Category: Education

I am a speaker for a graduation and have to give a great speech. The goal is for the speech to be relatable, include some funny moments, but also be inspirational 
For context i am only 4 years older than these graduating high school seniors so not much older. 
Here’s some things I wanted to include besides what I did already we share an experince of both experiencing the harshness of covid during major milestones in our lives they started high school and k started college so creating a connection like that would be really nice.
In editing and adding to this I want the beginning to be a proper fun introduction something to grab the audience 
But i want the audience to feel connected inspired and just that the speech was amazing overall. Be sure to add connections of covid 
Looking for a person who is from nyc / a pic prefab Lu to edit this 

Please follow the instructions in the file named: CDCM Unit Plan 1&2. For part 1 use the file named: CDCM Unit Plan Template. I will attach the IEP for Autumn Breeze which will be the focus learner.
Reach out with any questions

For this week, you will have a chance to reflect, create, and practice the concepts you have learned throughout the course. You have learned about effective program models, types of programs, relevant theories, evidence-based practices, educator competencies, professionalism, state expectations, policies, regulations, fiscal management, facility planning and management, the role of the program administrator as the instructional leader, and the role of leadership in developing and implementing early childhood programs.  
For this assignment, you will create an integrated curriculum plan for an early childhood program. Remember that the topic must be relevant and reflect the interest of the children, teachers, and families. Design your integrated curriculum plan for a new early childhood program using one of the following components:
Brainstorm as many curriculum areas as you can. Identify the relevant educational theories for these areas and include them in the integrated curriculum.
Determine the program model of the curriculum.
Generate all feasible best practices (effective methods and principles of teaching used to deliver information to students-scaffolding, modeling, environmental cues, guided practice, ask questions, use of technology, etc.) to instruct each content area (Reading, Mathematics, Science, Social Studies, Art and Music).
Plan for a diverse population. Define what activities are excellent for these diverse areas.
Evaluate how competencies of early childhood professionals influence the curriculum quality.
Discuss how the curriculum meets your state’s guidelines and regulations as they relate to early childhood education programs.
Length: 10-12 pages, excluding images and the title and reference pages. .
References: Include a minimum of seven (7) scholarly references that are seminal references or published within the last five (5) years.
The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.
When applicable, conduct a Turnitin pre-check and then upload your completed assignment and click the Submit to Dropbox button

Ch 10
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After reading Chapter 10 in Knackendoffel, Dettmer, and Thurston (2017), as well as the two chapters on Paraeducators (Causton & Kluth, 2016), respond to the following prompts:
Read Activity 10.1 (Knackendoffel, Dettmer, & Thurston, 2017, p.366).  Put yourself in Jackie’s shoes.  How might Jackie have approached this situation with her paras that would lead to a better outcome?
Read Activity 10.2 (Knackendoffel, Dettmer, & Thurston, 2017, p.378).  Is it appropriate for Martin to have these somewhat limited expectations for Jane even when she isn’t pleased about it?  Does the classroom teacher have a voice in this?  How could this conflict be addressed?
Reflect on collaboration with paraeducators in your placement/job.  Explain strategies you have seen work well for teaming, determining responsibilities, communicating, and supervising with paraeducators.  Are there any strategies that did not work well?  Explain.

A 3-5 page research paper – With the Topic of Integration of Academic and Vocational Education – Integrated Academics for Vocational Programs.(CTE PROGRAMS)
All papers should have a minimum of three references, a cover page and 3 pages minimum of text.  
Font should not be greater than 12.

1.  Introduction to Relationship Building in a Coaching/Leadership context
2.    Explain how effective Relationship Building and Communication Techniques are key components of organizational leadership
3.    Align these relationship building best practices to an educational context
Formative Rubric (6)
Formative Rubric (6)
Criteria Ratings
This criterion is linked to a Learning OutcomeScholarly Writing
Affirmed
Writing is formal in language, avoiding colloquialisms, slang, and overly informal expressions.
Not Affirmed
Writing includes colloquialisms, slang, and overly informal expressions.
This criterion is linked to a Learning OutcomeWriting Mechanics
Affirmed
Minor spelling, grammar, and/or punctuation errors present, and/or sentence structure lacks minor elements of professional writing, and/or paragraphs are consistently developed. (1-2 errors)
Not Affirmed
Multiple spelling grammar and/or punctuation errors present and/or sentence structure does not meet professional writing standards, and/or paragraphs are minimally developed. (more than 2 errors)
This criterion is linked to a Learning OutcomeClarity of Content
Affirmed
Writing demonstrates a strong connection between ideas, ensuring that the reader can follow the logical progression of the arguments.
Not Affirmed
Writing lacks a connection between ideas, and there is no logical progression of the arguments.
This criterion is linked to a Learning OutcomeAll Aspects Addressed
Affirmed
Writing addresses multiple relevant aspects of the topic with sufficient detail and analysis, providing a thorough understanding.
Not Affirmed
Writing fails to address relevant aspects of the topic with insufficient detail or analysis.
This criterion is linked to a Learning OutcomeAPA Formatting (when appropriate)
Affirmed
Citations, references, and formatting follow the APA style guide, with less than 2 errors.
Not Affirmed
Formatting, citations, and references are not included or do not follow the appropriate APA style guide. There are more than 2 errors.
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You are to write reports based on watching all the following videos under specific topics from various classrooms and other settings that include ESE students.  After watching the videos , type your paper and address the ways in which different learning and developmental needs are supported for students with disabilities.  The observation paper is to focus on all the topics bolded and the videos that correspond with each of them. Use all topics that are in bold as subheadings to prepare and type your report, discussing them in depth. The papers are to conclude with an in-depth paragraph that is a reflection of what you learned by watching these videos. Written composition skills, including spelling and grammatical structure will be graded as well as the content of the reports. The video links are below. all together is 4 pages. no AI please
Collaboration/Cooperation between General Education Teachers & ESE Teachers

https://www.youtube.com/watch?v=jlc1ZU-P8jc (14:34)
http://link.brightcove.com/services/player/bcpid2804391617001?bckey=AQ~~,AAAAPmbRRLk~,C5G7jhYNtiexfWqsSu5FFQpp7naJaUYO&bctid=3689459944001 (6:00)
www.youtube.com/watch?v=pzh7M60ujyE (13:30)
Special Education and Regular Education: Working Together
https://www.youtube.com/watch?v=jlc1ZU-P8jc (14:34)
Co-Teaching Model for Special Education 

Types of materials suitable for ESE students in the classroom
https://www.youtube.com/watch?v=RO6dc7QSQb4 (2:58)
Art Lessons for Children with Disabilities minutes) 
https://www.youtube.com/watch?v=o8PWg8pYST0 (4:48)
TEACCH
https://www.youtube.com/watch?v=vkymZzmg4jw (4:42)
Handwriting Without Tears
https://www.youtube.com/watch?v=rB9WEy65cHE  (15:00)
TouchMath

Attention Getters with a Twist
https://www.youtube.com/watch?v=KJvhaKV7vZQ   (7.01)
Adaptive Tech

https://www.youtube.com/watch?v=jMKNiGhudBg (15:11)

1. Describe what a progressivist classroom might look like.
2. Compare and contrast the two teacher-centered philosophies of education.
3. What do you consider the main criticism of perennialism by society today? Why?
4. Compare and contrast liberalism and conservatism.
5. According to InTASC Disposition 4(o), at the beginning of the chapter, teachers should recognize that “knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving.” However, philosophies often try to pin down “truth.” How will you structure your personal philosophy to account for the changing nature of knowledge

Assessment Description
It is important for all students, including students with disabilities, to have critical-thinking and problem-solving skills as tools to support them in the classroom with cross-curricular instruction.
Using your lesson from Topic 5, revise the lesson to include cross-curricular instruction.
Add the following to your lesson plan:
At least one additional standard from a different content area in addition to the existing lesson plan standards.
At least one new learning objective to include the new state content standard for cross-curricular planning across different content areas.
At least one element of technology to promote the development of critical-thinking and problem-solving skills.
Submit the revised lesson plan, highlighting and/or bolding the additions so your instructor can easily identify your lesson revisions.
In addition, write a 500-750 word summary of the above revisions justifying how they support cross-curricular learning. Include an explanation of how the special education teacher and general education teachers will collaborate before, during, and/or after the lesson to create meaningful learning experiences
APA format is not required, but solid academic writing is expected. Use APA documentation guidelines to cite any resources referenced when creating the lesson plan.
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.

Create a developmentally appropriate 1-week instructional math unit for a concept area of your choice, focusing on one age/grade level from pre-K Include the following components in your instructional unit:
1. Unit Plan
Provide the following information for your unit plan:
Title
Focus (i.e., content area and grade level)
Objectives
Describe the development of the unit by answering the following:
How is the content of the unit appropriate for the age/grade level chosen?
How will specific learning needs be addressed throughout the unit?
Which current learning theories influenced instructional decisions in the unit?
Which strategies for children’s motivation and engagement will be utilized in the unit?
How will formative and summative assessment be used in the unit to plan, evaluate, and strengthen instruction and to promote continuous learning?
How could children’s families be involved in the unit?
Consider the “family connection” in each lesson.
Be sure to reflect families’ language differences and cultural and/or ethnic diversity.
2. Resources Toolkit
Create an annotated bibliography of 5 books and resources that support your unit.
Follow the guidelines below:
Books and resources should:
Include 2 targeted for teacher use and 3 targeted for student and family use
Comprise of at least 3 multimedia materials, including web-based resources
Be aligned with and support unit objectives
Account for the diversity of your learners, including English learners, varying math proficiency levels, and students with exceptional needs
Each annotation should be block indented and begin with the reference. All annotations should be in alphabetical order.
Explicitly connect the selected book or resource to the unit in 3 to 4 sentences.
3. Lesson Plans
Create 1 developmentally appropriate lesson plan for your unit.
Do the following elements in the lesson plan:
Create objectives that:
Reflect various levels of thinking, including Bloom’s taxonomy or depth of knowledge
Are specific, measurable, and observable
State what children should know and be able to do
Align with content standards
Are age/grade-level and content-area appropriate
List materials used in the lesson, including any necessary handouts, resources, and learning tools.
Identify materials that can be used to develop children’s critical thinking and problem-solving skills.
Detail an instructional sequence that is based on accurate math content and concepts that sets the stage for learning through lesson delivery and guided practice. In the sequence, ensure:
Activities are appropriate for the needs of young children who are culturally diverse and differentiated for those with exceptional learning needs (e.g., English learners, learning disabilities, gifted/talented).
Activities are meaningful for young children by connecting learning to prior knowledge, to the community, and to real-world experiences.
Activities foster young children’s appreciation and engagement in subject matter content and align with objectives and core concepts.
Activities incorporate both children’s and teachers’ use of technology.
A closure is provided.
Teacher wrap-up
Final check for understanding.
There is time for independent practice (independently or in small groups).
Include assessments:
One formative assessment (check for understanding) for each lesson that aligns with the lesson objective(s)
One summative assessment for the unit (assesses all unit objectives)
Analysis of assessment data and expected next steps for instruction and student support