Category: Education

Objective: Using selected apps to transform and redefine traditional play-based activities, enhancing creativity, drama, literacy, and numeracy skills with reference to the Australian Frameworks, semiotic systems, and principles from the Multimodal and Digital Technology.
Weighting: 60%
Length: 2500 words (Part A – 1000 words & Part B – 1500 words (experience plan))
Due: Week 10 Learning outcomes: 2 and 3
For this assessment you will need to:
PART A: Research and justify (using Guernsey’s Three C’s and SAMR framework)
Locate and research four (4) digital applications suitable for children aged 0-5.
One (1) App will support creativity;
one (1) App will support drama;
one (1) App will support language literacy;
One (1) App will support numeracy.
Guernsey’s Three C’s Analysis: for each application critique the app’s using Guernsey’s three C’s framework (Content, Context, and the individual Child) to justify your selection.
SAMR Evaluation: Using the SAMR model, classify each app (as either Substitution (S): The app acts as a direct substitute with no functional change; Augmentation (A): The app is a substitute with functional improvements; Modification (M): The app allows for the redesign of the task; Redefinition (R): The app introduces new tasks that were previously inconceivable) and justify the potential of each application in terms of how it might either enhance or transform learning experiences using credible research.
PART B: Developing two (2) Play-Based Experiences
From the applications you’ve identified in Part A, select two (2) apps to develop two (2) experience plans where the digital components of the app intertwine with the physical environment.
This experience should utilise technology not as a mere addition but as an enabler of richer multimodal interactions (SAMR). Both experience plans should be play-based experience (integrated experience of any learning areas- creativity, drama, language/literacy or numeracy).
Remember: The apps should not be game-based. Consider apps with immersive elements.
Example: If the app offers AR features, devise an activity where children use the app to overlay digital objects in real-world spaces, like the outdoor or indoor areas. If the app doesn’t have AR, consider how it might sync with tangible objects or toys. For instance, a music playing app like Specdrums MIX (Sphero Inc., nd) could be paired with physical items that resonate with similar sounds when interacted with, thereby creating a harmonious audio-physical experience.
Experience plan should include:
–          Rationale & Goal:  Begin by providing a rationale for the chosen experience. Clearly define the goal or objective you wish to achieve through this learning experience.
–          Experience Outline: Detail an outline of the experience, providing step-by-step methods of implementation including transitions. Include clear teaching strategies.
–          Connection to Australian Frameworks and curriculum: discuss how your experience links to relevant outcomes/descriptors from the EYLF and ACARA (foundation years).
–          Semiotics in Learning: Discuss the various semiotic systems (modes- linguistic, visual, aural, gestural and spatial) of learning that the experience will allow children to explore. Discuss the different ways the experience lets children learn about signs and symbols (semiotic exploration). How do children understand the relationship between different icons, index and symbols through your experience. For example, when a child hears a bee buzzing (index), how do they relate that sound to the image(icon).
–          Pedagogical Approach: Using the SAMR model, explain whether the digital components of your experience serve to enhance traditional methods or truly transform the learning experience. Use the TPACK framework to discuss the interplay between technological, pedagogical, and content knowledge.
Experience plan(x2) Presented using canva:
Utilise Canva to design your two (2) experience plans, ensuring they are visually appealing and easy to comprehend, for parents and caregivers. Within your layout include all areas of the experience plan including the rationale & goal, detailed outline of the experience, its alignment with the Australian Framework (EYLF) and curriculum (ACARA), insights into Semiotics in Learning, and the underlying Pedagogical Approach (TPACK). For design inspiration and structural reference, please refer to the link: https://playingitsafe.org.au/wp-content/uploads/2020/04/AAMF5000-Infant-Activities-Taking-a-photo.pdf 

This is on a 5th grade ICT class.
In paper of 7-8 pages (APA-style paper), describe what you learned about teaching and learning in the course of your fieldwork experience and how you plan to implement it in your teaching practice.
Your paper must include the following sections:
State 3-5 major take-aways on teaching and learning and support them with the examples from the practice you analyzed and reflected on during the course.
Share 1-2 learning strategies and evidence-based practices that you observed/learned and plan to implement in your teaching. You may include their descriiption in the attachment to the paper. In the paper describe them briefly and explain why you find them effective.
Reflect on Module 1: Complete Professional Pedagogical Response, Module 3: Professional Rationale, Module 9: Journal and design the next steps you want to develop your professionalism as defined in Danielson rubric.
Integrity and ethical conduct
Receptivity to feedback from colleagues
Advocacy
Relationship with colleagues
Involvement in culture of professional inquiry
Summarize what you plan to learn and implement in your teaching to support student learning.
APA citations and Reference list: http://www.utoledo.edu/library/help/guides/docs/apastyle.pdf
Read: NYSED Culturally Responsive Sustaining Education framework Culturally responsive-sustaining education. New York State Education Department. (n.d.). Retrieved from http://www.nysed.gov/crs
Read: Touro Candidate Learning Outcomes – TC GSE Candidate Learning Outcomes.docx

Based on feedback from your educational partner and field supervisor submit your journal:
What are your next steps in implementing this feedback?
What supports do you need?
What questions do you have?
How will this feedback help you become a more effective educational professional?
Your reflection should be informed by theory, research, and/or HLP
As was mentioned in Module 1 and Module 3 you will have opportunities to demonstrate your two specific areas of improvement (refinement) throughout this course. This is your opportunity to refer on you grow throughout the semester . This journal response will also be used in your final practicum course.
In your response:
be thoughtful and thorough
use academic language
state your ideas clearly and provide rationale for your responses

***IMPORTANT****need to have subscription to NGSS
Directions are below and I have attached what needs to be filled in. I will also provide an example.
Choose a PE for grades 1-6 (Please do not choose 4-PS3-2, 4-PS3-4 or 3-LS1-1)
Decide whether you would like to do a literacy read-aloud activity or a STEM mini-activity as part of your plan.  It can be one of the lessons from a prior assignment or it can be something new- it could also be topic from your field experience.
Find a lesson plan.  Some options for places to look:  NGSS Standards at nsta (Teaching Resources), Teaching Science Through Trade Books at NSTA , Cross Curricular Connections ,TeachEngineering or PBS Learning Media  (links in Classroom Assignment
You may also borrow a Picture Perfect Science book for a read-aloud activity or a STEM activity from me after class.  Or search ‘Picture Perfect Science’  at nsta.org and see what is available online.
Complete the 5E Lesson Plan Template as we practiced in class using the Ladybug lesson (answer key linked in Classroom Assignment). Please note: To make your lesson align with the NGSS philosophy, you will need to make revisions and additions to the lesson plan you select.
***The lesson needs to have revisions to be my own lesson***
– only needs to be 1 PE

Where indicated on the syllabus, you are required to write a discussion board post that analyzes key ideas from the readings assigned over several class Weeks. Your response will be cumulative in nature and it should cite the readings from the assigned Weeks. For example, Online Response #1 requires a synthesis of all the readings assigned in Weeks 10,11, and 12
The online responses are analytic. You are tasked with critically assessing and analyzing the frameworks and/or findings/conclusions discussed in the readings as they relate to each other. Your synthesis of the material is your own, but you will be expected to address the following broad question attend to the following dimensions in every online response:
Broad Question: In what ways do the assigned readings relate to each other, contradict each other, and/or complement each other?
Dimension 1:Based on your analysis of the readings, what are 2-3 implications for educational practice that you can act upon in your classroom and/or school environment?
Dimension 2: How does the new knowledge gained from the readings impact your personal and professional growth as an educator?
The online responses are argumentative in nature and hence they should have a clear thesis statement and evidence to support the thesis. The response should not be used to summarize the readings. We have all read the readings. Rather, the online response should be a critical reflection of the readings that explicitly considers the broad question and two dimensions of analysis. Take risks in your online response, but be sure to cite all of the assigned readings for that particular response. You will write 4 of these and each will be worth 10 points for a total of 40 points. Each response should be approximately 2-3 pages double spaced, at minimum.
Sources Week 10:
– https://drive.google.com/file/d/1g-qbAsZiaZQM0IpeKcdCtcj4kXI0ebfK/view?pli=1
– https://drive.google.com/file/d/1Cw–dAS1sE_K5RaGC_yMFHlY2dQGX5tl/view
Week 11: 
– https://drive.google.com/file/d/17onszJSP2_EyVd1tjZt0CXW05tjW6Clc/view
– https://drive.google.com/file/d/1GiTPfjZ-Dp2vkz7X_qBvJjEAO1aoC0Jd/view
Week 12:
– https://childmind.org/article/behavioral-treatments-kids-adhd/
– https://drive.google.com/file/d/1Mlh0XIvEiFTDokn7nLnZy7KHADGlrNMm/view?usp=sharing
– https://drive.google.com/file/d/1GBXG9IQClNzzyW4MIjBlFFX1PXr1v5gT/view
– https://drive.google.com/file/d/1IWxQZWgFUafBWyfIHY_ybgfymYrQmQ9N/view

Using what you have learned in the course and your knowledge of a case study student from the provided information taken from their IEP, write an student support plan that prepares for this student to enter your classroom. Due to confidentiality, we always use the student’s initials when writing plans, however, since these are not real students you may use the name provided. Your student support plan should be comprehensive enough for other staff/substitutes to carry out and follow through. As the classroom teacher, it is your legal obligation to make sure that the IEP is being followed and your responsibility to support the IEP goals, objectives, and benchmarks. Your plan should address the IEP accommodations and goals and also provide a method for you to assess and document your student’s progress toward their goals so that you may report on progress formally and informally throughout the school year as well as at the end of marking terms and during parent-teacher conferences. In addition to the above conditions, the plan should include:
The type of curriculum and activities you will use
How the design of your indoor and outdoor learning environment will support the student
How the physical and temporal environment, materials, and equipment will be specifically adapted for the student
What Intervention and Instructional Strategies will be used to support the student
To assist you in developing your plan for your case study student click here for the background information and the IEP accommodations and goals. Your plan can be in essay form or you can choose to put together a presentation if you like. Do what works best for you! Remember that you are writing/presenting as though you are talking to the other teachers/support staff in your classroom or a long-term substitute who has not taken this class! https://docs.google.com/document/d/1NBxMum3MFazZpf2MBCq7o4xFyjiowW7ErASYe1YVfaw/edit

Reflect and review the notes from your post observation conference with your field supervisor
Pinpoint two specific areas of strength (reinforcement) and two specific areas for improvement (refinement) related to your instruction and delivery skills.
In other words, what do you do well, and what do you need to improve as related to your teaching?
What do you want to know and be able to do from a pedagogical lens by the end of this course? (see Touro GSE Practicum Observation Rubric Domains 1, 2, 3, 4, 5 Download Touro GSE Practicum Observation Rubric Domains 1, 2, 3, 4, 5).
Revisit the Professional Pedagogical Response you submitted in Module 1
Make an initial post that outlines your current areas of refinement and identify your revised goals as you prepare for your second observation.
What is one area on which you received feedback?
How do you plan to improve moving forward? Specify the instructional strategies you plan to implement to achieve a different outcome.
Provide feedback to your educational partners by asking probing and clarifying questions:
Reference Danielson Domains 2&3
Use the language from the Danielson Rubric to provide your colleagues with two specific areas of strength (reinforcement) and two specific areas for improvement (refinement) with specific examples.
Make connection to theory, research, (previous course readings) and/or HLP.

Module 12 Final Critique
You will select and evaluate a policy/initiative/program of a specific school, district or education organization (K-12).
The policy should address an at least two foci from module 2 through 11.
Equity Foci
Module 3 – Curriculum (e.g. stratified curriculum/programming – AIG; vocational; AP/IB
Module 4 – Race/Ethnicity (e.g. diversity enrollment initiatives; cultural competency training; culturally responsive teaching; asset-based pedagogy; anti-racism curriculum; DEI
Module 5 – Socioeconomics (e.g. Title I programming; federal student aid; whole child school-based services – health, dental, counseling, etc.; school meal programs; early childhood education; school transportation; school choice)
Module 6 – Language (e.g. dual language immersion programs; ESL)
Module 7 – Gender/Sex (e.g. Title IX)
Module 8 – Ability (g. IDEA; individualized learning plans)
Module 9/10/11 – Excellence driven market-oriented initiatives (e.g. standards-based assessment policy; school choice [magnets; charters; intra-district; inter-district; private school; homeschool]; voucher programs;
Your analysis will include:
Overview of the school, district or education organization
Overview of the policy/initiative/program selected
Outcomes
Effectiveness of distinct practices intended to promote equity and excellence
Recommendations
Three recommendations (evidenced-based) for further implementation to promote equitable learning opportunities and academic excellence
Estimated Time for Completion: 7 hours
Course Objectives
Analyze the philosophical perspectives, major historical developments, and landmark cases that underpin approaches to education in the United States.
Analyze the impact of federal and state-level educational reform on equity and excellence in education while considering the influence of social, political, and economic contexts.
Evaluate dispositional and professional norms within an educational organization setting and make recommendations for improvement.
Analyze a school in New Orleans using an equity perspective to develop evidence-based recommendations that promote excellence, equity, inclusivity, and cultural responsiveness.
Instructions
Final Critique Overview 
Final Critique Graphic OrganizerDownload Final Critique Graphic Organizer
Your analysis should include the following:
Introduction
Overview of  school/district/ education organization
Demographics of student population/community and leadership/faculty/teachers/staff, etc. 
Overview of the initiative/policy/reform
Initiative/policy/reform’s intended purpose/goal
Implementation and Outcomes
How is the policy/program/initiative implemented? 
Effectiveness (or not)/ outcome of the initiative/policy/reform to promote equity, inclusivity, and cultural responsiveness 
Recommendations
Three recommendations (evidenced-based) for further implementation to promote equitable learning opportunities and academic excellence
Critique Specifications:
Written option
Length: 5 pages (not including the reference pages)
Format: Double-spaced, 12 pt font, Times New Roman, 1″ margins
Number of sources required: minimum of 7
Academic Style Guide Requirements: APA
Include a Reference page
Video
Video record your responses. 10-minute recording limit. Vlog must address each critique prompt and include references in APA format. Minimum of 7 sources
Presentation
Poster/Illustration (e.g., Canva product, comic strip, Prezi; PowerPoint). Poster presentation/illustration must address each critique prompt. Include references in APA format. Minimum of 7 sources.
Submit this assignment by December 10 at 11:59 pm Central.
Module 12 Assignment: Final Course Reflection 
Due: Sun May 5, 2024 11:59pmDue: Sun May 5, 2024 11:59pm
Ungraded, 100 Possible Points100 Points Possible
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Available: Jan 9, 2024 12:00am until May 11, 2024 11:59pmAvailable: Jan 9, 2024 12:00am until May 11, 2024 11:59pm
Details
Final Course Reflection
Background and Overview
Reflection is an important part of the learning process. There may have been topics in this course you learned very easily and can already make connections to how the information will be valuable to you in your career. There may also be topics that were more difficult to grasp. Reflect on your learning in this course.
Estimated Time for Completion: 2 hours
Target Course Objectives
Analyze the philosophical perspectives, major historical developments, and landmark cases that underpin approaches to education in the United States.
Analyze the impact of federal and state-level educational reform on equity and excellence in education while considering the influence of social, political, and economic contexts.
Evaluate dispositional and professional norms within an educational organization setting and make recommendations for improvement.
Analyze a school in New Orleans using an equity perspective to develop evidence-based recommendations that promote excellence, equity, inclusivity, and cultural responsiveness.
Instructions
Drawing on your readings and content from the course, reflect on how the course has influenced your understanding of your work in education as it relates to educational equity and excellence. What were “aha” learnings for you? What was your perspective on the purpose of education at the beginning of the course? How has your understanding of the historical and philosophical underpinnings connected to formalized education influenced your approach to your specific work? How has your thinking expanded, shifted, and/or deepened? What are the implications for your work moving forward? Your reflection should reference at least four readings or concepts from the course.
Submission format: Select a format to submit your final course reflection. 
Essay format – 2 pages; Double-spaced; 12 pt font; Times New Roman; 1″ margins
Video – video record your responses. 5-minute recording limit. 
Poster/Illustration (e.g., Canva product, comic strip, Prezi)
Each format must adequately address all reflection prompts. 
Specification Summary:
Number of sources required: minimum of 4
Submit this assignment by Sunday at 11:59 pm Central.
Mendez v. Westminster School District. (1946). National Archives. Retrieved from 
https://www.archives.gov/education/lessons/mendez-case
Kober, N. (2020). History and Evolution of Public Education in the US. Center on Education Policy. https://files.eric.ed.gov/fulltext/ED606970.pdf
Culturally Sustaining Pedagogy – Educator Excellence (CA Dept of Education). (2017). Ca.gov. https://www.cde.ca.gov/pd/ee/culturallysustainingped.asp
Brown v. Board of Education of Topeka (1954). Oyez. Retrieved May 3, 2023, from https://www.oyez.org/cases/1940-1955/347us483
History – Brown v. Board of Education Re-enactment. (2023). United States Courts. https://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment
Black, D. W. (2020, September 22). America’s Founders Recognized the Need for Public Education. Democracy Requires Maintaining That Commitment. Time; Time. https://time.com/5891261/early-american-education-history/ 
Asset-Based Pedagogies – Educator Excellence (CA Dept of Education). (2022). Ca.gov. https://www.cde.ca.gov/pd/ee/assetbasedpedagogies.asp
Horace Mann, “The Necessity of Education in a Republican Government,” Speech Text – Voices of Democracy. (2016, July 5). Voices of Democracy. https://voicesofdemocracy.umd.edu/horace-mann-the-necessity-of-education-in-a-republican-government-speech-text/
A completely incomplete History of Education in the United States. (2023). Padlet. https://padlet.com/molly1alex/a-completely-incomplete-history-of-education-in-the-united-s-hbpat1yqpi6mo24m 

Rubric Criteria
Expand All Rubric CriteriaExpand All
Part 1: Disposition of Learners
42 points
Criteria Description
5. Target
42 points
Professional dispositions discussions and reflections are comprehensive and thoughtful.
4. Acceptable
35.7 points
Professional dispositions discussions and reflections are clear and detailed.
3. Approaching
31.5 points
Professional dispositions discussions and reflections are overly simplistic.
2. Insufficient
27.3 points
Professional dispositions discussions and reflections are confusing.
1. Unsatisfactory
0 points
Professional dispositions discussions and reflections are incoherent.
Mechanics of Writing
21 points
Part 2: Code of Ethics
42 points
Part 3: Traits and Attributes
35 points
Criteria Description
5. Target
35 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are thorough and insightful.
4. Acceptable
29.75 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are descriptive and logical.
3. Approaching
26.25 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are adequate with limited details.
2. Insufficient
22.75 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are lacking detail and unfocused.
1. Unsatisfactory
0 points
Reflection of skills, traits, or attributes seen in past educational experiences and skills, traits, or attributes needed to be an effective teacher are unrelated.

Exam Content
A prepared teacher sets themselves up for a successful instructional experience as well as a successful learning experience for their students. Preparing lesson plans that apply differentiation and modification strategies to accommodate the needs of exceptional students is an important skill you will continue to work on throughout your career. 
For this assessment, you will describe how to differentiate a lesson plan to meet specific students’ needs.  
Scenario
Assume you are a third grade teacher who has already planned next week’s reading lessons, when you receive an email from your administrator. The email is requesting that all teachers provide evidence of differentiation in their lesson plans each week for 2 students who require additional support. 
Preparation
To prepare for this assessment, review the Lesson Plan with Differentiated Instruction Exemplar to see an example of how to select differentiation and modification strategies for specific students’ needs when planning lessons.  
Assessment Deliverable
To complete this assessment, use the Lesson Plan with Differentiated Instruction Template and follow the instructions in the template to apply accommodation and modification strategies and differentiate an already prepared lesson plan to meet students’ specific needs.