Are there two or more substantial views on the issue? Is there a meaningful action step you can use? For example, Texting and Driving is a poor topic because it is already illegal in Ohio.

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PERSUASIVE SPEECH WITH IMMEDIATE ACTION STEP

In addition to the skills in the previous speeches, this speech emphasizes the effective use of argumentation.

As you consider topics, ask these two questions:

  1. ) Are there two or more substantial views on the issue?  For example, Organ Donation and Wear Seat Belts are not good topics because there is no substantial opposition.
  2. ) Is there a meaningful action step you can use?  For example, Texting and Driving is a poor topic because it is already illegal in Ohio.

A good way to find a topic is to look at current issues in the news. For example: Minimum Wage, How to Deal with the Heroin Epidemic, Voter Suppression, Immigration Reform, Rights of Unions, Sex Education in public schools, How to make College More Affordable, Humane Treatment of Farm Animals, Income Inequality, Changing from Electoral College to Popular Vote for US President, Rights of Same-Sex couples to Adopt, US involvement in the war in Ukraine, and Fracking.

News and government web sites are good places to look for topic ideas. Closely look at several possible topics to help you select one that you are confident about.

What structures or practices might you recommend to the director at Little Learners Center to enhance relationships, mitigate small stress, and promote unbounded learning?

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DISCUSSION ESSAY

In this module, we discussed three key scientific insights and their relationship to early learning and development – first, cultivating supportive relationships; second, the benefits of identifying and mitigating everyday, sometimes invisible stress; and third, the unbounded nature of learning.

To reflect on what you’ve learned, respond to the following prompt:
• What structures or practices might you recommend to the director at Little Learners Center to enhance relationships, mitigate small stress, and promote unbounded learning?

Explain how applying UDL principles in the educational setting can address the needs of all students, including students with disabilities. Describe the UDL guidelines of engagement, representation, action, and expression.

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Universal Design for Learning Approaches

Differentiating instruction to meet the needs of all students in the classroom should be part of every teacher’s instructional strategy. There are many techniques that can be used to modify instruction and accommodate for students’ needs, and knowledge about evidence-based practices for doing so should be used when making decisions about instruction. The use of Response to Intervention (RTI) programs and a multitier system of support (MTSS) to establish programs that meet the varied needs of students in one setting are commonly used strategies for differentiation. Additionally, Universal Design for Learning (UDL) is a framework to guide these types of evidence-based instructional deliveries and practices. Data from tiered support systems such as RTI and MTSS can be used to steer the UDL framework.

Imagine that you have been asked to create an informational digital presentation about Universal Design for Learning approaches that can be used by special education and general education teachers in the grade levels associated with your field of study.

Refer to “The UDL Guidelines,” and your research to create a 10 slide digital presentation that addresses the following:

  • Explain how applying UDL principles in the educational setting can address the needs of all students, including students with disabilities.
  • Describe the UDL guidelines of engagement, representation, action, and expression.
  • Describe three specific, evidence-based UDL instructional approaches or adaptations that teachers could utilize to enhance the success and promote the growth and development of students with and without disabilities.
  • Discuss how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes. Provide specific examples to illustrate your ideas.
  • Provide links to five additional resources related to UDL statistics and approaches and describe how each would be beneficial to teachers as they implement the UDL framework.

Describe how attendees might interact with the information and tool(s) presented at this station. How might this increase their interest and appreciation for educational use of technology?

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Education & Teaching Question

Content Instructions

Based on the role you have selected to take (either a district educator or a representative of the community center), you will create two components for this assignment: a professional presentation that will be recorded and a two-to- three page handout of the specific ideas for your community event that will be submitted to Waypoint for evaluation. Your community event will consist of several different stations for attendees to visit and gather information from and/or interact with. Your presentation will describe what will be included at each station. Remember that the goal of the event is to inform and excite local residents about how technology is currently being implemented in either the schools or community center and how technology use and thus, instruction and learning would improve if the bond is passed.

Part One: Presentation Content Expectations: Create a professional presentation to be shared using any of the digital presentation tools listed in Week 1. You will talk through your presentation, creating a video and/or audio recording with the link provided in part two of the assignment. More specific instructions can be located in the Week 6 Instructor Guidance. In your presentation, describe what will be included at the following stations at the Community Event;

Station 1: Universal Design for Learning (UDL): Three to four slides. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.

  • Audience (0.5 point): Discuss how you will get the audiences’ attention to visit this station. What might the station look like or include to draw people to it?
  • Information (1 points): Describe the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center. Include references for at least two sources to support this information.
  • Demonstrate (1 point): Discuss how would you demonstrate UDL in action. For example, would you include a video of it being modeled, a sample instructional plan, or an example of a resource or source of technology that supports UDL such as what was reviewed during Week 4?
  • Differentiation (2 points): Discuss the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. In your discussion, include how incorporating UDL principles enhances learning by providing differentiated learning opportunities. Also include a reference for at least one source to support this information.
  • Interaction (1 point): Describe how attendees could interact in this station. How might this increase their interest and appreciation for educational use of technology?

Station 2: Technology and UDL for All Learners: Two to three slides. Utilize information gleaned from your state’s Department of Education website, your local school district’s website, and/or the Office of Career, Technical, and Adult Education (OCTAE)website to support your ideas for this station. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.

  • Mission, Belief, and Goals (3 points): Craft an original mission and belief statement for your school district or community center as it pertains to technology integration and career and technical education (CTE). Construct two to three specific goals for the educational programs or courses offered to the respective population served that align with the mission and beliefs.
  • Course and/or Program Offerings (1 point): Construct a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station. The school district’s courses should include courses or programs that impact all three levels of learners and school environments including elementary, middle/junior high school, and high school students.

Station 3: 21st Century Skills Acquisition and Employability: Two to three slides. Information shared on the slides and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.

  • Technology and 21st-Century Skills (5 points):
    • Showcase one specific course from the courses offered list that integrates technology. Be sure to list the course on your slide.
    • Describe at least one 21st-century skill from each of the four 21st-century outcomes (Key Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media and Technology Skills, Life and Career Skills) represented in the Partnership for 21st-Century Skills Definitions framework that students should gain as a result of participating in the course.
    • Go to the Information, Media, and Technology Skills Outcome heading, then under Media Literacy, locate Applying Technology Effectively. Describe how your selected course addresses one, two or all three bullets under the Applying Technology Effectively heading. How will these skills support future employability for students?
  • Tools (1 point): Include an additional example of a tech/digital tool used in one or more courses. Be sure to list the course and how that tool is used in the course.
  • Interaction (1 point): Describe how attendees might interact with the information and tool(s) presented at this station. How might this increase their interest and appreciation for educational use of technology?
  • New Technology (1 points): Discuss how school or community programs, courses, and students would benefit from upgraded technology from approved bond.
  • Slide Design and Format (2 points): Total of 8 to 10 slides including the title and references slides. Use relevant graphics to enhance the presentation without distracting from the main focus. Slides should have a consistent theme, format, and font that augment the readability of the presentation. Rather than using the speaker’s notes on each slide, details that would be shared with the audience will be provided in the second part of the assignment; the written synopsis. Save the presentation as a pdf., pwpt., or pwptx. file that shows speaker’s notes for viewing in Waypoint and Turnitin.
  • Title & References Slides (1 point): The Title slide should include your name, course name and number (EDU620), instructor’s name, the date, a title for your event and the role you have selected to take for the project (district educator or community center representative).

Part Two: Written Synopsis
Follow the same outline for all three stations of your event featured in the Part One: Presentation. Here, you will provide the details for each part that would help inform the audience during your presentation. The details are what cannot be included on the slides. This three to five page document will include the link to your presentation and be submitted to Waypoint for evaluation. Your instructor will use your recorded presentation and the written synopsis to evaluate your work.

  • Link to presentation (0.5 points)
  • Follows presentation guidelines (2 points)

Written Communication Instructions

  • Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (0.5 point): Utilize a minimum of five resources in addition to the Edyburn (2013) text. All sources on the references page need to be used and cited correctly within the body of the assignment.
  • APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

This video demonstrates one way that technology is changing today’s classrooms. What are other ways that you can use technology to impact your students’ learning?

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CASE STUDY

Begin this section by watching the video at https://learn.teachingchannel.com/video/teaching-math-with-khan

This video demonstrates one way that technology is changing today’s classrooms. What are other ways that you can use technology to impact your students’ learning?

Required reading: Read the “Technology” section of the course text. Then review the EC-12 Technology Applications standards posted in this course. In Texas, all new teachers, not only Technology Applications teachers, are accountable for these first seven standards, and you should consider them when developing your lesson plans.

Then read the article, “Evaluating Technology-Based Curriculum Materials,” by Robert McNergney (posted in Appendix E or online at http://files.eric.ed.gov/fulltext/ED449118.pdf)

Assignment 2: Identify one technology that you would like to use in your classroom. Based on the required reading for this section, identify:

  • How you would use the technology to improve student learning
  • Risks or drawbacks associated with the use of the technology
  • How you will minimize the risks or drawbacks to create a safe learning environment

Identify two books appropriate to your grade level and content area of certification. For each selection, name your plan to assess the literacy of your students based on the book.

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DISCUSSION QUESTION

Identify two books appropriate to your grade level and content area of certification. For each selection, name your plan to assess the literacy of your students based on the book. You must include at least one, but are encouraged to name more than one, literacy assessment strategy.

Identify the elements of negligence and apply them to a scenario that you create involving an injured student in the playground. Identify two defenses to negligence and explain how they could be applied to the scenario described in #1 above.

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Torts: Negligence, Intentional, Defamation

Write a 3-5 page paper in which you provide specific rationales for the following scenarios. The paper should have at least three references and all APA guidelines are to be followed.

A minimum of three references are to be used and remember to follow all APA guidelines (7th edition).

Book: Legal Rights of School Leaders, Teachers, & Students 8th edition- McCarthy M., Eckes, S., Decker, J. (Should be included as 1 of the references)

1. Identify the elements of negligence and apply them to a scenario that you create involving an injured student in the playground.

2. Identify two defenses to negligence and explain how they could be applied to the scenario described in #1 above.

3. Individuals can receive damages for written or spoken injury to their reputations. How do defamation cases differ between public and private figures?

In one paragraph, evaluate how your assessment promotes Learning & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.

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Education & Teaching Question

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

  • Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
  • Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills

Links to an external site. from either/each of; creativity and innovationLinks to an external site., critical thinking and problem solvingLinks to an external site., and/or communication and collaboration

  • Links to an external site..
  • Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
  • Summary – Modification (2 Points): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLO’s from your master’s program.
  • Summary – Evaluation (2 Points): In one paragraph, evaluate how your assessment promotes Learning & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
  • Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

What structures or practices might you recommend to the director at Little Learners Center to enhance relationships, mitigate small stress, and promote unbounded learning?

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DISCUSSION ESSAY

In this module, we discussed three key scientific insights and their relationship to early learning and development – first, cultivating supportive relationships; second, the benefits of identifying and mitigating everyday, sometimes invisible stress; and third, the unbounded nature of learning.

To reflect on what you’ve learned, respond to the following prompt:
• What structures or practices might you recommend to the director at Little Learners Center to enhance relationships, mitigate small stress, and promote unbounded learning?

Are we relying on temporary fixes? Are the current sustainability goals and strategies sufficient to secure our future? Will the current sustainability challenges escalate in the future?

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Critical review Essay

The IPCC special report published in 2020 has revealed that the time is running out to act on climate change! Despite having myriad sustainability initiatives on the global scale, an educated observer may argue that a majority of these sustainability strategies are short-sighted.

  • Are we relying on temporary fixes?
  • Are the current sustainability goals and strategies sufficient to secure our future?
  • Will the current sustainability challenges escalate in the future?
  • What will be the solution to current sustainability challenges? Will it be going back to horses and saddles?

In this assignment, you are expected to seek answers to the above questions.
The objective of this assignment is to perform a critical review of sustainability strategies adopted by nations around the world. You should use statistics, surveys, government reports, news articles, and published literature to support your critical review. Your statement/claims should be supported by published literature. Your report should discuss the following points.

  • i. Sustainability challenges that are contemporary, foreseen, and abrupt
  • ii. Sufficiency of sustainability targets in Canada/globally
  • iii. A critical review of sustainability plans/strategies and innovations
  • iv. What are solutions that can be used to achieve a “truly sustainable” development
  • v. Barriers to adopting rational solutions for sustainability challenges and their drivers (e.g., political, economic, social, technological, and legal challenges)
  • vi. Conclusions

The length of your report should be 3,000 – 3,500 words, excluding tables, figures, and references.