Critically evaluate a negotiated, self-managed project into creative teaching and learning, including the creative use of technology, with the aim of improving educational opportunities for all students. Critically appraise the contribution of creative pedagogical practices to learner motivation across a variety of complex contexts in the education and training sector. A3

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Does utilising creative resources in blended learning sessions improve the learner’s self-efficacy and motivation in a GCSE Maths classroom?

An evaluative report that critiques the impact of a creative resource that has been designed to enhance learner motivation and achievement in own context.

The report is based on Does utilising creative resources in blended learning sessions improve the learner’s self-efficacy and motivation in a GCSE Maths classroom? (Over 18 FE)

The study was conducted on 5 GCSE students aged 18+ in the form off questionnaires.

Task 1 assesses all learning outcomes

Knowledge and Understanding

1. Critically evaluate a negotiated, self-managed project into creative teaching and learning, including the creative use of technology, with the aim of improving educational opportunities for all students. A1

2. Critically appraise the contribution of creative pedagogical practices to learner motivation across a variety of complex contexts in the education and training sector. A3

3. Critically evaluate the contribution of creativity theory to the resolution of practice problems in own context. A4

Cognitive Skills

4. Synthesise a range of theories of creativity and evaluate their contribution to practice. B1

5. Critically engage with contradictory perspectives on creative teaching and learning. B3

Practical and Professional Skills

6. Undertake investigative research into how creative approaches can overcome individual barriers to learning demonstrating intellectual and professional autonomy. C2

Key Transferable Skills

7. Analyse data systematically and apply numerical and statistical skills to complex practitioner-based contexts. D5

8. Select and use relevant software applications for different tasks within the teaching and learning context. D6

Write a critical analysis and discussion of the selected case, applying relevant theories and demonstrating sound understanding of related concepts in the identification and presentation of the outline of a strategic response to the issue/issues.

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Education

Critical analysis and discussion of the selected case, applying relevant theories and demonstrating sound understanding of related concepts in the identification and presentation of the outline of a strategic response to the issue/issues.

Details of paper requirements：

Choose a case relate to the education，not choose a big topic, need a specific case.

You will need to have a case report something like a case report in the essay to tell the reader what is your case?what’s your case issue？What is the scale of your case?why are you choosing this case? Why this is very important？You need to kind of scale it up what is called setting the scene.

When you use mode（better to use more than one）to do your analysis， try to deep， not just represent superficial.

You need to know where you are to identify your position is very important.

Write a systematic literature review on the perceived barriers affecting the implementation of inclusion in a primary school setting.

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Systematic Literature Review – Education Masters Capstone Project USQ

Write a systematic literature review on the perceived barriers affecting the implementation of inclusion in a primary school setting.

Compose a 10-page research paper on Family Educational Rights and Privacy Act (FERPA) as it relates to higher education, graduate and professional school.

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Family Educational Rights and Privacy Act (FERPA)

Compose a 10-page research paper (not including title page, abstract page, or reference list) on Family Educational Rights and Privacy Act (FERPA) as it relates to higher education, graduate and professional school.

Select one of the key concepts within the module (e.g. agency, identity, views of knowledge) that seems of most relevance to your professional context or the setting you are familiar with. Be very clear on how and why this concept is relevant to your workplace. Provide a summary that synthesises the main ideas associated with this key concept as it applies to your own professional context, drawing upon the work of key theorists.

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Agency or Identity and Innovation

Read this carefully and stick with it 100%!
This assignment requires you to synthesise key ideas and theories from the module in terms of your own professional context, and critically evaluate an innovation in your workplace. This assignment is divided into two parts though the assignment is graded as a whole. If it will help you to do so, include each part number as a heading, but you are not obliged to do so. If you are not in employment for any reason, you should draw on your previous experience. You are expected to draw explicitly on your TGF4 discussions. This is the paper you have written for me today.

Part 1 (1000 words)

Select one of the key concepts within the module (e.g. agency, identity, views of knowledge) that seems of most relevance to your professional context or the setting you are familiar with. Be very clear on how and why this concept is relevant to your workplace. Provide a summary that synthesises the main ideas associated with this key concept as it applies to your own professional context, drawing upon the work of key theorists. You should draw explicitly on your contributions to the TGF4 discussions.

A brief anecdote might help contextualise the concept chosen. Get to the point within 100 words and use the remaining 900 words to synthesise the main ideas associated with a concept that is not contested too much. Go for depth and analysis rather than width and summarisation. Show that you are aware that there are differences in opinion. The example and synthesis lead to almost like a conclusion. Balance between being critical and descriptive. You MUST synthesise. Use examples to illustrate, explain, justify the point youre making.

Part 2 (2000 words)

Critically evaluate one particular innovation in your workplace or the setting you are familiar with, which resulted in a change (e.g. in practice, identity, attitudes, teaching, learning outcomes, etc.).

Your evaluation should include the factors that led to the change and the impact of the leadership actions. You should draw as widely as you can on relevant theoretical frameworks and concepts from the module (preferably with more than four sources), particularly from Section 4.

Come up with a strong scenario and critically evaluate. It is advisable to have a specific line of critique that you may elaborate on. Once you have an overall line of critical argument you may begin to plan your writing fully. Possible examples: Was there a mismatch between intentions and outcome? Was the change desires positive but the process of implementation poor? Did those charged with leading chnge fail to take account of all too obvious change enablers and constraints? Use the change kaleidoscope.

Remember where, what when and why. The introduction should offer: a clearly grounded explanation of your context, the change you wish to critically evaluate, an outline of the context for change itself (when and why). Consider the drivers and dimensions of change (scope, time frames, substance and politics surrounding change, preservation, diversity, capability, readiness, power)

 

Review the RTI and MTSS processes and how they support students with and without disabilities who are struggling academically. Describe laws, policies, and procedures regarding referrals, assessments, and placements for students who have, or are suspected as having, a disability. Include which individuals may make such a referral, and distinguish special education identification from a special education referral .

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Multi-Tiered System of Supports (MTSS) processes.

It is vital that special education teachers understand the process for identifying individuals with disabilities and involve general education teachers, special education teachers, administration, parents, and other experts. The most valuable part of this process is collecting and analyzing data through the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) processes. Teachers will need to understand these processes, know how to follow the processes, and be able to articulate the processes to other stakeholders.

For this assignment, take on the role of a special education teacher at a K-5 elementary school. Your principal has asked you to prepare a presentation to inform new general education teachers about the basics of special education identification and referral, evaluation, and eligibility for individuals with disabilities.

Create a 10 step presentation on the topic of special education referral, evaluation, and placement procedures.

Within your presentation:

* Review the RTI and MTSS processes and how they support students with and without disabilities who are struggling academically.

* Describe laws, policies, and procedures regarding referrals, assessments, and placements for students who have, or are suspected as having, a disability. Include which individuals may make such a referral, and distinguish special education identification from a special education referral .

* Identify rights and responsibilities of students being evaluated for special education services, their parents, teachers, schools, and other professionals within the evaluation process .

* Include a title on each step.

* a minimum of three scholarly resources, referencing all applicable laws and policies.

Identify and provide support for pupils who have Special Educational Needs and other related needs. Provide a Special Educational Needs Coordinator who will manage the implementation of this policy. Provide advice and support for all staff working with special needs pupils.

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Special educational needs and disabilities

Aims and Context
This policy has been written with reference to the Special Educational Needs and Disability Code of Practice 2014. It has also been written with reference to sections 29, 35 and 63-65 of the Children and Families Act 2014. This school believes that high quality teaching that is differentiated for all, underpins progress for all pupils, including those with SEND. It is our aim to:
• provide a safe and happy environment in which all pupils have the opportunity to develop personally, physically, socially, academically and spiritually
• provide a relevant curriculum with a wide range of learning experiences to meet the differing needs of individual pupils whilst offering equality of opportunity and high standards of teaching

Objectives
1. To identify and provide support for pupils who have Special Educational Needs and other related needs.
2. To work towards the guidance contained in the SEND Code of Practice.
3. To operate a ‘whole child’ approach to the management of SEND.
4. To provide a Special Educational Needs Coordinator who will manage the implementation of this policy.
5. To provide advice and support for all staff working with special needs pupils.
6. To ensure all teaching and support staff are involved in planning and meeting the learning needs of pupils with special educational needs.
7. To ensure that the school liaises effectively with special schools and other outside agencies in order to meet the needs of staff and pupils.
8. To develop and maintain partnerships with parents.
9. To ensure access to the curriculum for all pupils.

Identifying Special Educational Needs
Pupils are identified as having Special Needs initially through liaison with feeder primary schools. Learning Support staff from Turton attend transitional reviews at feeder primaries, interview Year 6 class teachers, attend meetings where they will meet prospective pupils’ parents and work with and observe pupils in their primary classrooms. Continuity of provision is made in this way and through transfer of LA recording documentation and transition documentation. The SEND Code of Practice 2014 states that:

Children have a learning difficulty if they: ‘Have a significantly greater difficulty in learning than the majority of children of the same age’. ‘Have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority’.
Broad areas of Special Need Education provision should be matched to the child’s identified SEN. Students’ SENs are generally thought of in the following four broad areas of need and support:
• Cognition and Learning
• Communication and Interaction
• Social, Mental and Emotional Health
• Physical and/or Sensory needs

Identify key point from your reading that you intend to apply to your critical analysis. Describe what the main published research on your topic of choice has previously found.

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Enquiry into Practice

Latest revision comment

[April 02, 2022 13:37] Revise Scope out the topic section:

• Identify key point from your reading that you intend to apply to your critical analysis.

• Describe what the main published research on your topic of choice has previously found.

• Focus on published research directly relevant to your topic. This may mean research from elsewhere in the world.

Discuss factors important to the general health of infants including nutrition, immunization, illness, infection, safety and injury, poverty, housing, and mental health. Compare and contrast constructivist and behaviorist views of the role of the adult in supporting the development of young children.

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Child Development

Only use the digital book I am providing, unless you, the writer have access to the textbook…. Understanding child development, Rosalind charlesworth

https://www.yuzu.com/

TEACHERS INSTRUCTIONS:

The Midterm Exam is completely essay. Write complete paragraphs when answering your questions. When you have completed your exam in the word document copy your answers into the exam. REMEMBER TO CITE YOUR PAGE OR PAGES WHERE YOU FOUND YOUR ANSWERS. You may reference the slides but your textbook is  your main resource. You may not use the internet for your answers.  Plus .5 point will be added to each question cited and a minus .5 point for each question not cited (total points 5 points added or subtracted – please cite your answers)

1.) List and describe Piaget’s six substages of the sensorimotor period. Chapter 6

2.) Discuss factors important to the general health of infants including nutrition, immunization, illness, infection, safety and injury, poverty, housing, and mental health. Chapter 5

3.) Compare and contrast constructivist and behaviorist views of the role of the adult in supporting the development of young children. Chapter 3

4.) Children spend most of their time engaged in play. Explain why play is important. Describe the vehicles of play as defined by GARVEY. Chapter 2

5.) Describe some strategies a teacher can use to be considerate of and appropriately teach children from different ethnic/racial groups. Chapter 3

6.) List and explain at least five guidelines for creating quality environments and instruction for young children. Chapter 3 (write in essay form)

7.) Explain the difference between object permanence and object recognition. Chapter 6

8.) Describe the important elements that are observed in infant gross and fine motor development. Chapter 5

9.) Describe the procedure used to assess the newborn readiness to enter the world. Chapter 4

10.) Explain why relationships with adults are critical to young children’s healthy growth and development. Chapter 1

Critically evaluate different theoretical approaches to language and communication development.

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Language and communication development

Critically evaluate different theoretical approaches to language and communication development.