Learning Strategies, Tools, And Resources

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Learning Strategies, Tools, and Resources

[WLOs: 2, 3, 4] [CLOs: 1, 2]

In Week 2, you identified your strengths and opportunities for improvement based on your Learning Patterns. The next step in your Personal Development Plan is to identify sources of support to help you achieve the goals. For this assignment, you will explore the tools, strategies, and resources located in the Student Support Center (SSC), and apply them to each of your opportunities for improvement as you work towards meeting your goals.

Prior to beginning work on this assignment,

 

  • Review the areas of strengths and opportunities for improvement you identified in the Week 2 assignment.
  • Select and read one article from the two listed below:
    • This is How to Increase the Odds of Reaching Your Goals by 95% (Links to an external site.)
    • What is an Accountability Partner –And How to Choose Yours (Links to an external site.)
  • Review How to Make a PowerPoint Presentation (Links to an external site.).

 

Reflect:

Another important factor of goal achievement is sharing your goals and plan with others. Think of a family member, friend, colleague, or mentor who could serve as an accountability partner or a sounding board while you work on the academic and professional goals identified in your Personal Development Plan. Consider the following:

  • Who might you count on when things get tough?
  • Who will help you celebrate when you make progress?

 

Write: 

Construct a six-slide PowerPoint presentation that could be shared with the person or persons you will identify as a source of support. You can create your PowerPoint from scratch, or download and use this template as a guide: Week 3 PowerPoint template. Use the bullet points below as a guide for each of your slides.

  • Slide 1: Include the title of the assignment, your name, the school’s name, the course code and name (i.e., ASH101: Launchpad: Developing Skills and Strategies for Success), your instructor’s name, and the assignment due date.
  • Slide 2: List the three areas of opportunities for improvement that you identified in the Week 2 Strengths and Opportunities for Improvement assignment.
    • Note: Be sure to review your feedback on the Week 2 paper and make any necessary revisions.
  • Slide 3: Identify the three strategies, tools, or resources that you explored in the SSC.
  • Slide 4: Explain how you will use the first strategy, tool, or resource from the SSC to address the areas of opportunities for improvement you discussed in the Week 2 paper.
    • Describe the tool, strategy, or resource.
    • Describe what area of opportunity the tool will address.
    • Explain how you could use this tool to help you address your area of opportunity.
  • Slide 5: Explain how you will use the second strategy, tool, or resource from the SSC to address the areas of opportunities for improvement you discussed in the Week 2 paper.
    • Describe the tool, strategy, or resource.
    • Describe what area of opportunity the tool will address.
    • Explain how you could use this tool to help you address your area of opportunity.
  • Slide 6: Explain how you will use the third strategy, tool, or resource from the SSC to address the areas of opportunities for improvement you discussed in the Week 2 paper.
    • Describe the tool, strategy, or resource.
    • Describe what area of opportunity the tool will address.
    • Explain how you could use this tool to help you address your area of opportunity.

 

Format: 

Your PowerPoint presentation should be at least six slides. Submit the final presentation to Waypoint as a PDF file.

1

 

 

SMART GOALS

My academic SMART goal is to complete all class assignments at least two days before the official submission date. Completing my assignments in time would give me ample time to go through my work and ensure everything is fine, including the grammatical mistakes, omissions, and other errors are rectified. I planned to list down assignments in order of urgency and attention to enable me to conduct in-depth research to improve my work quality. My professional SMART goal was to obtain my early childhood degree within three years to keep my current job. My motivation for achieving the academic goal is internal because it is to submit high-quality assignments that will help me attain high grades. This will fulfill my dream of getting top of my class and get a job promotion in my workplace. My motivation for pursuing my professional goal is external because I want to build a sustainable career, which starts with keeping hold of my current position as an early head start teacher. Completing my Early Childhood Education Degree within three years will see me retain the job, and moreover, achieving high grades will grant me job promotion chances.

Strengths

Three strengths that I possess to help me pursue my goals include good time management, determination, and attention to detail. My sound time management skills include preparing a timetable of all my scheduled activities and allocating enough time to my academics. Good time management will help me achieve both my professional and academic goals. My Use First sequence is evidence of how much I like being organized and submit my assignments in time. Good time management helps me never be late in class and other obligations, which is a credit to my life. I do everything within set timelines and systematically starting with the most urgent. Good time management also enables me to undertake extensive research on my assignments and have time to consult my friends. Another strength that I possess is determination and dedication to my studies. I spend more personal time doing extra work to increase my creativity in my academic and professional life. The determination is guided by the enthusiasm, motivation, and discipline that I have towards my course.

In addition to determination and good time management, my most significant strength is attention to detail. This is reflected in my Use First Precision. Being detail-oriented is crucial in my academic life, where I have to read to understanding to perform well in assignments. Besides, being detail-oriented enables me to work better in my professional life, where I am supposed to attend to different people per day and write summaries of the daily achievements on-time. This convinces my employers that I can be resourceful, self-driven, and result-oriented.

Areas of Opportunity

Apart from my strengths, I also have opportunities for improvement. Some of the areas that I need to improve include better reading habits, balancing academic and professional obligations, and nervousness about public speaking. I need to work on my reading habits if I want to reach my goals. Due to my poor reading habits, I usually find myself sleeping or fantasizing about other things. To remedy this problem, I plan to make short notes as I read or engage myself in group reading where we can exchange ideas of what we understood.

Another opportunity for improvement is balancing my professional obligations with my academic work. Working in the two areas simultaneously requires close attention and striking a balance between the two due to the many responsibilities that I have. Most of the time, I find myself inclining more toward the work obligation, and I forget some of the academic responsibilities I have to achieve. To solve this problem, I need to allocate time for both obligations to succeed on both grounds. Finally, I need to work on my public speaking skills. Due to my tight schedule, I do not have time to talk to many people. This makes me so nervous when speaking to a group of unfamiliar people. To achieve my professional and academic goals, I need to work on perfecting my public speaking skills.

Algebra Unit Plan

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Algebra Unit Plan

Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.

Read the case study to inform the assignment.

Case Study: Fiona

Grade: 9th

Age: 14

It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.

The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:

  1. Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
  2. Solve expressions with variables (e.g., 3x = -24).
  3. Write and solve the algebraic equation in a real-life word problem.

Part 1: Strategies

As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.

Instructional strategies should include:

  • Explicitly teaching related vocabulary
  • The use of the concrete-representational-abstract strategies
  • Graphic organizers
  • Mnemonic devices
  • The use of assistive technology

In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.

Part 2: 3 Day Unit Plan

Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”

Your unit plan must include:

  • Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.
  • Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.
  • Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.

Part 3: Home Connection

In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.

Support your choices in Parts 1 and 3 with 1-2 scholarly resources.

College of Education (COE) program competencies and national

Comparison Paper: Crabb

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PACO 617

Comparison Paper Grading Rubric

Criteria Advanced

(A- to A)

Satisfies criteria w/ excellence

 Proficient

(B- to B+)

Satisfies Most Criteria

 Developing

(C- to C+)

Satisfies Criteria Incompletely

 Below Expectations

(F to D+)

Does not satisfy criteria

 Not Present Points

Earned
Content: 105% (105pts) 97-105 pts 88-96 pts 87-80 pts 1-79 pts 0 pts  
Concise Summary

 19-20 pts

Demonstrates a solid understanding of the material presented

Adequately synthesizes the whole of the text in a concise manner

Presents an organized interaction that specifically addresses the assignment with clarity and coherency

 

 17-18 pts

Demonstrates an understanding of the material presented

Adequately synthesizes the whole of the text in a concise manner

Presents an organized interaction that specifically addresses the assignment with clarity and coherency

 

 16 pts

Does not Demonstrate a solid understanding of the material presented

Does not Adequately synthesizes the whole of the text in a concise manner

Presents a disorganized interaction that specifically addresses the assignment with a lack of clarity and coherency

 

 1-15 pts

Does not Demonstrate anunderstanding of the material presented

Does not Adequately synthesizes the whole of the text in a concise manner

Work is disorganized interaction that specifically addresses the assignment with a lack of clarity and coherency

 

    
Evaluation of the Strengths and Weaknesses

 33-35 pts

Provides clear, insightful, rich interaction with subject matter

Integrates material from the course lectures and assigned reading

Demonstrates critical thinking in the analysis and critique of the material

 

 30-33 pts

Provides interaction with subject matter

Integrates material from the course lectures and assigned reading

Demonstrates critical thinking in the analysis and critique of the material

 

 27-29 pts

Provides incomplete interaction with subject matter

Integrates material from the course lectures and assigned reading

Demonstrates critical thinking in the analysis and critique of the material

 

 1-26 pts

Provides minimal interaction with subject matter

No Integraion of material from the course lectures and assigned reading

No critical thinking in the analysis and critique of the material

.

  

  
Personal Reflection and Application

 28-30 pts

Personal example(s) offered which sufficiently relate to the content of the text

Clear connections are made between the life episode and the reading

 

 26-27 pts

Personal example(s) offered which partially relate to the content of the text

Connections are made between the life episode and the reading

 

 23-25 pts

Personal example(s) offered which are incomplete and do not relate to the content of the text

Connections are made between the life episode and the reading

 

 1-22pts

No personal example(s) offered which are incomplete and do not relate to the content of the text

Connections are made between the life episode and the reading are not made

 

  

  
Conclusion

 19-20pts

Conclusions drawn reveal thoughtful summarization and personal application

 16-18 pts

Conclusions partially reveal thoughtful summarization and personal application

 13-15 pts

Conclusions partially reveal summarization and personal application.

 1-12 pts

The assignment does not provide onclusions that reveal summarization and personal application.

    
Structure: 30% = 30
Organization/Form

Presentation, Headings, and APA

 28-30 pts.

· The assignment is presented with appropriate headings and organizational clarity.

· The assignment reflects correct APA form

· There are clear transitions between paragraphs and sections.

· The paper meets the page length

 26-27 pts.

· The assignment is presented with most headings but slightly lacking in organizational clarity.

· The assignment reflects minor APA form errors

· There are transitions between paragraphs and sections.

· The assignment length is short one page

 23-25 pts.

· The assignment is presented with partial headings and is lacking in organizational clarity.

· The assignment reflects APA form errors

· Transitions between paragraphs and sections are unclear.

· The assignment length is short more than one page

 1-22 pts.

· The assignment is presented without headings and lacks organizational clarity.

· The assignment reflects numerous APA form errors

· Transitions between paragraphs and sections are missing.

· The assignment length is short multiple pages

 0 pts  
Spelling and Grammar 15 pts.

· The assignment is without spelling and grammar related errors

· The assignment reflects a graduate level construction (voice and vocabulary).

 12-14 pts.

· The assignment is contains very few spelling and grammar related errors

· The assignment reflects a general graduate level construction (voice and vocabulary).

 8-11 pts.

· The assignment is contains spelling and grammar related errors

· The assignment reflects an inconsistent graduate level construction (voice and vocabulary).

 1-7 pts.

· The assignment is contains numerous spelling and grammar related errors

· The assignment does not reflect a graduate level construction (voice and vocabulary).

 0 pts  
Total 0/150
 

  

  

  

  

Instructor’s Comments:

Updated: 01/03/2018

Presenting The Case Of Manuel

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As a tenured special education teacher at the local public school you have been a key part of the of the multidisciplinary team process for the assessment of Manuel.  You have been able to work closely with Mr. Franklin, one of Manuel’s teachers.  You have contributed to the formal assessment process for this student who has exhibited learning challenges over a period of time.  As a result, you are now able to use this data to make informed decisions about his possible eligibility for special education services and the determination of the individualized supports.

As you become more competent in your field it is likely that you will be asked to create formal or informal presentations for families, teachers, or other professionals.  Imagine that you have been asked to present “The Case of Manuel” at a local workshop for the purpose of explaining the requirements of the assessment process, the components of the evaluation report, and how to base instructional recommendations based upon the data collected through the evaluation process.

Instructions:
For your final project you will create a presentation (Powerpoint with Speaker’s Notes) explaining the requirements of the assessment and evaluation process and how to construct instructional recommendations based upon the data collected through the evaluation process.  To do this, you will synthesize your own personal and professional experiences, current research, and the knowledge learned throughout this course.

Use the instructions below for the content and written communication expectations for the presentation.  Before submission, review your assignment using the Grading Rubric to insure it meets the expectations for distinguished performance.  If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date.

Content Expectations:
Using information from your experiences with Manuel, create a presentation (14-15 slides in length) suitable for general education teachers and parents with children in special education settings.  Include speaker’s notes on each slide with scholarly citations written in APA 6th edition format to support your statements.

Use at least 10 scholarly sources to support your position pertaining to the evaluation and assessment process for students with mild to moderate disabilities.  The references must include:

  • Current research on the evaluation and assessment process,
  • At least one researched strategy for parent involvement, and
  • At least one researched strategy for ensuring that your assessment and evaluation methods are both valid and reliable.

In addition to the above general requirements, your presentation must contain the following specific elements:

  • A title slide with the following information (1 slide):
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Concise statement of the purpose of the presentation (1 slide).
  • Synopsis of the historical perspectives, current legal and ethical standards, and landmark cases that impacted the assessment and evaluation procedures used in the case of Manuel (2 slides).
  • Description of the multidisciplinary assessment process that drove the planning and development of Manuel’s individualized education program (2 slides).
  • Explanation of how the special educator’s role within the multidisciplinary assessment and evaluation process contributes to the development of an appropriate program (2 slides).
  • Summary of how the multidisciplinary team analyzed assessment findings to identify Manuel’s strengths and areas of need (2 slides).
  • Comparison of the characteristics of the diverse assessment methods used as diagnostic tools to evaluate, monitor, and guide the development of Manuel’s Individualized Education Program, including the classroom instruction strategies implemented by the teachers (2 slides).
  • Critique of the safeguards that assure special education ethical evaluation and assessment practices do not discriminate on the basis of race, culture, or native language (1 slide).
  • Conclusion with recommendations for next steps for Manuel (1 slide).

Written Expectations:

  • Syntax and Mechanics:  Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
  • Organization:  Use the above listed guidelines for explicit headings within your presentation.
  • Source Requirement:  Reference at least 10scholarly sources including the course text (minimum 10  sources total) in order to provide compelling evidence to support your ideas.
  • Slide Requirement:  Include at least 14 to no more than 15 slides. All slides with the exception of the Introduction Slide must include speaker’s notes with text citations.
  • APA format:  All in text citations, page format and references must be written in APA 6th edition format