Instructional high leverage practices table


Create a table with 3 columns: HLP, Brief Description, How Will I Incorporate in my Classroom. Complete the table for the Instructional HLPs (11 – 22).

Will be submitted via turn it in 

please use the websites below

https://ceedar.education.ufl.edu/wp-content/uploads/2017/11/HLP-flyer-list.pdf

https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf



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Edu 533 week 5 discussion | EDU 533 – Instructional Design and Development | Strayer University


 Designing Your Instructional Message

  • Select one (1) of the four (4) pre-instructional strategies listed in Table 8-1 (Chapter 8) of the course-required textbook to introduce the learning audience to the content of the instructional material you will develop for your final project. Specify the function, content structure, learner, and task attributes as they relate to your selected project. (Note: Be sure to include the title of your project and a brief description to provide your classmates with context for their responses.)
  • Respond to the posts of at least one peer with substantive feedback.



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Discussion board | EDSP 410 – Instructional Adaptation for Special Education (D) | Liberty University


Considering the importance of students being provided accommodations and modifications to access the general education curriculum alongside their non-disabled peers, where is the line at which accommodations enable the student versus empower them? The student will complete three Discussions in this course. The student will post one thread of at 

least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student 

must then post two replies of at least 150 words by 11:59 p.m. (ET) on Monday of the assigned 

Module: Week. For each thread, students must support their assertions with at least one scholarly 

citation in current APA format. Each reply must incorporate at least one scholarly citation in 

current APA format. Any sources cited must have been published within the last five years. 

Acceptable sources include the textbook and peer-reviewed articles. Biblical worldview with 

supporting scripture needs to be evident.



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Edu. 381 curriculum & instructional design week 4 assignment


Differentiated Instruction

By using a variety of instructional models and strategies, teachers differentiate instruction. Read chapter two in your text and, in a three-page paper, not including title and reference pages, discuss the concept of the differentiation.

Be sure to address the following topics in your paper:

 

  • What is differentiation?
  • What theoretical or research background is there for this instructional method?
  • How does it work? What will it look like in your own classroom? Give an example of how you could differentiate instruction.
  • What experiences have you had with this method?
  • What do you still need to learn about this method? What questions do you have about this method?
  • What conclusions can you draw about this method?

 

You MUST refer to chapter two in your text, other resources, and your experiences to complete this assignment. Cite at least one source in addition to your text. The source does not need to be scholarly. Make sure your paper is in APA format.

 

 

 

Book: Hansen, C, B., Buczynski, S., and Pucket K., S. (2015) Curriculum and Instruction for the 21at century. Bridgepoint Education

 

 

 

Example of how assignment should be structured is provided and attached. If you have any questions in regards to this assignment, please feel free to ask me. Thanks for all your help.

 



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Instructional objectives for this activity:establish credibility in


 Instructional Objectives for this activity:Establish credibility in desired career path in criminal justice.

Crime scene investigation is a highly popular occupation in the criminal justice field today. The essence of the crime scene investigator is to identify, documentation, collect, and preserve evidence. Unlike Hollywood’s dramatic presentation of crime scene investigation, crime scene investigators’ primary job is to make sure all evidence is properly documented, collected, and preserved from every crime scene. Crime scene investigators present only facts in court, rarely or never their opinion. Only their perfectly documented evidence is admissible. The crime scene investigator who does not document the crime scene thoroughly will be presented in the court room by the defense as having no integrity, perhaps compelling the judge or the jury to question his/her credibility.

Furthermore, crime scene investigators who do not document thoroughly are not well valued by their peers. Colleagues will not trust individuals who do not present reports, correspondences or other documents credibly or professionally. Moreover, criminal justice professionals will not want to work crime scenes with peers who lack effective verbal and non-verbal communication skills; one potential misgiving is a fear of repercussion.

Inability to communicate or document well is a liability to any agency. It is extremely likely that the crime scene investigator who does not document well in APA style, and who does not thoroughly document the crime scene, will not remain employed.
APA style is used by all criminal justice students at every university in the United States and by criminal justice professionals who write articles and papers to document where they found information. Writing credibly in APA style is vital.

  • An APA in-text citation always contains the author’s last name only, year of publication, and page or paragraph number, is enclosed in parentheses, and is placed before the period at the end of the sentence, for example, (Jones, 2009, p. 7) or (Jones, 2009, para. 1).
  • An APA in-text citation is a short version of an APA reference, which is used by the reader of an article or paper to locate the original source for further information.
  • An APA reference for a regular textbook always contains the author’s last name and first initials, the year of publication, the title of the book, the city and state of the publisher and the name of the publisher at minimum.

Please respond to all of the following prompts:

  • Research how a crime scene investigator documents evidence in a crime scene.
  • Discuss how it is strikingly similar to APA style used by criminal justice professionals used to document sources for writing reports, articles, and papers and why it is so important to learn how to use APA style.

The minimum expectation for class discussions is to respond directly to each part of the discussion prompt and to respond to at least two other posts, either by a student or instructor, by the end of the week:

  1. Submit one main post responding directly to each part of the discussion prompt.
    • This should be a substantive response to the topic(s) in your own words, referencing what you have discovered in your required reading and other learning activities.
    • You may use resources in addition to your textbook that support your post(s); however, you must mention the source(s) that you used in your post(s).
  2. Reply to at least two posts. Responses can be made to students or to your instructor.
  3. Responses to other individuals’ posts should:
    • Expand on their ideas.
    • Discuss the differences between your thoughts and theirs.
    • Explain why you agree or disagree.

For citation guidelines, please refer to the table in the APA S 



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Edu. 381 curriculum & instructional design week 2 assignment


Matching Objectives to Instruction

Review the Common Common Core State Standards website. Select an academic standard for a content area you will be teaching that is compatible with the direct instruction model and write a two-page paper using the KUD format: know, understand, and able to do.
http://www.corestandards.org/read-the-standards/

 


For this assignment:

 

  • Write one students will understand objective, at least two students will know objectives, and at least two students will be able to do objectives to match the standard you have chosen.
  • List and describe at least two activities that could be used in a direct instruction lesson plan to support these objectives.
  • Refer to Chapters 3 and 4 of your text, at least two additional scholarly sources, and your own insights/experiences to complete this assignment.

 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

 

 

Book: Hansen, C. B., Buczynski, S., and Pucket, K., S. (2015). Curriculum and Instruction for the 21st Century. Bridgepoint Education.

 

If you have any questions in regards to this assignment, please feel free to ask me. Thank You!

 

Sample is attached

 



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Instructional strategies for children with special needs


Choose three instructional strategies, using the attached document and journal articles, that you like and have either used or plan to use in the future. Explain the strategy, how it is used (how you used it if applicable), and for what populations this would be most beneficial. 

The answer must be at least 400 words in the original thread with an in-text citation (f 



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Clinical field experience b: student needs and instructional planning | methods and strategies for teaching english language arts


 

Allocate at least 3 hours to complete this field experience.

Use the “Clinical Field Experience B- ELA Pre-Assessment” template to complete this assignment.

Part 1: Pre-Assessment and Implementation

During your previous observation in your field experience classroom, you identified 3-5 students, above, at, or below standard achievement who would benefit from additional learning support. You also identified the standards and unit that your mentor class is currently learning.

With this information, develop a pre-assessment in the English Language Arts content area using the “ELA Pre-Assessment” template. The pre-assessment must align with 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 how 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.

  1. Share the pre-assessment with your mentor teacher and ask for his or her feedback.
  2. Administer the pre-assessment that you created to the selected group of students and use the data to prepare for the lesson plan in Clinical Field Experience C.
  3. With your mentor teacher, identify a book that can be used to create ELA activities appropriate for the identified students. You will use this book for your upcoming “Clinical Field Experience C: ELA Mini-Lesson Plan” assignment.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

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



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Instructional strategies for children with special needs – due asap


 

Choose three instructional strategies, using the attached document and journal articles, that you like and have either used or plan to use in the future. Explain the strategy, how it is used (how you used it if applicable), and for what populations this would be most beneficial. 

The answer must be at least 400 words in the original thread with an in-text citation



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Instructional plan analysis | Education homework help


    

        Week 3 – Assignment       

      

Instructional Plan Analysis

To actualize your understanding of brain research-based principles  along with learner motivation and engagement, it is important to see how  each principle connects with that of instructional planning. This  assignment gives you the opportunity to explore sample instructional  plans with brain research-based principles, stages, and strategies in  mind while considering their support of support learner motivation and  engagement.

Prepare

Refer to Chapter 21 in Jensen (2008) and Jensen’s website: Principles of Brain-Based Learning (Links to an external site.).

Read Jensen’s 6 Quick Brain-Based Teaching Strategies (Links to an external site.)

View Big Thinkers: Judy Willis on the Science of Learning (Links to an external site.) video (11:34)

Select one lesson from the model plans listed. Read the entire plan  and analyze it with brain research-based principles in mind. Be sure to  read each section of the plan you selected, paying attention to expand  the content as directed within each section.

Review the Instructional Plan Analysis sample assignment as a guide. 

Content Instructions
Construct a formal essay that follows the Content and Writing Instructions below:

  • Plan Summary: In a single paragraph, identify the plan evaluated and summarize it.
  • Brain-based Principles and Strategies: For the chosen plan, analyze  which brain-based principles and strategies are represented and provide  at least one example for each principle and strategy observed to show  how.
  • Recommendations: Make a recommendation as to what principle(s) and  strategies could be added or expanded upon to enhance the plan and  ultimately, more effectively reach all learners.
  • Motivation and Engagement: Describe aspects of the lesson that are likely to motivate and engage learners.
  • Recommendations: Make specific recommendations as to how the plan could be improved with regard to motivation and engagement.

Written Communication Instructions

Submitting your Assignment

  • Submit your assignment for evaluation. Include the ink to your ePortfolio in the comments box when uploading.
  • Archive your assignment in your ePortfolio by uploading to your  Portfolium account. Once assignments are uploaded to your ePortfolio,  they are considered artifacts and will be referenced as such.
  • Once logged in to your Portfolium account, select “Add Work.” Follow the step-by-step instructions.
  • Once uploaded, add a title (e.g., Instructional Plan Analysis) and a one- to two-sentence description. 
    • Select “Education” as the category and give it the same title as the previous step.
    • Your artifact should now be viewable in your Portfolio.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.



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