Describe each item addressed at the board meeting.

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BOARD MEETING LINK:  https://www.youtube.com/watch?v=br8ywjndHtk

 

Attend a school board meeting for a local school district. If you are unable to attend in person, you may watch a live stream or an official recorded video of a recent school board meeting.

In a 500-750-word reflection about your experience, address the following:

  1. Describe each item addressed at the board meeting. What was being discussed and why?
  2. Explain who was in attendance at the meeting. What kinds of people were there? Why were they there? Were you surprised by who attended?
  3. Describe who presented at the meeting. Were the presentations civil? Did you agree with one side or another of the arguments?
  4. What you learned at this board meeting.
  5. How you will use what you learned as a teacher.

Submit a copy of the meeting agenda to LoudCloud with your reflection.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Creative Teaching: Designing Creative and Culturally Relevant Instruction

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Creative Teaching: Designing Creative and Culturally Relevant Instruction

For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this Association of School and Curriculum DevelopmentLinks to an external site. (ASCD) video.

Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:

Content Expectations

Part I: Audience and Rationale (2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.

Rubric: Distinguished – Creates an effective and comprehensive overview of the class and target population, including the age range, grade and/or subject area, and other relevant micro- and macro-culture attributes in which school is situated.

Part II: Outcomes (3 points): List the objectives of the instructional experience/idea/concept being proposed.

Rubric: Distinguished – Develops and lists comprehensive instructional outcomes (i.e., learning objectives/standards) of the instructional experience, including the three areas from the assignment instructions.

  • Content or Classroom Objectives
  • 21st Century skills (emphasis on creativity)
  • Cultural competencies to be explicitly addressed with the experience/idea/concept

Part III: Context/Instructional Description (3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:

Rubric: Distinguished – Comprehensively proposes the nature of the overall instructional context by addressing creativity, problem-solving, and a real/simulated experience.

Creativity – How will creativity be encouraged?

  • Problem solving – Will the activity focus on solving a problem?
  • AND/OR
  • Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?

Part IV: Culturally Relevant Pedagogy (8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?

Rubric: Distinguished – Comprehensively describes the planned learning experiences, including at least four of the nine strategy options presented in the assignment instructions.

  • Maximizing academic success through relevant instructional experiences
  • Addressing cultural competence through reinforcing students’ cultural integrity
  • Involving students in the construction of knowledge
  • Building on students’ interests and linguistic resources
  • Tapping home and community resources
  • Understanding students’ cultural knowledge
  • Using interactive and constructivist teaching strategies
  • Examining the experience/idea/concept from multiple perspectives
  • Promoting critical consciousness through opportunities to challenge predominant elements of students’ social norms

Part V: Creativity/Innovation Strategies (8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?

Rubric: Distinguished – Comprehensively explains four or more of the ten strategies presented with the assignment instructions for facilitating creativity and innovative thinking in relation to the planned instructional experience.

  • Encouraging students to believe in their culture-influenced creative potential
  • Nurturing the confidence to try
  • Helping learners find their creative strengths
  • Promoting experiment and inquiry and a willingness to make mistakes
  • Encouraging generative thought, free from immediate criticism
  • Encouraging the      expression of personal ideas and feelings
  • Conveying an understanding of phases in creative work and the need for time
  • Developing an awareness of the roles of intuition and aesthetic processes
  • Encouraging students to play with ideas and conjecture about possibilities
  • Facilitating critical      evaluation of ideas

Written Communication Expectations 

  • Page Requirement (.25 points): The length of the final project will depend on the medium you choose;      however, some general guidelines would be 8-10 pages (for a paper) or 8-10 slides (for a presentation), not including the title and reference pages.
  • APA Formatting (.25 points): Format your paper according to APA style as outlined in the Ashford Writing Center.
  • Syntax and Mechanics (.25 points): Display  meticulous comprehension and organization of syntax and mechanics, such as      spelling and grammar.
  • Resource Requirement  (.25 points): Reference  three scholarly sources in addition to the course textbooks, providing      compelling evidence to support ideas. All sources on the references page      need to be used and cited correctly within the body of the assignment.

Next Steps: Review and Submit the Final Project

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

Instructor Guidance

Week 6

Week Overview

Beatrice Coron is a woman who traveled the path of trying to find her way in art through many professions.
Colon’s message supports earlier ideas communicated in the work of Ken Robinson, Blue Man Group and Elad Segev (through his When There is a Correct Answer research). We all have creative potential. We all possess attributes and skills that can be used in the process of “…having original ideas that have value” (Robinson, 2011, p. 151). Before you dive headfirst into the Final Project, you are asked to share one final reflection about something creative about yourself. A simple deconstruction of the experiences that contributed to your creative “expertise” will likely reinforce and affirm all the skills and strategies presented within this course.

 

Intellectual Elaboration

This week, you are asked to reflect on the learning of skills that contribute to your ability to be creative in a specific way.  Keep in mind that creativity can be expressed in many different ways.  One handy way to consider the myriad of creativity possibilities is to use Howard Gardner’s Multiple Intelligences theoretical framework (Gardner, 1999).  This theory describes a number of different types of “intelligences,” people might possess.  The general categories of intelligences can be readily applied to creativity, describing a simple “Multiple Creativities” framework:
Musical–rhythmic and harmonic

This category of creativity might include such forms of expression as singing, playing instruments, and writing music

Visual–spatial

This category of creativity might include such forms of expression as drawing, planning, painting, and designing spaces and structures.

Verbal–linguistic

This category of creativity might include such forms of expression as writing, storytelling or delivering lines as an actor.

Logical–mathematical

This category of creativity might include such forms of expression as problem-solving or manipulating numbers and amounts of things.

Bodily–kinesthetic

This category of creativity might include such forms of expression as sports, dance, yoga, spiritual movement, physical acting, and even knitting.

Interpersonal

This category of creativity might include such forms of expression as talking with strangers, making people laugh, making people feel comfortable or calm, and cooperating constructively with many different types of people.

Naturalistic

This category of creativity might include such forms of expression as nurturing other people or animals, gardening, even camping.

Hopefully there is something within this listing that will help you identify an area of creativity on which you can reflect.  The reflections facilitated in this final discussion can be useful in helping you take the first steps in considering types of experiences you might want to design in the final project.
Following this reflection, you are asked to apply nearly all the skills acquired in this course to the creation of the proposal of  a new program, idea, or concept to either an administrative team or a team of colleagues in order to implement an innovative idea that will highlight culturally and creatively relevant instructional experiences.  In this proposal, you will detail plans to develop learning experiences that promote 21st century skills (creativity and innovation skills in particular) within a culturally relevant framework. The experiences you design will incorporate the strategies for promoting creativity within technology-supported project-based or problem-based scenarios.

Discussion Response Expectations

The final discussion post this week is a personal reflection over factors that influenced and affected your ability to learn the skills needed for you to be able to express your creativity.  In this reflection, you are asked to describe a set of skills you acquired over the years that allows you to be creative in some way.  This might be musical skills, cooking, knitting, writing, model-building, gardening….anything you consider yourself “good at” that encourages you to experience “…the process of having original ideas that have value” (Robinson, 2011, p. 151).  By analyzing these skills in light of the culturally relevant context in which they were learned, you may realize an even deeper understanding of the skills facilitated within this course.

Assignment Expectations

For the final project, you will assume the role of a classroom teacher proposing a new program, idea, or concept to either an administrative team or a team of colleagues in order to implement an innovative idea that will highlight culturally and creatively relevant instructional experiences.
We have reviewed a plethora of innovative programs and projects throughout this course. Perhaps you want to add a Maker-SpaceLinks to an external site. to your classroom or library? Maybe you want to begin a Skills USA Links to an external site.group? Or, maybe you want to add an in-residence artist at your school? Whatever the innovative idea is for your district/school/classroom, think about how you will meet the cultural, creative, and innovative needs of your students.
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project that will demonstrate that you have met program outcomes.

 

References

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Robinson, K. (2011). Out of our minds: Learning to be creative. Oxford: Capstone.
TEDx Talks. (2013, September 9). Everyone is an ArtistLinks to an external site. [Video file]. Retrieved from https://www.youtube.com/watch?v=NIXFOixZF8s

Required Resources

Multimedia

Coron, B. (2011, March 11). Beatrice Coron: Stories cut from paperLinks to an external site. [Video file]. Retrieved from http://www.ted.com/talks/beatrice_coron_stories_cut_from_paper

  • This video      provides information about Beatrice Coron and her art and will assist you      in the Discussions and Assignment this week.

Recommended Resources

Text

Robinson, K. (2011). Out of our minds: Learning to be creative. United Kingdom: Capstone Publishing Ltd.

  • This book provides information about how to promote creativity in the 21st century and could assist you in your Final Assignment this week.

Distinguished – Creates an effective and comprehensive overview of the class and target population, including the age range, grade and/or subject area, and other relevant micro- and macro-culture attributes in which school is situated.

Writing A Paper On LMS Using Reports In The LMS

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You will need to analyze the attached reports and recommend changes to improve the LMS based on your analysis of these reports.

Write a five to seven (5-7) page paper in which you:

1. Summarize your findings and analysis from the reports provided. Determine the main areas that engage students and the main areas that do not.

2. Determine at least two (2) areas that you would like to improve, if you had the authority to make changes to the LMS itself, in order to improve the course or the functionality of the LMS. Provide a rationale for your response.

3. Recommend at least two (2) changes to the LMS that will enhance students’ learning and / or stakeholder’s managing experiences. Provide a rationale for your recommendation.

4. Suggest a targeted report that you wish the LMS could provide for either students or faculty in order to understand student progress, monitor activity, or other interactions with the LMS. Provide a rationale for your response.

5. Provide at least three (3) reliable, relevant, peer-reviewed references (no more than one [1] used previously), published within the last five (5) years that support the paper’s claims.

6. Format your assignment according to the following formatting requirements:

a. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.

b. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.

c. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

Points: 160 Assignment 5: Using Reports in the LMS
Criteria Unacceptable

Below 70% F

 Fair

70-79% C

 Proficient

80-89% B

 Exemplary

90-100% A
1. Summarize your findings and analysis from the reports provided. Determine the main areas that engage students and the main areas that do not.

Weight: 15%

 Did not submit or incompletely summarized your findings and analysis from the reports provided. Did not submit or incompletely determined the main areas that engage students and the main areas that do not. Partially summarized your findings and analysis from the reports provided. Partiallydetermined the main areas that engage students and the main areas that do not. Satisfactorily summarized your findings and analysis from the reports provided. Satisfactorily determined the main areas that engage students and the main areas that do not. Thoroughly summarized your findings and analysis from the reports provided. Thoroughly determined the main areas that engage students and the main areas that do not.
2. Determine at least two (2) areas that you would like to improve, if you had the authority to make changes to the LMS itself, in order to improve the course or the functionality of the LMS. Provide a rationale for your response. Weight: 20% Did not submit or incompletely determined at least two (2) areas that you would like to improve if you had the authority to make changes to the LMS itself in order to improve the course or the functionality of the LMS. Did not submit or incompletely provided a rationale for your response. Partially determined at least two (2) areas that you would like to improve if you had the authority to make changes to the LMS itself in order to improve the course or the functionality of the LMS. Partially provided a rationale for your response. Satisfactorily determined at least two (2) areas that you would like to improve if you had the authority to make changes to the LMS itself in order to improve the course or the functionality of the LMS. Satisfactorily provided a rationale for your response. Thoroughly determined at least two (2) areas that you would like to improve if you had the authority to make changes to the LMS itself in order to improve the course or the functionality of the LMS. Thoroughly provided a rationale for your response.
3. Recommend at least two (2) changes to the LMS that will enhance students’ learning and / or stakeholder’s managing experiences. Provide a rationale for your recommendation.

Weight: 20%

 Did not submit or incompletely recommended at least two (2) changes to the LMS that will enhance students’ learning and / or stakeholder’s managing experiences. Did not submit or incompletely provided a rationale for your recommendation. Partially recommended at least two (2) changes to the LMS that will enhance students’ learning and / or stakeholder’s managing experiences. Partiallyprovided a rationale for your recommendation. Satisfactorilyrecommended at least two (2) changes to the LMS that will enhance students’ learning and / or stakeholder’s managing experiences. Satisfactorily provided a rationale for your recommendation. Thoroughlyrecommended at least two (2) changes to the LMS that will enhance students’ learning and / or stakeholder’s managing experiences. Thoroughly provided a rationale for your recommendation.
4. Suggest a targeted report that you wish the LMS could provide for either students or faculty in order to understand student progress, monitor activity, or other interactions with the LMS. Provide a rationale for your response.

Weight: 20%

 Did not submit or incompletely suggested a targeted report that you wish the LMS could provide for either students or faculty in order to understand student progress, monitor activity, or other interactions with the LMS. Did not submit or incompletely provided a rationale for your response. Partially suggested a targeted report that you wish the LMS could provide for either students or faculty in order to understand student progress, monitor activity, or other interactions with the LMS. Partially provided a rationale for your response. Satisfactorily suggested a targeted report that you wish the LMS could provide for either students or faculty in order to understand student progress, monitor activity, or other interactions with the LMS. Satisfactorily provided a rationale for your response. Thoroughly suggested a targeted report that you wish the LMS could provide for either students or faculty in order to understand student progress, monitor activity, or other interactions with the LMS. Thoroughly provided a rationale for your response.
5. Provide at least three (3) reliable, relevant, peer-reviewed references (no more than one [1] used previously), published within the last five (5) years that support the paper’s claims.

Weight: 5%

 No references provided. Does not meet the required number of references; some or all references poor quality choices. Meets number of required references; all references high quality choices. Exceeds number of required references; all references high quality choices.
6. Writing Mechanics, Grammar, and Formatting

Weight: 5%

 Serious and persistent errors in grammar, spelling, punctuation, or formatting. Partially free of errors in grammar, spelling, punctuation, or formatting. Mostly free of errors in grammar, spelling, punctuation, or formatting. Error free or almost error free grammar, spelling, punctuation, or formatting.
7. Appropriate use of APA in-text citations and reference section

Weight: 5%

 Lack of in-text citations and / or lack of reference section. In-text citations and references are provided, but they are only partially formatted correctly in APA style. Most in-text citations and references are provided, and they are generally formatted correctly in APA style. In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.
8. Information Literacy / Integration of Sources

Weight: 5%

 Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations. Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing. Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing. Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.
9. Clarity and Coherence of Writing

Weight: 5%

 Information is confusing to the reader and fails to include reasons and evidence that logically support ideas. Information is partially clear with minimal reasons and evidence that logically support ideas. Information is mostly clear and generally supported with reasons and evidence that logically support ideas. Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support idea

Comprehensive Response Describing Naive Bayes

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(a) Provide a comprehensive response describing naive Bayes?

(b) Explain how naive Bayes is used to filter spam. Please make sure to explain how this process works.

(c) Explain how naive Bayes is used by insurance companies to detect potential fraud in the claim process.

Your assignment should include at least five (5) reputable sources, written in APA Style, and 500-to-650-words.