Category: Education

Assessment Description
Effective instructional methods and engagement strategies create a meaningful way to have students actively learn. Implementing more student-centered learning models allows students to make connections between what they know and what they are learning, and then apply it in different situations.
Allocate at least 3 hours in the field to support this field experience.
Observe and discuss the following with your mentor teacher:
Part 1: Inquiry
During this field experience you will observe a secondary classroom in one of the humanities content areas or social studies (history, social sciences, and geography), the arts (visual and performance), or English/ELA (reading, writing, and oral language), paying particular attention to the instructional method the teacher utilizes. Following your observation, collaborate with your mentor teacher and inquire about the following:
What instructional methods do you use? How do you decide which instructional methods are best suited for each lesson?
What strategies do you use to integrate all areas of humanities in a lesson?
What strategies do you use to assess student learning before, during, and after instruction?
What strategies do you use to engage students in learning?
What is your strategy to group students for a lesson/project?
Part 2: Collaboration
In addition to your observation and discussion, share with your mentor teacher the requirements document you created detailing the requirements of future field experiences for this course. Specifically address the following:
Discuss ideas for your lesson plan in an attempt to correlate with the topics the mentor teacher will be covering.
Schedule to assist the mentor teacher with a specific lesson during Topic 4 that will require you to interact with students.
Schedule the implementation of your lesson plan during Topic 6 with the class or a small group.
Identify and meet with a school librarian or media resource specialist and discuss how to integrate technology with your lesson.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class. 
In 250-500 words, summarize your observation and collaboration with your mentor teacher. What methods and strategies discussed do you anticipate using in your future professional practice? Based on your conversation with your mentor teacher, how prepared are you to meet the requirements in the future field experiences?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Due Sunday by 11:59pm
Points 25
Submitting an external tool
Available May 4 at 12am – Jun 16 at 11:59pm
An assessment cycle is an effective tool for improving instruction. It consists of assessing the students, collecting data, analyzing the data, making instructional decisions, delivering instruction, reassessment of the students, and sharing assessment outcomes. Develop an assessment cycle for a unit of study (FEAP a.4.).
Step 1: Assessment – Create and give a pre-test that has the majority of the questions at the comprehension, application, analysis, synthesis, and evaluation levels for a unit you are teaching to determine what your students know. Design and align a formative assessment that matches learning objectives and leads to mastery; (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d). Modify the assessment and testing conditions to accommodate the learning styles and varying levels of knowledge of the students. Use a learning style inventory to determine the learning styles of the students (FEAP a.4.d/FPEC 4.4, 7.5/InTASC 6h.p, 6p.k, 6u.d). List accommodations for ESE and ELL students as needed.
Step 2: Data collection – Use and apply technology to list and organize the scores of the pre-test and include a copy of students’ pre-tests in your assignment (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k).
Step 3: Aggregation and Display of Data – What are the results? Analyze each test item (item analysis, product analysis). Identify which test items were answered correctly and which were answered incorrectly for each student. Identify poorly written test items. These items can be corrected or eliminated from the post-assessment. Use a table or graph to display the test results (FEAP a.4.a/FPEC 4.1, 8.6/InTASC 1a.p, 8e.p).
Step 4: Instructional Decisions – What can be determined by analyzing the data? How will what you determine and see from the data affect what you will teach? Use the data to set goals and create standards-based (e.g., Common Core Standards) unit lessons for the students. Demonstrate the use of a variety of assessment tools to monitor student progress, achievement, and learning gains (FEAP a.4.c/FPEC 4.3/InTASC 6b).
Step 5: Instruction – What methods of instruction will you use to impact student learning? Create three lesson plans for the unit.
Step 6: Reassessment – Design and give a post-test to determine what the students learned from your instruction that matches learning objectives and leads to mastery (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d). Determine; what was learned, who learned it, and if it was not learned, determine why not? How will you remediate students who have not mastered the concept or skills? How will you provide enrichment activities for students who have achieved mastery? Include copies of post-tests in your assignment (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k).
Step 7: Assessment Outcomes – Share the assessment data with the students and the students’ parent/caregiver (FEAP a.4.e/FPEC 4.5, 7.3/InTASC 6f.p, 6v.d).
Step 8: Use technology to improve student study and test-taking skills – Identify review materials for students, such as Learn About FCAT (http://www.testtools.com/fcat/fcat.shtmLinks to an external site.) and Understanding FCAT Reports (http://www.firn.edu/doe/sas/fcat/fcrpdes.htmLinks to an external site.). How can these documents be used to improve test-taking skills? (NSU a.4.g/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d)
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You will provide an analysis of the results indicating similarities
and/or differences, strengths, weakness, inconsistencies, etc. and provide a suggestion(s) for how the
school may address any issues.
Instructions and completed surveys are attached.

Use the template to respond to the four phases. Responses should be well-written narratives addressing each bullet. 
Instructions (which also contains the template)and case study is attached. 

Many technological applications have been developed to prevent and assist people experiencing a variety of problems and crises. Technologies include (but are not limited to) the following:
Telephones and cell phones
Applications
Tablets
Websites
Interactive websites
Telephone assistance
Videoconferencing
Social media
Chat services
Internet-based discussion topic
Virtual realities
You will create an infographic (Piktochart, Infogr.am, etc.) or a presentation slide (PowerPoint, Prezi, etc.) and post it in the discussion topic. Your document should address the following:
Select a crisis scenario such as a lost child, a lost parent, a home lost in a disaster, loss of a job, and so on.
Describe what you think would be the most effective technology for that scenario, and provide your rationale.
How might you prevent that crisis from happening with technology? Provide a rationale.
In responding to your classmates, suggest a different or alternative technology tool and provide a rationale for your suggestion.

Read a scholarly journal article that addresses an issue faced by early childhood educators and/or families with young children and write a report.
Choose ONE of the articles provided BELOW to read and critique. A critique is not merely a summary of the article but looks at your reaction to the article: comparing what you read with your prior knowledge and understanding, asking questions of the author and/or discussing what is clear to you. Think about what is being read and then respond using your own thoughts. Your critique should be typed, using correct grammar, spelling, and punctuation. The critique should be approximately 1 ½ pages in length, using Times Roman or Arial font and 12 pt. size.  Guidelines for the one page:
one-third of the critique will be a summary of the content
one-third will be your reaction to/comments about the article
one-third will discuss how you might use the content of the article in your work or practice in the profession.
Include bibliographic information:  name of the professional journal, title of the article, author(s), date of the article, and issue/volume number.  You may include this at the beginning of the review or at the end. 
Article: Supporting Young Children after Crisis Events
https://www.naeyc.org/resources/pubs/yc/jul2020/supporting-young-children-after-crisis-eventsLinks to an external site.
Article: Valuing Diversity: Developing a Deeper Understanding for All Young Children’s Behavior
https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behaviorLinks to an external site.
Article:  The Power of Playful Learning in the Early Childhood Setting
https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learningLinks to an external site.
Article:  Rocking and Rolling. Caring for the Mental Health of Infants and Toddlers
https://www.naeyc.org/resources/pubs/yc/spring2021/mental-health-infants-toddlersLinks to an external site.
Journal Article Critique Instructions .docx Download Journal Article Critique Instructions .docx 
Rubric
Article Critique
Article Critique
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDescription of criterion
Bibliography (APA style)
2 pts
This criterion is linked to a Learning OutcomeFormat & In text citations in APA style
2 pts
This criterion is linked to a Learning OutcomeCover Sheet
1 pts
This criterion is linked to a Learning Outcomeone-third of the critique will be a summary of the content
10 pts
This criterion is linked to a Learning Outcomeone-third will be your reaction to/comments about the article
10 pts
This criterion is linked to a Learning Outcomeone-third will discuss how you might use the content of the article in your work or practice in the profession.
10 pts
This criterion is linked to a Learning OutcomeSpelling, grammar, writing conventions
Spelling, grammar, writing conventions (0 mistakes= 5 points; 1-2 mistakes = 4 points; 3 mistakes=3 points; 4 mistakes=1 point; 5 or more mistakes = 0 points
5 pts
Total Points: 40

Alrighty! First formal assignment for this course is short and sweet and to the point. You are going to create a powerpoint presentation. The slides should be in this order: 1. Slide One = Title Slide with APA correct Student Title Page formatting 2. Slide Two = The difference between speech and language – PARAPHRASE this information, do not copy and paste it from somewhere. The slide must contain an APA in-text citation. 3. Slide Three through Slide Six = There are 8 major body parts that are involved in the production of speech (larynx is one of them also). Hint – go back to the Read and View section for this module and read what is there. Name two of these body parts on one slide for a total of 4 slides (2 per slide). Name the part and tell what it does, not where it is located, what it does. Yes, each slide must have in-text citations. 4. Slide Seven = List all your APA references for your information. Please disable the automatic button function so that you can indent your references correctly. So, seven slides, maybe eight depending on how may references you have.

The purpose of the Research assignment is to assess your ability to evaluate and assess course content in relation to your personal and/or professional lives. In the Research 5 assignment, we are focusing on content from chapters 12-14. You may choose ONE of the following five prompts to research. There is no observation choice for Research 5.
Research Prompts:
Copy the prompt in a new document or PowerPoint slide, respond to the prompt, including source citations at the end of your response and upload here. Label the document/PPT as such: 132, Last Name, Research 5. If using PowerPoint, remember that ‘less is more’ meaning that graphics and animation should be limited.
All research responses require one or more sources other than the textbook. If you use the textbook, use the following reference citation: Gonzalez-Mena & Eyer. (2020). page #. All other sources should include the author name(s), date of publication, and if found online, a descriptive text hyperlink. List at the end of the response. Response should be written in your own words, with no copying and pasting or quoting from your source. I’m looking for your understanding of the concept and how you’ve interpreted your findings. 
There is no specific length requirement but the response should be clear in describing key concepts of the prompt and how the information may be used in one’s personal and/or professional lives.
1. Using Chapter 12 and Module Five materials and one additional source, describe how the developmentally appropriateness of an environment relates to safety and learning.
2. Using Chapter 12 and Module Five materials and the quality standards for early learning environments in the WACs, Links to an external site.describe what is needed to provide healthy, safe and developmentally appropriate caregiving situations for infants and toddlers. Be sure to include all aspects of the environment.
3. Using Chapter 13  and Module Five materials and one additional source, discuss the importance of identify formation in an early learning environment and how best to support that development in an infant/toddler setting.
4. Using Chapter 13 and Module Five materials and one additional source, discuss positive approaches to guidance within the infant/toddler caregiving environment. Include why positive approaches to guidance are of particular importance during the infant/toddler years.
5. Using Chapter 14 and Module Five materials and one additional source, discuss ways in which caregivers can encourage parents to be partners with their child’s caregiver. Include a discussion of how these partnerships may be different in home and center-based programs.
View Rubric
132SpResearch5
132SpResearch5
Criteria Ratings Pts
Information/Concepts
view longer description
50 to >44 pts
Superior
Meets all assignment requirements
44 to >39 pts
Above Average
Meets 85% of all assignment requirements
39 to >34 pts
Average
Meets 75% of all assignment requirements
34 to >0 pts
Below Average
Meets 65% of all assignment requirements
0 pts
No Marks
Not submitted
/ 50 pts
Assessment and Evaluation of Concepts
view longer description
50 to >44 pts
Superior
Meets all assignment requirements
44 to >39 pts
Above Average
Meets 85% of all assignment requirements
39 to >34 pts
Average
Meets 75% of all assignment requirements
34 to >0 pts
Below Average
Meets 65% of all assignment requirements
0 pts
No Marks
Not submitted
/ 50 pts
Total Points: 0

It is important for children to have the freedom to make mistakes. As children learn, it is a teacher’s responsibility to guide them through their mistakes, so they are able to respond and develop their social and emotional skills appropriately.
For this assignment, review the case scenarios below to develop plans to guide the children through their mistakes, allowing them to use the mistakes as learning opportunities.
Case Scenario 1: Joey
Joey is a four-year-old child whose family recently relocated to a new town. Joey joined his new Pre-K classroom four months into the school year, after the community of the classroom was established and friendships formed. Joey is a rule-follower and seems to be adjusting well, but he usually plays alone and is shy. One day, Joey is painting at the art center and after finishing his own painting, he begins painting on another child’s work. The other child is visibly upset that her work has been painted on. She and her friend tell Joey that he is not nice and they do not want him there because he painted on her work. When confronted by the other children, he says that there was no more paper, begins crying, and runs to the corner. He has now isolated himself and refuses to speak to anyone.
Case Scenario 2: Olivia
Olivia is a kindergarten student entering school for the first time. She is an only child and has had little exposure to other children. While playing a game, Olivia takes all of the cards from another child. The other child tells Olivia, “That isn’t fair! You need to share!” as he grabs some of the cards back. Olivia gets very close to the other child’s face and yells, “I am the princess! Give me those now!” She then grabs the cards and hits him before walking away.
With occurrences like these, teachers typically arrange to meet with parents to discuss the situation and develop a unified approach to remedying it. Best practice is to follow up the discussion with written confirmation of what was agreed to.
For each of the scenarios above, write 150-250 word discussion outline and a 150-250 word follow up letter including the following:
Part 1: Discussion outline
Explain the situation you observed in your classroom.
Describe what actions you took immediately following the occurrence, and the child’s reaction.
How you will collaborate with the student to use mistakes as learning opportunities to develop healthy socioemotional skills and create a respectful, supportive, and inclusive learning environment.
Suggestions for how parents/guardians can support appropriate behavior at home through respectful, reciprocal relationships.
Part 2: Follow-up letter
Brief summary of the student’s classroom behavior.
Summary of corrective steps you took and will take to help the student to develop appropriate behavior.
At-home strategies to encourage student to develop healthy socioemotional skills.
How you will follow-up with the family about the child’s future behavior and progress.

Prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
500-650 word range, experience: flying alone for the first time, lessons; resilience, independence