Metacognition

November 24, 2022/in Uncategorized /by SK

The primary goal of your last assignment is to reflect on what you have learned about yourself as a result of this class and how you will use this knowledge to succeed in future courses. Reflecting on your thoughts, feelings, and actions and making appropriate connections will help you plan for your future success.

Review the Model Essay document in the online classroom. Use the sample as a guide to complete your own. Then, in a five-paragraph essay that is three to four pages in length, address the following:

Paragraph 1: Learning at the college level involves accumulating experiences, growing through feedback, exchanging ideas, and revisiting learning challenges. How can awareness of your Learning Patterns, skills, and experiences help you be competitive in your chosen career?
Paragraph 2: In Week 1, you explored the concept of mindset. In the Week 5 Instructor Guidance, this concept was revisited as you explored how it can be applied outside an academic setting. What does it mean for you to have a growth mindset? Aside from being a student, consider other roles that you have (parent, employee, manager, etc.) and choose one. How can having a growth mindset help you further develop and positively impact others in the role you chose?
Paragraph 3: Thinking, reading and writing critically are essential skills that contribute to academic, personal, and professional success. For this paragraph, choose either critical reading or critical writing and address the following – Identify two specific strategies to enhance your critical reading skills OR your critical writing skills. Select strategies presented in Chapter 4 and explain how you will apply each of the strategies both in and outside the classroom. Finally, describe how academic integrity is supported by critical thinking, critical reading, and critical writing.
Paragraph 4: Metacognition refers to your internal talk or, as Vygotsky described it, “learning to direct one’s own mental processes with the aid of words.” Throughout this course, you have engaged in a metacognitive forum that challenged you to think about how you processed the learning from the previous week. Describe how you approached the metacognitive forums. How did your approach change from week to week? How was value added to your learning process by participating in the metacognitive forums? Explain how continuing to complete these reflective sentence starters can enrich your learning.
Paragraph 5: Reflect on the past five weeks. What were your expectations when you began this course? Were they met? Why or why not. If you could change one thing about this course, what would it be? Considering the course content, online learning platform, and interactions with your peers and instructor, what advice would you give to someone who is just starting this course to maximize their learning experience?

This assignment must be double spaced, written in Times New Roman 12-pt. font, and submitted to Waypoint as a Microsoft Word document.

Key Components In Collaboration And Consultations

November 24, 2022/in Uncategorized /by SK

Implementing effective collaboration practices can help educators break down possible barriers and build relationships with students, families, colleagues, and community members. Understanding the characteristics and components of effective collaboration techniques is the precursor to being able to implement them.

Part 1: Components in Collaboration Matrix

For this part of the assignment, complete the matrix in Part 1. Summarize each key component of collaboration, based on information from your topic readings. In addition, explain how the key components tie into general and special education teachers’ roles and responsibilities to support the learning for individuals with disabilities.

Part 2: Collaboration and Consultations Reflective Questions

Respond to each prompt listed in Part 2 in 100-150 words. Support each response with a minimum of one scholarly resource and reference your completed collaboration matrix where applicable. Use the “References” section of the template to list your sources.

Key Components in Collaboration and Consultations Template

Part 1: Components in Collaboration Matrix

Essential Key Components of Collaboration	Description of Key Components/Elements	General Education Teacher Roles and Responsibilities to Support the Learning for Individuals with Disabilities	Special Education Teacher Roles and Responsibilities to Support the Learning for Individuals with Disabilities
Preparation *Examples:* · Prior experience · Novice teacher education · Advanced programs · Professional developments
Role *Examples:* · Role delineation · Role clarification · Role expectations · Role parity
Structure *Examples:* · Time · Resources · Organization · Management
Support *Examples:* · Assessment · Evaluation · Acceptance · Commitment

Part 2: Collaboration and Consultations Reflective Questions

Respond to each of the following questions in 100-150 words.

1. What historical and theoretical foundations have influenced collaborative school consultation?

2. What positive outcomes can result from well-implemented collaborative school consultations?

3. How can the diversity of co-educators be an advantage when working in teams? How can the diversity of co-educators benefit students in creating a safe, inclusive, culturally responsive learning environment?

4. Co-educators can have wide variations in their professional perspectives. How can collaborative school consultation address students’ needs effectively in these situations? What ethical considerations are most relevant in this situation?

5. How can technological advances help co-educators strengthen collaborative connections and develop networks for the benefit of individuals with disabilities and their families?

6. How does collaboration play a factor in the Individuals with Disabilities Education Act (IDEA)?

References

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Which group concludes that truth is off the table, so relax?

November 24, 2022/in Uncategorized /by SK

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1. He believed in an all-encompassing Absolute, a world Spirit that expressed itself in the historical process. Basing his logic on the “triadic dialectic,” He stated that for every concept or force (thesis) there was its opposite idea (antithesis). He has a strong influence on Karl Marx. Lived from 1770-1831.

2. From the Essay, “The Future of Western Culture.” Which letters below signify-we are Roman and all of this is ours?

3. Which group concludes that truth is off the table, so relax?

4. The Vietnam Memorial is located in which town?

5. For him, the way people made a living, their “means of production,” determined their beliefs and institutions. He based his worldview on the class struggle between the bourgeois vs the proletariat.

6. Our distance from past ages enables us to perceive the periods when a culture was balanced, when the balance tipped into chaos, when the adjustment began that leads to a new period of balance and so on.

7. Who wrote these words from his famous work Don Juan? He was the epitome of the Romantic Hero.
“I want a hero: an uncommon want, . . .
But can’t find any in the present age
Fit for my poem (that is, for my new one):
So, as I said, I’ll take my friend Don Juan.”

8. Who said these famous words? With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the battle, and for his widow, and his orphan—to do all which may achieve and cherish a just and lasting peace among ourselves, and with all nations.

9. In Chapter 22 who said “No man can make you feel inferior without your consent.”

10. Who helped set the initial stages of the Romanticism with his inspirational Social Contract. With the ringing proclamation: “Man is born free and everywhere he is in chains”.

11. The English philosopher who argued that evolution occurred not only in nature, but in human institutions as well.

12. What event in the early 1900’s was such a cataclysmic event that it ended a era of idealism and set the stage for the search for new values: chaos followed by a period of adjustment.

13. A belief system in contemporary culture characterized by the rejection of objective truth and global cultural narrative. Has influenced many cultural fields, including literary criticism, sociology, linguistics, architecture, visual arts, and music.

14. What event destroyed the early 1900’s optimism and progress?

15. From the Essay, “The Future of Western Culture.” Massive intellectual changes have shaped and reshaped our culture since the dawn of the Enlightenment. At the heart of this great intellectual shift is _______________.

16. The early 20th century could be described by which representative phrase?

17. Published years after their death. These 1,775 poems were written as if they were entries in a diary, the private thoughts of a solitary person who took just a little from society and shut out all the rest. Lived from 1830-1886–

18. The Middle Modern World would be considered which dates?

19. Whose sonnet, “The World Is Too Much with Us,” which mourns a world so overwhelmed with materialism that it may lose its spiritual qualities.

20. Between 1750 and 1850 England’s economic structure changed drastically as the nation shifted from an agrarian society to modern _________________.

21. Impressionists saw themselves as the ultimate realists whose main concern was the perception of optical sensations of light and color.

22. Existentialism owes its popularity in no small part to repeated failures in politics, economics, and social organizations that have scarred our century.

23. Matthew Arnold’s poem “Dover Beach” illustrates his love of puritanism during the late 19th century.

24. Paris hosted the Great Exhibition of 1851.

25. In many ways, the modern environmental movement could be traced back to the romantic veneration of nature.

26. From the Essay, “The Future of Western Culture.” Radical individualism is demanded when there is no danger that achievement will produce inequality and people wish to be unhindered in the pursuit of pleasure.

27. People’s religious views will determine the direction of their individual lives and of their society.

28. Whitman’s epic novel Moby Dick is still read by many.

29. The Vietnam Memorial is a prime example of Neo-Classical architecture.

30. There was a general calm over Europe with no revolutions from 1830-1848.

STEP Standard 5 – Implementation Of Instructional Unit

November 24, 2022/in Uncategorized /by SK

Implementing an instructional unit requires analysis of student learning and reflection of teacher practices. To this point, pre-assessment data has been analyzed and a unit designed to address learning needs. The next step is to implement a unit and analyze data to determine learning outcomes.

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments, and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment to review and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Complete STEP Standard 5 by summarizing, in 500-750 words, your experience teaching your unit. Include the following:

Summary of Unit Implementation

Discuss each lesson activity and whether the execution of each lesson went exactly as planned.
Describe the engagement strategies used and if they helped foster the learning goals.

Summary of Student Learning

Describe your initial perception of the overall student learning.
Describe the results from your observations and each measurement of learning that supports your initial perception of student learning. (Note: This summary is intended to be brief. It does not need to include detailed data results on formal assessments, as you will be analyzing these more closely in the next topic.)
Describe one student’s learning or response that caused you to rethink your plans.
Describe how you responded to that student including why you thought this would improve student progress, and what effect, if any, it had on the student.

Reflection of Video Recording

Describe your perceptions of your teaching performance.

Identify one thing

Student Teaching Evaluation of Performance (STEP) Template

Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 – Assessment and Data Literacy 6 STEP Standard 4 – Unit and Lesson Planning 7 STEP Standard 5 – Implementation of Instructional Unit 10 STEP Standard 6 – Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal

Unit Topic: Click here to enter text.

Unit Title: Click here to enter text.

National or State Academic Content Standards

Include both the standard code and the title. Be sure to only include standards you will provide instruction for and that will be assessed.

Learning Goal

Provide the overall learning goal for this unit. What do you want students to know and be able to do at the end of the unit?

Measurable Objectives

List the measurable objectives for this unit. Make sure the objectives are measureable and only include the objectives you plan to assess and you have evidence the students have met or not met the objectives.

STEP Standard 3 – Assessment and Data Literacy

Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the pre-assessment.

Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction. *Pre-Test:* Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “
	Number of Students
Highly Proficient (90%-100%)	#
Proficient (80%-89%)	#
Partially Proficient (70%-79%)	#
Minimally Proficient (69% and below)	#
Pre-Assessment Analysis: Whole Class
Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives?
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the post-assessment.

STEP Standard 4 – Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,

	Day 1	Day 2	Day 3	Day 4	Day 5
Title of Lesson or Activity	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Standards and Objectives What do students need to know and be able to do for each day of the unit?	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Academic Language and Vocabulary What academic language will you emphasize and teach each day during this unit?	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Summary of Instruction and Activities for the Lesson How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Differentiation What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Required Materials, Handouts, Text, Slides, and Technology	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Instructional and Engagement Strategies What strategies are you going to use with your students to keep them engaged throughout the unit of study?	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Formative Assessments How are you going to measure the learning of your students throughout the lesson?	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.	Click here to enter text.
Summative, Post- Assessment What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it.	Click here to enter text.

STEP Standard 5 – Implementation of Instructional Unit

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

Click here to enter text.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

STEP Standard 6 – Analysis of Student Learning

Post-Test Data: Whole Class – Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment.

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	#	#
Proficient (80%-89%)	#	#
Partially Proficient (70%-79%)	#	#
Minimally Proficient (69% and below)	#	#

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.

Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”

Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	#	#
Proficient (80%-89%)	#	#
Partially Proficient (70%-79%)	#	#
Minimally Proficient (69% and below)	#	#
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students’ understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	#	#
Proficient (80%-89%)	#	#
Partially Proficient (70%-79%)	#	#
Minimally Proficient (69% and below)	#	#

Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the findings from your analysis.

Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of Study

Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.

Short-Term Goal

Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)

Click here to enter text.

1. Click here to enter text.

Click here to enter text.

you would like to improve upon in your future teaching (be specific), and one thing you felt you did well and how you will build upon it.

Metacognition

Key Components In Collaboration And Consultations

image1.jpeg

Which group concludes that truth is off the table, so relax?

STEP Standard 5 – Implementation Of Instructional Unit

Student Teaching Evaluation of Performance (STEP) Template

Table of Contents

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal

STEP Standard 3 – Assessment and Data Literacy

STEP Standard 4 – Unit and Lesson Planning

STEP Standard 5 – Implementation of Instructional Unit

STEP Standard 6 – Analysis of Student Learning

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

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