CLO 1: Compare a variety of learning theories and instructional approaches to meet the unique needs of learners (i.e., individual, small group, and/or whole class).
CLO2: Compare knowledge of typical and atypical child and adolescent development in the identification of appropriate instructional services (including methodologies, strategies, resources, and technologies) to support a wide range of learners and ensure equitable access to the curriculum.
CLO3: Analyze data from a variety of assessments and data sources (e.g. IEP, IFSP, ITP, 504), and their implications for learning objectives and plans; monitoring student progress; differentiating, making accommodations, and making adaptations; identifying strategies and environmental supports appropriate to the individual student’s success, and incorporating critical and creative thinking.
Deliverable
Create an electronic presentation (Prezi, PPT, Weebly, etc.) on Learning Theories. You must include for each given theory the connections to UDL and also to your current teaching schema of your whole class and your 3 Focus Students (ITL 604). How are you currently using theories in your teaching practices and which learners are you targeting this learning theory for (who does it provide additional access to?).

You must provide a reference page and have citations throughout your presentation of the learning theories. Be creative – you may use videos, pictures, charts or other multi-modal (be sure to use citations).

Resources
In order to access some of the information, familiarize yourself with the following resources to use in the following activity. USE THEM ALL to complete the assignment. That being said, you should have all of these in your references and using them as citations BUT you can also find additional resources with the criteria that the resource is current (in the last 5 years) and is research based (not someone’s opinion).
 

Learning Theory Resources:
Theory of Differentiated Instruction (DI)
https://granite.pressbooks.pub/teachingdiverselearners/chapter/differentiated-instruction-2/

Theory of Transformative Learning (TL)
https://sites.google.com/site/transformativelearning/home (Use the links on the left hand side to review all aspects of TL)
https://cmapspublic3.ihmc.us/rid=1MCY1CBS9-W00F4X-15W8/Transformative-Learning-Mezirow-1997.pdf

Social Emotional Learning Theory (SEL)
https://casel.org/what-is-sel/

Constructivism Theory
https://www.simplypsychology.org/constructivism.html
http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_the_Classroom

Behaviorism (make sure that you include PBIS connections)
https://www.learningscientists.org/blog/2017/7/23/weekly-digest-69
https://study.com/academy/lesson/behaviorism-overview-practical-teaching-examples.html

Inclusive Education
https://resilienteducator.com/classroom-resources/inclusive-education/

Resources on Learning Theories:
GSI Teaching and Resource Center (look at the right side for a variety of theories)
https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/behaviorism/

Instructional Design
http://www.instructionaldesign.org/theories/constructivist/

Learning Theories – The Theory Into Practice Database
https://icebreakerideas.com/learning-theories/

Learning Theory and Instructional Design
http://teachinglearningresources.pbworks.com/w/page/19919565/Learning%20Theories

Gathering Learning Theory Information Graphic Organizer
(this is optional but if you use it turn it in)

Theory Notes UDL connections Make connections to your teaching schema as a whole class (refer to your class profile in ITL 604) Describe and justify if this theory is important to consider for instruction and learning of your three Focus Students. (refer to FS 1-3 Profiles in ITL 604)
Theory of Differentiated Instruction (DI)
Theory of Transformational Learning (TL)
Inclusive education
Social Emotional Learning Theory
Constructivism Theory

Behaviorism

Cognitivism

Sample Solution

The post Learning theories and instructional approaches to meet the unique needs of learners appeared first on homework handlers.

Act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas other terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today’s art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it’s representation of beauty).

You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows

1. Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2. Imagine you had known Plato and Aristotle and you had a conversation about how we fall in love. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3. Compare and contrast the two poems below:
   LOVE’S INCONSISTENCY
   I find no peace, and all my war is done;
   I fear and hope, I burn and freeze likewise
   I fly above the wind, yet cannot rise;
   And nought I have, yet all the world I seize on;
   That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
   Nor lets me live, nor die, at my devise,
   And yet of death it giveth none occasion.
   Without eyes I see, and without tongue I plain;
   I wish to perish, yet I ask for health;
   I love another, and yet I hate myself;
   I feed in sorrow, and laugh in all my pain;
   Lo, thus displeaseth me both death and life,
   And my delight is causer of my grief.
   Petrarch After great pain a formal feeling comes—
   The nerves sit ceremonious like tombs;
   The stiff Heart questions—was it He that bore?
   And yesterday—or centuries before?
   The feet mechanical go round
   A wooden way
   Of ground or air or ought
   Regardless grown,
   A quartz contentment like a stone.
   This is the hour of lead
   Remembered if outlived
   As freezing persons recollect
   The snow—
   First chill, then stupor, then
   The letting go
   Emily Dickinson
4. Compare and contrast these two pieces of music:

Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag

5. Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.

Sample Solution

The post LOVE’S INCONSISTENCY appeared first on homework handlers.