From a teaching culture to a learning culture, further examining the strengths and weaknesses revealed by the COVID 19 pandemic and how will the K-12 educational system look after?
Analysis of and reflection on the data collected from the implementation of an adaptive lesson (5-7 pages).
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competency and assessment scoring guide criteria:
Competency: Implement adaptive learning approaches to meet diverse learner needs.
Describe the purpose of using computer-aided adaptive learning in instruction.
Explain how the adaptive learning lesson addressed the differentiated needs of students.
Explain how data will be used to make decisions about future instruction and adaptive lessons.
Utilize clear, logical, and mechanically sound communication to reflect on the lesson implementation.
Preparation
For this assessment, you will implement one adaptive lesson plan and examine the results. If you already have an adaptive lesson plan, you can use that. If you do not have one, you may choose to create one using the following resource:
CAST, Inc. (2012). CAST UDL exchange. Retrieved from http://udlexchange.cast.org/home
Note: The lesson plan is attached.
When you implement the lesson, be sure to collect data on the implementation of adaptive learning in your educational environment. Use the data to support your thoughts on what you would do again and what you might change.
Educational Setting: St. Bonaventure School is in Huntington Beach, California. St. Bonaventure is a parochial elementary school educating kindergarten through eighth-grade students. The school is fully accredited by the Western Association of Schools and Colleges. The classroom, 1A is one of the three first grade classrooms in this educational setting. Classroom 1A consists of 26 students (12 boys; 14 girls; ages six to seven years old). The students included two English Language Learners (ELL), both classified as advanced in their language acquisition proficiency levels. Two students receive an accommodated curriculum, one for dyslexia and one for emotional outbursts related to autism-like behaviors.
Instructions
Implement one adaptive lesson in your educational environment, following the Preparation instructions above. After you have implemented your lesson, write a critique on the following points. Use the Adaptive Lesson Implementation and Reflection Template [DOC] to write and submit your assessment.
Note : Writing Template Attached
Identify the adaptive learning system you selected.
Describe the purpose of using computer-aided adaptive learning in instruction.
Explain how the adaptive learning lesson addressed the differentiated needs of your students. Were the goals that you set for your students met?
Explain how the data collected from the lesson helps you make decisions about future instruction and adaptive lessons. Propose the next steps you will take.
Explain what worked the best, what the greatest challenges were, and what you would do differently.
The purpose of this task is to develop your understanding of how elements of nature address teaching and learning whilst incorporating curricula areas.
Using one of the four elements of nature (wind, earth, water, light/fire) complete the graphic organiser provided by brainstorming learning experience ideas and teaching strategies for each curriculum learning area across 0-2 years, 3-5 years and F-2. The content in the graphic organiser should demonstrate an awareness of how teaching through nature pedagogical approaches link to and support other teaching pedagogies.
In a word document attached to the graphic organiser list the concepts and attitudes that could be covered and justify how your teaching strategies address a diverse range of learning needs and strengths of children. Discuss how nature programs support socially inclusive teaching and assessment practices whilst considering how the nature programs support socially inclusive teaching and assessment practices. Demonstrate how nature learning has implications for student’s health, wellbeing, and safety, and how it contributes to children’s development.
In your response, you must recognise the importance of demonstrating a positive attitude towards science and the environment and explain why children should be taught this curriculum.
Links for resources:
https://www-cambridge-org.ezproxy.federation.edu.au/core/books/young-children-and-the-environment/1718714222B79ACCB9131A68F0326577
Knight, S. (2013). Forest School and Outdoor Learning in the Early Years. SAGE Publications. ISBN: 9781446255315
Buchan, N. (2016). A PRACTICAL GUIDE TO Nature-Based Practice. Bloomsbury. ISBN: 9781472938350
In about 250-300 words each, answer each question and provide the question being answered.
Title of Paper
Use this space to give a short introduction to the article and the purpose of the paper. This should be a minimum of five sentences. Make sure when you list the author’s name, you place the year of publication in parenthesis after the author’s name. You will need to follow all APA guidelines for citations. Citations should include the author’s last name, comma, and the year of publication. Example: (Smith, 2010). You may not use direct quotes in this assignment.
Summary
Use this section to summarize the article you read. This should include the main points of the article. Make sure you properly cite within this section. APA states that you must credit the source when “paraphrasing, quoting an author directly, or describing an idea that influenced your work” (p. 170). All paragraphs must be at least five sentences.
Analysis
Use this section to analyze the article. This means you critically think through the article’s main points. Who was the intended audience? Did the author clearly communicate the main points to the intended audience? Did the author provide adequate support to back his/her claims? Was the article effective or ineffective? Why or why not? This paragraph should at least be five sentences.
Personal Reflection
Use this section to provide insight from your personal and/or professional experience. You should integrate support from your required textbook readings. In addition, you should seek to integrate a Biblical worldview into this section. This paragraph should be a minimum of five sentences.
Conclusion
Use this paragraph to summarize what you discussed in the previous four paragraphs. This is your time to restate your objective for writing the paper and wrap everything together. Make sure this paragraph has a minimum of five sentences.
References
You will only include references that you cited within the Journal Critique. If you integrate a Biblical worldview by quoting from the Bible, you must include the Bible in this section. At a minimum, you should include the article you read and your textbook. Make sure all references utilize a hanging indent and remove any hyperlinks.
During this course, you will complete 2 Journal Critiques. For each critique, you will summarize, critique, and personally apply a research article from a professional journal. It is appropriate for you to utilize research journals in your particular field where possible. All articles must be current and published no more than 5 years ago.
Each critique must have and introduction and conclusion paragraph along with 3 main paragraphs:
Each paragraph must be 5 sentences and each critique must be only 5 paragraphs. All papers must use the Journal Critique Assignment Template and follow current APA style.
Articles selected must relate to the topics given in the chart below.
| Module: Week | Journal Critique Topic | Journal Critique Topic Description |
| Module 4: Week 4 | Instructional Planning | After reading your text for this module, select a research article on instructional planning and strategies that impact instructional planning in your current field. |
| Module 6: Week 6 | Assessment | After reading your text for this module, select a research article on assessments and strategies that impact assessment in your current field. |
You will create a thread of at least 400 words and 3–5 paragraphs. You must support your assertions in the initial thread with at least two scholarly sources in the current APA format. Single Spaced in APA format with references.
Explore the Autism Speaks (Links to an external site.) and Autistic Self-Advocacy Network (ASAN) (Links to an external site.) websites. Compare and contrast the language and tone used in the two websites. Discuss ASAN’s information on schools, violence, and healthcare and contrast it to the information in Autism Speaks. What do you see as the strengths and areas of need in each of the websites? Which advocacy group would you be most likely to give monetary support? How does your biblical worldview inform your opinion?
https://www.autismspeaks.org/
Dear writer
This is what I have so far and need to complete. Please refer to the highlighted sections to add words. When you hand this back to me, please remove all the blue questions and submit as one block of words. II need 825 additional words, so feel free to add additional information beyond the blue questions, those are signposts. Please aim to use English sources and references. I will refund this order if I can tell you are not a UK writer.
If you have limited knowledge on the topic, I have included some references below that you can click and check to get the right background. Please bare in mind this discusses TEACHING IN THE UK! Primary School.
Literature Review
What’s the point? – Introduce the literature review. What is the main argument?
In this chapter, literature relevant to critical thinking will be explored and related to pupil progress in Religious Education (RE). I will also analyse literature which discusses effective learning strategies specific to RE and core critical thinking skills such as enquiry-based learning. The aims and objectives of RE differs from subjects such as maths or literacy as it has an additional element of spiritual, moral, social, and cultural development (DCSF, 2010). As a compulsory subject which is not listed on the national curriculum, the purpose of RE can become confusing (OFSTED, 2013) in comparison to core subjects with in-depth programmes of study. This can make the application of learning strategies such as critical thinking very important for consistency and efficiency (REFERENCE).
What’s the point? – What is critical thinking in relation to education?
There has been great emphasis placed on critical thinking in recent years. The concept of introducing critical thinking to the curriculum explores how we can enhance attainment and learning through the development of pupil thinking skills such as problem solving and metacognition (Muijs, 2018). At the core of the term – critical thinking, each pupil is recognised as an individual who is independent and capable of taking an active role in the process of understanding (Fisher, 1999). (elaborate and discuss critical thinking in deeper definition)
What’s the point? – What is critical thinking in relation to RE?
The significance of critical thinking has been studied curriculum-wide in reference to multiple subjects including RE. (Discuss autonomy and self-government). This is a very important part of Religious Education, as it is a deeply personal subject, pupils need to have access to teaching which welcomes their views and goes beyond the typically ‘didactic transfer of curriculum knowledge’ (Freathy and John, 2018:2). It is imperative that pupils are rewarded the opportunity to build a personal perspective and understanding of the society they are part of. Through religious education pupils should be introduced to challenging questions and discussions which explore not only faith, religion, and worldviews but also reflects on what it means to be human, for example, exploring our purpose in life, ultimate reality, or issues of right and wrong (NATRE, 2022). Religious Education is an intellectually rigorous subject which delivers children the opportunity to gather information, make considerations and develop an argument to articulate their beliefs and determine their viewpoints (Cush, 2014, OFSTED, 2013). Due to the enquiring nature of the subject, it is very difficult to reach the aims of RE with constant colouring pages, online PowerPoints, and worksheets – which has been my previous experience of taught sessions.
The inclusion of critical thinking as part of quality RE teaching is reflected in various learning approaches and proposed curriculums (Freathy and John, 2018). In both the 2010 and 2013 OFSTED reports, placing enquiry at centre of learning is strongly highlighted as being fundamental to improving RE teaching (OFSTED, 2013). This is a key argument for this dissertation as all areas of effective enquiry in RE can be argued to be synonymous with critical thinking.
What’s the point? – What teaching strategies and or curriculums support critical thinking?
RE offers opportunities to develop both knowledge and opinion. Pupils learn information about religion – which is attainment target one and pupils also learn from religion and society – which is attainment target two (REFERENCE). This is a significant point in relation to critical thinking as pupils will have a more integral role in their learning with a much less rigid requirement of finding the ‘correct’ answers. Attainment target two sees the demand for many teaching approaches which promote thinking skills such as Philosophy for children (P4C), the RE-searchers approach and the use of different learning strategies such as talk for learning and enquiry-based learning.
What is the point? – How does critical thinking enhance pupil engagement and enjoyment of the subject? (this may include more experiential experiences)
What is the point? – How does critical thinking fit in with enquiry led learning and how does this support learning in RE?
What is the point? – Summarise this/conclude
https://www.tandfonline.com/doi/pdf/10.1080/01416200903537399?needAccess=true
https://www.tandfonline.com/doi/pdf/10.1080/01416200802560047?needAccess=true
Rob Freathy & Helen C. John (2018): Religious Education, Big Ideas and the study of religion(s) and worldview(s), British Journal of Religious Education. Available at: file:///C:/Users/rache/Downloads/Religious%20Education%20Big%20Ideas%20and%20the%20study%20of%20religions%20and%20worldviews.pdf
Freathy, R., J. Doney, G. Freathy, K. Walshe, and G. Teece. 2017. “Pedagogical Bricoleurs and Bricolage Researchers: The Case of Religious Education.” British Journal of Educational Studies 65 (4): 425–443. Available at: https://www.tandfonline.com/doi/full/10.1080/00071005.2017.1343454
Muijs, D. (2018) Metacognition and Self-Regulated Learning. In Effective teaching: evidence and practice. 4th ed. London: SAGE Publications. Pp.78-90.
Fisher, R (1999) Thinking Skills to Thinking Schools: Ways to Develop Pupils’s Thinking and Learning. Early Child Development and Care. 153(1), pp51-63. DOI:10.1080/0300443991530104
Directions:
Then Answer the following questions:
Describe the preschool’s and preschool teacher’s double task of creating conditions for both care and play and learning in the preschool’s activities
Reflect on, and evaluate, children’s needs for care, children’s play and children’s learning from a care ethics perspective.
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