Video Scaffolding Assignment

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EDUC 504

 

Video Scaffolding Assignment Instructions

Overview

As stated in the module overview, the study of learning examines how individuals acquire and modify their knowledge, behaviors, skills, and beliefs. By understanding how learning occurs, exploring what motivates students to learn, and studying various learning theories, leaders can craft effective learning environments and teaching approaches based on the diverse needs of their learners. This assignment is designed to flesh out this overview as you articulate student-centered and constructivist approaches to learning in the context of a biblical worldview, roleplaying yourself as the teacher implementing the strategies you have learned.

 

Instructions

In the Learn material of Module 5: Week 5, view – Presentation: MyEducationLab Chapter 8: Student-Centered and Constructivist Approaches to Instruction Video

Topic:

1) After analyzing the teaching video, describe 3 different strategies the teacher used to facilitate student learning.

2) Imagine you are teaching a lesson on a topic of your choice. Describe the lesson and articulate what types of teaching/learning strategies you would use to scaffold learning and to facilitate learning for your students in your own classroom?

3) Now consider the biblical approach to education to inform your thoughts on this topic. Consider a passage of Scripture and/or a fruit of the spirit to support your approach to implementing these teaching and learning strategies.

Watch the video and write at least 100 words in response to each question/prompt. Responses must follow current APA format and include a title page and reference page. Cite at least 1 source in current APA format. You may use the textbook and/or scholarly journal articles as sources. You can cite the video as follows: (Pearson Education).

Note: Submit this paper as a Word document.

Special Education 400

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I will deduct 2 points if you do not double space. Type your answers on a word document.

Each question should be answered thoroughly (Note: each answer should be answered in less than one page).

Be specific in your answers. Answers must include citations from the textbook and/or articles.  In other words, back up your statements. I will deduct one point for each question where you do not cite your work.

  1. How do the following conditions of pregnancy pose a risk to a fetus: maternal/gestational diabetes, Rh sensitization, and premature rupture of membranes? (you must address all three to receive full credit on this question)
  2. Explain how early intervention Part C is organized in California. Include which agencies are responsible for serving children birth to three who are at-risk or have a disability.
  3. Review the sample IFSP (starts on page 353) and sample IEP (starts on page 372) in your Howard text. Describe three ways in which an IFSP differs from an IEP.
  4. Lynch and Hanson assert that “until one understands the impact of his or her own culture, language, race and ethnicity on attitudes, beliefs and values and ways of  thinking and behaving, it is not possible to fully appreciate the cultures of others.” How does this relate to early childhood special education?
  5. Discuss some aspects of SPED 400 that increased your knowledge about Early Childhood Special Education and young children with disabilities.

Good luck and please email me with any questions!

THIS IS AN ASSIGNMENT FOR VERY YOUNG CHILDREN WITH SPECIAL NEEDS

YOU CAN FIND INFORMATION FROM THE BOOK VERY YOUNG CHILDREN WITH SPECIAL NEEDS, 5TH EDITION

Discussion 1: Examining Social Change

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A core principle of Walden University’s mission is to engage students in social change through their educational experience. If you have taken the time to explore the Walden University website on social change, you may have noted that social change can take many forms, from direct service to individuals, to working more broadly in the community, to developing programs or resources, and many other activities. The social change activities of Walden’s faculty, students, and graduates incorporate some or all of the eight features of social change explored by Callahan—scholarship, systemic thinking, reflection, practice, collaboration, advocacy, civic engagement, and human ethics. How has your thinking regarding social change, and your role as an agent of such change, evolved throughout your journey as a Walden student?

For this Discussion, you will analyze the features of social change as they relate to your experiences in enacting social, community, and educational change.

To prepare:

  • Review the Callahan et al. (2012) paper and reflect on the eight features of social change. Which of the features are of interest to you and how might you become more involved in enacting social change in your field by highlighting those particular features?
  • Review the Walden University sites regarding social change and Walden’s Global Days of Service. Think about your own past social change experiences in your community, how you currently effect      social change, and how you might plan to do so in the future.
  • Read the Cooper et al. (2016) case study. Consider how the leadership practices of the teachers in the case study did or did not impact change within their schools. How might you become a leader in your program, school, district, or community to enact positive educational change?

An explanation of the following:

  • The two features of social change as described by Callahan et al. (2012) that interest you the most. Be sure to explain how those features might support your efforts in creating social change within your field.
  • A past social change experience in your educational setting or community and what the web of eight features would look like for that experience. Be sure to explain why some features of social change would be higher or lower on the web.
  • Your vision for enacting positive educational change in your setting and the leadership strategies and practices you will need to support your vision.

For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

· Chapter 13, “The Future of Educational Change” (pp. 258–265)

Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., . . . Yob, I. (2012). Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project [White paper]. Minneapolis, MN: Walden University.

Social Change Web Maps [Diagrams]. Adapted from Expanding our understanding of social change, by ​Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., Ouzts, K., & Yob, I., 2008. Baltimore, MD: Walden University. Adapted with permission of Walden University.

Cooper, K. S., Stanulis, R. N., Brondyk, S. K. Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85–113. doi:10.1007/s10833-015-9262-4

Walden University. (2016). Global days of service. Retrieved from https://www.waldenu.edu/about/social-change/global-day-of-service

Walden University. (2017b). Who we are. Retrieved from https://www.waldenu.edu/about/who-we-are

Review this site for information on Walden University’s mission and vision and its focus on social change.

Information Literacy

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Prior to beginning work on this assignment, review the Research Guides and Tutorials under the Getting Research help tabs in the University of Arizona Global Campus Library.

Prepare: Knowing how to thoroughly research a topic is extremely important while achieving your education. You may be asked to support your information with peer-reviewed scholarly resources, but how can you find this type of resource? The University of Arizona Global Campus Library allows you to search through different avenues to find the requested types of resources. You can narrow your search by the author, year published, title, subject, and by indicating what type of resource you are looking for. You even have access to a librarian if you need some guidance in finding more resources on your topic.

Reflect: Given that you have been in college for awhile, it’s time to reflect on what you have learned through the use of the University of Arizona Global Campus Library in relation to how you learned to acquire new information from a variety of sources.

Write: This week, you will take the Threshold Achievement Test for Information Literacy (TATIL) (Links to an external site.). This test is not graded, and your results are anonymous. The TATIL assesses students’ ability to recall and apply their knowledge and their metacognition about core information literacy dispositions that underly their behaviors. Through this combination of knowledge and dispositional assessment, TATIL offers a unique and valuable measure of the complexities of information literacy. The results of this assessment will guide University of Arizona Global Campus in developing the best possible library resources and research methodologies training.

Accessibility Statement: If you have a disability that impacts your ability to successfully participate in this or any other course activity, please provide your instructor with your authorized Accommodation Request form from the Office of Student Access and Wellness so that he/she can discuss and arrange an alternative plan with you.

After completing the TATIL (Links to an external site.), in a two- to three-paragraph response with each paragraph consisting of five or more sentences,

  • Describe your experiences using resources, including concerns encountered when conducting academic research through the University of Arizona Global Campus Library. Areas of concern may include developing a research strategy, using the search function within a database, or evaluating sources.
  • Explain how using the University of Arizona Global Campus Library has improved your experience in conducting research. For example, you could identify and explain how specific tutorials that you have used have helped improve your ability to conduct research.

The Information Literacy paper

  • Must include at least two paragraphs (of at least five sentences each) that respond to the two prompts, and that are formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center and formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center’s APA Style (Links to an external site.) resource.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted