Daisy arabella | EDU 510 | Strayer University–Lithonia


Week 3 Assignment 1 Submission Click the link above to submit your assignment.  Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center. Instructors, training on how to grade is within the Instructor Center.  Assignment 1: Assessment Project – Part 1 Due Week 3 and worth 240 points  Use the Internet and Strayer databases to research one (1) topic from the list of recommendations the superintendent provided or your own approved topic. Justify your topic selection by highlighting its relevance to your chosen district being able to successfully meet its K-12 assessment goals. Your research should also focus on locating current issues, applications, assessment strategies, and tools related to your selected topic. Once you complete your research, submit this portion of the white paper to your superintendent for review and feedback.  Write a five to seven (5-7) page paper in which you:  Propose your research topic in which you detail its relevance to meeting one (1) or more K-12 assessment goals in your chosen school district, focusing on a specific grade level, discipline, or target student population (gifted students, students with special needs, etc.). Examine at least three (3) key political, legal, and / or current issues related to your chosen topic. Describe at least three (3) specific needs of the students in the school district including students with special learning needs. Propose at least three (3) applications your topic has to K-12 assessment in your chosen school district. Provide at least four (4) sources that document detailed information about your proposed topic. The sources must be written within the last five (5) years. Your assignment must follow these formatting requirements:  Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are:  Assess various measures for assessing learners’ progress, including formal, test-based measures, and informal and observational measures. Analyze traditional theories of assessment. Evaluate alternate forms of assessment for special populations. Use technology and information resources to research issues in educational assessment. Write clearly and concisely about educational assessment using proper grammar and mechanics. Click here to view the grading rubric for this assignment



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Creating a UDL Instructional Plan

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below. Prior instructor approval is required for those seeking to develop a lesson pertaining to another subject area. Regardless of subject, your lesson should align with specific grade level standards.

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.

To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder.

Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required.

Content Instructions

  • Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)
  • Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).
  • State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.
  • Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.
  • Teaching Methods:
    • Describe the anticipatory set (1 point)
    • Address how you will introduce and model new knowledge (1 point)
    • Describe the guided practice (1 point)
    • Describe the independent practice (1 point)
    • Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
  • Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.
  • Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.

Written Communication Instructions

  • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions

  • Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:
    • How does your lesson serve as motivation for learners?
    • How does your lesson stimulate critical thinking in your students?
    • How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?

Written Communication Instructions

  • Length Requirement (0.5 point): Two to three pages not including the title and references pages.
  • Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
  • APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.



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Daisy arabella | EDU 501 (K-12 Learning Theories) | Strayer University–Lithonia


Week 6 Assignment 2 Submission

Assignment #2: Interacting with Rad

Relying on both textural information and at least two (2) outside references, write a three to five (3-5) page report that answers the following:

  1. Describe the behavioral goal you set for Rad in Assignment #1.
  2. Choose either Bruner’s or Vygotsky’s Theory of cognitive development, and explain the fundamental tenets of the chosen theory.
  3. Describe the key ways that the approach to the desired goal would change with the chosen theory. Explain the assumptions to the chosen theory and the manner in which they may impact Rad or you as the Instructor.

The format of the report is to be as follows:

  • Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.
  • Use headers for each of the subjects being covered, followed by your response.
  • In addition to the three to five (3-5) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.

Outcomes Assessed:

  • Analyze the basic principles of learning theories.
  • Analyze how cognitive development influences learning ability and styles.
  • Use technology and information resources to research issues in.

Points: 200

Assignment 2: Interacting with Rad

Criteria

Unacceptable

Below 70% F

Fair

70-79% C

Proficient

80-89% B

Exemplary

90-100% A

1.  Describe the behavioral goal you set for Rad in Assignment #1.

Weight: 15%

Did not submit or incompletely met the stated criteria.

Partially met the stated criteria.

Satisfactorily met the stated criteria.

Thoroughly met the stated criteria.

2. Choose either Bruner’s or Vygotsky’s Theory of cognitive development, and explain the fundamental tenets of the chosen theory.

Weight: 30%

Did not choose or incompletely met the stated criteria.

Partially met the stated criteria.

Satisfactorily met the stated criteria.

Thoroughly met the stated criteria.

3. Describe the key ways that the approach to the desired goal would change with the chosen theory. Explain the assumptions to the chosen theory and the manner in it which they may impact Rad or you as the Instructor.  

Weight: 30%

Did not submit or incompletely met the stated criteria.

Partially met the stated criteria.

Satisfactorily met the stated criteria.

Thoroughly met the stated criteria.

4. 2 References

Weight: 5%

No references provided

Does not meet the required number of references; some or all references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required references; all references high quality choices.

5. Writing Mechanics, Grammar, and Formatting

Weight: 5%

Serious and persistent errors in grammar, spelling, punctuation, or formatting.

Partially free of errors in grammar, spelling, punctuation, or formatting.

Mostly free of errors in grammar, spelling, punctuation, or formatting.

Error free or almost error free grammar, spelling, punctuation, or formatting.

6. Appropriate use of APA in-text citations and reference section

Weight: 5%

Lack of in-text citations and / or lack of reference section.

In-text citations and references are provided, but they are only partially formatted correctly in APA style.

Most in-text citations and references are provided, and they are generally formatted correctly in APA style.

In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.

7. Information Literacy / Integration of Sources

Weight: 5%

Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.

Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.

Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.

Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.

8. Clarity and Coherence of Writing

Weight: 5%

Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.

Information is partially clear with minimal reasons and evidence that logically support ideas.

Information is mostly clear and generally supported with reasons and evidence that logically support ideas.

Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.



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