The Lesson Plan

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Professora Prestes

Rocky Mountain Elementary

First Grade Portuguese Immersion 

 

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· Instructional challenges and curricular demands of one core content area or grade level.

Because I’m a Portuguese teacher my challenges are basically finding resources and have to create or translate every material I need to teach.

 

· Methods for planning lessons, and the lesson planning tools they use.

I don’t do lesson plans, I don’t write lesson plans. What I have is a curricular map week by week with the content I have to teach. I prepare slides, activities, questions, but I don’t write lesson plans, luckily, because it would be extra time working and I don’t feel the need to write it.

 

· Strategies for differentiating instruction for all students.

I have prepared extra challenging activities for my gifted student and he has a routine about what to do if the finish his work early (and he always do). My low students work in my table or, I’ll work with them in small groups centers during track time. They also work individually with my aide.

 

· Strategies for utilizing technology to support diverse students.

They are just first graders, but I utilize weekly, almost daily, apps like Zearn, Xtra Math and a Portuguese version of Lexia. I also try to implement gamification twice a week if nearpod lessons so they will learn while playing.

 

· The ways in which the curriculum and instruction is related to the school’s vision and mission and Continuous Improvement Plan.

We collaborate as a team twice a week and meet as faculty weekly so we discuss how to adapt curriculum core and adapt our instruction to the District vision os learning.

 

· The support and guidance they receive from their administrators and any additional assistance they would like (if applicable).

We have an innovation coach, to help leverage technologically, we have an instructional coach, we have an intervention team, team leaders and I believe lots of support from the principal.

 

Hi Jolene,

Please make any changes to this as you need!  And let me know if I can add or send you anything else that you might need.

 

Challenges in education are different year to year depending on the students I have.  Speaking for this year, I have a lot of students with mental health challenges (depression, anxiety, suicidal thoughts) and it makes teaching challenging.

 

With that said, this year I have taught a lot of math using real world applications instead of things that students wouldn’t be interested in. I taught a 7th and 8th grade SPED math class and we use the Utah state core curriculum, and their IEP goals to map out the year and what they need to teach.  We broke down what they needed to know and made real work applications and projects. I teach at a very project based school so it fit into our model really well.

 

Planning lessons are very individual based.  I am lucky to have a paraprofessional with me, so I can teach mini lessons and the other students can be working on a project or on Khan Academy.  I use mini white boards, physical objects, and anything the students can physically touch to teach math.

 

I group my students based on their IEP goals and teach mini lessons to differentiate the curriculum.  Then as a whole class we make our way through the core with a lot of breaks, accommodations, and support.  And if there is a particular topic that all the students are struggling with we do whole group instruction and then break into mini work groups.

 

My school is a liberal arts project based Charter school.  We use the Montessori model in K-5 classrooms, and continue with project based hands-on learning 6-12.  The students don’t have textbooks and we are encouraged not to use worksheets that have problem after problem. This model works really well for our IEP students because they need a variety of ways to learn, especially for math.  We have a 1-to-1 ratio of Chrome books for each student, and we use that for Khan academy and google classroom in math. I also use videos to show real work applications as much as possible. We did a whole lesson based around Shark Tank, the TV show!

I am lucky to have a wonderful administration.  They are very supportive of the students with disabilities, and encourage me to ask for support when needed.  They promote community and teaching to the whole child rather than only focusing on academics. It makes the learning environment at Walden exciting, interesting, and challenging.

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This is PERFECT & AWESOME, thank you so much!

 

Please tell me your thoughts: I am graduating in August 2020 with my Leadership & Administration Master’s Degree and then in August 2021 with my Doctoral Education Specialist degree.

 

After owning Bright Kids Academy for 20 years, while being Director and Teacher, I wrote all Curriculum Development for my preschool program. I wondered if your school would allow me to WRITE & DONATE (for free) a preschool curriculum that could be distributed to parents & families wherein they could homeschool their 3 & 4-year-olds how to read, write, and perform Pre-K math to prepare their kiddos better to enter your Kindergarten? My lessons were age-appropriate activities where my students could use hands-on learning strategies to guide an individualized learning process. In my opinion, children learn best through collaborative play instruction. I used lessons to teach the whole child. For example, when I taught: Reading: The sound of the letter “a” a… a…” ant,” we used bread dough to form circles & straight lines and then used food color paint to make the letter “a.” Writing: We first practiced making big circles and straight-lines, in the air, with their arms before using Scented Washable Markers to write an “a.” Art: We made sandpaper “a” art projects made with glue and colored sand, to incorporate the 5-senses. Math: We counted body parts of ants; 1,2,3…then compared to sandpaper dot numbers, which allow them to use touch to correlate. Science: I ordered an “ant farm” so we could study ant colonies. PE: We went for walks to find ant colonies. Social Studies: We talked about their home and why they loved living with their families versus ants who live in colonies. Music: We marched around the room and sang: “The ants go marching one by one, Hoorah, Hoorah!” My greatest desire is that children develop first a life-long love of learning. When education is FUN & EXCITING, children will blossom and progress with individualized learning. Parents are smart and know how to create an atmosphere of love, but could use additional teaching curriculum to inspire and challenge their toddler. I know many schools charge for homeschool Preschool programs, in which the additional income could benefit Walden. Feel free to send this email on to your Board of Trustees and Executive Administrators.  I need to donate 30 hrs/week this summer for my final 2 Intern Experiences. Let me know if there is any way I could be of benefit to Walden this summer! Thanks so much!!

 

Jolene Williams

801.851.0357

Is Anyone Good For Dissertations Please ?

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Ethical approval for research project ESSENTIAL for all research-based assignments

RESEARCH PROPOSAL: ETHICAL APPROVAL FORM

(printed red version is for reference only, please complete electronically and print out to give to your tutor for signatures)

Student Name and Tutor

Location of research

Outline of proposed research project

Working title

Rationale

Provide a brief rationale for your project – Who (authors/organisations argue this focus is important/needed and why.

What is the aim of your study? What are your objectives?

What are your research questions?

Review of literature (1000 words) What is the theoretical underpinnings of your focus? You may write this section using subheadings –

Proposed Research Design – Use subheadings –

Philosophy, – position your research /yourself as a researcher – eg. interpretive paradigm, feminist lens. Methodology, – ethnography, grounded theory etc Methods,- observation, interviews what kind? etc Tools of analysis – semiotics, thematic analysis, coding etc Context, – who where? (false names)

YOU MUST MAKE LINKs TO LITERATURE This section needs to be detailed and linked to qualitative authors. . What setting? Who are your participants? How many participants are you going to use? What exactly are you going to do and what is your research design? What equipment are you going to use, what is the reliability and validity of your research protocol you are using. This should be 4 – 5 paragraphs and link to your appendices if necessary.

Ethics – Statement of UOB/ISPAR ethics code- see Breo

 

 

Ethical approval for research project ESSENTIAL for all research-based assignments

Identification of potential risks to participants (Anonymity, Vulnerability Confidentiality, data protection, risk etc) You must include all the potential risks to your participants. Think about your research design and the equipment you are using and what risks they carry. Think about the physical exertion you may be asking your participants to do. Is any of this potentially dangerous to the population you are looking at? Are they vulnerable? DATA protection issues.

USE LITERATURE LINKS Links to the ethics code for research – see lecture on this Safety of participants Anonymous Confidentiality Withdrawal at any time ‘Do no harm’ Children – Vulnerable participants Data Protection – new guidelines – see breoo

 

Statement of how risks will be minimised /avoided (LINKED TO QUAL. AUTHORS) You must include ways you will reduce the potential risks to your participants IN YOUR STUDY. You need to include a statement on how you will respect confidentiality, anonymity for example use false names and state they can withdraw at any part of the study. You need to state that you will provide both verbal and written consent of the participants after they have had clear, written instructions regarding the exact procedure they will need to take part in. Clear participant instructions – eg Participation Information Form MUST be completed by you and UOB ISPAR consent forms included as part of your ethical application. How will the data be stored safely? DPI forms must be used and stored centrally by UOB.

The BERA/ESRC (delete as appropriate) guidelines have been consulted to inform ethical practice

Ethical Research Issues Checklist (Below to be completed by student)

Has the research proposal identified any of the following research procedures? (Circle/Underline):

1. Gathering information about human beings (and organisations) through; ▪ Interviewing, Surveying, Questionnaires, Observation of human behaviour ▪ Taking human tissue/fluids ▪ Interfering in normal physiological and/or psychological processes

2. Using archived data in which individuals are identifiable 3. Researching into illegal activities 4. Research with children/vulnerable adults (I confirm that I have CRB clearance )

If any of the above are circled/underlined, does the proposal satisfactorily identify the ways in which the following will be dealt with the following (tick boxes for “Yes”): (Below to be completed by research supervisor)

Voluntary participation without inducement;

 

 

Ethical approval for research project ESSENTIAL for all research-based assignments

Procedures for providing participants with full awareness of the objectives of the research, the procedures to be followed, and the anticipated outcomes particularly in respect of publication of findings; Proposal has met the criteria for respect for confidentiality and publication contained in Research Ethics Committee policy Research proposal form completed appropriately Informed consent completed appropriately

Do the procedures identified in the proposal necessitate full formal risk assessment? YES/NO

Has the risk assessment been carried out? YES/NO/NONE REQUIRED

Does this assessment fall within university limits? YES/NO/NONE REQUIRED

For the above two questions you need to have read and acknowledged all the relevant risk assessments and read the relevant generic ethical documentation (found in the Laboratory Community on BREO)

(Below to be completed by student)

Appendices

Please include all these forms in your appendices: Participant Information Sheet (filled in for this study) Consent Form All relevant risk assessments Gatekeeper letter

Approved by the organisation hosting the research:

The student has read and understood the guidelines provided by the Faculty of Education and Sport on ethical issues related to empirical research. They are aware of the need for anonymity for the children and organisation (school), confidentiality of data, and the need for a professional approach during the investigation to minimise any potential risk to participants. Their research proposal has been approved.

SIGN

Student

Date

Research supervisor

Date

Reviewer 1

Date

 

 

Ethical approval for research project ESSENTIAL for all research-based assignments

Data Protection Forms Timeline for the study

What is the difference between technology use and technology integration?

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Read the “21st Century Student Outcomes” and “21st Century Support Systems” on the Partnership for 21st Century Skills website.

Part 1: Word Cloud

Create a word cloud to demonstrate characteristics of 21st-century teacher, learners, and any other relevant stakeholders using a word cloud tool, such as Wordle, or Tagxedo. As you prepare your word cloud, consider the following:

  • 21st-Century Student Outcomes
  • 21st-Century Student Support Systems
  • How the various stakeholders use technology in education

Part 2: Digital Portfolio

Throughout this course, you will create a digital portfolio that will showcase your leadership and knowledge in various topic areas discussed in this class. Your digital portfolio should include multimedia and be interactive as appropriate―take care not to overuse text as you create this product.

Establish a digital portfolio using one of the tools listed in the Technology Resource Library on the College of Education Resources page, or you may use one that you already have. Include the following organizational structures:

  • Title page
  • A tab or section titled “21st-Century Teaching and Learning”
  • Include the word cloud you created in Part 1

Create your own personal 21st-century teaching and learning mission statement to include. Make sure the statement is no less than 350 words. Consider the following as you prepare your mission statement:

  • What is the difference between technology use and technology integration?
  • What is the role of state and national standards and organizations when integrating technology with curriculum?
  • What are some methods for integrating technology into content standards?
  • What are digital and media literacies?

Review the dissertation by Wigton in the course materials for this topic.

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Prospectus Extraction

The prospectus, proposal, and dissertation must all be aligned to ensure the research is doable, valuable, and credible. The prospectus provides a concise vision for the dissertation research study. The ability to create a clear, concise prospectus is part of the process in the creation of a viable doctoral dissertation. In this assignment, you will identify the components of a prospectus in a published dissertation.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Review the dissertation by Wigton in the course materials for this topic.
  • Locate and download “Prospectus Extraction Template.”
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • APA style is required for this assignment.
  • You are not required to submit this assignment to LopesWrite.

Directions:

Complete the “Prospectus Extraction Template” by extracting the components of the prospectus from the Wigton dissertation. Be sure to adhere to length requirements as expressed in the template.

Attachments

College of Doctoral Studies

 

 

 

 

5

Prospectus Extraction Template

 

Introduction

This section briefly overviews the research focus or problem, why the study is worth conducting, and how the study will be completed.

The recommended total length for this section is one paragraph.
· Identify the dissertation topic.  
· State whether the study is quantitative or qualitative.  
· Describe how the study extends prior research or fills a “need” or “defined gap” from current literature.  

 

Background of the Problem

The background section explains both the history and the present state of the problem and research focus.

The recommended total length for this section is two to three paragraphs.
· Identify the “need,” or “defined gap” for the research study.  
· Discuss how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study.  

Theoretical Foundations

This section identifies the theory(-ies) or model(s) that provide the foundation for the research. This section should present the theory(-ies) or models(s) and explain how the problem under investigation relates to the theory(-ies) or model(s). The theory(-ies) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative).

The recommended total length for this section is one paragraph.
· Identify the theory(-ies), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study).

Note: quantitative studies should have a theory for each variable.

  
· Describe how the theories relate to the research problem.  

 

Review of the Literature

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings. It provides a short one-two sentence description of each theme/topic, and it identifies the relevance of the literature to the research topic supporting it with at least one citation from the literature.

The recommended total length for this section is one to two paragraphs.
· List the major themes or topics related to the study.  
· Provide a short description of each theme/topic.  
· Identify the relevance of each theme to the research topic supporting each with at least one citation.  

 

Problem Statement

This section includes the problem statement, the population affected, and how the study will contribute to solving the problem.

The recommended total length for this section is one paragraph.
· Copy and paste the problem statement from the dissertation.  
· After reading this section, describe the magnitude and importance of the problem, supporting it with citations from the dissertation.  

Research Question(s) and/or Hypotheses

This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship (for a quantitative study) or the phenomena under investigation (for a qualitative study).

The recommended total length for this section is two to three paragraphs.
· Copy and paste the research questions and from the dissertation.  
· For a qualitative study, describe the phenomenon to be studied. For a quantitative study, identify the hypotheses and variables.  

Significance of the Study

This section identifies and describes the significance of the study and the implications of the potential results based on the research questions and the problem statement, hypotheses, or investigated phenomena. It describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research.

The recommended total length for this section is one paragraph.
· Describe how the proposed research will contribute to the literature, relating it specifically to other studies from the Background of the Problem and Problem Statement, above.  
· Describe how the proposed research will contribute to the literature on the selected theory(-ies) or model(s) that comprise the Theoretical Foundation for the study.  
· Describe how addressing the problem will have practical value for the real world considering the population, community, and/or society.  
Rationale for Methodology

This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies.

The recommend total length for this section is one paragraph.
· Identify the methodology for the study (quantitative, qualitative, or mixed).  
· Justify the research methodology to be used for the study by discussing why it is the best approach for answering the research questions and addressing the problem statement.  
Nature of the Research Design for the Study

This section describes the specific research design to answer the research questions and why this approach was selected. It describes the research sample being studied as well as the process that will be used to collect the data on the sample.

The recommend total length for this section is one paragraph.
· Identify the specific type of research design chosen for the study.

  
· Identify the sample for the study  
· Discuss why the selected design is appropriate to address the research questions.

  
Purpose of the Study

The purpose statement section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field.

The recommend total length for this section is one paragraph.
· Copy and paste the purpose statement from the dissertation.  
· Identify the target population, phenomena (qualitative), and variables (quantitative).  
Instrumentation or Sources of Data

Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews, data bases, media, etc.). Discusses the specific instrument or source to collect data for each variable or group (quantitative study). Discusses specific instrument or source to collect information to describe the phenomena being studied (qualitative study).

The recommend total length for this section is one paragraph.
· Identify the types of data that will be collected to answer each research question (qualitative study) or the data that will be collected for each variable/group (quantitative study).

  

 

 

 

 

 

Data Collection Procedures

This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that another researcher could replicate the study.

The recommended total length for this section is two paragraphs.
· Define the target population and the expected sample size, which comprises the people or organizations being studied, as defined in the problem statement.

  
· Include the steps the researcher used to collect data. (e.g., obtaining initial informed consent from participating organization; IRB review; sample selection; groupings; protecting rights/well-being; maintaining data security; sample recruitment; data collection instruments and approaches; field testing instruments; notifying participants; collecting the data, etc.)

  

 

Data Analysis Procedures

This section describes how the data were collected for each variable or group (quantitative study) or for each research question (qualitative study). It describes the type of data to be analyzed, identifying the descriptive, inferential, and/or non-statistical analyses. Demonstrates that the research analysis is aligned to the specific research design.

The recommend total length for this section is one paragraph
· Describe the analysis to examine each stated research question and/or hypothesis.

· For quantitative studies, describe the analyses including the inferential and/or descriptive statistics to be completed. For qualitative studies, describe the specific analytic approach appropriate for the Research Design and each research question to be completed

 .

 

Ethical Considerations

This section discusses the potential ethical issues surrounding the research as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed.

The recommended total length for this section is one paragraph.
· Describe how the identities of the participants in the study and data will be protected.  
· Describe subject recruiting, informed consent, and site authorization processes.  

 

 

References

Include an APA-formatted reference for each citation presented above.