Engaging students in listening and speaking activities can include debates, disc

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Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills.
Part 1: Listening, Speaking and Writing Activities
Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment.
Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities.
Below are examples of possible activities:
Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign
Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following:
Strategies that encourage students to apply personal opinions toward the interpretation of texts
Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction
Accommodations related to assessment and testing conditions to meet diverse needs of students
Part 2: Rationale
In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea.
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. Refer to the LopesWrite Technical Support articles for assistance.
Attachments

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Part 1: Mini-Lesson Plan Use the data received from the “Clinical Field Experien

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Part 1: Mini-Lesson Plan
Use the data received from the “Clinical Field Experience B” pre-assessment to complete the “ELA Mini-Lesson Plan” template. Be sure to incorporate the chosen book identified with your mentor teacher to create ELA activities in your mini lesson plan. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards.
Your mini-lesson should include.
Grade level, ELA standards, learning objectives, description of the unit the field experience class is currently learning
Book that can be used to create ELA activities appropriate for the identified students.
Instructional strategies that encourage students to apply listening, speaking, and writing skills OR apply personal opinions toward the interpretation of texts.
A 100-150 word description of the ELA learning activity that is directly related to the data received from the pre-assessment
Formative Assessment (to be created and administered in Clinical Field Experience D)
Part 2: Mini-Lesson Plan Implementation
After completing the “ELA Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student. (This might require formative assessments before, during, and after the lesson to determine understanding.)
If you are not able to implement the lesson, speak with your instructor for an alternate assignment.
Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.
Part 3: Reflection
In 250-500 words, summarize and reflect upon mentor teacher feedback related to your lesson plan, as well as lesson delivery. Identify successes of your lesson plan delivery as well as areas of potential growth. What accommodations, if any would you implement during testing to meet the needs of diverse students? Be sure to explain how you will use your findings in your future professional practice.
Submit the “ELA Mini-Lesson Plan” and reflection as one deliverable.
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. Refer to the LopesWrite Technical Support articles for assistance.

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Use the data received from the “Clinical Field Experien appeared first on homework handlers.

This week you have learned about the importance of workplace training. This week

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This week you have learned about the importance of workplace training. This week’s learning has introduced you to both the benefits and downfalls of a training session. With your current workplace in mind, analyze the current training setting. Your response should include what works and what does not in the current setting. In addition, expand on the suggestions you might offer to create the perfect training setting that would help to improve the workplace. Explain the challenges that you might face in implementing this training into the workplace.  The work place is a prison

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A major financial services company wishes to better understand its mortgage appr

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A major financial services company wishes to better understand its mortgage approval process. In particular, the company is interested in learning about the effects of good versus fair credit history, the size of the mortgage (less than $500,000 versus greater than $500,000), and the region of the United States (western versus eastern) on the time it takes to get a mortgage approved. The database of mortgages approved in the last year is accessed, and a random sample of five approved mortgages is chosen for each of the eight combinations of the three variables. The data are shown in the table.

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