The student should submit a short essay analysing their own role and responsibilities in education and training. (400 words minimum) Please discuss your own roles and responsibilities within education and training – think about the pastoral role, planning, assessment, creation of resources, ensuring a safe learning environment etc.
Please reflect on your own DELIVERY of education and training, looking at how you have put theory into practice. Give three examples, naming the specific theory or model which you have utilised.
Useful books:
Wilson, Linda (2014) Practical Teaching – A Guide to Teaching in the Education and Training Sector. UK: Cengage – chapter 18
1.CalculateGianna’sMLU,sayinwhatstageofgrammaticaldevelopmentsheis,andwhetherthisisappropriateforherage.Giveexamplesofutteranceswithdifferentmorphemesandshowthatyoucancountthem.
2.What type of sentencesdoes Giannaproduce? Are there more declaratives, negatives, or questions in the sample?Are there complex sentencesat all?DEVELOPMENT OF COMMUNICATIVE COMPETENCE
3.Describe Gianna’s conversationalskills.In particular, is sheproviding contingent, non-contingent or imitative responses? Who is doing the topic initiations and how? And how is s/he repairing miscommunications?Provide and interpret examples.
4.Are there examples of situationally-appropriate language?Provide and interpret examples
ASSIGNMENT
You can conduct a participant observation. The site will be at a meeting at work was called due to the fact that one of the coworker was affected by COVID. The meeting was called by the dean. Write your description and the description is an objective, factual account, what happened, what was there, who did what, what did the physical surrounding look like etc.
Interpretation is your analysis- what is the meaning of what you’ve observed, what are the rules behind a certain behavior, why you thought this happened.
Dear Writer,
Kindly develop a competency-based curriculum on university level in the following way (please answer in a simple way and according to the numbers, no need to write an essay):
1- Choose a subject (whatever you like)
2- Identify one competency that you expect to be gained by your students
3-Write at least two learning outcomes for your subject
4- Specify at least two topics for your subject that achieves the competencies
5- For each topic define two activities that enable your students to experience the competencies you have identified.
6- Develop a lesson plan for one of your topics
7- Design assessments as necessary to test competency attainment amongst your students.
No need to be complex. Just need simple answers please. Choose any subject that you are comfortable with and answer the questions based on that.
Best Regards.
Rubrics for grading this assignment: Is the student’s analysis for phonological development accurate and complete with examples?Minimally –1 pointPartially –2.5 pointsFully –5pointsIs the student’s analysis for lexical development accurate and complete with examples?Minimally –1 pointPartially –2.5 pointsFully –5 pointsIs the writing free of grammatical, spelling and punctuation errors and does it demonstrate effective communication?Minimally –1 pointPartially –2.5 pointsFully –5 pointsTOTAL POSSIBLE POINTS: 15Gianna’s Speech Sample Giannais a 34-month-old girl and the youngest of four children. Her oldest brother is 14, and the one nearest in age to her is 10, and so she has many competent language users available to her. The family is Asian American; however, only English is spoken in the household as both parents are second generation American born Chinese. Gianna’s mother is a high school English teacher with a master’s degree, while her father is a USC graduate who manages several apartments and stays home with his daughter. The family can be considered middle class. Presently, Giannais not attending preschool, but she will begin as soon as she turns 3.The recording, by a digital recorder, took place in Gianna’s home in order to maintain a comfortable, familiar atmosphere with the hopes that it would encourage the most natural responses from the child. The interview took place on a Monday afternoon while Gianna’s mother, father and one brother were at home, and it lasted for 45 minutes. The recording was then transcribed by the interviewer, using the following abbreviations to denote the participants: CHI (child), INT (interviewer), MOT (mother), DAD (father), and BRO (brother). /Slashes/ indicate phonological processes, that is, how the child actually pronounced certain words. Only 100 of the child’s utterances were transcribed for evaluation purposes.Mom, dad, and Tom(brother) are all at home preoccupied with their own activities. Giannais eating a chicken drumstick by herself whilewatching TV.1.CHI: What you doing?IMPORTANT TIPS-Give actual numbers of words. Do not just say ‘most words are nouns.’ -Discuss your findings integrating information from thetextbook and the lecture materials. -Provide specific examples from the transcription, accompanied by utterance numbers.
INT: I just wanna see you talk.MOT: What’s Tomdoing?2.CHI: Take a picture Tom.INT: No.3.CHI: Yes.INT: I’m not taking pictures. I’m making a video.4.CHI: I don’t /wan/ “want” /bideo/ “video.”INT: What’d you say?5.CHI: I don’t /wan/ “want” /bideo/ “video.”INT: You don’t want video?6.CHI: No.FAT: Where’s my handicap placard?7.CHI: Some of my dad’s missing.INT: Some of your dad’s what?8.CHI: Missing.INT: Missing what?9.CHI: Be quiet /dere/ “there.”INT: Who?10.CHI: You.INT: Why?11.CHI: Leave me /lone/ “alone.”INT: You?12.CHI: Yes.INT: Ok. I’m just watching TV.13.CHI: You’re not.INT: Yeah.Giannagets up from her seat and walks to get a better look at interviewer’s recording device.14.CHI: Are you watching a /bideo/ “video?”INT: No, I’m making a video. Can you just eat your chicken? Hey, do you wanna go to school with Tom?Giannashakes her head.Why not?15.CHI: I’m not /bigga/ “bigger” yet.INT: What?16.CHI: I’m not /bigga/ “bigger” yet.Giannacontinues to eat the chicken and grimaces while chewing a piece.INT: Ok. Is that bone?17.CHI: No.INT: You know what that’s called?18.CHI: I /don/ “don’t” know.INT: That’s called ‘cartilage.’ Can you say ‘cartilage?’19.CHI: I’m eatingit!INT: Cartilage? It’s yummy, huh? I like it.20.CHI: Me too.INT: You know who else likes it?21.CHI: Hm?INT: You know who else likes cartilage? Spartacus. (Spartacus is the dog.)22.CHI: Yummy. Anymore?INT: Anymore cartilage?23.CHI: Yeah.INT: You find it.
24.CHI: I /dink/ “think” /iss/ “it’s” in /hewe/ “here.” No!INT: Just eat it. Is it meat? Don’t eat the bone.25.CHI: /Car der lidge/ “Cartilage!”INT: Good job. K, if it’s too hard, don’t eat it. Cartilage is soft.26.CHI: Hm?INT: If it’s too hard, don’t eat it. Cartilage is soft.27.CHI: /Iss/ “it’s” soft.INT: Ok. Only Sparticus can eat the bone.28.CHI: I’m not eating/dis/ “this” one.29.CHI: I’m /jus/ “just” /holdin/ “holding” /car da lidge/ “cartilage.”INT: Good girl.Father coughs in the next room.Are you still coughing like your dad?Giannanods her head.What’s gonna make it better?30.CHI: Juicy.INT: Tell your dad, ‘Drink juice.’31.CHI: He’s Coke/wid/ “with” /dat/ “that.”INT: He drinks Coke with that?32.CHI: Yeah.INT: He’s never gonna get better.33.CHI: If he drink lot of Coke, I… Hey, /get/ “guess” what? I found it!INT: What is that?34.CHI: Mango.The child says “mango” but it’s actually a papaya. INT: No! That’s not mango. What did I teach you that was?35.CHI: I’m eatingmango!!INT: It’s papaya! Are you still hungry?36.CHI: No.INT: But you still have meat.37.CHI: I /don/ “don’t” want it.MOT: Let’s go wash your hands.Mother takes Giannato wash her hands.38.CHI: Hey! Tomis watching a /bideo/“video”in his room! INT: He’s watching Spiderman.39.CHI: I want to watch Cinderella’s /bideo/! MOT: We’ll do it later, OK?Giannadries her hands and runs back out to the living room where her plate and juice remainat the table.40.CHI: I /wan/ “want” some /fine/ “find” /da/ “the” bone.MOT: Oh, you found the bone?Giannasips juice, runs to the sink, and spits it out.INT: Hey, mama’s gonna get mad you.41.CHI: No, mama not.Giannaruns to her room and hides behind toy bins.42.CHI: I /wan/ “want” Tom make my /seeket/ “secret” hide-out dark.INT: You want Tomto make your secret hide-out dark? Ask him again.43.CHI: Tom! I /wan/ “want” you make my /seeket/ “secret” hide-out dark.INT: What’s the magic word?44.CHI: Please, Tom.BRO: What?
MOT: Can Auntie Carrie make it for you?45.CHI: Yes.INT: Like this?Interviewer drapes blanket over bins.46.CHI: Try/an/ “and” /fine/ “find” me.INT: I can’t make it stay. Wait.47.CHI: Try /an/ “and” /fine/ “find” me!INT: I know where you are!Blanket falls off the toy bins hiding Gianna.48.CHI: It fell down! It fell down!INT: Don’t move. Don’t move it.Giannacomes out from behind the bins with toy medical instruments.49.CHI: Sick.INT: Who is?50.CHI: You.INT: No.Giannaputs toys down and reaches to grab interviewer’s recording device.51.CHI: Is /dat/ “that” your /cara/ “camera?”INT: Who is that?Interviewer points to camera screen capturing image of Gianna’s brother and shows Gianna.52.CHI: I /don/ “don’t” know.INT: Who is that?53.CHI: I /don/ “don’t” know.INT: Yes, you know who that is.Giannacontinues to grab at camera while interviewer keeps it out of reach.54.CHI: I know what’s to do!INT: You can’t. It’s your dad’s. You can’t touch it.Giannaruns towards her bedroom.55.CHI: /Dat’s/ “That’s” my… /Dat’s/ “That’s” my police station. I can take you /dewe/ “there.”INT: Where is your police station?56.CHI: /Pollow/ “Follow” me!INT: Where are you going?57.CHI: /Goin/ “Going” to my police station!Interviewer inquires about a toy box nearby.INT: What’s inside there? You were gonna show me.58.CHI: /Dat’s/ “that’s” your surprise storage.INT: That’s my surprise what?59.CHI: Storage.INT: Storage.60.CHI: Yes.INT: Where’d you get that?61.CHI: /Fom/ “From” my room.INT: From who?62.CHI: /Fom/ “From” my room.INT: My room? I don’t have a room here.BRO: Yeah, you do. Because you’re part of our family.63.CHI: Ah… /Booga/ “Booger” family.INT: Booger family? What’s going on here?Giannaattempts to squeeze into the same seat as the interviewer.64.CHI: Move it.
INT: No, watch this.65.CHI: I /don/ “don’t” want to watch.INT: Watch. Look at Tom.66.CHI: What?INT: You see him?67.CHI: Let’s, let’s, let’s close it because he’s not gonnawatch.Giannaattempts to press button on interviewer’s camera.INT: No, I’m watching.68.CHI: Can I play /wit/ “with” your phone?INT: No. Let me do this.69.CHI: /Weady/ “Ready!”INT: I don’t have games.70.CHI: I’m /jus/ “just” playing.INT: Ok, press that one. See and then the light comes on.71.CHI: Uh, I want to /jus/ “just” work.INT: It doesn’t work. It’s just a phone. It doesn’t have games like mama’s phone.72.CHI: Let me check /da/ “the…”Giannawraps interviewer’s cell phone in a ToysRUs advertisement.INT: What? You wanna check the newspaper?73.CHI: Wait. Wait. Wait.INT: What are you doing? What am I waiting for?Giannaputs the cell phone and advertisement on the table and runs to her mother in the kitchen.74.CHI: Mama, can I have candy?MOT: No.75.CHI: Why?76.CHI: Wait. I /wan/“want” Auntie Carrie to stoprecord /dis/ “this.”77.CHI: Stop it.Giannaruns back to interviewer from the kitchen.78.CHI: You have to come /wit/ “with” me to look it.79.CHI: Cometo look it.INT: Going to where?80.CHI: Look it.INT: Look it?81.CHI: No. We’s… We’re going to my Lookit’s house!INT: Your Lookit’s house?Father puts on a movie per brother’s request.INT: What are we watching? “Pitch Perfect?”82.CHI: Mommy?83.CHI: Can I have /pockorn/ “popcorn?”MOT: Yes.84.CHI: Do you have Tom/bideo/ “video” of him doing /dis/ “this” taking picture of me?85.CHI: Take it.INT: I have it on my phone. My old phone.86.CHI: Where your/ole/ “old” phone?INT: At my house.Giannais fixated on the movie playing and sings along with the introduction.87.CHI: Blah blah rab da dab dab da!88.CHI: I’m a funny face!Brother and I laugh. Giannadances to the music from the TV.89.CHI: I’m a funny face!90.CHI: I’m a funny face!
91.CHI: I’m a funny face!92.CHI: I’m a funny face!Giannaeats the popcorn her mother brings her.93.CHI: /Is/ “It’s” hard.94.CHI: Bone!INT: No, no, no. Not bone. Kernel. Look it. She’s gonna sing. Ready?95.CHI: One. Two. /Tree/ “Three.” Four. Five.Girl on TV throws up.96.CHI: Ew!97.CHI: No more?INT: No more throw up.98.CHI: Watch.Giannadances to the music from the TVand continues to eat her popcorn.99.CHI: /Wan/ “Want” some?INT: No, thanks. Ok, maybe just one. You pick one. Thanks.MOT: Hey, Auntie Carrie said thanks. What do you say?100.CHI: Welcome.
<br><br>Your evaluation must answer the following six questions. <br><br>
What is the question (or problem) the author is attempting to answer and what is his/her main argument?<br>
What are the main claims the author makes to support his/her argument (you may identify up to 4 claims)?<br>
a) What evidence does the author offer to support the claims?
b) What is the quality of the evidence?<br>
What assumptions or biases has the author made? <br>
If you were to write an essay on this subject, what would be your argument on this question/problem (for instance, do you agree or disagree with the author’s argument and/or claims, and why?)<br>
If you were to write an essay with this argument, what possible assumptions and/or biases would you need to be aware of?<br><br>not needed to add a number of sources, but if you added that might be perfect.<br><br>750 words, +/- 10%.
Answer the following questions based on Reading the case in the attachment
Guidelines for Discussion Board1 (Read Down Below)
Good discussion posts: Are timely. The best messages in the world won’t do any good if they’re posted after the bulk of the discussion is over! Are well written. Take time to revise your post. If your post is too long or poorly constructed, it will most likely not be read or will cause your peers frustration while trying to read it. Are “on message.” Think through your messages in advance. Carefully read and consider the assignment, the discussion prompt, and your peers’ postings before you post a response. Are generous and respectful. Suggest resources or ideas that may help others in their learning. When disagreements arise, allow others the benefit of the doubt—value deeper insight and communication over trying to prove you are right. Stimulate thinking. Pose provocative questions, raise alternative viewpoints or explanations, and provide creative, breakthrough ideas. Are grounded in evidence. Make explicit connections between course concepts and readings, your firsthand experience, and the experiences of others in your cohort. Encourage others to provide evidence. Good follow-up messages ask peers to explain “why,” helping them clarify their thoughts, uncover inconsistencies or misconceptions, and take their understanding to a new level. Move the understanding of the class forward. Raise questions and encourage your peers to raise questions. Help your colleagues address questions. Good messages also create connections between course concepts and the thoughts and ideas of others.
Assessment task 1: Social and emotional developmental report.
Details:
1. Investigate and report on how Early Childhood Educators apply knowledge of social and emotional development of children aged 3-5 to establish and foster respectful relationships.
2. You will begin by describing the social and emotional development of children aged 3-5.
3. Analyze and describe social and development in relation to establishing and maintaining respectful relationships between … the child and the educator and between the child’s and his /her peers.
4. Identify and critically discuss pedagogy, principles and practices that support.
5. Include in your discussion practices use in early childhood education to prepare young children for the transition to school and the role of early childhood educators in this preparation.
6. Support your claims with relevant theories about early childhood development and education that inform practice.
7. Examine, analyze and describe social and emotional development within a current framework either the NQS ( National Quality Standard ) or EYLF ( Early Years Learning Framework ).
Assessment Criteria
The discussion report must:
1. Explain social and emotional development of children 3-5 years old links to contemporary theories that inform practice
2. Examines, analyses and describes social and emotional development links to a current framework (NQS or EYLF)
3. Contain correct spelling, grammar and punctuation and APA style referencing.
4. Must contain 10 peer reviewed articles / References. (citing at least 10 peer reviewed articles or similar).
5. Discussion points must be supported by relevant early childhood scholarly literature, theory and EYLF/NQS.
Task:
Assignment one is an individual written assignment which requires you to select a skill, conduct an analysis of the skill, discuss the classification of the skill, identify the underlying motor abilities required for skilled performance, and describe how the movement is controlled.
Learning outcomes assessed:
1. Describe different ways to classify motor skills.
2. Differentiate skill and ability and identify underlying abilities in skilled movement.
3. Explain how motor skills are controlled as a coordinated movement.
8. Search and utilize credible research evidence.
Content:
• Introduce the chosen skill, offering a concise analysis of the movement. Your introduction should also include definitions of motor skill and motor learning from different sources. Analysis of the movement should be supported by evidence where appropriate.
• Provide a description of how the skill is classified on the three continua discussed in week 1. You may use diagrams to demonstrate your classifications. Provide a concise rationale explaining your classifications, offering relevant detail to show your understanding (e.g., if serial, what are the sub-parts which make up the series of movements).
• Using relevant literature, offer definitions of motor abilities and briefly discuss how these differ from skill. Identify and discuss the motor abilities which are specifically related to your chosen skill, and how these abilities may be an important factor in determining why people differ in achievement levels of the chosen skill. Make specific reference to Fleishman’s Taxonomy or other relevant research.
• Identify whether your skill utilizes an open or closed loop control system and support with a brief rationale. Provide an explanation of how the chosen.
Motor Learning KIN 486
skill is controlled using principles from Dynamical Systems Theory. Specifically, identify critical information from the performance environment (perception) and explain how this regulates specific movements (action).
• Provide a reference list which contains all sources used (not included in word count)
This assignment must have a cover page with a running head, the title of the assignment, your name(s), your student ID#(s), and the exact word count. The assignments will be double spaced, typed in 12 point font, and the referencing style will conform to the guidelines set out by the American Psychological Association (APA): http://www.apastyle.org/index.aspx . The assignment should be written in third person.
Penalties for exceeding word count & late submissions:
1-10% over. Within one hour of deadline. = moved one grade lower
11-20% over. One – 24 hours after deadline. = moved two grades lower
30% over. Over 24 hours after deadline. = F
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