Benchmark – english language arts unit plan | methods and strategies for teaching english language arts


 

In planning and instructing ELA content, it is important to be able to create a cohesive unit that encompasses various aspects of ELA including reading, writing, speaking, viewing, listening, and thinking skills. 

Part 1: Unit Plan

For this benchmark, you will choose one of the three lesson plans you created in this course to build a weeklong unit plan. Complete the “ELA Unit Plan” template to prepare a weeklong English language arts unit plan. Utilize any previously received feedback from your instructor to modify and adjust instruction to meet the diverse needs of “Class Profile” students.

For the ELA unit plan, include the following components.

  • Lesson title
  • Alignment to ELA state standards
  • Learning objectives
  • Instructional strategies
  • Summary of instruction
  • Differentiation
  • Materials, resources, and technology
  • Formative and summative assessments

The unit plan must focus on integrating the following elements.

  1. Learning activities and instruction integrating ELA concepts on reading, writing, speaking, viewing, listening, and thinking skills that helps students apply skills to various situations, materials, and ideas.
  2. Differentiation activities based on the various cognitive, linguistic, social, emotional, and physical developmental needs of students in the “Class Profile.”
  3. Communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.
  4. Formative and summative assessments to modify, adjust, and strengthen instruction.

Part 2: Reflection

In 250-500 words, summarize and reflect on the process of creating a unit plan in English language arts. How does your unit plan help students successfully apply their developing skills to different situations, materials, and ideas? What challenges did you face when trying to meet the developmental needs of all students? How can family and community support the instruction and selected instructional strategies?



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Mathematics technology presentation | methods and strategies for teaching mathematics


 

A major component of being a teacher is the collaboration with the other teachers in your grade level to share ideas, resources, and learning activities in order to enhance instruction and meet the diverse needs of students.

For this assignment, create a 7-10 slide digital presentation professional development, for your peers, highlighting two forms of technology that can be used to enhance math instruction.

Include a title slide, reference slide, and presenter’s notes.

For each form of technology, include the following components:

  • A detailed description and how the technology works to engage students and enhance math instruction
  • A rationale for the benefits of using the technological tools to facilitate the creation or transfer of knowledge and skills
  • The safety precautions including the safe, legal, and ethical use of technology both at home and at school.
  • Description of how each form of technology can be used to support collaboration with families, students, and school personnel.
  • Description of how each form of technology engages students in collaboration with others in face-to-face or virtual environments

Support your findings with a minimum of three scholarly resources.



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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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Psy 635 week 2 quantitative methods quiz


 

PSY 635 Week 2 Quantitative Methods Quiz

Quantitative Methods Quiz

Question 1

When recruiting human subjects for a research study, the researcher must provide information about the potential risks and benefits of participation and allow the person to freely decide whether or not to participate. This process is called obtaining _____.

Question 2

If two measurements from the same group of people are being compared, which type of t-test must be used?

Question 3

A threat to internal validity in which concurrent events outside of the experiment may affect the dependent variable is called _____.

Question 4

Which of the following is an example of a ratio scale?

Question 5

The interval and ratio scales belong to which category of measurement scales?

Question 6

The two parameters needed to define a normal distribution are _____.

Question 7

This measure of variability is the square root of the variance.

Question 8

According to Henrich, Heine, and Norenzayan, many experimental findings cannot be widely generalized because most of the world’s population is not _____.

Question 9

Measurable characteristics of a population are called _____.

Question 10

Measured characteristics of a sample are called _____.



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Clinical field experience a: literacy assessment and framework | methods and strategies for teaching english language arts


 

Allocate at least 3 hours in the field to complete this field experience.

Part 1: Observation and Collaboration

Observe a grade K-3 certified general education classroom during English Language Arts instruction and then interview and collaborate with your mentor teacher about literacy assessment and developing a successful literacy framework.

Take notes during your interview and with your mentor teacher discuss the following:

  1. Which literacy assessments have proved to be successful in identifying student needs? How were these assessments chosen?
  2. What data collection methods are used to track and monitor student progress?
  3. How does assessment data drive curriculum and the literacy framework?
  4. What steps are taken to develop a literacy framework that meets the needs of all students?
  5. What does a comprehensive literacy framework include?
  6. What technology tools are used to focus on continuous and effective data?
  7. How is data information shared with students and students’ families?
  8. What does a typical literacy block of instruction include?
  9. How are the cognitive, emotional, social, and developmental needs of students factored into instruction choices?
  10. What steps are taken to monitor and adjust curriculum based on student needs
  11. What technology tools are utilized in the classroom to reinforce and develop literacy curricular concepts outlined in the literacy framework?

Ask additional and follow-up questions as appropriate.

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Obtain from your mentor teacher the unit and standards the class is currently learning, in order to prepare for future clinical field experience assignments.

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 upon your observations of literacy instruction and assessment, explaining how you will use your findings in your future professional practice. Include a summary of interview and discussion with mentor teacher detailing literacy in the classroom and how it is instructed, assessed, and developed to meet the diverse needs of students.

Submit a summary of the interview/discussion and reflection as one deliverable.



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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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Discussion: designing mixed methods research | RSCH 8110 – Research Theory, Design, and Methods | Walden University


  

Mixed methods research designs refer to a set of designs that purposively mix or integrate both qualitative data and quantitative data. As with quantitative research and qualitative research, the choice to use mixed methods research is influenced by the researcher’s philosophical orientation.

  

Questions: A response to the question, “To what extent is mixed methods research simply taking a quantitative design and a qualitative design and putting them together?” Next, explain the types of research questions best served by mixed methods research. Then, explain one strength and one limitation of mixed methods research. Finally, provide a rationale for or against the utility of mixed methods research in your discipline.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

*Please use also the Learning Resources and Required Media

                                            Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. doi: 10.3102/0013189X033007014

Retrieved from the Walden Library databases.

Collins, K. M., & O’Cathain, A. (2009). Introduction: Ten points about mixed methods research to be considered by the novice researcher. International Journal of Multiple Research Approaches, 3(1), 2–7. 

Retrieved from the Walden Library databases.

Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.

· Chapter 6, “Mixed Methods Designs and Approaches”

Required Media

Laureate Education (Producer). (2009b). Mixed methods: An example [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 11 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 



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Research methods | Education homework help


Semester Project: Selecting Sources 5&6 (Databases of Your Choice) 

 

Begin this portion of your Semester Project only after your Topic Paragraph, Thesis Statement and Research Questions have been approved by your professor.

Your final two sources (5&6) will be selected from the Library Database(s) of your choice. 

Your choice may be from a General Purpose database like Academic Search Premier or any of the more subject-specific databases available to you through the ASA Library. Please make sure these sources come from ASA library databases and not websites via Google. 

As with your previous source submissions, use the “Write Submission” tab below to create a text box and provide the following for EACH SOURCE:

  1. State your professor-approved Thesis Statement. This should be the same statement from all previous sources in this sequence.
  2. Provide the title of the article selection (journal, newspaper, magazine, etc.) you want to include.
  3. In your own words, briefly describe how this source serves to answer your Research Question(s) and supports your Thesis Statement. What information gaps might this selection fill that your previously selections did not provide?
  4. Find a direct quotation from this source and paste it in the text box below (this quotation should relate directly to your research question and provide a good example of why you selected this source).
  5. For the in-text and bibliography (Reference Page) citations needed later, provide the following information to credit this selected quotation:
  6. Using the “Cite” tool in the database, copy and paste the APA-style citation in the text box below.

REPEAT the above steps for your SIXTH database source. 

REMEMBER not to submit the assignment until you have completed BOTH sources. If you need to stop and continue later, use the “Save Draft” button. This will allow you to save your work and resume later. 

Please have this assignment complete and submitted via Blackboard by Sunday, January 5 at 11:59pm.



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2019 psy 635 week 5 mixed methods quiz


 

When reasons for using mixed methods in a published study are given, the most frequently given reasons are _____.

According to Hesse-Biber’s book, the five reasons to use mixed methods are _____.

The most frequently used type of quantitative data collection method used in mixed methods studies is _____.

When integrating the results of qualitative and quantitative analyses, _____ occurs when the two data sources contradict each other and cannot be reconciled.

In a(n) _____ design, quantitative data are collected and analyzed first, then qualitative data collection is done to follow up on the quantitative results.

According to Bryman, although qualitative and quantitative methods can be combined at various stages of a study, the defining features of research methods are _____.

A _____ sampling design for mixed methods involves separate samples for the qualitative and quantitative parts of the study recruited at the same time.

In a(n) _____ mixed methods design framework, researchers are interested in introducing and evaluating an intervention.

Which of the following is not one of the three basic mixed methods designs identified by Fetters, Curry, & Creswell as being implemented at the design level?

In a(n) _____ mixed methods design framework, researchers are interested in conducting a thorough investigation of a single unit of analysis



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