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Assignment 1: Linking Science and Literacy – OFF Campus
Assignment 1: Linking Science and Literacy
Due date: Monday, 20th March
Length: 1500 words (maximum)
Learning outcomes and Australian Professional Standards for Teachers addressed by this assignment:
Learning Outcomes Assessed: 1,3,4
Standards: 1.1.2, 2.1.1, 2.6.1, 3.4.1, 3.5.1, 5.1.1
Science and literacy are inextricably linked. Without personal literacy, children find it difficult to engage with science and the wider world of literacy. Reading can enhance science learning, while science learning can extend the range of materials that children read. Science is an excellent source of new vocabulary e.g. properties of materials: shiny, dull, rough, smooth etc, while story is an excellent way to introduce science concepts – it helps to ‘demystify’ science and to make it more relevant.
This assignment features a cross-curricular activity in which you will explicitly link science and literacy. The task involves producing a primary level reader based on a science concept and then developing a lesson plan that incorporates the reader to extend students’ understanding of that concept.
Before you begin, click here to go to eReserve. Alternatively, you can go to the EDSE359 Moodle site. On the right hand side of the Unit Orientation Page, you will find a box entitled ‘Unit Readings’. Click on EDSE359 under ‘Documents’ and then scroll through the list until you find the readers listed above. Click on a reader you want to examine, click on ‘I Agree’ re. copyright and the book should download for you. Examine the examples of science readers provided. They are:
- My Shadowbased on the concept of shadow length (Stage ES1)
- The Tricky Sticky Problembased on the concept of magnetism (Stage 1)
- The Great Bean Racebased on the concept of germination and plant growth (Stage 2)
- What Keeps Them Warmbased on the concept of insulation (Stage 3)
- A Tree is a Homebased on the concept of ecosystems (Stage 1)
- What a Noisebased on the concept of sound (Stage 2)
- All Kinds of EyesBased on the concept of eyes and vision (Stage ES1)
You will notice that some of the readers such as the ‘Great Bean Race’ are fictional while some such as ‘What Keeps Them Warm’ are non-fictional.
Note that these readers should not be taken as models for writing. Each student will interpret the assignment in his or her own way to meet individual requirements, so all assignments are by nature different. Individual interpretation and creativity in approach to assignment writing are encouraged, though students are also advised to refer carefully to the guidance and assessment criteria.
IMPORTANT: if you have a problem accessing material on eReserve please mail them on: eReserve@une.edu.au. Please do NOT email me, the unit coordinator.
Assignment steps – Part 1:
1) Identify a science concept and develop a simple story around it that would be appealing to children.
2) Illustrate your reader using clip art, photographs or your own scanned drawings
3) Produce an illustrated cover with the title of the story
4) On the inside front cover indicate the science concept the book is based on and the stage level it is aimed at and indicate how it links to the Australian National Curriculum and/or the NSW Primary Science and Technology Syllabus
5) Format your reader into a book and save it as a PDF
Assignment steps – Part 2:
1) Develop a science lesson plan that relates to the concept upon which your book is based. You must use the lesson plan template provided for you.
2) Ensure that one of your planned instructional activities explicitly uses one (or more) ICT tools to explain/illustrate a given concept. You should also develop a rationale (using no more than 300 words) explaining why you believe this tool is efficient in explaining/teaching this particular concept for the target audience and what advantages and disadvantages are associated with the use of this tool.
3) The main text must provide the substance of your assignment, and markers will expect the assessment criteria to be addressed within the main text. However, you are encouraged to include appendix material as supporting evidence for your main text. The use of an appendix is not a requirement, but appendices may be necessary for you to clarify the details of your lesson plan. For instance, you might include here the worksheets referred to in the lesson plan, or some handouts, templates, supplementary activities, follow on activities, a detailed risk assessment if needed for a particular activity, and/or, details of any background extra material that supports the activities. In the instance where an appendix is not used, you could lose marks if the marker feels that the details provided in the lesson plan are insufficient to clarify what the activity is all about. All appendices must be clearly labelled and unambiguously referred to in the main text.
Appendix material will not be included in the word count. Note also that direct quotes from the syllabus and the reference list will also not be included in the word count, so the word allowance (with 10% leeway) is fully available for the main part of the assignment.
Assignment 1 Marking Rubric
|Science Content||Science topic not addressed in adequate depth. Science information included demonstrates substantial errors.||Science topic addressed adequately. Science information is correct in most respects.||Science topic addressed at a level appropriate to target audience. Science information is correct in most respects and contextualised.||Science topic addressed in depth and at a level appropriate to target audience. Science information is correct in most respects and contextualised.||Science topic addressed in depth and at a level appropriate to target audience. Science information is correct in all respects and contextualised appropriately.|
|Reader and Lesson Plan||Lesson plan lacks coherence and logical structure with little opportunity to develop science/literacy understanding||Lesson plan includes a series of quality activities provided but lacking coherent, logical teaching structure||High quality lesson plan that provides coherent, focussed development of science/literacy understanding||High quality lesson plan that provides coherent, focussed development of science/ literacy understanding, sequenced in a logical manner||High quality lesson plan that provides coherent, focussed development of science/ literacy understanding sequenced in a logical manner, which addresses a wide variety of learning needs.|
|Science/Literacy Links||Reader and lesson plan demonstrate no/minimal linkage between science and literacy. Student activities do not give opportunity to engage with both literacy and science.||Reader and lesson plan demonstrate some linkage between science and literacy. Student activities included to address both science and literacy.||Reader and lesson plan demonstrate linkage between science and literacy. Student activities allow engagement with both science and literacy with scaffolding.||Reader and lesson plan demonstrate linkage between science and literacy. Student activities allow engagement with both science and literacy with appropriate and adequate scaffolding.||Reader and lesson plan demonstrate clear linkages between science and literacy. Student activities allow in-depth engagement with both science and literacy with appropriate and adequate scaffolding.|
|ICT||Lack of or inappropriate use of ICT.||Technology used to produce a quality Reader, incorporating layout, graphics and text.
ICT used in lesson plan but not appropriately justified
|Technology used to produce a quality Reader, incorporating layout, graphics and text appropriate to target audience.
ICT used in lesson plan and its use is somewhat justified
|Technology used to produce a quality Reader, incorporating quality layout and engaging graphics and text appropriate to target audience
ICT used in lesson plan and its use is well justified
|Technology used to produce a high quality Reader, incorporating high quality layout and engaging graphics and text appropriate to target audience
ICT used in lesson plan and its use is well justified with reference to appropriate literature
|Communication||Substantial errors in grammar and spelling. No/minimal use of graphics. Inappropriate use of language for target audience. No or very limited justification of choices with no reference to literature. Incorrect referencing.||Grammar and spelling include errors. Graphics included. Language used includes inappropriate language for audience. Limited justification of choices and reference to literature. Incorrect referencing||Grammar and spelling include minor errors. Graphics linked to science content. Language used shows consideration of target audience. Good justification of choices with suitable reference to literature. Proper APA referencing||Reader and lesson plan grammatically correct with few spelling mistakes. Graphics illustrate science content. Language used shows consideration of target audience. Very good justification of choices supported by relevant reference to literature. Proper APA referencing||Reader and lesson plan grammatically correct with no spelling mistakes. Graphics appropriately illustrate science content. Language used at level appropriate to target audience and engaging to read. Excellent justification of choices supported by extensive reference to literature. Proper APA referencing|
For self-assessment, make sure
- Your reader and lesson plan have coherent structures;
- Reader’s cover page and story are attractive to targeted audience and well presented;
- Reader and lesson plan are well matched to children’s age/stage;
- Language use is adequate;
- Learning outcomes are suitable;
- Activities address outcomes;
- Prior learning is accounted for;
- Assessment strategy(ies) address outcome;
- Activities linked to literacy;
- Proper timing;
- Constructivist approaches employed in lesson;
- Clear justification of selection of activities
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Need Help-Assessment 1B: Folio (Part B – Reflection on unit planning)
Ready to Teach Primary: Practicum 4E
Assessment 1B: Folio (Part B – Reflection on unit planning)
Word limit: 1200 (+/- 10%)
Due date: 9am AEST Friday 23 September 2016 (Week 10)
The second component of your folio draws upon the following three Australian Professional Standards for Teachers (Graduate teachers) (Australian Institute for Teaching and School Leadership [AITSL], 2014):
Standard 1: Know students and how they learn.
Standard 2: Know the content and how to teach it.
Standard 3: Plan for and implement effective teaching and learning.
You are required to submit a written reflection in Microsoft Word on a unit of work that you have planned and implemented during your practicum. The focus of this reflection should be on your ability to respond and cater to individual student needs throughout the planning and implementation of this unit of work.
You are required to address the following two components within this reflection:
- Planning:Within the process of planning your unit, how did you plan to cater for individual student needs?
- Implementation:In what ways did you adapt your teaching to cater for individual student needs throughout the implementation of your unit?
Unit plan (to be submitted as an appendix item)
Please note: The unit plan itself will not be assessed; however, in order achieve maximum marks for this assessment, evidence of the completed plan must be submitted as an appendix item. This will not be included in the word count.
Your unit of work may be integrated or discipline specific.
As this is a ‘Ready to Teach’ level unit, you are required to utilise your knowledge of the various curriculum models/approaches that you have explored and/or trialled throughout this course to design and develop a professionally presented and cohesive unit of work. You will be required to use the structure and organisation of the Swinburne Online unit planning template that you considered in week 5 (this is also in the practicum toolbox).
Therefore, the following components must be incorporated:
- unit rationale
- unit outcomes (link to curriculum)
- sequence of lessons
- mentor comments.
Please submit your assignment through Turnitin. More detailed information is available in the Assessment 1B folder in Blackboard.
- Evaluation of planning and implementing a unit of work
- Ability to identify, respond and cater for individual student needs
- Structure, coherence and organisation of ideas.
RED3313 Guiding Questions
Guide Questions for BBC-Horizon’s “Why We Talk” with Reflection (30 points)
Guidelines: The first part of this assignment is to answer all the questions from part 1-6 on the 1 hour video(link is above).
The ones I highlighted in red are the ones that I did not answer yet. You may also look at the ones I answered as I did them fast and you might one to review them whether it is the right answer or not.
The second part of this assignment is to write a reflection. You can either individually reflect on the different questions or answer in an essay format. This part is an important part of the assignment as it summarizes the learning from the video. If you happen to use a direct quote from the video please cite it in APA style. This part does need evidence based sources. Here is the link of a another video we discussed in class: https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies?language=en
That you should be using in the reflection part. This part should not only be based on personal reflection it should be based on sources. Remember to cite anything you decide to include. (APA)
- Guide Questions (completed; please answer each question directly on the blank or space provide, for longer replies, please develop your responses right under each question):
The purpose of these questions is to assist students in identifying important information from the “Why We Talk” video that helps explain how oral language developed, how we came to speak, and why oral language it is an important pillar to literacy development.
Video Parts I-II
- According to the Speech Home Project, directed Dr. Deb Roy from Massachusetts Institute of Technology (MIT), children learn individual words by interactions that occur with the parents. Describe an example of such interactions?
- This happens in the video when the child says the word ‘’blue ball’’ twice and then his dad responds, ‘’yeah, blue ball’’. The repetition made the child understand that he was right. The repetition acts as reinforcement for the child.
- A central question in the understanding of speech and language is…?
- Is it something we are born with or something that we learn?
- What is the difference between speech and language?
- Speech: physical motor ability to talk (includes: articulation)
- Language: the symbols (spoken or written) that we use to transmit a message
- What is the first stage of speech acquisition?
- Do children learn to form words through approximations only? Explain your answer.
- No, children can also learn to talk through a blossoming of a speech form.
- No, children also learn to form words when their parents repeats the word. In this context, his mom and dad are repeating the word water after he tries. By trying and hearing the right way to pronounce the word the child moves from ‘’wader’’ to ‘’water’’.
- When it comes to speech and language, what differentiates humans from other mammals?
- Humans can talk by using words and expressing different thoughts while animals use different sounds to communicate.
- According to Professor Cathy Price from University College London, twenty years ago scientists assumed that language functions were associated with which hemisphere of the brain? Explain further.
- The only thing scientist knew with the help of brain scans was that the left hemisphere was associated with language (front part used for speaking and back part used to understand speech).
- As scanning technology improves, scientists like Prof Cathy Price are able to better pin-point which areas of the brain are involved in speech and language. As a result of her studies with her patient, Eric, it can be confirmed that to speak, humans use functions such as memory, senses, and precise motor control of the mouth. Discuss further.
- Professor Tecumseh Fitch from University of Vienna researched the biology of speech. He found that even though animals’ larynx were located high in the throat, they still had the ability to move it down low enough to produce sound just like humans do. What is the significance of this finding?
- This finding proved that language and speech have nothing to do with the vocal anatomy because if this was the case then all mammals would be able to talk. The difference is rather in the structure of the brain.
- Understanding speech is attributed to which part of the brain?
- Back part of the brain
Video Parts III-IV
- Professor William Fifer from Columbia University Medical Center has been working with newborns to identify the roots of language reception. What are the findings or results from his studies?
- The baby can respond to his mother’s voice in a way that is different from the other voices because a newborn is exposed to that voice in the womb. The newborn will remember the cadence and rhythm of the voice.
- Professor Fifer’s work seems to support the idea that infants and very young children have an ability to acquire language early on and that this “window of opportunity” is not available to us as we get older. Explain further.
- Chris is a person with autism. While he is dependent on others for many daily functions, he is able to learn languages quickly and currently speaks more than twenty languages. What is the significance of Chris’ condition to the understanding of language acquisition and development?
- Professor Noam Chomsky, Massachusetts Institute of Technology (MIT), posits that the basis of our language ability is innate because we can understand sentence structure, meaning, and sounds naturally. Explain his theory.
- In 1991, scientists came across a feral child in the Ukraine by the name of “Roxana”. They found that she was raised by dogs; she would bark and walk on all four limbs and behaved much like a dog. Initially, the scientific community thought that she was living proof of the innate ability of language. What was significant about her discovery?
- Dr. Ofer Tchernichovski, City College of New York, conducted an experiment with zebra finches in order to see if song would emerge innately in the birds. Part of his experiment included isolating the male chicks from their fathers in sound proof boxes to see if they were capable of creating song without ever hearing it. What was the result of this experiment?
- They were only capable of sounding a croak. May add to this
- With each successive generation, the finches in Dr. Tchernichovski’s eventually learned to sing exactly like their original song format. What idea or theory does this support?
- Young children learn new languages with greater ease than older people. This may be explained by the brain’s ability to respond to sounds and speech at birth. Discuss further.
Video Parts V-VI
- Dr. Faraneh Vargha-Khadem, University College London, studied a family who had a speech impediment. This family was not able to clearly articulate words even though they were normal functioning and thinking people. What did her study find?
- In Professor Simon Kirby’s (University of Edinburgh) study, he found that his experimental-make-belief language evolved with each successive generation that used it. How does this experiment help explain why languages differ around the world?
- The creation of languages involves the ability to combine sounds to create new meanings. This helps explain how one single sound can change the meaning of a word. For example, /m-a-t/ to /b-a-t/. Explain further.
- Think about what you just learned about this topic. Develop a reflection that addresses these questions:
- What is oral language?
- What is the connection between oral language and print?
- How are a child’s oral language skills related to literacy development?
- How is knowing this specific information (the connection between oral language and print and a child’s oral language skills) helpful to me as a teacher?
- How is this information helpful when thinking about planning and instruction for ESL populations? For students populations with special needs specific to language/reading?
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Case Study; Rancho Solano Private School (RSPS)
Rancho Solano Private School (RSPS) was founded in 1954 by the Bayer and Freesmeyer families. Over the years, the reputation of the school was established as a leading academic institution with an advanced curriculum. Parents describe the school as having a highly performing academic environment with a rigorous curriculum, but also as having a safe and family-oriented atmosphere in a place where community was valued. Not surprisingly, the student population grew and the school opened multiple campuses around the valley (Gilbert, Union Hills, Greenway [Scottsdale,] Missouri [Phoenix,] and Hillcrest [Peoria]).The Freesmeyer family eventually sold RSPS to the for-profit Illinois-based Meritas Family of Schools in 2007. The mission of the Meritas group was to broaden the international focus of Rancho Solano, along with the nine other schools it owned (across the United States, Switzerland, and Mexico). Even under the new ownership, the environment in the various RSPS campuses was still described as achievement oriented and supportive.
- 1954 Rancho Solano Private School founded by the Bayer and Freesmeyer families
- 1954 Inaugural opening at Missouri Campus
- 1979 Union Hills Campus established
- 1991 Greenway Campus established
- 2003 Gilbert Campus created
- 2007 Rancho Solano Private Schools joins the Meritas International Family of Schools
- 2008 Union Hills Campus relocated to Hillcrest Campus
- 2008 The inaugural freshman class joins Rancho Solano Preparatory High School
- 2010 Rancho Solano Preparatory High School is designated an authorized International Baccalaureate (IB) Programme School
- 2012 Rancho Solano Preparatory High School graduates first class in May
- 2012 Rancho Solano’s new 6th-12th grade Middle & Upper School Campus opens in August
- 2013 Opening of Upper School Athletic Complex & Student Center (Ranch Solano Preparatory School, 2014)
Respond to the following questions:
What factors operating in Rancho Solano’s general and specific/internal environment influenced the decision to close the two campuses in 2014 and consolidate resources? What is your evaluation of the decision made by Dr. Mernard and Meritas?
What is your evaluation of the process of going about the closure? Was RSPS demonstrating social responsibility? Discuss the closure impact on three specific stakeholders.
Determine the potential effect of the changes on organizational behavior within the closed campuses and the campuses that would remain open (at the time of the announcement). How do you think this change impacted organizational behavior within the closed campus, within the school, and among the stakeholders?
Provide an explanation, using appropriate management theories, of how the administration could have handled the closure effectively with its stakeholders in 2014. Include one theory from each of the following: the classical approach, the human relations approach, and the modern management approach.
With the two campuses now closed, you have been asked to suggest three plans: one long-term, one mid-term, and one short-term goal for the future direction of RSPS. Justify your decision for these goals.
Present your concluding statement.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
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Learning Activity 2
Choose one of the following activities and Complete the learning activities. Research the topics. 1000 words each.
- Choose a learning activity
- Research the topic on the www, Google Scholar, Wikipedia or your readings.
- Complete and submit online for peer discussion.
- Recommend resources etc. in follow up discussions.
- Pedagogy and Instruction
What do we know about the learning needs of students with learning difficulties and learning disabilities?
- The individual and educational needs of the student will be complex and unique.
- Learning difficulties that involve social or personal problems such as poverty, illness or transience require a responsive understanding at the school level so classroom strategies can be effective.
- Learning disabilities involve neurological differences that interfere with learning. Learning disabilities are life long and pervasive.
We have also acknowledged that research and gathering information about the issue, the disability and the student is an important first step to responding to the student’s individual needs. Really getting to knowing the student, their learning history and learning profile involves building a positive relationship with the student and where possible their parents / carers. Positive student / teacher relationships are identified by students with specific learning disabilities as extremely important, often making the difference between early school leaving and staying at school and achieving success.
The next step is to prioritise learning needs by assessing the nature of the difficulty and then implement strategies that are most likely to be effective.
Some strategies will conveniently by-pass the learner’s difficulties and as we have already mentioned, the use of technology is an example of this. Software programs for mathematics are increasing in scope, interest and effectiveness. Of course, the use of calculators and computers may also be helpful. Assistive technology, such as speech recognition devices are particulalry important for students with communication difficulties.
Learning activity 3.1
Search the www for software programs that are suitable for a student with a mathematics disability. Go to the Closing the Gap – Resource Directory for an overview of effective maths software. Are there any other sites you can recommend? Also consider what might be available within the mainstream software programs. Are the add on applications or ready to access applications that can be used as accessibility options for students with specific learning disabilities?
Assessing the student:
Unless you teach in younger grades, you should not have the responsibility of identifying a learning disability. Read the school files, talk with the parents and the student and you should find all the information you need. Intervention at early learning stages is much more effective that intervention later in the student’s learning experience when bad learning habits may be established.
Once you have gathered as much information as possible from the files, the student and the parents, and a relationship of trust has developed with the student, it is important to focus on the nature of the difficulty. Check that hearing and eyesight have been assessed recently and rule out other causes of learning difficulty such as ‘glue ear’ or illness.
Observations can tell you if the crisis situation in learning is contextual, specific or general. Is there a pattern to the learning difficulties? Are there antecedents to disruptive or avoidance behaviours? In our model of addressing learning differences, observations can also provide you with information about the
student’s strengths, interests and abilities.
Learning Activity 3.2
Below is a table that identifies possible standardised tests that may help to diagnose the nature of a specific learning disability. List either the test or the learner behaviours. These tests are commonly used in Australian classrooms and may be used by a teacher.
|Student is unable to distinguish if two spoken words are the same or different.|
|Brigance assessment of basic skills. Tests of reading, language arts and mathematics for years K-8.
|Peabody picture vocabulary test
|Stage 0. Emergent counting: The child cannot count visible items. The child either does no know the number words or cannot coordinate the number words with items.|
Daily classroom activities will provide a lot of information for the teacher. Consideration should also be given to evaluating motivation, memory, communication, organisation and planning, and social skills in daily classroom activities.
Learning activity 3.3
Speaking, reading, writing and understanding words is a complex task that involves several skills. We have already identified the many variations of Dyslexia. Teaching strategies need not be directed to the area of difficulty rather than a generic approach to learning reading. Briefly describe (or develop) a classroom evaluation tool that can identify a student’s difficulty in the area of:
- Syntax: The way words are arranged into meaningful sentences
- Semantics: Understanding contextual cues that give a word its meaning.
- Morphology: Changing the meaning of words by adding endings or speaking in the third person appropriately (his/hers etc.)
Learning activity 3.4
Go to the Web link titled How do children learn to read by the Reading Doctor under the e-resources tab. This is a web page that provides a very clear overview of the difficulties that occur for children with a reading disability such as dyslexia. Within this reading there are several hyper links in blue – these are important readings to build on the basic information provided through the Reading Doctor website and are written by academics within the area of learning disability. Please ensure you link on each of these for more information on the barriers to reading for children with dyslexia as well as the political debate current in Australia in regard to the teaching of reading skills.
- What are the components of reading?
- Describe the student behaviours with:
- Word attack
- Decoding and
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SOC 203 Social Problems / week 2 discussion
In recent decades, education institutions have looked for ways to provide equal access to education for those groups that have been historically excluded or underrepresented, such as women and minorities. Education is one of the areas where advocates believe inequalities are best targeted, addressed, and reduced. Watch this brief video, Education Eliminates the Gap Between the “Haves” and “Have-nots”, for more information on this.
Many institutions of higher education in particular have used affirmative action policies to address these inequalities. The issue of affirmative action is not without controversy. To explore the arguments for and against affirmative action watch the video Affirmative Action vs. Cultural Diversity and read the Affirmative Action Overview from the National Conference of State Legislators.
Women, in particular, have seen many opportunities open up due to affirmative action policies over the past few decades. Some barriers to the advancement of women, however, remain pervasive. Read the article, Affirmative Action and What it Means for Women, for a discussion of the issues. The passage of Title IX, a federal law that prohibits discrimination on the basis of sex in education programs and activities, has been one way that institutions of higher education are held accountable for gender equality. Discrimination under this law can include sexual harassment and sexual violence, discrimination based on pregnancy, as well as failure to provide equal access to all school programs. For a full list of the areas regulated by Title IX see the U.S. Department of Education overview.
One of the better-known impacts of Title IX relates to gender equity in athletics. While only 1 in 27 girls participated in high school sports before the passage of Title IX the number has increased to almost 1 in 2 girls in high school athletic programs since. Equality between men’s and women’s athletics is not just an issue of fairness and equality. Rather, at the heart of this issue is that academic scholarships are tied to athletic participation at the university level, therefore increased participation of women in college sports means more access to academic scholarships.
After viewing the required resources for this discussion, please address each of the following questions:
Summarize the arguments for and against affirmative action.
What barriers do women continue to face in education and employment? In your informed opinion, do you think affirmative action is a good way to help historically marginalized groups overcome these barriers? Why or why not? Be sure to use evidence from the resources to create an informed opinion.
Propose at least one other solution to overcoming the barriers women face in education and employment.
Was Title IX a logical policy response to the problem of gender inequality in education?
What has the impact of Title IX been on women in the United States? For more information on this aspect, read the transcript from a NPR show, Title IX Turns 40, But Has the Field Leveled?
Did Title IX impact your life in any way?
What differences do you think there are between the way girls and young women view sports today compared to 40 years ago? In effect, has the participation in sports changed women and their role in society?
Other than Title IX, what other social changes have contributed to changes in perception about women? Please provide examples.
Your initial post should be at least 500 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7, paying special attention to the personal impacts of Title IX. What stories surprised you, verified your views, or otherwise helped you learn?
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Planning a Learning and Development (L&D) Event
|Part B (AC 1.1, 1.2, 1.3, 2.1, 2.2) (1,000 words)|
Write a report of about 1,000 words that demonstrates your understanding of the factors to be considered when planning a Learning and Development (L&D) event, and that demonstrates you know how to promote an L&D event. Use your own organisation, or one that you are familiar with, as an example. Explain the points below:
- The differences between types of L&D event (AC 1.1)
- The main logistical, legal, and financial factors to be considered when planning for different L&D events (AC 1.2)
- The main responsibilities of L&D event organisers (AC 1.3)
- How different audiences are targeted for different L&D events (AC 2.1)
- The use of different communication methods and materials for promoting learning and development events (AC 2.2)
You should also include 3-5 references from up-to-date and relevant sources in order to support your findings. Please ensure that all reference sources are acknowledged correctly within the text and on a reference list provided.
|Part B. (AC 1.1, 1.2, 2.1, 2.2. 2.3)|
Write a reflective statement of about 1000 words, relating to Part a Practical assignment, in which you explain:
- how you ensured your own capability and readiness to deliver the activity (AC 1.1)
- how you ensured the availability of space, equipment and resources for the activity (AC 1.2)
- the physical and psychological features of a ‘positive learning environment’ (AC 2.1)
- how you prepared the physical environment for learning that is safe and healthy and which supports the learning activity (AC 2.2)
- how communication and training techniques are used to put learners at ease and help overcome individual barriers to learning (AC2.3)
- your reflections on the effectiveness of your skills in delivering an L&D activity
If you include references in order to support your findings, please ensure that all they are acknowledged correctly within the text and on a reference list provided.
- In order for an L&D specialist to be able to deliver an activity readily, he/she must already have the Learning Needs Analysis (LNA) prepared as well as the design of the activity itself.
- The things to work on are as follows:-
- The L&D Specialist must know their learners and their learning requirements. There are three levels of customers that the L&D team have which are:- Organizational Level LNA (which mainly consists of the senior management team), Occupational Level LNA (which comprises of the team and departmental managers) and finally the Individual Level LNA (which refers to the learners themselves)
- Learning Objectives (which must be SMART objectives)
- Learning styles which incorporate the following:- Experiential Content (ice-breakers, INTRO, case studies etc.) Theory Content (the content must relate to the needed learning objectives) Opportunities for reflection (thinking, listening, reading etc.) and Action Planning
- Assessment and evaluation (which includes Kirkpatrick’s 4 levels: reaction, learning, behaviour and results)
- Timing of the activity (total duration of the activity from start to finish, breaks)
In the end, the L&D specialist must lead the learners through the content of the activity so that the learners take responsibility for using the content and applying it themselves.
With regards to ensuring the space, equipment and resources of the L&D activity, we need to consider the following:-
- Rooms and areas- At Yahsat, we have 2 training rooms one specifically for a large group, a smaller room for a more private session as well as a foyer to serve the needed refreshments. The main training room is usually in a U-shaped arrangement in order for everyone to focus on the instructor and screen up front. As well as open-space in the middle of the main training room to go through team exercises and the like.
- IT equipment- At Yahsat, we usually have the instructor hook up their laptop to the wifi as well as to the projector to screen their presentation.
- Presentation equipment- At Yahsat, we ensure the facilitator hooks up to the projector and screen and the instructor would also have a clicker or pointer at hand to move freely away from the laptop and connect with the learners. Another item we use is flipcharts and tape to stick the flipchart papers to the wall.
- People- Although the most conventional training should have a ratio of 12 learners to one trainer, at Yahsat we’ve managed to have 15 participants take part and absorb the sessions well.
- Learning materials- The learners at Yahsat usually receive the materials on the day of the session which consists of paper copies of the workbook, slides and other handouts.
- Food and drink- Unfortunately at Yahsat it’s the refreshments that take more attention during an L&D activity so we ensure to choose and order the items in advance in order to be prepared.
- Facilities- at Yahsat, we liaise directly with the security team to make sure everyone understand the security guidelines and with the facilities team to make sure the temperature is just right among other items.
The L&D team must ensure that the physical environment for the learner is safe and healthy and supports the learning activity.
- Positive Learning Environment (physical) – At Yahsat, the main training room facility is a healthy space with natural sun light and good air conditioning, and also includes a foyer for refreshments. It also has emergency instructions and 2 indoor exits and 1 outdoor exit.
To go with the current times, Yahsat is looking into new L&D technology and equipment to ensure the facilitator really connects with the learners.
- Positive Learning Environment (psychological)- In order to have learners feel welcome, you need cultural sensitivity to their needs and expectations. Because Yahsat is a small company comprising of less than 200 employees, we maintain this sense of family and respect in everything that we do; this especially applies to learning & development activities. Yahsat truly practices being tough on problems but soft on people; and emphasizes inclusion and comfort as well as celebrating and reinforcing diversity and equality of opportunity, minimising discrimination and harassment of learners.
At Yahsat, we make sure to first have the in-house training activities take place in a span of 1-2 days in order to cover the needed topics of the training session and not lose the learner’s interest as well as to accommodate the leaner’s hectic and busy schedule.
We also made sure to budget for a number of sessions to take place in an external hotel venue in order for the learner to leave the everyday office environment and undergo a different experience. Of course, when in an external environment, the Yahsat L&D team makes sure that the learner understands the security guidelines and emergency procedures. Also we always have one of the L&D team present to constantly ask the learners if everything is to their satisfaction and if their current needs have been met.
The following points need to be addressed from the opening of an L&D session:-
- Use pen friendly communication styles- such as smiling, listening, positive language, open questions and encouraging participation from all learners (especially from the most quiet participants)
- Use welcoming words and visuals: Culturally-sensitive and appropriate imagery
- Ensure learners have the information they need such as- international and jargon-free language, tables, bullet point lists and other simple written formats and consistency and repetition of all technical and unfamiliar terms
- Facilitate interaction between participants instead of presenting everything by the instructor
- Use learners’ names
- Ask participants to interview and present to each other among other activities
- Encourage learners to consider state and record their learning objectives and ground rules as early as possible in order to later have the facilitator discuss this and regularly refer to them.
- Having a ‘buddy system’ is one of the best ways to have even the quietest participants interact with everyone in the session because it requires them to partner with someone to get a task completed.
- Recording everything and having it accessible for the learners to have.
Our reflections on the effectiveness of our skills in delivering an L&D activity are quite positive because it’s such a personal experience for the small L&D team of three employees. And given that Yahsat is such a small company, it’s easier to address the customer’s concerns directly with what they’d want to see in a training activity.
Q1. As specified on page 4 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q2. As specified on page 4 & 5 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q3. As specified on page 6 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q4. As specified on page 6 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q5. As specified on page 6 & 7 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q6. Based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Buy paper on this assignment here (Email us: email@example.com)
|Name:||Number of Students:|
|Grade Level/Age:||Length of Lesson:|
Identify Key Objectives:
Identify Materials Needed:
Identify Instructional Procedures:
|Name: Student Name||Number of Students: 12|
|Subject/Area: Science||Structure: Whole Group|
|Grade Level/Age: Preschool, 4 years old||Length of Lesson: 12 minutes|
Activity Title: Pumpkin Exploration
Identify Key Objectives:
- The students will explore and contrast pumpkins.
- The students will listen to a story and describe the stages of a pumpkin when prompted with questions.
- The students will recite a poem and participate in creative movement.
Identify Materials Needed:
- Several pumpkins of various sizes
- Large chart paper prepared for word web with the word “pumpkin” written in a circle in the middle.
- Levenson, G. (2002). Pumpkin circle: The story of a garden. Berkely, CA:
- Pumpkin patch
- Pulp or membrane
Identify Instructional Procedures:
- Place several pumpkins in the center of the circle of children gathered in the meeting area of the room.
- Let children touch and feel the pumpkins.
- Ask children to describe the pumpkin. Prompt their responses by asking open ended questions such as:
How does it feel?
What do you notice about the pumpkin?
What do you think is inside?
- Record their findings by writing their words on a large piece of paper by creating a word web. The word “pumpkin” should be in the middle.
- Show the children the book Pumpkin Circle: The Story of a Garden written by George Levenson and photographed by Shmuel Thaler. Explain that there is not an illustrator who makes the pictures; the pictures are taken with a camera by a photographer.
- Ask the children, “What do you think this book could be about?”
- Read the book.
- After reading the book, ask the children additional open-ended questions about pumpkins, such as:
What did you learn about pumpkins?
How do pumpkins grow?
What happens first? Second? Next?
What can we find inside of pumpkins?
- Add any new vocabulary or language to the word web.
Have the children stand and spread out. Using simple movements to coordinate with the poem, share “Five Little Pumpkins” with the students. Encourage them to participate. Suggested movements are provided in parentheses.
“Five Little Pumpkins”
Original Author Unknown
Five little pumpkins sitting on a gate. (Hold up five fingers.)
The first one said,(Hold up 1 finger.) “Oh, my, it’s getting late.” (Put hands on head as if to say “oh my.”)
The second one said, (Hold up 2 fingers.) “Look, there are bats in the air.” (Point to the sky.)
The third one said,(Hold up 3 fingers.) “Well, I really don’t care!” (Push hands away as if to say “I don’t care.)
The fourth one said, (Hold up 4 fingers.) “I think we’d better run, run, run.” (Run in place.)
The fifth one said, (Hold up five fingers.) “I’m ready to have some fun.” (Throw hands up in air.)
Whoo-ooo! went the wind, (Make a wind motion with hands and arms.)
And out went the light. (Clap on “out.”)
And the five little pumpkins rolled out of sight. (Roll hands around each other.)
The children will engage in a scavenger hunt with their family members to find foods with seeds. With their families, children can take photos, create a collage or a drawing. Families will help children write a few sentences about their findings and send in their written experiences. The families’ stories will be read to the class by the children with their family members and/or teachers. Children, parents and teachers will work together to create a class book titled “Pumpkin Exploration” using the children’s creations, stories and class experiences.
Guideline 1- Creating a caring community of learners
During the initial phase of this lesson the children are encouraged to explore pumpkins and share their findings. Each member of the class “respect(s) and is accountable to the others to behave in a way that is conducive to the learning and well-being of all” (Copple and Bredekamp, 2009). As teacher, I will be responsible to create an environment which promotes self-regulation and the development of responsibility. Setting clear behavioral expectations and applying them consistently is one means I can employ. In addition, I can model respect and acceptance of others by listening to and acknowledging the students’ individual contributions. Documenting the words of each student on the web, is one way to do this. Every child’s input will be accepted and represented, both orally and in written form.
Guideline 2 – Teaching to enhance development and learning
Section D states that “teachers plan for learning experiences …so that children attain key goals across the domains (physical, social, emotional, cognitive) and across the disciplines…” (Copple and Bredekamp, 2009). This lesson incorporates both a variety of the domains and disciplines. The students will be participating in a creative movement activity, as well as, practicing social skills (such as, taking turns and actively listening) and learning about the growth cycle of the pumpkin. These experiences include the disciplines of literacy, science, mathematics and creative arts.
According to the text there are several strategies that can be utilized to effectively promote children’s learning and development; several of those strategies are represented in this activity. This plan allows the educator to: acknowledge (word web,) model (appropriate behavior/respect,) provide information (through the reading of the book,) and stimulate children’s thinking through the use of open-ended questions. These are several of the skills mentioned in Section F (Copple and Bredekamp, 2009).
Community Teaching Plan: Teaching Experience Paper
Comprehensive Summary of Teaching Plan With Epidemiological Rationale
1600 words. Please properly follow the rubric and complete instructions.
This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
> Summary of teaching plan
> Epidemiological rationale for topic
> Evaluation of teaching experience
> Community response to teaching
> Areas of strengths and areas of improvement
> Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
> This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
> You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
> Community Teaching Plan: Teaching Experience Paper
> Less than Satisfactory
> 80.0 %Content
> 30.0 %
Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
> Summary of community teaching plan is not identified or missing.
> Summary of community teaching plan is incomplete.
> Summary of community teaching plan is offered but some elements are vague.
> Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
> Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
> 50.0 % Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
> Evaluation of teaching experience is omitted or incomplete.
> Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
> Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
> A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
> Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
> 15.0 %Organization and Effectiveness
> 5.0 % Thesis Development and Purpose
> Paper lacks any discernible overall purpose or organizing claim.
> Thesis is insufficiently developed and/or vague; purpose is not clear.
> Thesis is apparent and appropriate to purpose.
> Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
> Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
> 5.0 % Paragraph Development and Transitions
> Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
> Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
> Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
> A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
> There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
> 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
> Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
> Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
> Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
> Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
> Writer is clearly in command of standard, written, academic English.
> 5.0 %Format
> 2.0 % Paper Format
> Template is not used appropriately or documentation format is rarely followed correctly.
> Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
> Template is used, and formatting is correct, although some minor errors may be present.
> Template is fully used; There are virtually no errors in formatting style.
> All format elements are correct.
> 3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
> No reference page is included. No citations are used.
> Reference page is present. Citations are inconsistently used.
> Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
> Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.
> In-text citations and a reference page are complete. The documentation of cited sources is free of error.
> 100 % Total Weightage
Assignment 4: Hero’s Narrative Due end of Week 13
(30% of the Final Grade)
Over the last ten weeks you have read and discussed many ideas about curriculum development. Some ideas may have stimulated your imagination, while others you may have rejected outright. The times we live in may be challenging ones for teachers because of the pace of change. Traditionalists may caution to move slowly with curriculum reform because trends come and go; others may urge teachers to keep up with change for fear of students being at a disadvantage. How do you see yourself in this conflict? You are already on the battlefield. What will your strategy be?
Assignment 4:The Hero’s narrative is due end of Week 13 (30% of the final grade)
Please read through the material in Week 12. Then you will be given your culminating assignment for the course in Week 13.
There are many ways to write a personal narrative. The main thing is to choose a particular focus (your developing understanding of the ideas and issues surrounding Curriculum Development) and explore your thoughts and feelings deeply. Have a look atthis video for some tips on how to write narratives (Links to an external site.).
See Assignment 4 for further details.
Learning goals for this unit are the following:
- After reviewing your starting point in the course, identify key moments when you understood something on a higher level
- Argue for an aim of education that functions well with common socio-economic and environmental pressures in schools today
- Articulate the link between theory and practice and name a few of the concerns of educators in the field
- Name ways to improve lesson plans to better suit today’s learners, or give reasons why there is no need for small scale reform, and then do the same for large scale reform
- Develop several ideas about the possible impact of technology on curriculum development in the future
- Imagine yourself as a teacher in a classroom some day and envision how you will engage in the ongoing debate on curriculum
In the last two weeks of the course, please review your notes, assignments, discussions and readings. Imagine that you have been on a journey, and recall some of the memorable moments of learning you have experienced. Remember, you are the hero of this journey, and you have been asked to face a number of tasks. What have been some of the conflicts in your endeavours? How have you resolved them? Or why can’t they be resolved?
The last assignment will be envisioning yourself as a member in a game of acquiring knowledge. You are at the beginning of your career and soon to be moving into your role as an educator. How well you play this game will directly impact how successful you are.
Questions to probe:
What knowledge has helped you the most this semester?
Which knowledge has altered the way you think about yourself in the field?
How will this knowledge change the way you teach?
Write a narrative of what has had a big impact on your understanding of the course material over the semester. How did your views change, what particular readings, discussions and activities helped form your views?
Possible types of narratives:
Choose one central event or milestone in your teaching career so far. Move through the four main levels of the course (aims of education, philosophies, teaching and curriculum, and reform) and apply ideas to your experience. Tell the story of who you are in this event, what thoughts and feelings you had in the past, what they are now. Focus on the major conflicts and what you learned from them. Discuss “what you know now that you didn’t know then.”
- Match each level of the course (aims, philosophies, teaching, and reform) with a different story from your teaching experiences. Describe how, for example, you discovered what aim of education was the most important through a teaching experience. Show how the theory connected to the practice of curriculum. Analyze what these ideas mean to you as a teacher. (Minimum of four teaching stories.)
- Find a repeating or continuous thread in your learning and make it a theme in your narrative. For example, if one of the big moments in your teaching has been to discover some quality that good or effective teachers have, follow that through your learning journey, describing how it has grown as an idea. Do research on how it ties in to the different levels of the course (aims, philosophies, etc.). (Four academic references minimum.)
- Write a more traditional analysis of an educational program you have experienced, such as Reggio Emilio, Montessori, Waldorf, or an institution with particular religious, ethnic or academic goals. Discuss your experiences there and explore what aims, philosophies, pedagogies, etc. were at work. Discuss what meaning they had for you in your experience. (Minimum of four academic references.)
- Write more of a fictional story of yourself as the hero, how you have chosen to prepare yourself for the conflicts inherent in becoming a teacher, how people have helped you along the way, how you are beginning to see what needs to happen in a classroom in order to improve teaching and learning, and/or what you might be willing to fight for to improve curriculum in schools overall. Bring in concrete details from the readings and discussions that support your vision.
- Your choice. Come up with an idea that demonstrates your learning over the course and tells your story in your own way. This could include a mixture of approaches from the list above. Please email the idea to your tutor-marker before you start writing to make sure you are on the right track.
An exceptional narrative will explore personal experience in a deep and meaningful way. The strength of learning through stories is that they help us understand our lives through both understanding our thoughts and feelings better. Everyone has an emotional response to conflict in the moment. Reviewing later why we had those feelings can bring us much knowledge. Joining the cognitive together with the affective opens new paths toward learning. Don’t be afraid to dig deeper, describe the details with accuracy, to get at the nature of the experience.
Weak narratives just report the facts; for example, first this happened, then that happened. There is no insight, no human connection and little to be learned from a list of facts.
Look at how certain experiences challenged your values. Maybe you had to face some painful facts about yourself, or some shortcomings in your abilities. As human beings, we often dwell on conflicts because we want to learn from them. If we can understand them, we can measure growth from an experience.
Writing reflections or professional narratives are key to developing as educators. Being able to share them is an opportunity for feedback, for hearing different points of view and often we find out that other people have had similar experiences.
The ambiguity of this final assignment is not meant to alarm you but to free you to write what is most important to you. You will not be marked on what experiences you choose to write about, but I will look at
- the quality of your ideas,
- the effort you put into thinking about the ideas of the course and
- the connections you can make with your own learning.
I encourage you to draw on the notes you’ve been saving on your computer as it marks stages of learning in the class.
This is an academic paper, so I expect that you will edit carefully and make sure your ideas are clearly communicated.
It should grow out of your experiences in being exposed to the ideas presented in the class and woven through with your creative take on it and your memories of your own teaching experiences. Be confident of your own ideas and experiences and let your narrative arise organically from inside. No one else’s ideas or experiences will have deep meaning for you. Focus on what meant a lot to you personally, and write from your head and heart.
Please write a minimum of six double-spaced pages.
Submit the assignment by 11:55 p.m. on the last day of Week 13 at the latest. (There will be deductions for late assignments.) This marked assignment is worth 30% of your final grade.
|Addresses all four of the levels of the course. Have all four sections of the course been incorporated into the narrative? Does the narrative adequately connect and explore the four course sections?||
|Engages deeply, meaningfully, emotionally. Does the essay move beyond simple restating of facts to engage deeply and personally with ideas and values?||
|Mastery of Course Concepts. Is it evident throughout the essay that the author has a mastery of key course concepts?||
|Meets General Assignment Requirements. Is it obvious that the author followed the assignment requirements?||
|Grammar & Mechanics. Is the narrative free from errors? Does the essay read smoothly? Is it evident that edits have been made?||
|Total Points: 30.0|