For each of the three primary theories of learning, describe in 2-4 sentences how a behaviorist educator, a cognitive learning theorist, and a constructivist might each approach teaching that topic. How do they differ? Are there any similarities between approaches?

/in /by

You will be responding to a series of questions regarding educational philosophy and learning theories based on the attached reading material.
Step 1: Read the attached reading material.
Step 2: Pretend you are a social studies teacher. For each of the three primary theories of learning, describe in 2-4 sentences how a behaviorist educator, a cognitive learning theorist, and a constructivist might each approach teaching that topic. How do they differ? Are there any similarities between approaches? What theoretical approach do you think would work best for the topic, and why?
1. Your answer needs to be based on the attached reading material. So please make sure you read the attached reading material first. Please make sure you refer to the reading material on your responses.
2. You can respond to the questions using 3 to 5 paragraphs, but please make sure it is at least 1 page long all together.
3. Make sure you are answering EVERY part of the question as stated on “step 2.”

Analyze the toys for their effectiveness at stimulating cognitive development for the children in your group. Discuss specific cognitive skills that will be developed by each toy, and how that toy will help to develop that/those skills

/in /by

You learned about the stages of cognitive development that Piaget suggested that children pass through as they develop their mental abilities. For this assignment, review the characteristics of each of those stages of development (preoperational, concrete operational, formal operational) and the important cognitive abilities that develop during each stage. Then, take a trip to a toy store (Walmart, Kmart, Target, ToyRUs, etc.) to examine the different toys.
Scenario: You’ve been hired to work in an after school program – congratulations! There are three age groups of children: Group 1 (ages 5-8), Group 2 (ages 9-12), and Group 3 (ages 13-15). Each group has 7-9 children. Your first task is to build a Toy Box of four (4) toys that will stimulate the development of cognitive skills in the children in your group. So, choose ONE group that you want to work with and complete this field observation with that ONE group in mind. Remember, age alone won’t determine the cognitive stage of the children because they develop at different rates. Remember, your focus is on cognitive development…so do not focus on if the child will learn content from the toy (math, reading, spelling, etc.) or if the child would have fun playing with the toy. Instead, focus on the cognitive skills that playing with each toy would stimulate and develop.
For your report on this activity, respond to each of the questions below. Put your answers in bold beneath each question. Refer to the Stages of Reflection document if you are unclear about what to write or the way to reflect for each question. Be sure to use the concepts and academic language from the lesson in your responses. Academic language that is appropriate for this activity includes: preoperational, concrete operational, formal operational, pretend play, schema, conservation, seriation, classification, egocentrism, hypothetical thinking, problem solving. Save the document as a Word document, then submit it through the Dropbox.
1) Describe the setting in which you completed this observation. Include where, when, and how many minutes you observed. (Take your time…remember, you need a total of 10 hours of observation for the course).
2) Describe the cognitive characteristics that you expect to find among the children in your chosen group.
3) Describe the four toys that you selected for your toy box.
4) Analyze the toys for their effectiveness at stimulating cognitive development for the children in your group. Discuss specific cognitive skills that will be developed by each toy, and how that toy will help to develop that/those skills

Write three objectives aligned to the standard selected following the Know, Understand, and Do guidelines. For each objective, write a rationale supporting how the standard and objective are properly aligned. Write a summary of a lesson that could teach the objectives created

/in /by

Review the “COE Lesson Plan Example” located in Topic Materials. On the “Aligning Standards and Learning Objectives” template, write 250-500 words, responding to the following prompts, as they relate to the lesson plan:
What is the academic standard?
What is the learning objective?
Are the standard and objective aligned? How do you know? Provide a rationale.
What is the lesson about? What does this lesson cover?
Do the assessments effectively measure the academic standard and learning objective? Justify your response.
Part 2: Unwrapping the Standards
Below your analysis, complete the template by selecting a grade level K-8 and an Arizona K-12 academic standard (different from the one provided in Part 1).
Write three objectives aligned to the standard selected following the Know, Understand, and Do guidelines.
For each objective, write a rationale supporting how the standard and objective are properly aligned.
Write a summary of a lesson that could teach the objectives created.

Examine the academic language used in your state college and career readiness standards and language proficiency/development standards. How does the language affect the clarity and measurement of the intended learning?

/in /by

Identify and review the college and career readiness standards from your state (this may be the Common Core standards or some other set as defined by your state). Based on these materials, compose your post to address the following:

Discuss whether the standards are more academically and linguistically demanding than previous state standards that you may have experienced. Explain. If you have not experienced other standards, discuss the evolution of the standards with another teacher that has seen more than one set of standards set as the academic expectation.
Examine the academic language used in your state college and career readiness standards and language proficiency/development standards. How does the language affect the clarity and measurement of the intended learning?
Identify a neighboring state and find the standards used there (if you can, choose a state where you share a border or from which you frequently get new students). Compare and contrast to see the extent these standards are similar in the different states.
If your chosen state uses different standards than your home state: What are the implications of an analysis of this type for curriculum, instruction, and assessment for your ELs since many EL students move around from one state to another often and in the middle of the year?
If your chosen state uses Common Core as does your home state: What are the implications for assumptions that might be made about what happens in common ways? What are the issues for timing of the standards and the curriculum?

Create an annual budget for the school using a digital spreadsheet. Base this budget on the data and information gathered from the schoolwide budgetary needs assessment you administered, your previous analyses of past and current budgets, and any additional observations you may have relating to school process and operations that could affect the school budget.

/in /by

Create an annual budget for the school using a digital spreadsheet. Base this budget on the data and information gathered from the schoolwide budgetary needs assessment you administered, your previous analyses of past and current budgets, and any additional observations you may have relating to school process and operations that could affect the school budget. Align the budget to the school’s current CIP/SIP goals.

Include the following components in your budget:

  • Current budget revenue and expenditures
  • Proposed revenue and expenditures
  • For line items that are increasing or decreasing significantly, include an explanation for the increases and decreases, with support from the data you gathered to prepare the budget. (For example, if you observed a process that could be changed and would result in a decreased expenditure, explain that process improvement.)
  • Strategies demonstrating line items you would adjust if you do not receive the funds you are requesting
  • Line items you would add if you receive more funds than anticipated

In a 250 word reflection, describe the data you analyzed to identify and prioritize items on the budget. Justify how the proposed budget supports the school’s CIP/SIP priorities and goals.

List three different traits or characteristics that you find as fundamental to have as an educator of ELL students and explain why you feel these traits are so important.

/in /by

Goal: The purpose of this assessment is to create an advocacy and professional growth action plan. What is your plan on how to become that kind of educator?
• How can you advocate for ELL students, both within schools and as citizens outside of educational contexts?
Product: in essay format, discuss three advocacy principles that you see as important for educating English Language Learners, and how to learn more information about each of them.
• Include at least three different traits or characteristics that you find as fundamental to have as an educator of ELL students.
• Create a set of steps within your possible plan on how to become an ELL educator that adopts these traits.
Directions:
1. List and describe at least three principles for advocating for English Language Learners, and a reflection on why each principle is important.
2. List three different traits or characteristics that you find as fundamental to have as an educator of ELL students and explain why you feel these traits are so important. How do these traits connect to the three principles you list?
3. Steps within a possible plan to adopt and demonstrate these traits.

What do you feel are the purposes that are unique to assessment of English learners? Describe how large-scale and classroom measures are used to assess English learners in your school.

/in /by

Certain assessments, in addition to the assessments used for all students, can be used for purposes unique to English learners.

Write a 2- to 3-page reflection that addresses the following:

What do you feel are the purposes that are unique to assessment of English learners?
Describe how large-scale and classroom measures are used to assess English learners in your school. If you are not currently working in a school, you will need to research your local schools or research information online in regards to large-scale and classroom measures for assessment of English learners.
What are the pros and cons of these approaches to assessment?

What role do you see early learning standards playing in STEAM instruction in your classroom? What challenges do you see to implement standards-based STEAM instruction?

/in /by

Learning standards are an essential element of any early childhood classroom. Since they play an important role in the STEAM curriculum we implement, it is important to have a solid understanding of the role that learning standards should be play in instruction. After reviewing The Common Core State Standards: Caution and Opportunity for Early Childhood Education and Early Learning Standards: Creating Conditions for Success, reflect on the following:

What role do you see early learning standards playing in STEAM instruction in your classroom?
What challenges do you see to implement standards-based STEAM instruction? How might you overcome these challenges?

Create a mini-unit with three lessons, including the lesson you started in Week 1. The arrangement of the lessons as pieces of a unit must include state standards, objectives, instructional practices and resources, assessment, feedback, and reflection.

/in /by

Unit plans are used to organize, sequence, and content. You will create a mini-unit with three lessons, including the lesson you started in Week 1. The arrangement of the lessons as pieces of a unit must include state standards, objectives, instructional practices and resources, assessment, feedback, and reflection. If you need samples, refer to an example of a unit plan. A lesson plan is also found in Chapter 6 of your book. While there is no set format for your unit plan, it must contain:

Unit Topic/Title.
Grade Level.
Course/Discipline.
Time to Complete Unit.
Main Purpose of the Unit Study: Describe the purpose of the unit and how it will fit in the overall scheme of the course.
Instructional Resources or Technology: Describe instructional materials, resources, or technology used in this unit.
Evaluation of Unit: How will the unit be evaluated? How will you decide if the students successfully completed the unit? How will you reflect on your teaching of the unit and lessons?
Include three lessons. The first lesson was due in Week 3. Please edit and revise your first lesson. Add two more lessons following the same format as the lesson in Week 3. Use the rubric and guide from Week 3 and make sure to address all the parts of the rubric for lessons two and three.

Explain the application of Lean. Adapt and arrange the five core principals of lean. Define lean and provide your personal opinion on why the concept of lean can be confusing

/in /by

Read the materials provided. Produce and complete a Lean Control excel sheet (Example attached). Also, assemble an analytical essay explaining the worksheet and your input.

Excel Requirements (View example provided):

Complete excel document as indicated

-Explain the application of Lean

-Adapt and arrange the five core principals of lean

-Define lean and provide your personal opinion on why the concept of lean can be confusing.