Report on the communication in a field of study


 

  1. The program (discipline) you are studying is Psychology. My goal is to work with children maybe through counseling.
  2. The program research guide you are using and things in it
  3. Analysis of one organization or website from your discipline
  4. Tips for communicating with folks in your discipline

The complete form shouldn’t be longer than three pages. Less than two full pages will be considered under-developed. Read the information below for a broad understanding of the purpose of this assignment. Refer to the attached template for more specific details on what to do.

What is a discourse community?

You learned earlier that writing does not exist in a vacuum, that it is a conversation between writer and reader. One scholar, Erik Borg, says that “We do not generally use language to communicate with the world at large, but with individuals or groups of individuals…these groups are gathered into communities.”

Each of us belongs to a number of these groups (called discourse communities). If you stop at a coffee shop routinely, you are a member of that community. Members know what the “rules” are for communicating with each other, what kind of greeting is used, what the standard length of comments is, what kind of comments are acceptable, and what kind are not. Other discourse communities might be related to activities with children, fitness, or church. You can probably think of examples of a conversation topic or a greeting that would be acceptable at the gym but not at church. In this assignment, you are going to look at the communication that occurs in one of your discourse communities, the one formed by an interest in your field of study (major, program, or discipline).

How do I learn about the discourse community in my field?  

What will you be looking for? You will be looking at the kinds of reading and writing members of the community do; the expectations and rules (conventions) for the communication; the way they communicate with each other online; and other tips that help you understand this group.

  1. Psychology:  Here’s the link to the Psychology Research Guide.



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Field experience c: discipline | Special Education


 

Important policies, guidelines, and procedures are mandated concerning the discipline of students who receive special education services. The staff, parents, district and campus administration, and related service providers may all be involved in the decision making process regarding consequences for actions that may be related to the disability. There are procedural processes involved in determining the following: manifestation hearings, the need to conduct a functional behavioral assessment (FBA), and the development and implementation of behavior intervention plans (BIP). IEP team members must also document decisions regarding suspension, expulsion, or a need for a change of placement. Administrators, lead teachers, and other key special education staff are responsible for implementing the policies and disciplinary regulations. Failure to comply with these important regulations can place these individuals and the district in a liable situation.

Interview two of the following: a principal; assistant principal; administrator; lead special education teacher; school psychologist, or behavior interventionist/coach



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Clinical field experience b: data collection and assessment


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MY CLASSES

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MESSAGES

ECEartha Coard

GCU Student

SPD-550eventannouncementsinsert_drive_filelibrary_booksmessage99+psychologymenu_bookT1T2T3T4T5T6local_librarySSCpeopledescriptionT4

Topic 4: Connecting Content and Standards

Sep 23, 2021 – Sep 29, 2021Max Points:155

Objectives:

  1. Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for students with disabilities. [CEC 4.2, ICSI.4.K1, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.5.S19, IGC.4.K1; InTASC (6(g), 6(j), 6(k), 6(l), 6(o), 6(t)]
  2. Plan instruction for students with disabilities that uses appropriate strategies and assistive technologies, and enhances language development and communication skills. [CEC 5.2, 5.3, 5.4, ICSI.5.K2, ICSI.5.K3, ICSI.5.S6, ICSI.5.S7, ICSI.5.S8, ICSI.5.S9, ICSI.5.S10, ICSI.5.S15, ICSI.5.S16, ICSI.5.S19, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S4, IGC.5.S7, IGC.5.S9, IGC.5.S12, IGC.5.S13, IGC.5.S14, IGC.5.S21, IGC.5.S23, IGC.5.S24, IGC.5.S25; InTASC 2(a), 2(g), 2(h), 5(h), 7(b), 7(k), 8(a), 8(h), 8(k), 8(l), 8(n), 8(o)]
  3. Plan formative and summative assessments for students with disabilities that are aligned to learning goals and objectives and use appropriate strategies and assistive technologies, based on individual student needs. [CEC 4.1, 4.4, 5.3 ICSI.4.K1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S3, ICSI.5.S21, IGC.4.S2, IGC.4.S3, IGC.5.K11; InTASC 6(a), 6(h), 6(i), 6(j), 6(k), 6(p), 6(r)]
  4. Describe ways to provide students with disabilities feedback on formative assessments and help prepare them for summative assessments. [CEC 4.4, ICSI.4.S5, ICSI.4.S7, IGC.5.S12 ; InTASC 6(d), 6(f), 6(l), 6(m), 6(n)]
  5. Reflect on professional practices related to assessing students, formally and informally, to meet the needs of students with disabilities. [CEC 4.1, 4.2, 6.1, 6.4, ICSI.4.K1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S5, ICSI.4.S7, ICSI.4.S8, ICSI.4.S9, ICSI.6.K1, ICSI.6.K13, ICSI.6.K14, ICSI.6.S1, ICSI.6.S5, ICSI.6.S8, ICSI.6.S11, ICSI.6.S13; InTASC 6(j), 6(q), 6(t), 9(l), 9(o)]

Assessments

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Topic 4 DQ 1

GO TO DISCUSSIONStart DateSep 23, 2021 12:00 AMDue DateSep 25, 2021 11:59 PMPoints5StatusUngradedAssessment Description

Assistive technology comes in many forms. What are some simple, inexpensive technologies you may use in the classroom for a student who is easily distractible, has difficulty paying attention, and is fidgety? Name three items, and explain how they would be used.

Topic 4 DQ 2

GO TO DISCUSSIONStart DateSep 23, 2021 12:00 AMDue DateSep 27, 2021 11:59 PMPoints5StatusUngradedAssessment Description

Some pieces of technology are very expensive, easily breakable, and need updating often. These pieces of technology often go back and forth from home to school with the student, which increases the opportunity for breaking or misplacing them. What are three ways you can increase student and parent accountability with these pieces of technology?

Clinical Field Experience B: Data Collection and Assessment

SUBMIT ASSIGNMENTlopes-writeRequires LopesWriteStart DateSep 23, 2021 12:00 AMDue DateSep 29, 2021 11:59 PMPoints50RubricView RubricStatusUpcomingAssessment Description

Data collection is an essential aspect of the special education field. Assessment can come in all forms, from formative, informal, summative, formal, standardized, and anecdotal assessments. Special educators need to use this data when making educational and IEP decisions. Being data literate and understanding how to use data appropriately will help increase the efficacy of the special educator and student results.

Allocate at least 4.5 hours in the field to support this field experience.

Observe a certified special educator in the setting of your choice (inclusion, resource, self-contained, etc.), consistent with your choice from Clinical Field Experience A.

Observe the delivery of two or more lessons and take notes on the types of assessments the teacher uses, how data is gathered, and how the data he or she gathers is used. Consider all types of assessments, even those that are very informal such as signals for understanding, questioning techniques, and group and independent work.

After you observe and take notes, meet with the certified special educator to ask the following questions:

  • What type of data did you plan to collect during the lessons?
  • How do you collect data? How do you store it?
  • What do you use this data for?
  • When do you revisit the data?
  • When and how do you share data with students? Teachers? Parents? Other service providers?
  • How often do you assess students in a typical lesson?
  • Which types of data do you find most useful? Why?

Use any remaining field experience hours to collaborate with the teacher in providing instruction and support to the class.

Reflect upon your observations, interview, and collaboration in a 250-500 word summary. How does the teacher’s use of data correlate with your recent research on data collection and use? Be sure to explain how you will use your findings in your future professional practice.

Support your findings with feedback from your mentor and at least one scholarly resource.



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Clinical field experience b: behavior plan review


 

The manner in which a teacher responds to a student’s challenging behavior can result in positive and negative outcomes. Often students have been conditioned that by engaging in certain behaviors their needs or wants will be met, thus making the challenging behavior an adaptive behavior. Teachers need to be aware of how they respond to challenging behavior to avoid inadvertently reinforcing the challenging behavior. However, by teaching and positively reinforcing replacement behaviors, students will learn to engage in more appropriate behaviors to get what they want and need.

 

Coordinate with a certified special education teacher to work with a student or small group of students who have behavior plans in place. Teach an activity of your mentor teacher’s choice to the students and observe the following:

  1. Setting: What is the setting like surrounding where the students are participating in the activity?
  2. Interventions/Plans: What are the interventions, replacement behaviors, and/or goals in place for the students?
  3. Crisis Plan in place by mentor/district: Refer to Topic 6 assignment. What plans are in place to ensure students’ safety?
  4. Activity: What is the activity you are facilitating? How does it support the behavior needs of the students? If it does not fully support the student behavior needs, how could it be adapted?
  5. General behavior during activity: How did the students engage with the activity, you (as the teacher), and any other students?
  6. Misbehavior or disruptive behavior: Did the students display any misbehavior or disruptive behavior? Why do you think they did or did not behave appropriately? Or, if they behaved appropriately, what do you feel contributed to them following the expectations without misbehavior?

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Part 1

In 250‐500 words, summarize and reflect upon the above observation points in your clinical field experience. 

Part 2

In an additional 250‐500 words, explain how you will use what you have learned from the clinical field experiences in this course in your future professional practices relating to behavior management and addressing any crisis situations observed or discussed with mentor. Cite the Ethical Principles and Professional Practice Standards in your response.

APA format is not required, but solid academic writing is expected.



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Field experience d: responding to the needs assessment data


 

Allocate at least 5 hours to complete this field experience, examining and working with your field experience students, identifying their unique literacy and learning needs.

Utilizing the needs assessment data you collected for the student from your field experience classroom in Topic 6, consult with your 1st grade class mentor teacher to create or modify an English Language Arts lesson or mini-lesson that you can teach to a whole group, small group, or to the individual student. The lesson should be focused on the learning needs uncovered in the needs assessment.

After the lesson, debrief with your mentor teacher about the teaching experience, and the progress of the student as a result of the instruction. Spend the remainder of your field experience hours observing your teacher or another language arts teacher in your school, looking for evidence of summative and formative assessment. 

Write a 250-500 word summary of the lesson, your teaching experience, and the feedback your mentor gave you, and how you plan to apply what you learned to your future professional practice.

APA format is not required, but solid academic writing is expected.



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Unit field trip | Education homework help


  

Providing students with real-world experiences tied to the academic content they learn within the classroom is priceless. Teachers will be asked to seek out local opportunities to bridge content understanding, and planning such occasions is imperative.

Based on your completed benchmark assignment, plan a field trip (virtual or in-person) to provide students with a real-world experience related to the content learned (i.e., museums, plays, art galleries, etc.)

In 500-750 words, outline the following about your field trip:

· At least one social studies standard and one arts standard, and at least two standards-based objectives that will be met on the field trip

· Location of field trip and summary of learning in which students will be engaged

· Explanation of how the field trip will guide students in analyzing real-world issues or situations

· Description of digital tools or resources that can be incorporated into the design of the field trip

· A project -based post-field trip learning experience that incorporates cross-disciplinary perspectives, knowledge, and skills

· Rationale for how the field trip enhances the unit plan by developing students’ critical thinking and content-area skills

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.



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Clinical field experience a: i do, we do, you do


 

            

Allocate at least 2 hours in the field to support this field experience.

Part 1: I Do, We Do, You Do Observation

For this field experience, you will observe your choice of a Grade K-8 class during the introduction of a new literacy concept. Coordinate with a Grade K-8 teacher to find a time to observe the introduction of a new literacy concept.

During your observation, take notes on the teacher’s instruction and complete the “I Do, We Do You Do Template” to identify the methods your mentor teacher uses when introducing the new concept in literacy. Not all teachers will use the same models, but do your best to identify the IWY components observed in the lesson plan. If the teacher does not use the IWY strategy, then explain his or her teaching strategy. 

Part 2: Teacher Collaboration

After observing the literacy lesson, collaborate with your mentor teacher, take notes, and discuss the following:

  1. What instructional methods do you use when introducing and teaching a new concept in literacy? 
  2. Does your model include direct instruction, guided practice, and independent work?
  3. What strategies do you use to create class interaction and discussion?
  4. Can you give examples of how you differentiate for your students?
  5. How do you assess your students’ understanding of new concepts being taught?
  6. How do you accommodate the engagement and understanding of atypical students?
  7. When and where do you find the most gaps when introducing a new concept in literacy?
  8. What are your reflections on the overall degree of effectiveness of your model for teaching new concepts in literacy?
  9. How do you seek professional opportunities to improve instructional practices in the area of literacy?

Ask additional or follow-up questions as appropriate. Be sure to take notes regarding your teacher collaboration on the “I Do, You Do, We Do Template.”

Part 3: Reflection

In 250-500 words, summarize and reflect upon the observations and collaboration about the instructional strategies that were implemented during the literacy lesson. Explain how you will use your findings in your future professional practice.

Submit the “I Do, We Do, You Do,” template, teacher collaboration notes, and reflection as one deliverable.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. 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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.



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clinical field experience b: mathematical pre-assessment | methods and strategies for teaching mathematics


 

Allocate at least 4 hours in the field to support this field experience.

Part 1: Pre-assessment and Implementation

Follow these steps for this week’s field experience:

  1. From your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.
  2. With this information, complete the “Math Pre-Assessment” where you develop a pre-assessment in the math content area that aligns to the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify ho well selected students know the concept and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs.
  3. Share the pre-assessment with your mentor teacher and ask for his or her feedback.
  4. Administer the pre-assessment that you created with the selected group of students and use the data to prepare for Clinical Field Experience C.

Part 2: Reflection

In 250-500 words, summarize and reflect on your field experience and the steps you took to identify students for the pre-assessment. Consider:

  1. How did the pre-assessment provide data to determine the learning gaps and needs of students?
  2. What challenges did you face when developing and delivering the pre-assessment?
  3. Explain how you will use your findings in your future professional practice.



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Clinical field experience a: understanding pre-referral assessments – | Special Education


  

RTI is a systematic pre-referral assessment process employed by school staff to ensure universal, targeted, and intensive individualized interventions are implemented prior to initiating the formal special education referral process. RTI requires collaboration with colleagues to select and develop RTI interventions and assessments to be administered to students. Teachers should have knowledge and skills in recording and interpreting RTI assessment data. They should also be adept at developing informal assessments to support the RTI process to guide day-to-day planning and teaching in the classroom. 

Allocate at least 2 hours in the field to support this field experience. 

Part 1: Pre-Referral Assessments

Observe and collaborate with a certified special education teacher in a K-5 grade setting about pre-referral assessments and his or her role in the RTI process. 

Your conversation should address the following prompts:

  1. The criteria and distinguishing      factors of RTI Tier 1, RTI Tier 2, and RTI Tier 3
  2. Examples of and how RTI Tier 1,      RTI Tier 2, and RTI Tier 3 interventions and assessments are developed and      administered to students
  3. How the classroom teacher      records and interprets information from the RTIs
  4. How the RTI information is used      in making eligibility, program and placement decisions for individuals      with disabilities
  5. Strategies in communicating RTI      results to various stakeholders

Part 2: Collaboration

Collaborate with the K-5 certified special education teacher to develop an informal assessment that could be used to gauge student academic progress at RTI Tier 1 for reading, math, or another core content area. Your informal assessment can include, but not limited to, quizzes, exit tickets, or work samples. This informal assessment will be administered to a student in the field experience classroom for the Clinical Field Experience B.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

In 250-500 words, summarize and reflect on your observations and collaboration explaining how you will use your findings in your future professional practice. Additionally, describe the informal assessment that was developed, including the content and purpose of the assessment for addressing RTI Tier 1 factors.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.



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