Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.

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Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels. After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.

In addition, record on your worksheet how the teacher used the following within this lesson:

  1. Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
  2. Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
  3. Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
  4. Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher-order thinking.
  5. Interaction:  Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.

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

You are required to submit this assignment to Turnitin.

Learning and Innovation Skills and Student Assessment

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Learning and Innovation Skills and Student Assessment

This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning (Links to an external site.)Links to an external site. as a resource, you will redesign or modify a prior activity from one of your courses in the master’s program. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MAED, or MASEPreview the document).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignmentPreview the document for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

  • Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
  • Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills (Links to an external site.)Links to an external site. from either/each of; creativity and innovation (Links to an external site.)Links to an external site., critical thinking and problem solving (Links to an external site.)Links to an external site., and/or communication and collaboration (Links to an external site.)Links to an external site..
  • Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
  • Summary – Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLO’s from your master’s program.
  • Summary – Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning
  • & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
  • Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

  • Page Requirement (.5 points): Two to four pages, not including title and references pages.
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
  • Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.
  • All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center (Links to an external site.)Links to an external site..

Next Steps: Review and Submit the Assignment

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.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Summarize the challenges Netflix is facing, as detailed in the case study.

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Technology is constantly changing and, in turn, can help leaders promote widespread social and economic change. For example, Mattox (2013) pointed out that if 3D-printing technology were to become available and accepted by the masses, it could dramatically shift control of consumer production, resulting in a significant economic and social change. Consumers could then theoretically manufacture everything from lifesaving medicines to high-grade weaponry. Is such technological change desirable or detrimental?

Given the potential of technological change to generate economic upheaval, it should be no surprise that the question of whether technological change is desirable has garnered attention in the business research community. Theories have emerged to explain the development and diffusion of technological changes—and the theory of disruptive innovation is among the most influential. Since its introduction by Clayton Christensen in the mid-1990s, the theory has raised considerable debate. Topics of debate include how to define disruptive innovation and technology; when and why it occurs; and how to predict, survive, or promote it. As the pace of technological change accelerates, business professionals have given increased attention to this field of research and the impact of disruptive technology. In this Discussion, you will consider the case of Netflix.

To prepare for this Discussion, review this week’s Learning Resources concerning disruptive technology and disruptive innovation. Read the case study “The Rise and Fall of Netflix: What Happened and Where Will It Go From Here?” and consider Netflix’s role as a disruptive innovation or technology that is now being threatened by the disruptive technology of its competitors. Netflix’s leaders are facing many challenges as they consider the global market. Put yourself in the intern Chris’s position, and think about how you, as a global change agent, would advise the company’s leaders.

Post an analysis of the impact of disruptive technology on Netflix, with your own prognosis for this business. Your analysis should be structured as follows:

  • Summarize the challenges Netflix is facing, as detailed in the case study.
  • Evaluate whether disruptive technology has a primarily positive or negative impact on Netflix’s challenges. Provide a rationale.
  • In line with your argument, identify whom disruptive technology benefits and whom it adversely affects.
  • Develop two strategies for either surviving or taking advantage of disruptive technology.
  • Support your post with data and information from the Learning Resources and at least one peer-reviewed article or journal of your choice.

Be sure to support your work with a minimum of two specific citations from this week’s Learning Resources and one or more additional scholarly sources.

Please see attached for articles.

Provide opportunities for active inquiry, collaboration, and   supportive interaction among your students within each of your   lessons. Include a grouping strategy on the “Instruction” template.

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Based on the students in the “Class Profile” grade levels   and the informational text you chose, select two of the six main   instructional strategies to be utilized within the lesson plan that   you began in Topic 1. Utilize strategies that facilitate the   development of critical thinking and problem solving.

Provide opportunities for active inquiry, collaboration, and   supportive interaction among your students within each of your   lessons. Include a grouping strategy on the “Instruction” template.

With the instructional strategies included in the “I Do”   section, provide a bulleted script (100-250 words) for each   instructional strategy that explains what you will say and do during   the lesson. The script should include 4-5 DOK questions based on your   selected informational text. These questions should align with your   learning objective. You may use any of the DOK questions that you have   already created.

Each “I Do” entry should have corresponding   “Students Do” and “Differentiation” entries.   Use specific examples from the “Class Profile” to describe   how the activities in the lesson would be differentiated.

Submit this template to your instructor for feedback.

GCU format is not required, but solid academic writing is expected.