Peer Review For Topic Proposal And Problem Statement Attachment

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Present and discuss a topic that you are interested in researching for this course. Explain why this topic interests you. Provide a brief background of the topic and speculate on arguments you could pose or problems you could solve. Additionally, draft a potential problem statement. Pose ideas and solicit feedback from your peers on your ideas.

In your responses, provide your peers with constructive criticism. Identify topics that might seem too broad or too narrow in focus. Identify possible challenges and offer ideas and solutions for improvement.

Comment to a minimum of two peers. Remember that your feedback and support are important!

You can download this document for more information: What makes a good peer review?

Review the rubric in My Grades for details on how you will be graded for your peer review postings. Peer review posts and comments follow the same due date structure as the discussion board.

Posting directions: Title your post with your name (e.g., Jenny Smith Topic Proposal) and write in your submission or attach a document for peer review

Assistive Technology Essay

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There are a variety of assistive technologies (AT) available for early childhood teachers to incorporate into instruction for students with learning disabilities.

For this assignment, choose an assistive technology device that can be used to support the development of language, literacy or communication skills in either an early childhood inclusive preschool setting, or a K-3 inclusive classroom. In a 750-1,000 word essay:

  1. Include a description of the setting you have selected.
  2. Include a picture or illustration of the AT device you have chosen.
  3. Describe the device and its uses.
  4. Explain how it is beneficial to children with development delays.
  5. Describe how you could implement the device in your classroom.
  6. Reflect on the challenges of implementing assistive technologies in the classroom. Consider how you will seek resources or assistance in learning the device and how to best use it to help the students be successful in their learning environment.

Support your essay with 3-5 scholarly resources.

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

Why is it important for teachers to reflect on cultural and linguistic diversity?

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For this assignment you will be completing the web-­‐based learning Star Legacy Module on Cultural and Linguistic Differences.  To access this training, go “Cultural and Linguistic Differences: What Teachers Should Know.”◦  IRIS Center. (n.d.). Star Legacy Modules. Cultural and Linguistic Differences: What Teachers Should Know. Available fromhttp://iris.peabody.vanderbilt

IRIS Module Collaborating with Families- Scoring Guide

Scoring Standard

This project is worth a total of 100 points and will be scored based on the attached grading scale.

 

Rating Scale

A (90-100)

B (80-89)

C (70-79)

D (60-69)

F (0-59)

 

Scoring Guide

Criteria Ratings Your Score
1. Selected and interviewed family with a child between the ages birth to eight. Yes/No If you do not interview an actual family, your paper will not be graded and you will receive a grade of ZERO for this assignment.
2. Paper includes information about the family you interviewed

 

 5 points  
3. Paper includes information about risk factors or strengths you identified

 

 15 points  
4. Summary provides relevant details related to the theory selected as outlined in the Assignment Guide 30 points  
5. Conclusions evaluate and provide examples of how the theory you selected helps you understand this family overall. Response integrates course material. 40 points  
6. All work evidences correct spelling, grammar, and punctuation

 

 10 points  
Comments:

 
 

 

Grading Criteria

2. Summary of Necessary Information

 

5 – Includes all necessary information about the family interview.

4 – Includes most necessary information about the family interview.

3 – Includes the majority necessary information about the family interview.

2 – Includes less than half necessary information about the family interview.

0 – Includes no details of family interview.

3. Summary of Knowledge

15 – Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader’s concerns, biases or arguments and has provided at least 1 counter-argument.

12 – Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

9 – Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

6 – Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

0 – Includes no pieces of evidence (facts, statistics, examples, real-life experiences).

4. Evidence and Examples

30 – All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

24 – Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

18 – Many of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

12 – At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position.

6 – Evidence and examples are NOT relevant AND/OR are not explained.

5. Learning Reflection

40 – Reflection includes clear, strong statements of what the student learned

32 – Reflection is present and addresses most learning outcomes

24 – Reflection is present, but does not address several learning outcomes.

16 – Reflection is present, but does not address the majority of learning outcomes.

0 – There is no reflection.

6. Grammar & Spelling

10 – No errors in grammar or spelling that distract the reader from the content.

8 – 1-2 errors in grammar or spelling that distract the reader from the content.

6 – 3-4 errors in grammar or spelling that distract the reader from the content.

4- 5-6 errors in grammar or spelling that distract the reader from the content.

2 – More than 6 errors in grammar or spelling that distract the reader from the content.

.edu/clde/chalcycle.htm.

To begin the training click on the “Challenge” button at the top of the star graphic.   Complete the following sections of the module.

  • Challenge
  • Thoughts
  • Perspectives and Resources
  • Assessment
  • Wrap-up

Be sure to watch all of the videos and read all the materials for each section. Use the “Next” button located at the bottom of each webpage to navigate through the training.   After completing the web-based learning module answer the following questions. Use direct quotes and specific examples from the “Perspectives and Resources Section” of this module to help you answer the questions.

  1. Why is it important for teachers to reflect on cultural and linguistic diversity?
  2. Explain the difference between BICS and CALP. Why is it necessary for teachers to understand the distinction between these two types of languageproficiency?
  3. In the Challenge, Mr. Bennett wrote notes home to Maria’s family. Why might this have proved problematic? What other options might you recommend to Mr. Bennett for communicating with Maria’s parents?
  4. Mr. Stone, a teacher from a rural community where all the students share similar cultural backgrounds, relocates to a large city where the students come from a wide variety of cultural groups. He notices that many of his students are not performing well in class. Upon self- reflection, he realizes that because of cultural differences these students may not relate to his style of teaching or to the stories and examples he uses in class. What can Mr. Stone do to become more culturally responsive and meet the diverse needs of these

Benchmark – Literacy Beyond The Classroom

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Benchmark – Literacy Beyond the Classroom

For this assignment, you will use the knowledge you have gained in this course to create a digital presentation describing five at-home activities for developing language, literacy, and communication skills that are appropriate for children described in the provided “1st grade Class Profile.”

Design a 10-15 slide digital presentation to show to parents that explains five at-home activities that can be used to develop language, literacy, and communication skills, based on the ELA standards, for their child. Your presentation should include a title slide, references slide, detailed speaker’s notes, and include the following:

  1. Title and brief description of each activity. Each activity should be developmentally appropriate and engaging.  Include two activities to develop reading skills, two for writing skills, and one for speaking skills. Include 1-2 adaptations for children who may be struggling in each area, as well as 1-2 adaptations for those who are above grade level, based on data from the “Class Profile.”
  2. The activities should teach cross-disciplinary knowledge and skills such as critical thinking and problem solving.
  3. A research-based explanation of how each activity will benefit the children, relating it back to the data provided in the “Class Profile.”
  4. Ways that each activity can be remediated for students with development delays, as well as how it can be enriched for gifted students, based on the needs of students outlined in the “Class Profile.”
  5. A closing slide summarizing key points in your presentation.

Although you will be making instructional choices based on data from the “Class Profile,” remember not to call out individual children or use children’s names in this parent presentation.

Support your information with 3-5 scholarly resources.

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

This assignment uses a rubric. Please 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.

Program competencies and national standards assessed in the benchmark assignment:

COE 2.5: Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4; InTASC 2(e)]

COE 3.7: Use data to select, develop, and adapt learning experiences for individuals with exceptionalities that are reflective of their abilities, interests, and cultural, and linguistic factors. [CEC 5.1; InTASC 1(b), 7(b)]

COE 3.8: Use augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. [CEC 5.3; InTASC 3(h), 8(h); ISTE 1d]

COE 3.10: Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7; InTASC 5(a), 7(h)]