5. Interesting and Engaging Activities: provide a list of interesting and engaging teaching activities in your content area.
6. Power and Authority in the Classroom: describe the concepts of Power and Authority, and tell how these concepts relate to the classroom.
7. The Leader/Follower Relationship in the Classroom: describe what is meant by the Leader/Follower Relationship, and tell how it relates to the classroom.
8. Final Summary: describe what you have learned from this course. Provide at least three takeaways, and describe how these will affect your classroom management in the future.
Notice that each of these sections is a specific assignment from earlier in the semester. I expect you to use these assignments and what you have learned this semester to create your PowerPoint.
Note that any question that has a need to utilize a subject please stick with Math
I have to turn in a literature review outline. My topic is: Does the gender of a coach affect the relationship and performance of high school female athletes? I have attached my annotated bibliography where I had to reject or accept 20 studies that related to my topic. Attached, you will also find the instructions to the assignment (step 4: outline).