prepare and submit a paper describing your observations and connecting those obserations with course content and scholarly research.

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Observation Paper Instructions

For this assignment, you will observe a child under the age of 10 in a natural setting for 30 minutes to 1 hour, writing down your observations. Note: you may observe your own child. As you make your observations, be on the look out for physical, cognitive and psychosocial development.

After making your observations, prepare and submit a paper describing your observations and connecting those obserations with course content and scholarly research. An additional section on the connection between Ecclesiastes 3:1 and child development will also be included in the paper.

The paper will include a title page, a 4 – 5 -page body, and a reference page, all in APA format.

Each section in the summary of your observation must include vocabulary, concepts and theories discussed throughout the course. Be sure to include specific examples in each section. For example, related to cognitive development you might use the following example: A child bumps into a piece of furniture and calls it the “mean couch”. This would be related to the concept of animism with a child in Piaget’s preoperational stage of cognitive development.

It is important to support your observations with scholarly research. Using the LUO Library, you will need to find 4 scholarly, peer-reviewed journal articles to support your findings and observations. Be sure to include in-text citations in your summary.

In addition to the 3 required examples, you need a paragraph describing how a Christian worldview relates to your specific observations. This MUST include a reflection of Ecclesiastes 3:1 and how this Scripture relates to child development.

For this assignment you may use first person. Be sure to use headings throughout the paper.

The paper must include the following components:

· Title page in proper current APA format

· Introduction

· Summary of your observation

o Physical development

o Cognitive development

o Psychosocial development

· Relationship between Ecclesiastes 3:1 and child development

· A strong conclusion which includes a summary of the main points of your paper.

· Reference page in proper current APA formatting

Be sure to review the grading rubric for this assignment.

This assignment must include a current APA-formatted title page and reference page.

Explain why you believe your position is the most reasonable one, and discuss whether or not the debate has helped shaped your view. Provide sufficient justification for your viewpoint. 

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  Guided Response: Respond to at least one peer from the opposite group with a critical evaluation of his/her argument. Propose one or two counter-examples to show the fallacy of his/her argument and/or ask for additional evidence to support his/her viewpoint. Then, under the thread of your initial post, post your own opinion based on the arguments, research, and your own personal experience.

Explain why you believe your position is the most reasonable one, and discuss whether or not the debate has helped shaped your view. Provide sufficient justification for your viewpoint.

( I have my initial post, I will message it to you once I accept your bid)

 

Kim Spiegel

  • M-Z, argue against using grades (i.e. argue against grades and in favor of using other forms of evaluation)

Grades restrict student’s progress.  Because students strive so hard to obtain a good grade the point of the assignment is sometimes missed.  Students also lose their creativity when worried about doing anything that might go outside of the grading criteria.  This limits their abilities because they want the A more than they want to actually learn.  Grades also put a lot of stress on the student to do well.  Some parents even go as far as to reprimand students for not making the grade which adds to their stress.  Grades also decide whether a student gets into a good college or how successful they will be in life.  Grades also put a label on students.  Some are the straight A students while others are failures.  no student should have to live with such labels.  Grades should not be based on a test or quiz.  They should be based on the effort put forth by the student.  Rather than having letter grades there should be number grades that factor in effort, creativity, collaboration and other necessary skills that a student needs to be successful.  Grades all create a negative impact on the student-teacher relationship because students sometimes resent teachers for giving them a poor grade.  Grades also take up a lot of the teacher’s time which could be spend doing more productive things like working with students to improve learning outcomes.  Grades can also keep students from earning awards or scholarships.  According to     While this suggests that there may be no departmental impact of earning a C instead of a B, grades are also considered for eligibility for scholarships and other organizations at LSRU.  A grade of C often precludes participation in these activities” (p.8).  A bad grade can have a huge impact on a student’s life.  If students received number grades that actually supported the amount of effort a student was putting into an assignment, it could have a more positive and significant impact on the student’s life.

In 500-750 words, identify the school setting, summarize, and reflect upon your interviews and explain how you will use your findings in your future professional practice.

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Flowchart/Graphic Organizer of Special Education Process

The process and timelines required for referral, evaluation, eligibility determination, placement, development of the IEP, and implementation of services is prescribed by law and all members of the IEP team are responsible for understanding the process.

Obtain information and materials for families of individuals with disabilities. Based on the materials provided to the families, create a flowchart/graphic organizer depicting the special education process and laws followed within a school. The flowchart/graphic should depict the processes of referral, evaluation, determination of eligibility, placement, development and implementation of the IEP, progress monitoring, and the reevaluation process. Timelines and required parental should be included.

In addition to your completed flowchart or graphic organizer, write a 500-750 word parent-friendly letter about the special education process. In the letter, explain the roles of the school, the parents, and the students.

Support your flowchart/graphic organizer with a minimum of two resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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. Refer to the LopesWrite Technical Support articles for assistance.

Field Experience B: Special Education Teacher and General Education Teacher Interviews

The role of the special education professional is a collaborative role and requires a specific skill set and understanding of the laws and regulations that prescribe the procedures and processes to ensure a free appropriate public education to students with disabilities.

This is a Block 1 Field Experience. In this block, your field experience must be completed before or after school, or other designated times when students are not present.

You will interview a special education teacher and a general education teacher for this assignment to gain a better understanding of the roles and responsibilities of these service providers in the school setting.

Allocate at least 3 hours in the field to support this field experience.

Interview a certified special education teacher and a general education teacher from a K-12 setting about the following:

  1. What is your role in the IEP process?
  2. What steps need to be followed prior to an IEP being created for an individual with disabilities?
  3. How do you involve parents in the special education process?
  4. What support do you offer parents of individuals with disabilities?
  5. How do you collaborate with the school psychologist and administration in the special education process?
  6. What resources and training does the district provide teachers regarding special education?
  7. How do you collect data for IEP progress monitoring?

Additionally, ask the special education teacher the following

  • How do you collaborate with general education teachers to meet the needs of your students?

Ask the general education teacher the following:

  • How do you collaborate with the special education teacher to meet the needs of your students?

In 500-750 words, identify the school setting, summarize, and reflect upon your interviews and explain how you will use your findings in your future professional practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Refer to the LopesWrite Technical Support articles for 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.

 What are some of the challenges teachers can experience as they establish objectives and assessments and how would you mitigate the challenges?  

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 What are some of the challenges teachers can experience as they establish objectives and assessments and how would you mitigate the challenges?

RESPOND TO THESE TWO STUDENT POST

In your response to the postings of these two learners, review and provide feedback on their suggestions. From a real-world standpoint, will their suggestions contribute to inclusive and safe environments? Are they practical to implement? Why or why not?

Kianna post

I believe that a child’s environment can hinder or help the child. According to Swim (2006) (as cited in Allen & Cowdery, 2015, pg. 330), “Taking time to reflect on the physical environment is imperative as it is considered the “third teacher” in the classroom. In other words, the environment provides guidance to the children and adults about appropriate behavior (p. 101)”.  It is important that a child learns in a supportive, safe, and helpful environment. To demonstrate this environment, the indoor space should be in an open environment. Open environments should be spaced out, children should be able to move freely, and be clutter-free. Your students should also have easy access to everything in the classroom. With that, children can get developmentally appropriate materials (level books, puzzles), resources, or manipulatives on their own through appropriate furniture. Furniture such as cabinets, couches, tables, cubbies, etc. should be child-sized. According to Watson & McMathren (as cited Allen & Cowdery, 2015, pg. 340), “Furniture is stable and at varying heights to meet the needs of the children”. Other than stable furniture, the furniture (cubbies, cabinets, or desks) should not have sharp edges, to ensure safety while learning. Also, your outdoor play area should have the appropriate equipment such as swing sets, slides, seesaws, etc. To create an inclusive environment, the outdoor play should follow the SAFE program. According to Thompson, Hudson, & Olsen (2006), “The areas include adequate Supervision, Age-appropriate design, suitable Fall surfacing, and Equipment and surface maintenance (as cited in Allen & Cowdery, 2015, pg. 341). It is important that we, as adults, monitor the children and make sure the equipment safe to use.

Treena post

 

An inclusive classroom and outdoor play are essential in fostering lifelong learners. Allen and Cowdery (2015) help us to understand many ways to create a safe environment and enabling the foresight of knowing the classroom is another teacher (p. 330). Bredekamp & Copple (2009) mention that teachers who are familiar with the safety policies and procedures are better to equip at providing appropriate measures to ensure safety. Another safety provision, some teachers take for granted is “attentive supervision” (p. 152). Marie is playing in the school’s gym. The gym has some riding vehicles, a slide/jungle gym combo, and a safety mat. Marie’s class is playing in the gym; her teacher is talking with the assistant teacher, so she was unaware that Marie hurt herself. Marie fell as she was running and, slipped on the safety mat. If Marie’s teachers were more attentive, this incident was preventable. Ideal inclusive classrooms are clutter-free, purposefully design with established routines  (Allen & Cowdery, 2015, p.331). Therefore, child-size furniture, developmentally appropriate content such as blocks, dramatic play, books, carpeting, centers, cubbies should meet all safety standards.

Teachers should continually assess their learning environment to discern if their environment is safe, developmentally appropriate, and inclusive. In my school, we do not maintain the outdoor play area; however, it is our responsibility to ensure our student’s safety. The most effective ways are providing outdoor play rules, name to face recognition procedures, and logic. Monkey bars are used to assist children with gross motor skills; however, they can be dangerous. We must always think about our children and how to create memorable learning experiences in the safest ways possible.  Indoor or outdoor, we must ensure that all equipment is in good, working condition, correctly and appropriately place, and clean. In conclusion, as the new school year approaches, we must take this and every opportunity to ensure our children are learning in an environment that is safe, inclusive, and developmentally appropriate.