Category Archives: Education

Assignment 4: Hero’s Narrative Due end of Week 13


Assignment 4:  Hero’s Narrative Due end of Week 13

(30% of the Final Grade)

Overview

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.”

  1. 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.)
  2. 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.)
  3. 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.)
  4. 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.
  5. 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.

Grading Criteria:

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.

Expectations:

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.

 

Assignment 4

Assignment 4

Criteria

Ratings Pts
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?
Highly Proficient

6.0 pts

More than Proficient

5.0 pts

Proficient

4.0 pts

Somewhat Proficient

3.0 pts

Somewhat Proficient

2.0 pts

Not Proficient

1.0 pts

0.0 pts
6.0 pts
Engages deeply, meaningfully, emotionally. Does the essay move beyond simple restating of facts to engage deeply and personally with ideas and values?
Highly Proficient

6.0 pts

More than Proficient

5.0 pts

Proficient

4.0 pts

Somewhat Proficient

3.0 pts

Somewhat Proficient

2.0 pts

Not Proficient

1.0 pts

0.0 pts
6.0 pts
Mastery of Course Concepts. Is it evident throughout the essay that the author has a mastery of key course concepts?
Highly Proficient

6.0 pts

More than Proficient

5.0 pts

Proficient

4.0 pts

Somewhat Proficient

3.0 pts

Somewhat Proficient

2.0 pts

Not Proficient

1.0 pts

0.0 pts
6.0 pts
Meets General Assignment Requirements. Is it obvious that the author followed the assignment requirements?
Highly Proficient

6.0 pts

More than Proficient

5.0 pts

Proficient

4.0 pts

Somewhat Proficient

3.0 pts

Somewhat Proficient

2.0 pts

Not Proficient

1.0 pts

0.0 pts
6.0 pts
Grammar & Mechanics. Is the narrative free from errors? Does the essay read smoothly? Is it evident that edits have been made?
Highly Proficient

6.0 pts

More than Proficient

5.0 pts

Proficient

4.0 pts

Somewhat Proficient

3.0 pts

Somewhat Proficient

2.0 pts

Not Proficient

1.0 pts

0.0 pts
6.0 pts
Total Points: 30.0

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Cosmic Creations Myths across Cultures


Cosmic Creations Myths across Cultures

Academic level: College (1-2 years: Freshmen, Sophomore)
Subject or discipline: Education
Title: Cosmic Creations Myths across Cultures
Number of sources: 0
Provide digital sources used: No
Paper format: APA
# of pages: 3
Spacing: Double spaced
# of words: 825

This will be the source fro this paper:Paper details:

Paper details:

Leonard, S., & McClure, M. (2004). Myth & knowing: An introduction to world mythology Chapter 2Select at least two creation myths from two different cultures. Use only creation myths from this week’s readings and resources.

Write a ONLY 700-word paper about the selected creation myths that answers two of the following questions:

* Which world or worlds, such as sky, earth, and underworld, are represented in the myths you chose? What are the elements of these worlds?

* Describe the creators. Are the creators male or female, and of what significance is gender? Describe what they created, including the steps or cycles of creation. Also, include descriptions of any destroyers or destruction, if applicable.

*Why is there such a focus on cosmic occurrences or natural phenomena like stars, moons, floods, rain, etc.?

*Compare the creators, creations, the steps or cycle of creation, and the cosmic elements of the two myths. What are the similarities and differences?

Support major points with specific details and examples to show understanding of textbook readings and resource materials.

Format your citations and references according to the appropriate course level APA guidelines.

Submit your assignment to the Assignment Files tab.

Education; New Curriculum


Education; New Curriculum

If you could implement a new curriculum in your local school district, what would it be? What would be the main objective or learning outcome? How would this curriculum address the needs of the students?

Online class discussion forum’s post: Education


Online class discussion forum’s post: Education

Please answer the following:

Discuss the different kinds of capital that are created or perpetuated by education.

How does this relate to the different kinds of schools that Kozol talks about?

What about the comparison that two students make in the education lecture?

How does this relate to what we learned about inequality last week?

Can you give an example from your own educational experiences that illustrates these points?

Please limit post to 400 words.

This is a online class discussion forum’s post. So, you don’t need to  write it as a formal essay. Just answer all the question.

 

Final Project: Training Program Design Project


Final Project: Training Program Design Project

Purpose: This activity assesses your comprehension of course materials.

Guidelines: You have been hired to consult at a large corporation on these two projects:

  1. Design a training course to help employees deal with gender issues at work.
  1. Write a report reflecting how your course will improve understanding and ways of relating among employees.
  • culture and history: describe cultural and historical influences on conceptions of gender and other forms of diversity
  • gender differences: discuss research findings on gender differences and similarities in aggression, achievement, and communication
  • relationships: identify gender issues in friendships and romantic relationships
  • gender expectations: explain the impact of gender, gender role expectations, and gender stereotypes on work roles and physical and mental health

Your tasks will proceed as follows:

Problem areas: Men and women at the corporation have gathered to discuss their observations, experiences, and concerns regarding gender relations at work. The participants in your training course represent management at all levels as well as diverse administrative, technical, and intern personnel.

During your opening session, you ask participants to introduce themselves and to state the problems they have noticed at work. Your participants may cite a general problem such as pay and power differences, and may also state their experiences of gender identification.

Twelve participants: Imagine 12 diverse individuals who have elected to attend your training. Give each individual a name and identify him or her in your report with details including age, gender, ethnicity, and position (power level) at the corporation. Each participant’s identity descriptor should include a statement of the problems he or she has perceived at work. State the problems as if you are quoting the participant. Because this is an imaginary training group, you must place yourself in the shoes of each of your 12 participants and explain the problem from each unique perspective.

Training program: In response to the problems the participants have presented, create an eight-part course. Your course sessions are designed to help participants better understand gender issues.

For each of the eight sessions, state one course objective (from our course), one Web site, and one article that you will use for that session. Refer to at least one of the participants’ problems that will be addressed in the session. For each session, do the following:

  • Give the session title (focus of the session).
  • State the session’s objective or objectives (see examples in the syllabus).
  • State the participant problem(s) you will address in this specific session.
  • Name one or more peer review journal articles and/or module resources relevant to the issues brought up by the training participants. Include resources in the course modules and a relevant Web site.
  • Describe the activity for the session. We learn from each other when we listen and reflect on the experiences of others. Create and describe an activity that will promote discussion among your participants.
Final training report: Your goal for the training program is for participants to gain the knowledge and skills they need to return to work and effectively contribute to an environment that promotes respect, gender awareness, and efforts to balance power among men and women. Describe four to six specific changes you will recommend to the corporate leaders that address the concerns presented by your training participants.-

Affirming Diversity


Affirming Diversity

Write a paper about affirming diversity. At a minimum, answer the following questions:

  • Does your school affirm diversity? Why do you or why do you not believe this?
  • How does affirming diversity impact multicultural education?
  • What are some of the ways in which teachers and schools can support students for whom English is not a native language?
  • Why are schools that serve economically deprived and culturally marginalized students more likely to have arts programs cut? What do researchers say about this trend? How does it affect student achievement?
  • Why are the choices between assimilation and affirmation somewhat different today than 100 years ago? Use the example of Jews in New York to describe this “heart-breaking dilemma.” What are the two reasons that the choice of assimilation is not as limiting today?
  • What ideas do you have for affirming diversity in PK-12 settings?

Length: 5-7 pages not including title and reference pages.  Due 7/3/2016 Midnight
Referenced: Minimum of 3 scholarly resources.

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA

 

Academic Dishonesty and the Age of Innocence


Academic Dishonesty and the Age of Innocence

To get your Assignment/Homework solutions;

Simply Click ORDER NOW and your paper details. Our support team will review the assignment(s) and assign the right expert whose specialization is same to yours to complete it within your deadline. Our Editor(s) will then review the completed paper (to ensure that it is answered accordingly) before we email you a complete paper 

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It is an educational epidemic that is infecting the minds of students in America–academic dishonesty. This critical problem is plaguing not only the minds of our students, but is frustrating educational professionals and parents as well. All of this is largely due to the fact that so little is known about it, including how to prevent, detect, and resolve it. In addition, academic dishonesty, or cheating in schools, is poisoning every grade level. Even though both texts address this fact, each largely focuses on the adolescent and older students. However, we are all aware that this problem can begin at a much younger age; even as young as Kindergarten. As a result, please do the following:

• Conduct research on academic dishonesty/cheating in schools at the grade level you teach, including the when, where, why, and how elements of it.
• List three bullets points for each of the four interrogatives (when, where, why, and how)
• Incorporate three bullet points outlining why you agree or disagree with the statement that getting caught is good at this age.

This should be a creative and insightful project that will further educate and energize you about this vital topic that is affecting and infecting every aspect of our educational system.

To get your Assignment/Homework solutions;

Simply Click ORDER NOW and your paper details. Our support team will review the assignment(s) and assign the right expert whose specialization is same to yours to complete it within your deadline. Our Editor(s) will then review the completed paper (to ensure that it is answered accordingly) before we email you a complete paper 

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Instructional Strategies for Secondary Education


Instructional Strategies for Secondary Education

Week 5 assignment Benchmark

When designing inclusive learning experiences, a teacher needs to understand student commonalities and differences to enable and enhance learning. An effective teacher considers multiple perspectives and diverse backgrounds when planning instruction.

For this assignment, based on the knowledge and skills you have gained in the course:

  1. Develop a 5-day mini-unit that implements five different instructional strategies. The unit plan should be in the grade level and content area that matches your field experience placement. You must use these required strategies: direct instruction, cooperative learning, discovery learning, jigsaw, and higher level questioning.
  2. Use the “COE Lesson Plan Template” for each lesson. The template must be filled out completely and you must attach all presentations, handouts, and assessments. If you are using websites or videos, provide a link to those sites in the lesson plan template.
  3. Be sure you are considering the unique learning needs of each student. Pay special attention to the appropriateness and effectiveness of the learning experiences planned. In addition, you must guide students in the use of technological tools to gather and utilize the information they need.
  4. Your unit plan needs a cover sheet that outlines the grade level, subject area, and topic that you are covering in the unit. The audience for this lesson would be the classroom you are currently completing your field experience in – these students are the students you would plan this unit for. Collaborate with your mentor teacher where appropriate.
  5. Additionally, in a 500-750 word reflection explain how you would determine your students’ mastery of content for the instructional strategies used. Identify acceptable evidence of mastery for each lesson and explain how your assessment(s) of the students’ mastery supports their intellectual, social, and/or physical development. Explain how understanding cultural, ethnic, gender, and learning differences create a more relevant learning experience and promote ethical practice. Finally, include your strategies for collaboration with colleagues for the proper execution of your unit plan.

Cite and reference 5-7 scholarly sources. Add to your notebook as necessary.

 

“How does development in subject knowledge enhance teaching and learning within the mathematics classroom”


“How does development in subject knowledge enhance teaching and learning within the mathematics classroom”

  • 2500 words

Aims:

  • With reference to current literature, discuss the impact of subject knowledge on teaching and learning.
  • Critically analyse the impact this has on pupil progress and on an inclusive education.
  • In light of the recent changes to the mathematics curriculum, reflect on the key issues surrounding mathematical subject knowledge for teaching.

 

 

Assignment Criteria

  • You have an advanced critical understanding of key issues, concepts and theories in mathematics with due regard to issues of inclusion.
  • You have an advanced critical understanding of current research about teaching and learning in mathematics. There is clear evidence of the ability to evaluate and critique these and link theory and practice.
  • You have demonstrated a high ability to evaluate and use research to understand and inform practice, and to use data and experience from practice to critique research.
  • There is a high degree of skill and originality in analysing, synthesizing, evaluating and critiquing ideas, and in presenting a coherent argument.

Interview experience/transcript


Subject or discipline: Education
Title: Interview experience/transcript
Number of sources: 0
Provide digital sources used: No
Paper format: APA
# of pages: 5
Spacing: Single spaced
# of words: 2750
1. Introduction 1/2 page -discuss interview preparation, choice of participant
2. Perform a 20 minutes semi-structured interview with a teacher and ask these 5 questions and audio record the interview:
a)what real-time assessment tools/practices do you incirporste in your classroom?
b)which type summative or formative assessment is the best in judging students mastery of topic?
c) In what way do you believe privacy laws and practices hinder development of real-time assessment tools in software such as Pepper, Google+, forum ?
d)how does open real-time affect online group discussion and knowledge building?
e) How does real-time assessment affect knowledge Building in flipped classroom?
3. Transcribe this interview data, leaving 2 inch on the rightside and in this side do the initial coding
4. Conclusion 1/2 page comment your feelings on this field excercise

Use one of the format discuss in these article to do the initial coding
Coffey &Atkinson “concepts and coding”, pg 26-53
Saldana “writing analytic memo”, pg 32-44
Denzin “the art of politics of interpretation”, pg 447-472

 

 

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