How did Ms. Ford change the climate in her classroom? Which learning outcomes were most helpful to her in changing the climate in her classroom?

/in /by

Case study

This is a case study about a first-year teacher, Ms. Ford, and reveals her classroom management skills and her ability to convey academic content. It reveals how effective reflective instruction works. When Ms. Ford saw that her students were not engaged in her lessons, they were not misbehaving or causing problems, but they were not enthusiastic or involved either. How did Ms. Ford change the climate in her classroom? Which learning outcomes were most helpful to her in changing the climate in her classroom?

Your response should be 3-5 pages. This assignment will require you to use Microsoft Word, Times New Roman, 12 pt. font, and double space. Be sure to use the APA guidelines. Check your spelling and grammar.

Case Study

Ms. Ford is a first-year teacher. Her third-grade class includes a large number of students who can be termed “at-risk” according to a variety of standards. Many come from single-parent homes; over two-thirds qualify for reduced-price school lunches, and almost one-third speak a language other than English at home. It is the third week of the semester, and many of Ms. Ford’s worst fears have failed to materialize. Her students have not created any significant classroom management problems. On the contrary, they have been orderly, well-behaved, and quiet. Ms. Ford’s three classroom rules are posted neatly and clearly on the bulletin board:

  • Respect other people and their property.
  • Raise your hand before speaking.
  • Listen when others talk.

Even though Ms. Ford has spent a great deal of time coming up with clearly defined consequences for not following these rules, she now feels the time has been largely wasted. The problem is not that students speak out without raising their hands; it’s that they seldom speak at all. They listen quietly, but only to her because few classmates volunteer oral responses except the most simple one-word answers. The students sit in their alphabetically assigned seats, copy sentences from the board without making a sound, and spend extra effort in forming letters that are as round and perfect as the models in the handwriting exercise. Ms. Ford had been all set to manage rambunctious 8-year-olds, but now she is at a loss about how to light the spark of engagement in her shy and passive class. After spending most of the weekend rethinking her classroom strategies, Ms. Ford enters her class on Monday with a new plan. She stands in the doorway as her students enter the classroom, but instead of giving a stoic nod, she now greets them with a smile and quiet reference here and there to a “pretty new sweater’ or ‘ a cool backpack.” She allows herself to rub Juan’s short-cropped head and asks him if he is joining the Marines. He smiles shyly up at her. More surprises are in store for the third-graders. Gone are the neat rows of desks, and in their place are tables set in small groups to accommodate five or six students each. “Find your name at a table and be seated there,” Ms.Ford tells the students. The organization is not alphabetical but random, or at least it appears to be. It is not necessary to tell the class that the composition of each group has entailed the same attention to detail as for making a first-draft football selection. At each table are at least two students whose primary language is English, as well as one who seems conversant in both English and Spanish, Which is the dominant second language in the class. Ms. Ford explains, “All of you at the same table will be part of a team that will be working together on several projects and assignments. But first, you will need to get to know each other a little bit better. I thought today we might talk about our favorite animals since each group will be named after the animal of its choice. Ask yourself this question: If I could be an animal for a single day, what animal would I choose and why? “I’ll start. If I could be any animal I wanted to for a day, I would be a horse-a wild, black stallion in the mountains of Wyoming. I would love to run and feel the wind in my mane, to rear up and paw at the sky, and to run like thunder through the canyons. I think it is the horse’s freedom and beauty, it’s speed ad strength, that I admire so much. “Take a few minutes to think about this yourself, and then take turns telling your group which animal you would like to be.” Ms. Ford is amazed that after less than a minute, many students are already sharing their animal choices. And she is in for a few surprises, too. Shy Patricia, whose eyes always seem downcast, is demonstrating between giggles what her life as a monkey would be like. Romero, who knows only a few English words, is completely at home as a pouncing and growling black panther. It is with a sly smile of satisfaction that Ms. Ford has to gently remind students near the end of the session, to keep their voices down.

Identify a topic of interest and write a brief literature review articulating the current body of research the survey will be situated within.

/in /by

Mini Literature Review and Problem statement on instructional leadership and social justice leadership

Students should identify a topic of interest and write a brief literature review (2-3 pages) articulating the current body of research the survey will be situated within. The paper should include the following elements:

• – Synthesis of existing literature and overview of existing surveys in this topic area.
• – Identification of gaps or shortcomings that necessitate the creation of a new instrument
• – Articulation of the problem statement that the new survey will seek to address
• – Considerations of equity and justice in the survey

Pretend that you are giving an interview to an ESOL teacher of an elementary school.

/in /by

EDUC735-Field Expert Interview Assignment

For this assignment, you will pretend that you are giving an interview to an ESOL teacher of an elementary school. You will also answer the questions about what they may say as their answer. All you need is to come up with the questions and answer them as if they have been answered by the ESOL teacher of the school.

Write an ‘Educational Autobiography’ in which you describe your educational experiences and adventures since high school. This

/in /by

Educational Autobiography

Write an ‘Educational Autobiography’ in which you describe your educational experiences (formal and informal) and adventures since high school. This should include a discussion of your personal, academic, and professional goals. Include in your essay a short piece describing where you plan to be in 5 years, both personally and professionally and how your college degree fits into this plan.

After having reviewed the information about Piaget, look at the PA Early Learning Standards for Preschool under the domain of Mathematical Thinking and Expression. How does Standard 2.3 PK.A.2. reflect Piaget’s theories? What activities would illustrate your response?

/in /by

Early Childhood Education director credentials class

1- After having reviewed the information about Piaget, look at the PA Early Learning Standards for Preschool under the domain of Mathematical Thinking and Expression. How does Standard 2.3 PK.A.2. reflect Piaget’s theories? What activities would illustrate your response? After having read and viewed the information on Vygotsky’s theories, read the PA Early Learning Standards for preschool under the domain of expressive language. How does Standard “Approaches to Play” AL.1 and AL.2 reflect Vygotsky’s theories? What activities would illustrate your response? Refer to information from the standards and the posted information in your response.

2- Refer to the articles above, attached information in this session, and Early Learning Standards 16.1 PK.B (identity) and 16.2 PK.A (trust). How do the Standards reflect Maslow’s theories? Consider the activities in your school to illustrate your response.

3- Refer to the preschool Early Learning standards, Approaches to Learning through Play AL.3 PK.A and AL.4 PK.B. Pay careful attention to supportive practices. Pick one of the four stages Erikson describes. Note which age group and describe how staff may or may not be interacting correctly with the child. If they are interacting correctly, how do you think they arrived at this conclusion for behavior?

 

Write an annotated bibliography about social media being a positive way to communicate with parents.

/in /by

Communicate with parents

The Bibliography is about social media being a positive way to communicate with parents.

Use these 4 websites for the Bibliography:
1. https://blog.peachjar.com/6-ways-schools-can-use-social-media-to-connect-with-parents-and-students
2. https://www.educationworld.com/a_curr/stenhouse/classroom-communication-social-media-tips.shtml
3. https://www.gcu.edu/blog/teaching-school-administration/teaching-tuesday-should-schools-use-social-media-communication
4. https://www.nspra.org/communicationmatters/oct2014/khood

Create a table to represent the data about Case Study Child: Alice. Identify the age-appropriate strengths and learning opportunities for Alice’s future reading development.

/in /by

Case Study Child: Alice – Week 1 to 5 Readings

Task 1.

Create a table to represent the data (table not included in the essay word count) about Case Study Child: Alice. Identify the age-appropriate strengths and learning opportunities for Alice’s future reading development. Do not use the Australian or state-based curriculum to do this. (Use the learning progressions and Letters and Sounds. Letters and Sounds. Principles and Practice of High-Quality Phonics (Available here: https://www.gov.uk/government/publications/letters-and-sounds-principles-and-practice-of-high-quality-phonics-phase-one-teaching-programme ) and the National Literacy Learning Progressions for speaking, listening and reading. (Available here: https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/ )

These two examples in this word document are for a different assessment and do not show evidence of using Letters and Sounds. You need to view these two tables for style rather than content.

(uploaded as a pdf) Examples of tables for a different child.docx

Task 2.

Analyse the unit content, including readings and research, for topics 1-5 to explain learning to read in relation to Alice.

Use my log in details to see readings for topics 1-5 (week 1-5). These readings are to be used for the research for the assessment. (no outsources only use these readings) See last page of this document for links of each reading.

Link to readings: https://curtin.alma.exlibrisgroup.com/leganto/readinglist/lists/11120147440001951

Task 3.

Identify and outline the practices based on your reading and research which show your understanding of how a teacher would support Alice’s development as a reader in her early year’s classroom.

You must consider

speaking and listening. How would you promote productive classroom dialogue collaborative conversations to enhance oral language and development to support Alice and all children in the class?

Alice’s learning of Phonological awareness, phonics, and decoding.

How the theories will support different ways of teaching Alice and the children in the class.

 

Select two areas of research and identify a specific topic or focus for each area to investigate in your current or future professional practice. Write a 150-250 word summary of the four stages of the action research process, including a definition of the theory of action.

/in /by

Curriculum and Instruction

For this assignment, select two areas of research and identify a specific topic or focus for each area to investigate in your current or future professional practice.

Complete a 150-250 word rationale for each area of research and include the following:

Why you selected the area of research and topics to investigate.

The research approach you believe has the greatest potential for achieving your goals.

How your research will contribute to student success and educator.

In addition, write a 150-250 word summary of the four stages of the action research process, including a definition of the theory of action.

Support your summary with the textbook and 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

Identify a journal article explaining the foundational principles of an instructional strategy or methodology that you can apply to your own teaching. Find something that interests you or that may be useful.

/in /by

An evidence-based instructional strategy

Your article review (AR) will describe an evidence-based instructional strategy.

Article Review (AR) – Instructional Strategy

Identify a journal article explaining the foundational principles of an instructional strategy or methodology that you can apply to your own teaching. Find something that interests you or that may be useful.

Make the assignment relevant to you. Try to identify an article that was published within the past 5 years.

 

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

/in /by

Questions & guidance

Remember, the personal insight questions are just that — personal. Which means you should use our guidance for each question just as a suggestion in case you need help. The important thing is expressing who you are, what matters to you and what you want to share with UC.

  1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. 
    Things to consider: A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities?

Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?

2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

Things to consider: What does creativity mean to you? Do you have a creative skill that is important to you? What have you been able to do with that skill? If you used creativity to solve a problem, what was your solution? What are the steps you took to solve the problem?

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?  

Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share it. You don’t necessarily have to be recognized or have received awards for your talent (although if you did and you want to talk about it, feel free to do so). Why is this talent or skill meaningful to you?

Does the talent come naturally or have you worked hard to develop this skill or talent? Does your talent or skill allow you opportunities in or outside the classroom? If so, what are they and how do they fit into your schedule?

4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Things to consider: An educational opportunity can be anything that has added value to your educational experience and better prepared you for college. For example, participation in an honors or academic enrichment program, or enrollment in an academy that’s geared toward an occupation or a major, or taking advanced courses that interest you — just to name a few.

If you choose to write about educational barriers you’ve faced, how did you overcome or strive to overcome them? What personal characteristics or skills did you call on to overcome this challenge? How did overcoming this barrier help shape who you are today?

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone?

If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, “How has my life changed at home, at my school, with my friends or with my family?”

6.  Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. 

Things to consider:  Many students have a passion for one specific academic subject area, something that they just can’t get enough of. If that applies to you, what have you done to further that interest? Discuss how your interest in the subject developed and describe any experience you have had inside and outside the classroom — such as volunteer work, internships, employment, summer programs, participation in student organizations and/or clubs — and what you have gained from your involvement.

Has your interest in the subject influenced you in choosing a major and/or future career? Have you been able to pursue coursework at a higher level in this subject (honors, AP, IB, college or university work)? Are you inspired to pursue this subject further at UC, and how might you do that?

  1. What have you done to make your school or your community a better place?  

    Things to consider: Think of community as a term that can encompass a group, team or a place — like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community?

Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community?

8. Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California?

Things to consider:  If there’s anything you want us to know about you, but didn’t find a question or place in the application to tell us, now’s your chance. What have you not shared with us that will highlight a skill, talent, challenge or opportunity that you think will help us know you better?

From your point of view, what do you feel makes you an excellent choice for UC? Don’t be afraid to brag a little.