Record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.

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Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
25. Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
26. Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
27. Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
28. Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher-order thinking.
29. Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.

What is important for educators (teachers) to learn from the video? Why?

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I. A brief overview of what the video was about and some critical information shared.
II. Did you observe or learn anything new or surprising? Why?
III. What is important for educators (teachers) to learn from the video? Why?

What longitudinal data did you collect? Why are the data appropriate? How do the data support your student selection?

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Final Project:
The purpose of the final project will provide the future principal necessary skills to evaluate and analyze data to create a student achievement plan. The future principal will be able to identify student needs and implement the instructional plan to close any achievement gaps. Refer to the syllabus for details.
1. Identifying a Problem/Challenge (minimum of 2 pages)
Task:
With approval from the campus principal, identify one student connected to the school that MUST be identified as 504, English Learner (EL), or Special Education (SPED).
• Describe the impact the students instructional gap has on learning and/or achievement
• Use and explain how longitudinal data support your selection of the student; and
• Describe the expected results and how the change will affect the student’s achievement and learning
Guiding Prompts:
• Describe why the student was selected.
• What longitudinal data did you collect? Why are the data appropriate? How do the data support your student selection?
• What results do you anticipate? How will the results impact instructional practice and student learning?

2. Researching and Developing a Plan (minimum of 4 pages)
Task:
Develop a plan that
• Identifies research, school/district resources, and community/cultural influences to support the work for this student.
• Includes specific goals and a timeline with specific steps that delineate key colleagues’ involvement in the development of the plan;
• Describes communication strategies to reach various audiences; and
• Identifies a method to measure the plan’s effect on, if any, instructional practice and student learning
Guiding Prompts:
1. What significant research did you conduct and/or consult? How did it influence the development of the plan?
2. What school and/or district resources did you use? Explain how the resources affected the development of the plan.
3. What school/community/cultural influences affected the development of the plan? How did they influence the development of the plan?
4. Describe the plan you developed. What is the resolution after intervention, you hope to achieve, and how will the plan help achieve it? Provide examples to support your conclusion.
5. What is the timeline for each step of the plan? Provide a rationale for your choices regarding the timeline and steps.
6. Whom did you include to help develop the plan? Why did you select them, and what roles did they play in the development of the plan?
7. What strategies did you use to communicate the plan to various audiences? Provide a rationale for your choice of strategies.
8. How did you intend to assess the results of the plan and its impact on instructional practice and student learning? Identify examples of student work that demonstrate the impact on student learning from implementation of the plan. Provide a rationale for your choice of student work.

3. Implementing the Plan (minimum of 3 pages)
Task
Describe and analyze the implementation of the plan by
• Describing the actions you took to support the plan and your colleagues and the communication strategies you used to implement the plan;
• Explaining the monitoring process used to assess the implementation of the plan, including any adjustments made to the plan, and illustrating how implementation of the plan addressed the instructional gaps and how the plan specifically improved instructional practice and student learning.
Guiding Prompts:
1. What actions did you take to support the implementation of the plan? Provide examples.
2. Whom did you include in the implementation? Why and how did you include them?
3. What communication strategies did you use with these individuals, and why? What impact did these strategies have on the implementation of the plan?
4. What criteria and methods did you use to monitor the implementation of the plan? Why did you choose them?
5. What adjustments did you made during the implementation of the plan? Provide a rationale for your adjustments.
6. How effective was the implementation of the plan in addressing the student needs? Provide specific examples to support your conclusion.
7. How did the implementation of the plan impact both instructional practice and student learning? Provide examples from the student work samples to support your conclusion.
4. Reflecting on the Plan and the Resolution (minimum of 2 pages)
Task
Reflect on the effectiveness of the plan by
• Describing any changes you would make to the plan based on the resolution;
• Explaining how this process influenced your approach to future problem-solving situations; and
• Reflecting on the effectiveness of the resolution of the plan.
Guiding Prompts
1. Based on the quality of the resolution, what changes would you make to the development and implementation process if you were to do this again?
2. What lessons have you learned from the entire process of developing and implementing the plan?
3. How has what you have learned influenced the way you will approach future problem-solving tasks?

Describe the impact the students instructional gap has on learning and/or achievement

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Final Project:

The purpose of the final project will provide the future principal necessary skills to evaluate and analyze data to create a student achievement plan.  The future principal will be able to identify student needs and implement the instructional plan to close any achievement gaps.  Refer to the syllabus for details.

  1. Identifying a Problem/Challenge (minimum of 2 pages)

Task:

With approval from the campus principal, identify one student connected to the school that MUST be identified as 504, English Learner (EL), or Special Education (SPED).

  • Describe the impact the students instructional gap has on learning and/or achievement
  • Use and explain how longitudinal data support your selection of the student; and
  • Describe the expected results and how the change will affect the student’s achievement and learning

Guiding Prompts:

  • Describe why the student was selected.
  • What longitudinal data did you collect? Why are the data appropriate? How do the data support your student selection?
  • What results do you anticipate? How will the results impact instructional practice and student learning?
  1. Researching and Developing a Plan (minimum of 4 pages)

Task:

Develop a plan that

  • Identifies research, school/district resources, and community/cultural influences to support the work for this student.
  • Includes specific goals and a timeline with specific steps that delineate key colleagues’ involvement in the development of the plan;
  • Describes communication strategies to reach various audiences; and
  • Identifies a method to measure the plan’s effect on, if any, instructional practice and student learning

Guiding Prompts:

  1. What significant research did you conduct and/or consult? How did it influence the development of the plan?
  2. What school and/or district resources did you use? Explain how the resources affected the development of the plan.
  3. What school/community/cultural influences affected the development of the plan? How did they influence the development of the plan?
  4. Describe the plan you developed. What is the resolution after intervention, you hope to achieve, and how will the plan help achieve it?  Provide examples to support your conclusion.
  5. What is the timeline for each step of the plan? Provide a rationale for your choices regarding the timeline and steps.
  6. Whom did you include to help develop the plan? Why did you select them, and what roles did they play in the development of the plan?
  7. What strategies did you use to communicate the plan to various audiences? Provide a rationale for your choice of strategies.
  8. How did you intend to assess the results of the plan and its impact on instructional practice and student learning? Identify examples of student work that demonstrate the impact on student learning from implementation of the plan.  Provide a rationale for your choice of student work.
  1. Implementing the Plan (minimum of 3 pages)

Task

Describe and analyze the implementation of the plan by

  • Describing the actions you took to support the plan and your colleagues and the communication strategies you used to implement the plan;
  • Explaining the monitoring process used to assess the implementation of the plan, including any adjustments made to the plan, and illustrating how implementation of the plan addressed the instructional gaps and how the plan specifically improved instructional practice and student learning.

Guiding Prompts:

  1. What actions did you take to support the implementation of the plan? Provide examples.
  2. Whom did you include in the implementation? Why and how did you include them?
  3. What communication strategies did you use with these individuals, and why? What impact did these strategies have on the implementation of the plan?
  4. What criteria and methods did you use to monitor the implementation of the plan? Why did you choose them?
  5. What adjustments did you made during the implementation of the plan? Provide a rationale for your adjustments.
  6. How effective was the implementation of the plan in addressing the student needs? Provide specific examples to support your conclusion.
  7. How did the implementation of the plan impact both instructional practice and student learning? Provide examples from the student work samples to support your conclusion.
  8. Reflecting on the Plan and the Resolution (minimum of 2 pages)

Task

Reflect on the effectiveness of the plan by

  • Describing any changes you would make to the plan based on the resolution;
  • Explaining how this process influenced your approach to future problem-solving situations; and
  • Reflecting on the effectiveness of the resolution of the plan.

Guiding Prompts

  1. Based on the quality of the resolution, what changes would you make to the development and implementation process if you were to do this again?
  2. What lessons have you learned from the entire process of developing and implementing the plan?
  3. How has what you have learned influenced the way you will approach future problem-solving tasks?

 

Provide at least five points with references for each point that support your arguments in favor of the statement.

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Topic: Federal and State funding in Higher Education.  See files attached for my debate topic paper and grading rubric.

During Module 3: Week 3 of the course, the student selected 1 of the major social or political aspects of higher education that is addressed in this course to focus on for this assignment. One of the important characteristics of higher education faculty, staff, and administrators is the ability to approach an issue from a balanced viewpoint using information that relates to multiple sides of the issue. To that end, this assignment is designed to help students prepare as if they were presenting, either orally or in writing, about 1 of the social or political aspects facing higher education institutions. The structure of this paper is similar to that of a debate.

For this Debate Case, provide the following items in the paper:

General description of the topic including the types of institutions and characteristics of students (particularly in light of the increasing diversity of the student population) most impacted by the issue.

A single-sentence statement identifying what the specific issue is (resolution).

Affirmative Case (arguments in favor of the statement)

Provide at least five points with references for each point that support your arguments in favor of the statement.

Negative Case (arguments against the statement)

Provide at least 5 points with references for each point that support your arguments against the statement.

A brief summary of highlights for both sides of the topic and the implications for college students, along with biblical principles that support at least 1 of the affirmative and one of the negative arguments.

As you develop your arguments for both sides of the resolution, keep in mind that personal opinions should be excluded. In the affirmative and negative case sections of this paper you are presenting arguments based on evidence.

The body of the paper must be at least 2,500 words.

This assignment must reflect current APA style, which includes, but is not limited to, using one inch margins on all sides, 12-point Times New Roman font, consecutive page numbers in the upper right corner of the header, a title page, an abstract, and a reference page.

Write a paper about the differences between anaerobic and aerobic adaptations in training.

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Write a paper about the differences between anaerobic and aerobic adaptations in training.

Your assignment should be 3 – 5 pages in length, formatted following APA standard guidelines (double-spaced, 12-point Times New Roman), plus a title page and a references page.

How might your practice change and develop as a result of this analysis and learning?

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Critical incident happen at classroom to you as teacher.
[12:08, 20/02/2021] Giuma Reeh: • What happened, where and when? Give a brief history of the incident.
• What is it that made the incident ‘critical’?
• What were your immediate thoughts and responses?
• What are your thoughts now? What has changed/developed your thinking?
• What have you learned about (your) practice from this?
• How might your practice change and develop as a result of this analysis and learning?
[12:09, 20/02/2021] Giuma Reeh: evidence of standing back from the event;
􀁸 an internal dialogue – a conversation with oneself that considers alternative
explanations;
􀁸 evidence of looking at the views of others, considering the alternatives and
learning from them;
􀁸 seeing the significance of the passage of time on reflection;
􀁸 noticing of other, possibly unrelated events that affect actual behaviour
and/or subsequent reflection;
􀁸 awareness of reconstructing the event in retrospect – creating a story that
may not be ‘true’.
􀁸 recognition that there may be no conclusion and still things to be learnt from a
situation;
􀁸 reflection on one’s own process of reflecting (metacognition).

Evaluate the impact of underpinning philosophy, significant policy and legislation in the context of day to day provision and practice.

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Compare and contrast concepts, ideas and/or approaches from two key thinkers (philosophers or early pioneers) which support and/or challenge contemporary practice with children and/or young people.
You should use reading and focused examples from practice to support your discussion and justify your views.
Anonymity of individuals, workplaces, schools and settings must be maintained throughout the essay.
Students working towards JNC professional status are invited to annotate their text to illustrate links with professional standards.

1.Demonstrate detailed knowledge and understanding of underpinning philosophies of education, as appropriate to the work sector and area of study.
3.Evaluate the impact of underpinning philosophy, significant policy and legislation in the context of day to day provision and practice.
4.Demonstrate the ability to communicate accurately and reliably, and make structured arguments.

Example.
Intro – about 200 words
Context philosophy 1 and 2 explore key points of each philosophy separately. (each paragraph based around comparing or contrasting one key point in both philosophies) – about 400 words.
Main body – (point of comparison, point of contrast) -demonstrate your understandings of links and connections. (Point of comparison, point of contrast) – can construct a broader argument or narrative by order of points – about 1200 words.
Conclusion – about 200 words
Use citations and references as necessary.

Reflect on how you have used theory to improve your practice; critically analyse the value of these reflections in supporting your professional development;

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You will consider how the process of reflection has developed your practice, drawing on elements 1 and 2 and additional research relating to the age/phase of your professional context.

Bringing together theory and reflection on your practice, this written element should be a reflection on how the process of being a reflective practitioner has helped develop your practice.

You will:

reflect on how you have used theory to improve your practice;
critically analyse the value of these reflections in supporting your professional development;
draw on examples from your weekly reflections (Element 2);
evaluate the impact on outcomes for learners;
use theory from previous assignment (Element1), lecture inputs and seminar activities to support your reflection

Explain how the plan will meet the needs of the students identified in the “Class Profile.” Support your choices with references to the CEC Ethical Principles and Professional Practice Standards.

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REVISION
COMPLETE THE CLASSROOM MANAGEMENT TEMPLATE . ANSWER ALL THE BULLET POINTS IN THE ASSIGNMENT. n addition, rationalize your classroom management plan decisions in 250-500 words, explaining how the plan will meet the needs of the students identified in the “Class Profile.” Support your choices with references to the CEC Ethical Principles and Professional Practice Standards.

Support your findings with a minimum of two scholarly resources.

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