Design learning assets based on end user or organizational needs.

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Assignment 5 Submit Here

Assignment 5: Using Reports in the LMS

Due Week 10 and worth 160 points

Once a course or training module is developed in an LMS, it is important to see how the students or instructors are using the system.

Every LMS has ability to produce reports that help stakeholders manage, maintain, and improve the learning experience for students and the teaching experience for instructors. You are provided with some reports generated from a course in Blackboard. These reports can help indicate if you have any assets that are not engaging learners or if the anticipated timeframes to perform tasks are inaccurate. In addition, these reports help to create remediation for students and ensure that instructors are performing their jobs.

Click below links to view the reports.

  • activity.pdf
  • student x report.pdf
  • student y report.pdf
  • student z report.pdf

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

Write a four to six (4-6) 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:
    1. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
    2. 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.
    3. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Evaluate assessment tools and capabilities of an LMS.
  • Design learning assets based on end user or organizational needs.
  • Use technology and information resources to research issues in technology tools to manage learning.
  • Write clearly and concisely about issues in technology tools to manage learning using proper writing mechanics.

Click here to view the rubric.

What stood out to you in this week’s readings or classroom discussion?

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What Is It? 

Reflective Journal Entries (RJ) provide you the opportunity to reflect upon what you have been learning in classroom discussions, the course textbook, and your personal life. RJs are also an opportunity to examine what you may want to change or what you have become more aware about your own nonverbal behavior. These short journal entries may be used in class to facilitate discussions.

What Do I Have To Do? 

Each RJ should be typed and a minimum of 2 pages (max 4). RJs are opinion based and no citations are necessary UNLESS you are using a direct quote from the text (include page #) or using an outside source.

Using concepts we have learned over the past two weeks, reflect on your own nonverbal trends and behaviors addressing these (or similar) questions:

What stood out to you in this week’s readings or classroom discussion? 

Was there anything in this week’s readings which did not make sense or confused you? 

What have you noticed about your own behavior or become more aware of? 

How did you relate to the information in this week’s discussions and activities? 

Has the classroom discussion or readings caused you to change any of your behaviors? 

The questions listed above are a brief sample of the type of information you should be covering in your RJ. You have the freedom and flexibility to write about anything that we are currently learning in the course which is related to your personal life.

How Am I Graded? 

Grading for these journal reflections is very simplistic and based on the quality of content. In other words. Did you complete the assignment meeting the outlined requirements of papers including font size, grammatical, spelling, and length requirements? Did you discuss appropriate and class related content and practically apply it to your life? If your answer is yes to both of these questions, then you will do just fine on the assignment.

The First 12 Minutes of Flirting Using Nonverbal Communication – Study Reveals 26 Body Language Cues of Attraction

*In Heterosexual Partners

By: C. Philip

Retrieved From: http://bodylanguageproject.com/articles/first-12-minutes-flirting-using-nonverbal-communication-study-reveals-26-body-language-cues-attraction/

Adapted From: Hall, Jeffrey A. and Chong Xing. The Verbal and Nonverbal Correlates of the Five Flirting Styles. Journal of Nonverbal Behavior. 2015. 39:41–68. DOI 10.1007/s10919-014-0199-8

 

According to researchers, you can tell if someone likes you based on their nonverbal signals and these unfold in a more or less ritualized fashion. By breaking down the 26 signals analyzed by Jeffrey Hall author of The Five Flirting Styles: Use the Science of Flirting to Attract the Love You Really Want” and Chong Xing in their research it was possible to outline the specific way that couples indicate attraction to one another.

The study had heterosexual pairs sit down next to one another in a get-to-know you session which evolved over 12 minutes. Not only did the researchers discover that people tailor their nonverbal communication to their own flirting style, but the cues they used matched the level of physical attraction they had for their conversational pair.

The First 1-3 Minutes

In the first few minutes it’s important, says the research, to watch for nonverbal cues such as flirtatious glances. These are normally quick bursts of eye contact followed by looking away coyly. You should also watch for negative cues including leg crossing and arm crossing as this says that a person is not interested and is closing themselves off. Disinterested women will also tend to ask fewer questions and shrug their shoulders more often.

Minutes 4-6

The next several minutes will be used to create more rapport and also permit more affirmative nonverbal cues. This is where “palming” will take place where the palms of the hands are turned upward as if offering themselves. This is where people may make verbal compliments, even though, by any measure, being so verbally overt is rare.

Minutes 7-9

This is where compliments are done away with. This is however, where women will begin to open up a little more and express some personal details. Men will use their gaze more to show interest.

Minutes 10-12

Women will open up and show happiness and a joyful demeanor while palming, but only if they are still interested. Women will also open up more and continue to share personal details. Men will show their attraction by lowering the voice pitch which is distinguishable from the onset.

 

Overall Observations

The most salient message of attraction was being happy and joyful. This includes being agreeable and saying “yes” and nodding more often. Next was offering flirtatious glances and laughing or smiling. The rarest was offering compliments or teasing. Perhaps this might be due to the fact that they are more risky and high stakes nonverbal courtship rituals. The negative cues signaling dislike included leg crossing. If the legs were crossed at any point, then it was a clear signal that someone was not attracted to the other person. If men were seen crossing their arms, this was a solid signal of disinterest. Self-touching of the arm, chest or hair was also a signal of disinterest. Women who shrug a lot and don’t encourage conversation by asking questions was also a signal of dislike.

 

 

The Five Flirtatious Styles

 

The study also outlined five main ways that people tend to flirt with another person based on their personality.

Flirting styles are broken down into five main categories:1) Physical, 2) Traditional, 3) Sincere, 4) Polite and 5) Playful. 1) Physical Flirts: Tend to use touch more often and nonverbal communication generally. These did not do as well in a face-to-face sitting style get-to-meet-you. They excel in more open environments.

2) Traditional Flirts: Traditional male flirts tend to believe that they should take the first step. “Traditional” female flirts were more demure. They tended to show their wrists and hands by “palming” or turning their hands upward. These women also tended to gently tease their partners.

 

3) Sincere Flirts: “Female sincere flirts laughed and smiled more, and more frequently showed a telltale sign of interest — the coy gaze,” Hall said. However, those having a “sincere style” tended to be more open to communication through self-disclosure and focused attention. They, were also less likely to self-touch or be fidgety. This was even more evident in the men.

 

4) Polite Flirts: The “polite” flirts were more complex and difficult to read, according to the researchers.

“A polite flirt tends to be very hands-off and respectful, but as you can imagine, this type of flirting isn’t obvious to the people they’re attracted to,” Hall said. “They lean back, create even more space and are more even in verbal tone. For most people, it signals a lack of closeness, but polite flirts do it more the more attracted they become.”

When attraction was present, the polite flirts engaged in less self-touching overall and had a lower pitched voice. They also tended to ask fewer questions in the first half which was especially so in females in first part of the interaction. When men were attracted to their partner they nodded and said “yes” more often but were less likely to move closer. Men also teased their partner less even if they were physically attracted to her.

The polite flirt tends to create more space as a way to encourage trust, however, this means that it is more difficult for them to demonstrate their interest.

 

5) Playful Flirts: Playful flirts who were attracted to their partner tended to protrude their chest especially in the 7-9 minute interval during the conversation. As well, the playful flirts tended to use more compliments especially in the first 3 minutes. When attraction was present, self-touch was also less common. Women, also tended to ask fewer questions when attracted to their male partner, but use more flirtatious gazes in the 4-6 minute interval and shrug more often. The playful male flirts tended to cross their legs less, especially in the beginning minutes.

 

Nonverbal and Verbal Flirtatious Cues From Most to Least Frequent

 

1. Being joyful (smiling and laughing) 2. Affirmation (nodding, saying yes) 3. Keeping the conversation going 4. Opening your arms 5. Disclosing personal details 6. Being expressive 7. Gazing at your partner 8. Being vocally animated 9. Speaking with a higher pitch 10. Self-touching (hair, face, body) 11. Playing with cards* 12. Leaning forward 13. Biting or licking lips 14. Asking questions 15. Shaking your head 16. Playing with objects (clothes, etc) 17. ‘Presenting’ breasts 18. Self-deprecating comment 19. Moving closer 20. Crossing legs 21. Shrugging shoulders 22. Open-palm gestures (palming) 23. Falling into your chair 24. Flirtatious glances 25. Compliments 26. Teasing

Special Education Context For Learning Information

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Use the Context for Learning Information to supply information about your school/classroom context. About the Placement and Your Role in the Focus Learner’s Instruction

1. Context for Learning

a. Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment.

Address the following: Type of setting (e.g., first-grade classroom in an elementary school,  Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)

City: Suburb: Town: Rural: Your role in the focus learner’s instructional program (e.g., teach all academic subjects plus support a behavioral plan; pull out of general education classroom for supplementary instruction in reading; part of an instructional team; coordinate services to the family and model working with the focus learner) The schedule for instructional time with the focus learner for the learning goal (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction) The primary language of instruction, if other than English (e.g., ASL)

b. Describe any district, school, or cooperating teacher, or student teaching requirements or expectations (e.g., prescribed reading curriculum) that might affect your planning or instructional delivery.

c. Identify any textbook or instructional program you primarily use for instruction for the learning goal. If a textbook, please provide the title, publisher, and date of publication.

d. If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with IEPs and 23 general education learners).

About the Focus Learner

1. Age:

2. Gender (Type an “X” next to the appropriate description.): Male: Female:

3. Grade level:

4. Primary language (Type an “X” next to the appropriate description or provide information requested.): English: Bilingual in English and other language (please identify): Other language (please identify): 5. Describe the disability or disabilities as reported on the focus learner’s IEP.

6. List any type of augmentative or alternative communication used by the learner (e.g., communication boards, signing, AlphaSmart keyboard, optical-character-recognition devices, speech generation technology).

7. Describe any behavior management plans relevant for the focus learner.

ON attached file create a lesson plan for focus learner

College of Education

EDTPA-Aligned Lesson Plan Segment

 

Name: Grade: Subject:
Central Focus:
GPS/CCGPS Standard:
Interdisciplinary or Integrative Connections: (i.e. reading/writing across-the-curriculum)

 
Academic Language Demand:
Vocabulary:
Instructional Supports, Accommodations, Modifications, and Alternative Assessments:

 
Total Duration:

 

 

Lesson Plan #1

Title: Duration:
Objectives:  
Opening:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content)

  
Work Period: (Describe the instructional strategy and learning task– address syntax and discourse needed to understand and/or apply content)  
Closing:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content )

  
Informal and Formal Assessments (Describe alternative assessments as well):

Materials:

 

 

  
*Notes: Must describe specific procedures for accommodations and/or modifications where applicable throughout the lesson. The lesson plan segment CANNOT exceed four (4) pages and five (5) hours of continuous instruction.
Lesson Plan #2

Title: Duration:
Objectives:  
Opening:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content)

  
Work Period: (Describe the instructional strategy and learning task– address syntax and discourse needed to understand and/or apply content)  
Closing:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content )

  
Informal and Formal Assessments (Describe alternative assessments as well):  
Materials:

 

  
*Notes: Must describe specific procedures for accommodations and/or modifications where applicable throughout the lesson. The lesson plan segment CANNOT exceed four (4) pages and five (5) hours of continuous instruction.

 

 

 

Lesson Plan #3

Title: Duration:
Objectives:  
Opening:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content)

 

  
Work Period: (Describe the instructional strategy and learning task– address syntax and discourse needed to understand and/or apply content)  
Closing:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content )

  
Informal and Formal Assessments (Describe alternative assessments as well):

 

  
Materials:

 

  
*Notes: Must describe specific procedures for accommodations and/or modifications where applicable throughout the lesson. The lesson plan segment CANNOT exceed four (4) pages and five (5) hours of continuous instruction.

 

 

 

Lesson Plan #4

Title: Duration:
Objectives:  
Opening:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content)

  
Work Period: (Describe the instructional strategy and learning task– address syntax and discourse needed to understand and/or apply content)  
Closing:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content )

  
Informal and Formal Assessments (Describe alternative assessments as well):

 

  
Materials:

 

  
*Notes: Must describe specific procedures for accommodations and/or modifications where applicable throughout the lesson. The lesson plan segment CANNOT exceed four (4) pages and five (5) hours of continuous instruction.

 

 

Lesson Plan #5

Title: Duration:
Objectives:  
Opening:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content)

  
Work Period: (Describe the instructional strategy and learning task– address syntax and discourse needed to understand and/or apply content)  
Closing:

(Describe the instructional strategy and learning task – address syntax and discourse needed to understand and/or apply content )

  
Informal and Formal Assessments (Describe alternative assessments as well):

 

  
Materials:

 

  
*Notes: Must describe specific procedures for accommodations and/or modifications where applicable throughout the lesson. The lesson plan segment CANNOT exceed four (4) pages and five (5) hours of continuous instruction.

 

 

2 Created by Dr. Erica DeCuir with consultation from Teacher Education faculty, College of Education

How does your mentor teacher connect instruction to students’ backgrounds and interests?

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Pedagogy is a broad term used to describe the science and art of effective teaching. Student learning is reliant upon a teacher’s ability to select specific methods and strategies that meet the needs of all students.

Allocate at least 5 hours in the field to support this field experience.

Part 1: Observation

Observe your mentor teacher in your chosen content area delivering lessons and interacting with students. While observing one specific lesson, take notes using the “Observation, Interview, and Reflection” template .

Part 2: Interview

Outside of class time, interview your mentor teacher on his or her instructional strategies. Keep in mind the most recent lesson you observed and the pedagogical approaches used during this lesson.

Include the following topics in your interview:

  • What effective, research-based pedagogical strategies does your mentor teacher typically use during instruction?
  • How does your mentor teacher connect instruction to students’ backgrounds and interests?
  • How does your mentor teacher differentiate instruction to meet the needs of exceptional students, including students with gifted abilities, students with disabilities, as well as English language learners?
  • How does your mentor teacher integrate technological tools into instructional planning and day-to-day professional practices?

You do not need to submit interview notes to the LMS, but you are strongly encouraged to take notes to inform Part 3 of the assignment.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 3: Reflection Summary

In 500-750 words, summarize your observation and interview with your mentor teacher, as well as synthesize outside research to further your understanding of best pedagogical approaches. Drawing on your observation and interview, address the following questions in your reflection:

  • What effective, research-based pedagogical strategies did you observe during the lesson? What strategies does your mentor teacher typically use in instruction?
  • How does your mentor teacher connect instruction to students’ backgrounds and interests?
  • How does your mentor teacher differentiate instruction to meet the needs of exceptional students?
  • How does your mentor teacher integrate technological tools into instructional planning and day-to-day professional practices?
  • What pedagogical approaches do you anticipate using in your future professional practice?

Synthesize what you experienced in your mentor teacher’s classroom or learned in your interview by drawing on outside scholarly resources to support or extend your understanding of best pedagogical approaches.

Support your reflection with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.