Strategies Portfolio Instructions

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EDUC 637

Strategies Portfolio Instructions

Over the 8 modules/weeks of this course, you will be assigned 21 chapters in the Obenchain & Morris text to read. For the Strategies Portfolio assignment, you will select 5 of the chapters, no more than 1 chapter from any given module/week, and write a strategy of 1–2 paragraphs similar to those in the Application and Ideas section of each chapter. The 5 strategies you write will be submitted as 1 document by 11:59 p.m. (ET) on Friday of Module/Week 8.

Each strategy in your Strategies Portfolio should include:

1. Title and Strategy Number from the text

2. Your local or state standard(s) met by implementing the strategy

3. Grade level (Must be in Middle School)

4. A description of the strategy (generally 1 or 2 paragraphs)

For example:

1. Community Builders, Strategy 1

2. S.S.6.C.2 – Evaluate the roles, rights and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.

3. 6th grade

4. Divide students into groups of 4 or 5. Have each group member write their name, place of birth, and general family facts such as number of siblings, grandparents, years lived in city, etc. They will then write down 2 rights they believe they have as United States citizens and 2 responsibilities they have as United States citizens. Students will then write what it means to be an active participant in society, government and the political system. After students complete the task they will hand the paper to the student to their right. Each student will read the paper and then pass it to the right, this will continue until each student receives his/her own paper back. Each group will then discuss what they believe as a group are the rights, responsibilities, and active participation; 1 group member will record the results. One member from each group will then share their group’s list with the class.

This is an introductory strategy for the students to get to know one another and for the teacher to assess prior knowledge of the topic. This strategy is the springboard for teaching about roles, rights and responsibilities of United States citizens.

Student Conflict Resolution

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Conflict is a natural part of the human experience. Young children are experimenting with their autonomy and independence, and developmentally they are egocentric. In your classroom and at the school site, there will be conflicts. Consider how children interact with others at a young age and learn how to resolve conflict.

Use the following scenario to inform your assignment:

Crystal and Kimber are kindergarteners in your class. They alternate between being best friends and worst enemies, depending upon the day. Today, during center time, Crystal accidentally hit Kimber with the dump truck. Kimber cries and cries and refuses to be solaced. She angrily shoves Crystal, who hits her head. Both children are cleared by the nurse and parents are called. However, the classroom conflict escalates throughout the day.

In a 1,000-1,250 word essay, create a specific plan to resolve the conflict that includes the following:

1. At least 2-3 de-escalation techniques for conflict between Kimber and Crystal.

2. At least 2-3 strategies to create a calm, positive atmosphere for the other students during a conflict.

3. At least 2-3 strategies to incorporate positive interactions between Kimber and Crystal and the other students.

4. Description of a follow-up or debriefing session with Kimber, Crystal, and their families.

Support your plan using at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Key Concepts in Understanding Motor Disabilities:

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Answer the questions:

Chapter 9

Key Concepts in Understanding Motor Disabilities:

  1. Describe strategies      for meeting the physical assistance and management needs of students with motor disabilities in daily routines and school-related activities 

Chapter 10

Teaching Self-Care

1. Describe ways for students to promote and monitor their own self advocacy 

Chapter 11

Promoting Social Competence & Peer Relationships

1. Describe what peer relationships are and how to promote healthy relationships.

Chapter 12

Teaching Communication Skills:

1. Discuss the importance of communication & identify the primary purposes of communicative interactions

Please ONLY use the sources provided, DO NOT use any other source. There is a chapter attached for each question plus two power point presentations.

IMPORTANT*** only use the sources that I provided.

Linguistic Paper

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You will write a minimum 5-page essay that considers the questions about the history, culture and language use of your family. Research documents and interview a family member to discuss the questions, as outlined below. Finally, write about your own cultural and linguistic experience.

1. Researching your family’s background, cultural and linguistic development

Research the history and place of origin of your family (e.g., Cuban, Black, AfroCuban, Native, Asian American), going back several generations (parents, grandparents, etc.).  For most members of this group, what has been their experience with…

  • Language (Phonology – do they have an accent? How are words pronounced? Morphology – special words used by your family members? Jargon? Syntax – grammar issue? Etc.)
  • Culture
  • Privilege/oppression
  • Migration patterns
  • Education

2. Interview by phone or face-to-face two (2) family members (or close friends if necessary) to document their past and present around their experiences with…

  • Language (Phonology – do they have an accent? How are words pronounced? Morphology – special words used by your family members? Jargons? Syntax – grammar issue? Etc.)
  • Culture
  • Privilege/oppression
  • Migration patterns
  • Educational experiences

3. Analysis

  • How does this family members experiences compare with the typical history of this same group of people?
  • How do you fit into this group (or how do you not fit in)?
  • What did you learn about yourself, those around you, and your future students throughout this semester?
  • How will what you learned this semester influence how you teach?