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EDU 695 Week 6 DQ 1 Reflecting on Your Coursework NEW
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EDU 695 Week 6 DQ 1 Reflecting on Your Coursework NEW
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Reflecting on Your Coursework
This discussion is your opportunity to receive feedback on the Week Six Final Paper and ePortfolio Assignment. Remember, submitting this information earlier in the week is advised to allow peers and the instructor ample time to offer feedback to you that you can use to revise your final assignment before submission.
Initial Post – In your initial post, submit a link to your ePortfolio (Pathbrite) from the Week Six Assignment and attach your draft document of the final assignment to the message. In the message of your initial post:
- In at least one paragraph, discuss your takeaways from this course. What new learning transpired for you in this course? What will you carry with you to your current or future classroom?
- In at least one paragraph, discuss how action research can influence educational change within the classroom, district, and nationwide.
Guided Response: Respond to at least two peers. Consider reviewing the Grading Rubric for the Week Six Assignment and using language from the rubric in your feedback to peers about their projects. For optimal engagement with your learning peers, you are encouraged to re-engage in the discussion by replying to posts made in response to you by the instructor and peers. Timely feedback to peers will be most helpful to them in the finalization of their Week Six Assignment!
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EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW
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EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW
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Final Paper and ePortfolio
You will create an ePortfolio that includes redesigned activities from prior coursework in the Masters of Arts in Education (MAED) Program that demonstrate your competency with the nine Program Learning Outcomes, which are also the Course Learning Outcomes for EDU 695. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from the MAED Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. For the ePortfolio, you use a system called Pathbrite. Within this ePortfolio, you will tell the story of your educational journey and value of your personal MAED experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have for input from your peers and instructor to improve your work before the final submission of this assignment.
Creating the Final Paper and ePortfolio
Please include a link to the ePortfolio (Pathbrite) within the paper portion of this assignment. As needed, refer to the MAED program learning outcomes (PLOs) list. Then, create your final assignment to meet the content and written communication expectations below.
Content Expectations
• ePortfolio Components (5 Points): Include at least one artifact demonstrating mastery for each of the nine MAED Program Learning Outcomes (PLOs).
- ePortfolio Design (3 Points): Design the ePortfolio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the ePortfolio logically organized in a visually appealing way.
- Narrative – Ranking (5 Points): Rank and discuss the importance of each Program Learning Outcome to your individual work setting, including an explanation of each ranking and its value to you in your learning environment or your position. Discuss how you currently use each PLO in your work setting and, if PLOs are not used, discuss ways you might begin to use them in your current or future work setting. If you are unemployed or otherwise do not work in a teaching role, you can either (a) use a previous work location, or (b) imagine the perfect work location (e.g., your dream job), and use that fictional work center to rank and discuss each PLO. The overall goal of this section of the narrative is to rank each PLO according to its importance to you as an educator or potential educator, starting by listing the most important PLO to you first.
- Narrative – Challenges/Solutions (5 Points): Discuss the design and development challenges you experienced while creating this ePortfolio in Pathbrite and explain how you overcame those challenges. If you feel that you did not face any challenges during your design/redesign, please state that there were no challenges and clearly support this statement with a discussion of the details, or reflect and think deeply about your design/redesign process and offer a detailed narrative of how the process excelled. Examples of challenges include: (a) getting accustomed to specific technology to communicate and showcase your learning, (b) difficulty ranking the PLOs, (c) finding creative ways to display your newly learned skill sets, and (d) tying together concepts and theories into one cohesive digital collection. When you explain how you resolved or worked around challenges you need to consider how you became proficient in using various digital tools, how you linked PLOs to your job responsibilities, how Internet searches uncovered new ways to utilize your talents, how peer collaboration produced ways to effectively consolidate multiple concepts and theories in one package, and how ePortfolio examples sparked creative thought.
Written Communication Expectations
• Page Requirement (.5 points): Include one page per discussion of each of the nine MAED Program Learning Outcomes and a tenth page for the narrative response for a total of ten pages (not including the title and reference 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.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.
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EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal NEW
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EDU 695 Week 5 DQ 1 Working Together to Achieve a Common Goal NEW
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Working Together to Achieve a Common Goal
In this discussion, your instructor will assign and post your mock professional learning community (PLC) group of approximately two to three peers. Once your group has been identified, begin collaborating with the group in this discussion and in the Professional Learning Communities discussion for this week. In this discussion, your first step is to get to know your partners in your mock PLC.
Post a brief introduction of your professional and/or educational background and current grade you teach or would like to teach.
Guided Response. As a group, identify a leader. The leader will then:
a. Complete and attach the Group Agreement document.
b. Post your group name.
c. List each member of your group and which of the bulleted points listed in discussion two each member of the group will be working on.
d. Identify what mode of communication you will use to work together to complete and disseminate the discussion points. Use the Group Agreement document as your guide for your collaboration. Individually, you will attach and post your section in the Professional Learning Communities discussion for this week.
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EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
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EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW
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Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your ePortfolio (Pathbrite), your reflection of the assignment, and your responses to peers.
Initial Post: Attach a link to your electronic portfolio. Next, in one page,reflect on the major result of your study and why the outcome is interesting, describe the relevance of your findings to the field of education and/or beyond, describe other directions this study could lead to, and summarize the changes you would make to the study in retrospect.
Guided Response: Respond to at least one peer. In your reply, ask questions about their responses to encourage further conversation. Though one reply 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 5 DQ 2 Professional Learning Communities NEW
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EDU 695 Week 5 DQ 2 Professional Learning Communities NEW
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Professional Learning Communities
One component of the 21st Century Professional Development framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development framework with an emphasis on technology.
Initial Post: Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:
- Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st-century skills.
- Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize.
Guided Response: Respond to at least two peers. In your responses, ask a question about the 21st Century Professional Development framework with regard to professional learning communities and offer an additional resource for consideration that supports an alternative viewpoint. 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 5 Assignment Leadership in the 21st Century Support Systems NEW
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EDU 695 Week 5 Assignment Leadership in the 21st Century Support Systems NEW
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Leadership in the 21st-Century Support Systems
This assignment requires you to make connections between 21st-century support systems, specifically 21st Century Professional Development components. As the emphasis is on professional development, consider prior coursework that included collaboration, self-reflection, and other components pertaining to your growth as a practitioner and how that may contribute to student outcomes. There are several approaches you could take with this assignment. However, it is recommended the assignment you select to redesign includes at least one of the components of 21st Century Professional Development (as listed below):
a. Highlights ways teachers can seize opportunities for integrating 21st century skills, tools, and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize.
b. Balances direct instruction with project-oriented teaching methods.
c. Illustrates how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other 21st century skills.
d. Enables 21st century professional learning communities for teachers that model the kinds of classroom learning that best promotes 21st century skills for students.
e. Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths, and weaknesses.
f. Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning.
g. Supports the continuous evaluation of students’ 21st century skills development.
h. Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual, and blended communications.
i. Uses a scalable and sustainable model of professional development.
For example, you may redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan including a summative assessment that demonstrates either points f or g, both focusing on student assessment. On the other hand, you might select a previous assignment that focused on professional collaboration and/or PLCs and modify it to support points d, h, or i. If you do not have previous assignments 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 as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite).
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 – 21st Century Professional Development (3 Points): Redesign of an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes integration of 21st Century Skills, teaching strategies, project-oriented teaching methods, problem-solving, and critical thinking.
- Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to the summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
- Summary – Modification (1 Point): In one paragraph, summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLOs 5 and 7
- Summary – Reflection (1 Point): Summarize, in one paragraph, 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): References 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 4 DQ 1 Share Your Action Research Study NEW
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EDU 695 Week 4 DQ 1 Share Your Action Research Study NEW
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Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1: Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
- Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
- Post your research question(s) – Include definitions of key technical terms, if necessary. (one to three sentences)
- Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
- Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
- Explain why this study is important to the school and the students. ( two to three sentences)
- Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
- Attach a link to your ePortfolio (Pathbrite).
- In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the PowerPoint Template as a guide to help create a high quality presentation.
Alternate: If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion to create a presentation to share in the discussion forum. An added part to your presentation is reference to the article.
Guided Response: Respond to at least two peers. In your replies, take on the role of a teacher listening to the presentation. Ask questions about your peer’s action research study and offer an additional resource for consideration that supports an alternative viewpoint. 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 4 Assignment Research and Educational Change NEW – Only Cover Letter – NO Person
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EDU 695 Week 4 Assignment Research and Educational Change NEW – Only Cover Letter – NO Person
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Ashford 5: – Week 4 – Assignment
Research and Educational Change
One aspect of professional development that educators can participate in is that of educational conferences. While you may at some point have participated in an educational conference as an attendee, you have the opportunity in this assignment to think as a presenter! This assignment will also provide you the opportunity to create a Curriculum Vitae (CV) and cover letter.
In this assignment, you will take your discussion presentation you prepared for the staff meeting and convert it into a poster that you could use at an academic conference. As well, often when submitting a poster proposal you include a CV and cover letter that highlight your experience and research interests.
Historically, a conference poster session involves use of a large poster-board style document as a reference when speaking with conference attendees about your research or practical experiences with a topic. Increasingly, the poster session involves handouts in digital format transferred through QR codes or another medium and may involve a television or other screen display to communicate your research at an academic conference. Always, your poster presentation contains a title, introduction to your question, overview of your approach, results from your study or experience, and your planned next steps in applying or expanding the study or experience. Additionally, the poster provides information about literature related to the poster topic, usually a selected listing of previously published articles that are important to your research, and a brief acknowledgement to those who helped you with the study.
Your poster, in whatever format it is presented at the conference, is effective if it can be scanned and comprehended at a high level in around five minutes. Usually you will be present with your poster to explain points and answer questions in an authentic conference experience.
Using the Poster Presentation Template, create your assignment to meet the content and written communication expectations below. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite).
Note: Including your CV or Cover Letter in your ePortfolio is optional.
Content Expectations – Two Parts
Part One:
- Introduction (1 point): In 100-200 words, use this section to interest your audience in the issue or question of your study while using minimal background information and definitions.
- Materials and Methods (1 point): In 50-100 words, describe the procedure you used to collect data.
- Study Results (1 point): In 50-100 words, state your research questions, describe how they were supported by your research, and then include visuals (e.g., graphic/charts/diagrams) to illustrate the parts or results of your study.
- Conclusion (1 point): In no more than 200 words, provide the concluding remarks about your study while explaining your major result in such a way as to convince your audience why the outcome is interesting. Describe the relevance of your findings to the field of education and/or beyond, describe other directions this study could lead to, and summarize the changes you would make to the study in retrospect.
- Relevant Literature Cited (.5 points): Use full citations in APA for all primary works you consulted from the literature to inform and support the purpose of your study.
• Acknowledgement (.5 points): In 30-50 words, provide an acknowledgement to individuals or groups who supported or contributed to your study.
Part Two:
• Create – Curriculum Vitae (.5 points): In three to four pages your CV should include your name, an overview of your education, your academic and related employment (especially teaching, editorial, or administrative experience), your research projects and/or research interests (including conference papers and publications), and your departmental and community service.
• Create – Cover Letter (1.5 points): In no more than one page your cover letter should include; heading, introduction, argument and closing.
Written Communication Expectations
• APA Formatting (.25 points): Use APA formatting consistently throughout the assignment.
- Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
- Page Requirement (.25 points): Includes a CV and Cover Letter that are no more than 4 to 5 pages in length.
• Source Requirement (.25 points): References 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.
Next Steps: Review and Submit the Assignment
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EDU 695 Week 3 DQ 2 Creativity and Innovation NEW
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EDU 695 Week 3 DQ 2 Creativity and Innovation NEW
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Creativity and Innovation
Educators strive to create a classroom that instills creativity and innovation. In this discussion, you will think about the creative and innovative instructional approach known as the the flipped classroom while making direct connections to the Common Core State Standards and teacher decision making based on student assessments. Reflecting on your previous discussion on CCSS in Week Two as well as your previous discussions from EDU671: Fundamentals of Educational Research about the flipped classroom, you will complete the three parts of this discussion’s initial post.
There are three parts to this discussion, which are described below.
Part 1
- Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts)
- Describe ways you could incorporate technology used in the flipped classroom idea to support the Framework for 21st century learning in the classroom as it relates to decision making based on student assessments.
Part 2
Now, think about assessments you have created or used in the past to address the following:
- Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment, but is not accessible.
- Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives.
Part 3
- Attach a link to your electronic portfolio.
- In one paragraph, reflect on your experience with the redesign in terms of challenges you encountered during the Week Two Assignment and how you overcame those challenges including any difficulties experienced in revising to meet the components of one ISTE-S standard and the CCSS (Math or English Language Arts) which are 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.
Guided Response: Respond to at least two peers. Your replies should include a question about the incorporation of CCSS and the Framework for 21st Century learning in your peers’ posts and should offer an additional resource for consideration that supports an alternative viewpoint. 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 3 DQ 1 Critical Thinking and Problem Solving NEW
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EDU 695 Week 3 DQ 1 Critical Thinking and Problem Solving NEW
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Critical Thinking and Problem Solving
In Week Two, you created a presentation on why linking assessments with report cards that reflect CCSS is imperative. In this discussion, you expand on your knowledge about CCSS and debate the idea of whether creating high-quality assessments is necessary. Note that some educators argue that it is not enough to just create a link between assessments and report cards, but that assessments need to be high level and should require students to synthesize their learning instead of only demonstrating mastery by rote memory. Alternatively, some educators argue that high-quality assessments cost more than lower quality assessments (Eisner, 2001; Matthews, 2006; Pulfrey, Buch, & Butera, 2011). One possible reason for this viewpoint is that higher-level assessments often include performance tasks and/or essays that require teacher scoring, and thus a great deal of time is spent on evaluating students’ work. Conversely, lower-level assessments measuring basic knowledge through multiple-choice and true/false responses; they can be measured using technology and take considerably less time and resources to measure.
First, choose a side from the two opposing viewpoints described above and discuss one of these two points:
a. Can the American education system afford assessments for deeper learning?
b. Can the American education system afford not to have such high-quality assessments?
Next, discuss if it is necessary to share assessment items, rubrics and 21st-century practices with fellow colleagues.
Guided Response: Respond to at least two peers. Find one peer who has the same argument you chose and one peer who chose the viewpoint you did not. Debate how your viewpoint is different. If your viewpoint is similar to that of your peers discuss the similarities. Evaluate your peers’ responses to the use of multimedia resources with regard to critical thinking and problem solving. 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 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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Learning and Innovation Skills and Student Assessment
This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st century learning as a resource, you will redesign or modify a prior activity from one of your courses in the MAED program representing program learning outcome 3, 4, 5, and 7. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. Refer to the MAED program learning outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite).
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 – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
- Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills from either/each of; creativity and innovation, critical thinking and problem solving, and/or communication and collaboration.
- Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
- Summary – Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 3, 5, and 7.
- Summary – Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
- Summary – Reflection (1 Point): Summarize, in one paragraph, 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): References 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 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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