Narrated Journal

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IDS 402 Module Three Assignment Guidelines and Rubric Narrated Journal

Overview: In the Module Three overview, you read about a few films that help illustrate the history lens in action. Choose one of the films to watch and review for this assignment. Links to the films can be found in the Reading and Resources section of Module Three. Other related historical films or documentaries may be used only with instructor approval. For this assignment, you will watch one film through the history lens and will have the opportunity to practice the communication and technical skills needed for Final Project Part Two. You will create a short PowerPoint presentation with an oral narration using the PowerPoint narration tool. This will also allow you and your instructor to check that your technology works for this assignment, and to troubleshoot any potential difficulties before the Final Project Part Two due. This activity must be submitted in PPTX format for your professor to give you feedback on whether your technical components are correct.

Prompt: In your PowerPoint slides, use the PowerPoint narration tool to verbally record your answer to the following questions:

 What are the challenges the characters face in overcoming problems in wellness? What are the benefits?

 How does critically analyzing wellness add value to interactions with people in personal and professional contexts?

Throughout your short PowerPoint presentation, make sure you use effective multimedia and communication skills:

 Construct your presentation in a way that ensures the audio and visual elements are logically organized in order to convey your message to your audience.

 Provide supporting evidence in your presentation that supports the importance of an issue or event in the film and its impact within wellness.

 Develop the audio narration to logically flow with the presentation to articulate the importance of critically analyzing an issue or event in the film and its impact within wellness.

Note: When you are recording the oral component of your presentation, a headset or external microphone is recommended for better results. However, you can also use the microphone incorporated into your computer or cell phone. Use the Check File Compatibility With Earlier Versions and Are You Having Video or Audio Playback Issues? resources from Microsoft to help you check compatibility between versions of Office.

Rubric Guidelines for Submission: Your presentation should be 2 to 4 slides and should be between 2 to 4 minutes in length. You are required to include a combination of text, visuals, and audio narration in order to support your work. Speaker notes are not required. Be sure to cite your sources, including the film you discuss, on a separate slide in APA format. If you require alternative accommodations for completing this assignment, reach out to your instructor directly for more information.

 

https://support.office.com/en-us/article/Check-file-compatibility-with-earlier-versions-d9856881-5875-4c58-915f-06859b2943a7
https://support.office.com/en-us/article/Are-you-having-video-or-audio-playback-issues-E0A94444-8EA7-4A00-974B-6AD0D6EDC4B1
https://support.office.com/en-us/article/Are-you-having-video-or-audio-playback-issues-E0A94444-8EA7-4A00-974B-6AD0D6EDC4B1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Benefits and Challenges Assesses the benefits and challenges of addressing issues in wellness, using relevant research or diverse perspectives

Assesses the benefits and challenges of addressing issues in wellness, but analysis is cursory or utilization of relevant research or diverse perspectives is inappropriate

Does not assess the benefits and challenges of addressing issues in wellness

20

Adds Value Explains how critically analyzing wellness adds value to interactions with people in personal and professional contexts

Explains how critically analyzing wellness adds value to interactions with people in personal and professional contexts, but explanation is cursory

Does not explain how critically analyzing wellness adds value to interactions with people in personal and professional contexts

20

Organized Constructs the presentation in such a way that it ensures the audio and visual elements are logically organized

Presentation is constructed with audio and visual elements, but the organization is somewhat illogical

Does not construct the audio and visual elements of the presentation in an organized, logical way

15

Evidence Provides supporting evidence in the presentation that supports the importance of the issue or event and its impact within wellness

Provides supporting evidence, but evidence does not fully support the importance of the issue or event and its impact within wellness

Does not provide evidence that supports the importance of the issue or event and its impact within wellness

15

Flow Develops the audio narration to logically flow with the presentation to articulate the importance of critically analyzing the issue or event and its impact within wellness

Develops the audio narration, but it does not logically flow with the presentation to articulate the importance the issue or event and its impact within wellness

Does not include audio narration to articulate the importance of the issue or event and its impact within wellness

15

Time Limit Presentation is no longer than two to four minutes

Presentation is less than two minutes in length

15

Total 100%

 

  • IDS 402 Module Three Assignment Guidelines and Rubric
    • Narrated Journal
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Project 700.2 The Learner: Observation Reflections Aligned To Theories Of Child Development And Learning Theory

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Following the observation of each classroom, identify the activities that are developmentally appropriate. Activities should encompass physical, cognitive and affective development.

  • Identify the theorist associated with each developmental level.
  • Identify the use of learning styles(Brain-based learning) or multiple intelligences
  • Identify the theorist associated with learning styles and multiple intelligences in each instance
  • Identify the motivational strategies utilized by the teacher and the theorist associated with the strategies.
  • You must have observed at least two classrooms.  An exemplary rating requires at least three observations.  You may use either on-site or online observations.  As a reminder, our course 11.1 Field Experiences and Reflections is available on your canvas course list.
  • Your paper should be written professionally. You are scored on the organization of the paper and your ability to write professionally. Your reflection and analysis of the classroom are important. See the rubric for specific criteria at each rating level.
  • You may review a sample of an exemplary paper here.Preview the document

    7/18/2020 Project #2: Applying Child Development and Learning Theories to the Classroom Environment

    https://teachersoftomorrow.instructure.com/courses/787/assignments/12119?module_item_id=35423 1/3

    Project #2: Applying Child Development and Learning Theories to the Classroom Environment

    Due No Due Date Points 24 Submitting a text entry box

    Applying Teaching and Learning Project – The Learner

    Submit Assignment

    Observe at least two classrooms in your subject area/grade level. Using the theories and strategies taught in your coursework, write a two-page paper identifying the following observations:

    1. The teacher’s use of appropriately developmental learning activities 2. The teacher’s use of learning styles/multiple intelligences 3. The teacher’s use of motivation theories and strategies 4. Your overall impression of the classroom, and anything you might consider doing differently. 5. Your 2-page paper must have 1-inch margins, and 1.5 spacing.

     

     

    7/18/2020 Project #2: Applying Child Development and Learning Theories to the Classroom Environment

    https://teachersoftomorrow.instructure.com/courses/787/assignments/12119?module_item_id=35423 2/3

    Criteria Ratings Pts

    4.0 pts

    4.0 pts

    4.0 pts

    4.0 pts

    Identification of Developmentally Appropriate Activities

    4.0 pts Correctly identifies presence or lack of presence of developmentally appropriate activities. Correctly aligns activities with physical, cognitive and affective development

    3.0 pts Correctly identifies presence or lack of presence of developmentally appropriate activities. Aligns with a few physical, cognitive, or affective developmental stages

    2.0 pts Correctly identifies presence or lack of presence of some developmentally appropriate activities; some misidentification is present. Aligns with a few physical, cognitive, or affective developmental stages

    1.0 pts Does not correctly identify developmentally appropriate activities; does not align with physical, cognitive, or affective developmental stages

    Identification of Varied Strategies (learning styles, multiple intelligences)

    4.0 pts Correctly identifies learning styles, multiple intelligences utilized in the classroom. Provides multiple examples and aligns with specific style/intelligence

    3.0 pts Correctly identifies most learning styles, multiple intelligences utilized in the classroom. Provides an example and aligns with specific style/intelligence

    2.0 pts Correctly identifies some learning styles, multiple intelligences utilized in the classroom. Does not provide examples and/or aligns improperly with specific style/intelligence

    1.0 pts Does not correctly identify learning styles, multiple intelligences utilized in the classroom. Does not provide examples and/or aligns improperly with specific style/intelligence

    Identification of Motivation Theories and Strategies

    4.0 pts Correctly identifies motivation theories and strategies utilized in the classroom. Provides multiple examples and aligns with specific theory/strategy

    3.0 pts Correctly identifies most motivation theories and strategies utilized in the classroom. Provides an example and aligns with specific theory/strategy

    2.0 pts Correctly identifies some motivation theories and strategies utilized in the classroom. Does not provide examples and/or align with specific theory/strategy

    1.0 pts Does not correctly identify motivation theories or strategy used. Does not provide examples or align with theory or strategy.

    Requirements of the paper; i.e. number of classrooms

    4.0 pts Observes more than 2 classrooms within the grade level/content area. Paper is at least two pages.

    3.0 pts Observes at least 2 classrooms within the grade level/content area. Paper is two pages.

    2.0 pts Observes 1 or 2 classrooms, or does not observe in a grade level/content area required. Paper is two pages.

    1.0 pts Does not observe the required number of classrooms or the correct level of classrooms. Paper is less than two pages.

     

     

    7/18/2020 Project #2: Applying Child Development and Learning Theories to the Classroom Environment

    https://teachersoftomorrow.instructure.com/courses/787/assignments/12119?module_item_id=35423 3/3

    Total Points: 24.0

    Criteria Ratings Pts

    4.0 pts

    4.0 pts

    Structure of paper

    4.0 pts Well structured. Paper is well organized, theorists and examples are thoroughly explained; final classroom observations are thoughtful and reflective

    3.0 pts Paper is organized; theorists and examples are explained; examples are adequate. Final classroom observations are thoughtful and observant

    2.0 pts Paper is somewhat organized; theorists and examples are explained, although there are some mistakes. Final classroom observation shows a lack of reflection or thoughtfulness

    1.0 pts Paper is loosely or not organized. Theorists and examples are not well defined. Final classroom observation is missing or lacking reflective substance.

    Mechanics of language

    4.0 pts Mechanics and usage of language are excellent.

    3.0 pts Mechanics and usage of language are good.

    2.0 pts Mechanics and usage of language are adequate.

    1.0 pts Mechanics and usage of language are poor.

EXCEPTIONALITY CHART

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(Remember to include your title page)

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

 
Autism Spectrum Disorder

“A variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements” (Kirk, et al, 2015, p.143).

 

 DSM-5

An individual must meet criteria A, B, C, and D:

A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays.

B. Restrictive, repetitive patterns of behaviors, interests, or activities.

C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).

D. Symptoms together limit and impair everyday functioning.

(Kirk, et al, 2015, p146)

 · Lack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that’s necessary for understanding, predicting, and shaping the behavior of others).

· Acting out or aggressive behavior due to limited ability to communicate.

· Hypersensitivity to sensory stimuli

· Trouble with important thinking skills like decision-making, problem solving, executive function, and the more complex mental processes of reasoning and evaluation.

· Difficulty with a range of motor skills such as gross motor, fine motor, and motor planning.

(Kirk, et al, 2015, pp. 148-150)

 

 · Early intervention and early diagnosis

· Naturalistic intervention Peer-mediated instruction and intervention

· Social narratives of social stories; Comic strip conversations

· Prompting; visual supports

· Creating Structure

· Improving Social Skills

· Functional Behavior Assessment

· Assistive Technology (voice output communication aids)

· Focused Intervention Practice

· Comprehensive Treatment Models (TEACCH, EIBI)

(Kirk, et al, 2015, pp. 154-161)

 
Emotional/Behavioral Disability

 

      

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

 
Hearing Impairment/Deaf

 

      
Intellectual Disability

 

      

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Learning Disability      
Developmental Delay

 

      

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Multiple Disabilities

“Concomitant impairments (such as intellectual and developmental disabilities—blindness or intellectual and developmental disabilities—orthopedic impairment) that result in severe educational needs that require special services” (Kirk et al, 2015, p.423).

 

      
Orthopedic Impairment

“A severe orthopedic impairment that adversely affects a child’s educational performance (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)” (Kirk et al, 2015, p.423)

 

      

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

 
Other Health Impairment

“Limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that are due to chronic or acute health problems such as asthma, attention deficit disorders, diabetes, epilepsy, cystic fibrosis, ,heart conditions, hemophilia, lead poisoning, leukemia, nephritis, ulcerative colitis and Crohn’s disease, rheumatic fever, sickle cell anemia, or Tourette syndrome and that require special educational services” (Kirk et al, 2015, p.423).

      
Speech-Language Impairment

 

      

EXCEPTIONALITY CHART

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY
Traumatic Brain Injury

“An acquired injury caused by an external physical force, resulting in total or partial functional disability and/or psychosocial impairment that requires special educational services” (Kirk et al, 2015, p.423).
Visual Impairment, including Blindness and Deafblindness

Deafblindness: “Concomitant hearing and visual impairments, the combination of which causes severe communication, developmental, and other educational needs that require special services” (Kirk et al, 2015, p. 423).
 

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

 
Developmental Delays

“In the United States, defined by each state, and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (Kirk, et al, 2015, p.79).

      
Cognitive Functioning/Impairment

 

      

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

 
Language Developmental Disorder

“This disorder involves difficulties with any combination of spoken, written, and symbol systems used to share ideas and messages. Language disorders may impact understanding and use of (a) language form (phonology, morphology, syntax), (b) language content (semantics), or (c) language function (pragmatics)”

(Kirk, et al, 2015, p.293).

      
Social Developmental Disorder

 

      

EXCEPTIONALITY CHART

 

EXCEPTIONALITY

&

DEFINITION

 CRITERIA FOR

SERVICES

 CHARACTERISTICS GENERAL TEACHING METHODS/

INSTRUCTIONAL STRATEGIES/ TECHNOLOGY

 
Cultural/Ethnic/Socioeconomic Factors/ELL

“Many students for whom English is a second language have difficulty learning in American schools and may be referred to special education as a result” (Kirk et al, 2015, p.57).

 The criteria for services should be the same for the exceptionality of a student with English as the primary language as it is for a student with English as a second language. Students who fall under the characteristics of a specific disability, but also who have other cultural/ethnic/socioeconomic factors or variables. · Test students with nonbiased assessment that include the use of interpreters, “culture fair” tests, and separate norms. (Kirk et al, 2015, p.56).

· Mindful interpretations of the tests.

· “The RtI model Tier II, which allows for additional support for learning short of referral to special education” (Kirk et al, 2015, p.57).
Medical Aspects/Major Health Impairments

A broad range of exceptionalities that involve medical attention/care.

 “When children are dealing with serious health problems, their life and education will be impacted. The support needed for each child will depend on the range and severity of the problem…medical experts take the lead on the diagnosis and planning medical interventions, while the general education teacher takes responsibility for needed daily supports and for knowing the appropriate protocols for initial response in an emergency” (Kirk et al, 2015, p.427).

 

 A wide variety of medical health impairments that could include:

· Asthma

· Cancer

· Sickle Cell Anemia

· HIV/AIDS

· Acquired Diseases

 “Advances in medicine have led to lifesaving interventions for children with physical disabilities and health impairments. As medical interventions have improved, the life expectancy for children with severe disabilities has been extended. Improved medical interventions are also increasing the survival rate for soldiers who have been wounded…medical supports also can enhance the quality of individuals who have lost limbs regain functioning, new blood sugar monitors can maintain a continuous check to help regular diabetes, improvements in surgical procedures for infants allow doctors to repair heart defects, and new treatments for cancer have led to nearly 80 percent survival rates for children” (Kirk et al, 2015, p.421).

References

Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage. ISBN: 9781337065733.

PROETHICA MODULE 2 -The Professional Educator

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Question 1

Lisa Roberts, the mother of a high school student, has complained to the principal at her child’s school about the content of a science class, which she says goes against her family’s religious beliefs. The principal calls a meeting with Ms. Roberts and the teacher of the class, Ms. Rooney.
Which of the following is the best course of action for Ms. Rooney?

Declining the meeting, stating   that the material is in the curriculum

Attending the meeting, giving a   prepared speech about the importance of the topic

Attending the meeting, bringing   along the state and national standards to show the parent how the curriculum   was developed

MODULE 2 QUESTIONS

 

Lisa Roberts, the mother of a high school student, has complained to the principal at her child’s school about the content of a science class, which she says goes against her family’s religious beliefs. The principal calls a meeting with Ms. Roberts and the teacher of the class, Ms. Rooney. Which of the following is the best course of action for Ms. Rooney?

  Declining the meeting, stating that the material is in the curriculum
  Attending the meeting, giving a prepared speech about the importance of the topic

 

  Attending the meeting, bringing along the state and national standards to show the parent how the curriculum was developed

 

 Question 2 of 12

Ms. Cheng, a high school band instructor, has an extremely busy schedule. In addition to teaching a full load of classes, she supervises several after-school rehearsals each week. Ms. Cheng considers scheduling medical checkups that she has put off for a couple of years, but she ultimately decides that her commitments to her music students mean that for a while she cannot afford to lose the time the checkups would take. What ethical principle does Ms. Cheng most clearly put at risk by deciding against getting the checkups?

  The obligation to monitor and maintain one’s health as necessary to meet one’s professional expectations
  The duty to accept personal responsibility for ethical conduct and moral decision making

 

  The duty to place student welfare and safety as a top priority in assessing ethical policies

 

 Question 3 of 12

Mr. Phillips overhears two boys talking about wanting to steal a phone from a classmate during study hall. Which of the following potentially helpful actions is Mr. Phillips required to take?

  Approach the boys and acknowledge that he overheard their conversation.
  Attend the boys’ study hall so that he is present to prevent the theft.

 

  Notify the principal that he overheard a possible plan to commit a crime.

 

 Question 4 of 12

Ms. Bailey, a language arts teacher, is having her students create original skits as part of a drama unit. As she watches her students rehearse, she notices one group of students practicing a skit that mocks a student in the class who has special needs. Ms. Bailey immediately puts a stop to it and sits down with the group to have a discussion about diversity, respect, and sensitivity. Ms. Bailey’s actions are most clearly aligned with which of the following principles for educators?

  Avoid conflicts of interest.
  Use developmentally appropriate assessments of student performance.

 

  Protect students from harmful practices.

 

 Question 5 of 12

A school district has recently implemented a digital literacy curriculum for its middle and high school students that calls for teachers to discuss safe and appropriate online conduct with their students. Mr. Coleman believes technology fosters bad manners and antisocial behavior, so he instead uses the class time set aside for this discussion to encourage students to read or play sports rather than spend their time using electronic devices. By acting in this way, which of the following ethical principles for educators is Mr. Coleman most in danger of violating?

  The responsibility to model appropriate ethical behavior for one’s students
  The need to uphold policies relevant to professional practice, regardless of one’s personal views

 

  The obligation to advocate for adequate access to school resources for all students

 

 Question 6 of 12

Mr. Gallagher sees what appears to be a marijuana cigarette in an external pocket of a student’s backpack as the student is walking out of the school building at the end of the day. Mr. Gallagher decides to do nothing. Mr. Gallagher is not upholding his responsibility to the profession because he did not

  seek and use research evidence to develop sound instructional practices
  work to engage the school community to close achievement, opportunity, and attainment gaps

 

  protect students from any practice that harms or has the potential to harm students

 

 Question 7 of 12

Which of the following scenarios describes a teacher best aligning himself or herself with the ethic that educators should advocate for equitable educational opportunities for all students?

  Ms. Jansen, a resource teacher administering a standardized test to a student with learning disabilities, decides to read the comprehension passages aloud to the student even though the student’s individualized education program does not call for this accommodation.
  Mr. Gosford always gives the same type of assessment in his math classes, believing that consistency is best.

 

  Ms. Patton allows students to choose from a selection of creative projects and written assignments for the final assessment of a novel unit.

 

 Question 8 of 12

Mr. Scott noticed and reported that a student who had returned from a field trip after school hours was left at the high school unsupervised. As a result, Ms. Campbell, the teacher who supervised the field trip, was reprimanded. Ms. Campbell now makes critical comments about any questions or statements Mr. Scott makes at staff meetings. Which of the following principles for professional educators does Ms. Campbell appear to be violating?

  Taking steps to avoid risking harm to students
  Not retaliating against a person for having made an ethical complaint

 

  Avoiding conflicts of interest

 

 Question 9 of 12

Mr. Taggard, a middle school science teacher, has been assigned to help with a seventh-grade nature field trip. Mr. Taggard has an ethical and professional obligation to do which of the following?

  Inform the principal that he has severe allergies that may make him less effective as a chaperone during the trip
  Tell his fellow teachers that he has already gone on several such trips and ask whether anyone would like to go instead of him

 

  Ask the students if there is anything in particular they would like to do or see during the field trip

 

 Question 10 of 12

Ms. Schneider is a high school teacher who works as a personal trainer at a local gym on weekends. She tells her students that she is a personal trainer and offers a special discount on her training sessions to students who play on the football team. Ms. Schneider’s behavior is inappropriate because

  training football players is the football coach’s responsibility
  she will benefit financially if her students sign up for the sessions

 

  she is not offering discounts to all students in the school

 

 Question 11 of 12

Ms. Pettola has been a ninth-grade science teacher at Central High School for a decade, but she recently started teaching eleventh-grade science instead. As she begins teaching the new curriculum, she seriously considers skipping the material on biological evolution because she feels that it conflicts with her religious beliefs. The evolution unit, however, is a required part of the curriculum. If she chose to eliminate biological evolution from the curriculum, Ms. Pettola would most clearly put at risk which of the following ethical standards for teachers?

  Protect students from material that is inappropriate or harmful.
  Help at-risk student populations and individual students close achievement gaps.

 

  Uphold policies relevant to professional practice, regardless of personal views.

 

 Question 12 of 12

Mrs. Abner, a new teacher, has been assigned to teach a health class to sixth graders. She objects to teaching some of the topics on human sexuality in the curriculum and is debating whether she will teach them. Which of the following statements best expresses the ethical guideline Mrs. Abner should follow in making the decision?

  Educators must uphold policies relevant to professional practice regardless of their personal views.
  Acting in the interest of students is the top priority, and educators may always rely on their consciences when deciding what is best.

 

  When in doubt about such moral decisions, educators should follow the example of their more experienced peers.

 

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