Category: Education

In 1 page, write your story of how and why you teach Chinese
Weave in personal narrative–make a compelling case and tell a story!
You may also include:
Things you believe to be true about language teaching
Goals you have for yourself and your students this semester

How would you define assessment?
Explain the benefits if any to using assessment tools in early childhood education.
List three key points you would include in your discussion about how you use or would use assessment methods in your classroom.
List three key points you would include in your discussion about the role documenting children’s work play in your classroom from your perspective, the child’s perspective, and the parent’s perspective.
Explain how you would connect what you have learned about assessment and documenting children’s work to promote math, science, and social studies skills in children.

The Project-Based Learning (PBL) assignment is currently finished through stage 2, with stage 3 nearing completion. Assistance is required to finalize stages 3, 4, and 5. Resources linked in stage 2 are available for reference and can be utilized for ideas, assessments, rubrics, and lesson plan inspirations. Specifically, three lesson plans are needed to illustrate the PBL’s initiation, development, and conclusion. While a preliminary concept for the culminating activity has been started, feel free to modify it for a better fit if necessary. It’s crucial to thoroughly review the rubric, as it details all requirements for this project, which constitutes 30% of my overall grade. Your task is to continue developing this PBL from where it currently stands aswell as 3 lesson plans to show the beginninh middle and end of this whole unit PBL plan. here are the actual assignment details below EDES 440: Integrated Curriculum Integrated Curriculum Project: Integrated PBL Plan Designers’ Name(s): ____________ _____________ As a middle years teacher, you will be designing an integrated PBL plan that will synthesize all your knowledge of curriculum, instructional design, assessment, active and interactive learning, and integration. The topic/driving question for this integrated PBL is your choice, although students may wish to plan a unit that they can teach during their final round of student teaching. You will experience integrated planning from a minimum starting point of including at three of the five major core areas; language arts, social studies, mathematics, science, and phys-ed/health/wellness as well as any of the complementary courses. To fully appreciate interdisciplinary planning, students are encouraged to integrate around several subject areas. Integrated PBLs may be original ideas, or an extension of lessons/unit plans/PBLs you created in your various curriculum classes provided you have permission from fellow team members. NOTE: This project may be done individually or with a partner. Special exceptions can be made for those in unique placements. Purposes: – To experience “backward design” planning with curriculum – To develop an integrated PBL plan for a 4-6 week timeframe, with consideration of the Alberta programs of studies, children’s interests/needs, current topics/problems/issues, Indigenous Perspectives, and available resources. Note: Students may choose to use the new K-6 curriculum if they wish. – To explore the interplay of curriculum documents, resources, learners in classrooms, learning and teaching strategies, and the broader world that children experience. – To develop assessment tools as identified in the integrated PBL plan. – To utilize effective instructional design to develop lesson plans and learning activities which are linked to assessment – To experience a model of integrated curriculum as a learner, including the integration of literacy/numeracy, Indigenous Perspectives, and additional competencies of learning Procedures: 1. Meet with your partner to determine (1) organization for this project, and (2) roles and commitments to contributions and schedules for team work. Consider schedules/work preferences in making this decision. 2. After agreeing upon working arrangements, you should brainstorm and discuss essential questions, possible themes/concepts/outcomes in each core subject that are suitable for the topic you have chosen, and potential culminating projects or GRASPS task. Use related curriculum documents to assist with this. Check out exemplars from past years and other resources (e.g. The Buck Institute, etc.) 3. After the initial brainstorming session, continue to follow the backward planning model. Each week you will complete one step of the planning process: Week #1: Logistics Week #2: Resources Week #3: Project Content Week #4: Learning Plan Week #5: Website Design of Integrated PBL Plan/Projects submitted As you gather material and ideas for your PBL, keep careful records of your planning and from where you get material. Cite reference material accurately and consistently so that others can find them easily. It is acceptable to use previously created work (e.g. performance based task, introductory activity, culminating project, similar theme, etc.) and the work created by your peers as long as proper permission has been granted, and accurate citation has been provided. You may use the following planning templates to complete your work: PBL Framework 4. Take the opportunity to plan/work during class time, and to take advantage of the time to consult with your instructor. Your plan will be shared during Week #3 with the instructor for formative purposes only. At this time your plans may be sketchy but they should show that you have been working hard to develop more concrete ideas from abstract beginnings. 5. Continue with the planning process. Keep in mind that curriculum planning is a recursive process. Begin with one consideration (a problem/issue, students’ interests/your interests, program of studies, resources, an activity, a project, skills, etc.) and work your way around to each area. Refine your driving question and other essential questions, and think about how you will develop facets of understanding, how you will assess evidence of understanding, etc. Develop a timeline for this 4 – 6 week PBL; it will be approximate but will be important to help you teach. 6. The complete integrated pbl plan will be submitted as a Google Site (or equivalent) to be shared with the instructor, your peers as well as to the professional community (e.g. link on your eportfolio, Twitter, LinkedIn). Templates are provided: PBL Template or you can use your own website design. To recap: 1. Preliminary Plan. – Individual or Partner—commitment to individual contributions and roles – Concept web of brainstorming ideas (understandings, topics, activities, etc.) – PBL logistics/calendar/learning map – Driving question/Problem/Issue/Project Summary/Rationale/KeyVocabulary – Resources/Mindmap/References 2. Integrated PBL plan components. – a PBL overview explaining your overall goals and rationale for the integrated PBL. Your driving question and enduring understandings should be provided for an in-depth learning experience. Note: This PBL overview could be developed in the form of a “learning map” or calendar. An explanation should be provided as to what model of curriculum integration you are using for this project. – explicit reference to the particular topics, concepts, skills, etc. of the programs of studies in the subject areas for your chosen grade level. – a complete, concise, consistently cited and annotated reference list of materials/resources used, including web sites, field trips, guest speakers (with contact addresses and/or phone numbers), etc. – formal and informal assessment strategies that are varied and appropriate for diverse learners, with an explanation of how your activities lead to various facets of understanding. A culminating project will be developed along with other performance tasks, traditional tests, and other evidence -varied and developmentally appropriate integrated learning activities showing links to the program of studies, setting context and sequence within the PBL. The activities should focus on the problem/ issue and engage, invite, and challenge students to find solutions which will be shared/shown through the culminating project. Your learning plan should include (1) the entry event lesson plan that will establish the context for the integrated PBL, address the problem/issue, and introduce the driving question for the PBL; (2) additional lessons which further explain and demonstrate integration at a distinguished level, and (3) the culminating lesson plan that will bring closure and celebration of the learning done in the PBL in the form of a well developed culminating project involving a public audience.

Please correct the chart. I will provide the feedback, and I just need the information corrected.
Additional feedback for correction
You have not selected one of the 3 accepted qualitative research designs. Your purpose statement and research questions are not properly formatted nor do they align with a specific research design. You have also mixed up qualitative and quantitative language in the table (e.g. including hypotheses in a qualitative study, using terms like “correlation,” etc). Please review the sample table I provided in my announcement for this assignment. After doing so, please also look at the research resources and the research design guide document, both linked in the instructions for this assignment. The research design guide has specific templates to follow for the purpose statement and research questions. The “What alignment looks like” column provides additional requirements/examples within this alignment table as well. Please resubmit when all of these resources have been reviewed and used and I will be able to provide further feedback.

The ASSURE model uses a step-by-step process to help you create the framework for lessons integrating technology to enhance student learning.
The steps in the ASSURE model are:
A – Analyze learners,
S – State standards and objectives,
S – Select strategies and resources,
U – Utilize resources,
R – Require learner participation, and
E – Evaluate and revise.
More information on the ASSURE model steps is provided on the Learning Objects page.
In this assignment, you will use the ASSURE model to design a one-week curricular unit for your blended course (Module 1) and integrate digital tools to support learning and assessment. You may use a lesson plan template of your choice. Your plan will include three distinct lessons with objectives aligned to state and/or national standards and the International Society for Technology in Education (ISTE) Standards for Students.
Prior to starting this assignment, review the blended lesson design and content you selected in Module 1.
Step 1. Analyze Learners
Identify the target learner population (Module 1) and analyze the learner characteristics. Consider prior knowledge, skills, and attitudes and any specific learner needs. Describe how you will use technology to assist learners with disabilities or other special needs.
Step 2-1. Identify Standards
Choose relevant state and/or national standards and appropriate ISTE Standards for Students for each of the three lessons.
Choose 1-2 state and/or national standards for each lesson.
Choose 1-2 ISTE standards for each lesson.
Step 2-2. Write Objectives
Use the ABCDs to write one learning objective for each of the 3 lessons.
Begin with the learner (A-Audience).
Choose the behavior (B) you want learners to demonstrate.
The condition (C) is that technology is used to support learning and assess achievement of the chosen objectives.
Finally, determine the degree (D) to which the new knowledge must be demonstrated for mastery. This gives you the beginning point (learners skills) and ending point (mastery) of instruction.
The ABCDs Objectives Checklist linked on the Learning Objects page provides additional information on writing objectives.
Step 3. Select Strategies and Resources
In each of the three lessons, select a strategy and a digital tool to convey the content and achieve the learning objective.
Provide a rationale for each selection and any needed modifications.
Step 4. Utilize Resources
Utilize the 5Ps to plan how you will use each of the strategies and digital tools from Step 3 to help learners achieve the learning objective in each lesson. See the Module 3, Part 1 video presentation.
Step 5. Require Participation
Within each lesson, ensure opportunities for these types of interactions: learner-to-content (application), learner-to-learner (peer collaboration and feedback), learner-to-instructor (instructor collaboration), and learner-to-self (self-reflection).
Step 6. Evaluate and Revise
Design a formative assessment for each lesson and a cumulative summative assessment. Integrate technology into each assessment. The assessments should be designed to provide feedback to learners and to revise the lessons as needed.
Step 7. Compile and Submit
Compile and submit the lessons and the assessments in your choice of format. No APA references are required for this assignment.

This week you will be completing what is essentially a draft of the first several pages of the concept paper, plus the title page and a partial list of references. Once you receive my feedback on your alignment table from week 1 and your topic has been approved, you should also apply those suggestions to this assignment to align your paper’s major elements (problem statement, purpose statement, research questions, and hypotheses if applicable).
Here are some additional tips for this week’s assignment:
Use the concept paper checklist and template! Review both documents to ensure you have covered all required items in the appropriate order and in the appropriate section, as we discussed in our start-of-term meeting. Download the template in the assignment instructions and use it to build your paper. Begin with a title page (including a working title for your study and your degree area, exactly as shown on the concept paper template) insert your new content up through the research questions/hypotheses sections. Your assignment should look like your final concept paper up to that point. You may also insert your edited literature review from last week and the edited literature matrix as the appendix, as shown on the template. Do not include the content for additional sections of the paper, even if you have taken the course before – I will only be reviewing the sections required this week. Introduction: Try to limit the introduction to a paragraph or two. The goal for the final paper is to have 10-12 pages of content (minus the title page and references). If you take up multiple pages with the introduction, you will start running too long. Provide some basic background information for your topic, using citations. The final sentence of the introduction should introduce the major sections of your paper as required by the checklist. For example: “The following sections will include a discussion of the problem, the purpose of the study, the research questions…(etc.)”
Problem Statement: I suggest the use of “sentence starters” to cover each of the checklist items. The problem is…The background of the problem is…The extent of the problem is…The persons impacted by the problem are….the gap in the literature is…and so forth. Most checklist items in this section can be covered with one to three good sentences. Cite scholarly (journal articles) references where required.
Purpose statement: Remember to implement the feedback I provided on your alignment table to revise your purpose statement as necessary. Ensure the remaining checklist items in this section are explicitly covered, using sentence-starters as mentioned above where appropriate.
Research questions: Revise your research questions based on my previous feedback. Use the Research Design Guide to help you. It contains templates for research questions by specific design.
Include a references list at the end. The references list should be in proper APA 7th format and appear like the example in the concept paper template. Ensure the references list aligns with your paper (all included references are cited in the body of the paper).
When you finish, grade your own paper with the checklist. Note any deficiencies or missing checklist items and make revisions prior to submitting. Fill out the page numbers column indicating on which page(s) each checklist item is found in your paper. The “notes” column is not required to be filled out unless you have a special note about that item you want to call to my attention. You should submit both a completed checklist (up through the research questions/hypotheses sections) AND your draft paper.

please create 2 lesson plans, each of them 2 pages long based on the attached unit plan. Please create the lesson plans based on the first 2 lessons in the unit plan. There is also an attached lesson plan templateThese are the professors instructions for the lesson plans:For this assignment you will plan an activity/lesson that could be used in an early childhood setting. The lesson should promote conceptual understanding of the topic. You need to:Use the lesson plan format in the EDU602 Textbook (Sorte et al.) on page 269-270, or another format provided the required elements are included.For the “vocabulary focus” choose 1-2 words that you will focus on in the lesson. You need to make sure you provide opportunity for the children to use the words or topics.For the “goal” your goal or objective needs to be aligned to NYS standards. Include the NYS standard in your plan (you can cut

I need the list of the different studies reviewed for this meta-analysis (citation purposes) Needed in APA 7th edition
Literature review: Speaking strategies, oracy, language outputs, communicative competence. Group interaction, emergent bilinguals Latinx and English learners.

Follow the rubric of the attached doc for Assignment 3-4.
Read through the part 1 & 2 since it’s a continuation, and fill out 3 & 4 in the empty boxes. Ps. if more words are needed LMK pls, Thank you!

Please refer to this week’s learning materials. They are intended to help you engage effectively in this discussion.
Due Saturday
Write a 250- to 300-word response to the following:
Discuss 2 situations in which your doctoral studies and scholarly understanding of topics helped you to improve your practice and emerge as a leader in your specific practice.
Cite at least 2 peer-reviewed sources to support your original post.