EDU 695 NEW Course,EDU 695 NEW Tutors,EDU 695 NEW Assignments Flashcards
EDU 695 Week 3 Assignment Learning and Innovation Skills and Student Assessment NEW
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EDU 695 Week 3 Assignment Learning and Innovation Skills and Student Assessment NEW
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EDU 695 Week 2 DQ 2 Common Core Presentation NEW
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EDU 695 Week 2 DQ 2 Common Core Presentation NEW
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Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of CCSS and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the Hunt Institute video below (click this link to view the video transcript), which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g., PowerPoint, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources for this week.
Ensure that your presentation:
- Explains the purpose of CCSS.
- Explains how the CCSS are used within a school for teaching and learning.
- Justifies why creating report cards based on the CCSS is important in the school or district (depending on the role you chose to take as noted in the initial post directions above).
- Summarizes your understanding of how embedding evidence-based assessment in the curriculum can help guide teachers and learners in decision making.
Guided Response: Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation about their presentation in relation to yours. Critically discuss the variations in your presentation content and what may account for those differences aside from intended audience. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
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EDU 695 Week 2 DQ 1 Common Core State Standards NEW
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EDU 695 Week 2 DQ 1 Common Core State Standards NEW
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Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on CCSS and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
- Part One: First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
- Part Two: Include a link to your ePortfolio (Pathbrite) in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Guided Response: Respond to at least two peers. In your responses, include a question about your peer’s technology-enhanced instructional strategies and offer an additional resource that supports an alternative viewpoint. Additionally, discuss your peer’s point of view and whether it is in direct correlation or contrast to yours about the CCSS. Finally, address your peer’s discussion of the challenges he or she faced in the redesign for the Week One Assignment offering supportive ideas for how your peer could overcome these challenges for future redesigns in this course.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
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EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
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EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
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21st-Century Skills and Standards
In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education Student (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st century learning as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. The redesigned coursework need to be a representation of your mastery of the MAED program learning outcomes 5 and 7. This assignment will be uploaded to the course for evaluation and to your ePortfolio (Pathbrite). If you do not have previous projects to use in this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list.
Create your assignment to meet the content and written communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.
• Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example:
Creativity and Innovation
o Apply existing knowledge to generate new ideas, products and processes.
• Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSS (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century Themes and a minimum of one Learning and Innovation Skill, one Information, Media, & Technology Skill, and evidence of at least one Life and Career Skill.
• Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary.
- Summary – Modification (1 Point): In one paragraph, summarize the changes you made to address ISTE-S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of master of PLO’s 5 and 7.
- Summary – Evaluation (1 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments.
- Summary – Reflection (1 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.
Written Communication Expectations
• Page Requirement (.5 points): Two to four pages, not including title and references pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
• Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center.
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EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and Learning NEW
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EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and Learning NEW
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Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post – Select three of the five prompts below, and then discuss how the Framework for 21st century learning can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
a. Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
b. Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
c. Discuss how you would differentiate instruction for the inclusion of various learning styles.
d. Reflect on ways in which you would modify instruction for special education students.
e. Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response: Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
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EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
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EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
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EDU 695 Entire Course NEW
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EDU 695 Entire Course NEW
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EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and Learning NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 2 DQ 1 Common Core State Standards NEW
EDU 695 Week 2 DQ 2 Common Core Presentation NEW
EDU 695 Week 3 Assignment Learning and Innovation Skills and Student Assessment NEW
EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW
EDU 695 Week 3 DQ 2 Creativity and Innovation NEW
EDU 695 Week 4 Assignment Research and Educational Change NEW – Only Cover Letter – NO Personal CV
EDU 695 Week 4 DQ 1 Share Your Action Research Study NEW
EDU 695 Week 5 Assignment Leadership in the 21st Century Support Systems NEW
EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal NEW
EDU 695 Week 5 DQ 2 Professional Learning Communities NEW
EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW
EDU 695 Week 6 DQ 1 Reflecting on Your Coursework NEW
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EDU 695 All DQ’s – Week 1 to Week 6 – NEW
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EDU 695 All DQ’s – Week 1 to Week 6 – NEW
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EDU 695 Week 1 DQ 1 Diversity Through 21st Century Teaching and Learning NEW
EDU 695 Week 2 DQ 1 Common Core State Standards NEW
EDU 695 Week 2 DQ 2 Common Core Presentation NEW
EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW
EDU 695 Week 3 DQ 2 Creativity and Innovation NEW
EDU 695 Week 4 DQ 1 Share Your Action Research Study NEW
EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal NEW
EDU 695 Week 5 DQ 2 Professional Learning Communities NEW
EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
EDU 695 Week 6 DQ 1 Reflecting on Your Coursework NEW
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EDU 695 All Assignments – Week 1 to Week 6 – NEW
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EDU 695 All Assignments – Week 1 to Week 6 – NEW
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EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 3 Assignment Learning and Innovation Skills and Student Assessment NEW
EDU 695 Week 4 Assignment Research and Educational Change NEW – Only Cover Letter – NO Personal CV
EDU 695 Week 5 Assignment Leadership in the 21st Century Support Systems NEW
EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW
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