Cultural or Linguistic Group Identity

/in /by

Create a bibliography that includes the titles, authors, publishers, copyright dates and short summaries of ten developmentally appropriate children’s books that you have used with young children. Each book should support a different topic related to children’s lives and challenges. Subjects you might consider addressing include:

  1. Cultural or Linguistic Group Identity
  2. Gender Identity
  3. Children with Special Needs
  4. Separation/Divorce/Remarriage/Blended Families
  5. Phases of the Cycle of Life from Human Reproduction to Death
  6. Role Models
  7. Respect
  8. Growing Up
  9. Similarities
  10. New Sibling

Other topics that reflect the children and families with whom you work. Be sure the format and organization of your assignment are clear and include the following information:

  • The title “Resource Collection RC-III: Bibliography”
  • Your name
  • Proper spelling and grammar to present a professional file item

Education Paper

/in /by

Name:

Date:

 

Reading Reaction #3

 

Assigned Reading: Boundless Learning Co-Teaching, Chapters 1-3, pages 1-41

Directions:

1. Answer the question with the asterisk (*). This question is required. Be prepared to share your response during SET-Up with the Learning Community.

2. Select 4 additional questions of interest from the menu below and respond.

3. Use the Reading Reaction template to write your responses in a Microsoft Word document. Each response should be between 250- 300 words.

Menu:

*What do you consider the biggest impact on students when learning in a co-teaching setting and why is it important?

 

 

 Analyze the different definitions of co-teaching. How is Boundless Learning Co-Teaching the same and different from the other definitions?

 

 Examine the co-teaching models that are used in classrooms today. Explain which one you think is the most beneficial for teachers to use and which one is the least impactful for students.

 

 
Why is the UNITED Protocol so important for co-teachers to complete?

 

 Provide an example of how unveiling beliefs, vision, and mission during the first step of the UNITED Protocol makes the co-teaching partnership stronger.

 

 Explain the importance of the six High Performance Teaming Principles used in a co-teaching classroom.

 
Describe how the Boundless Learning Team-Based Cycle of Instruction addresses active engagement by the teachers and students.

 

 Design a Learning Together task that follows the pillars of productive group work. Use middle school students working in the subject of math for your task.

 

 Identify 2-3 ways that SET-Up and WRAP-Up within the Team-Based Cycle of Instruction can facilitate active engagement, individual accountability, and peer support.

 

 

 

 

 

 

Name:

Date:

Reading Reaction Template

 

Question:

 
Response:

 
 
Question:

 
Response:

 
 
Question:

 
Response:

 
 
Question:

 
Response:

 
 
Question:

 
Response:

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading Reaction Rubric

 

  Needs Improvement (0) Developing (1) Sufficient (2)
Clarity of Response The reading response is not well-defined. Central ideas from the readings are not evident to support the response. The response does not demonstrate an understanding of the critical concepts from the reading. The reading response is partially defined. Central ideas from the readings are somewhat evident to support the response. The response indicates an initial understanding of the critical concepts from the reading. The reading response is clearly defined. Central ideas from the readings are evident to support the response. The response indicates an understanding of the critical concepts from the reading.

 

 

 

 

 

 

Name:

Date:

Reading

Reaction

#3

Assigned

Reading

:

Boundless

Learning

Co-Teaching,

Chapters

1-3,

pages

1-41

Directions:

1.

Answer

the

question

with

the

asterisk

(*).

This

question

is

required.

Be

prepared

to

share

your

response

during

SET-Up

with

the

Learning

Community.

2.

Select

4

additional

questions

of

interest

from

the

menu

below

and

respond.

3.

Use

the

Reading

Reaction

template

to

write

your

responses

in

a

Microsoft

Word

document.

Each

response

should

be

between

250-

300

words.

Menu:

*What

do

you

consider

the

biggest

impact

on

students

when

learning

in

a

co-teaching

setting

and

why

is

it

important?

Analyze

the

different

definitions

of

co-teaching.

How

is

Boundless

Learning

Co-

Teaching

the

same

and

different

from

the

other

definitions?

Examine

the

co-teaching

models

that

are

used

in

classrooms

today.

Explain

which

one

you

think

is

the

most

beneficial

for

teachers

to

use

and

which

one

is

the

least

impactful

for

students.

Why

is

the

UNITED

Protocol

so

important

for

co-teachers

to

complete?

Provide

an

example

of

how

unveiling

beliefs,

vision,

and

mission

during

the

first

step

of

the

UNITED

Protocol

makes

the

co-teaching

partnership

stronger.

Explain

the

importance

of

the

six

High

Performance

Teaming

Principles

used

in

a

co-teaching

classroom.

Describe

how

the

Boundless

Learning

Team-Based

Cycle

of

Instruction

addresses

active

engagement

by

the

teachers

and

students.

Design

a

Learning

Together

task

that

follows

the

pillars

of

productive

group

work.

Use

middle

school

students

working

in

the

subject

of

math

for

your

task.

Identify

2-3

ways

that

SET-Up

and

WRAP-Up

within

the

Team-Based

Cycle

of

Instruction

can

facilitate

active

engagement,

individual

accountability,

and

peer

Clinical Field Experience D: Fluency, Comprehension, And Vocabulary: I Do, We Do, You Do

/in /by

Allocate as least 1 hour in the field to support this field experience.

Consult with your mentor teacher to decide the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in Fluency, Comprehension, and/or Vocabulary.

Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Complete the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” template to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:

  • Fluency/Comprehension/Vocabulary Concept
  • I Do, We Do, You Do
  • Differentiation
  • Assessment

Upon completion of your lesson and with approval of your mentor teacher, facilitate the lesson to the students chosen.

Part 2: Reflection

Using the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” chart, summarize and reflect upon your chart, strategy, and facilitation in 250-500 words. Explain how you will use your findings in your future professional practice.

Submit your “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” and reflection as one deliverable.

Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do

Fluency/Comprehension/Vocabulary Concept

Choose one of the fluency, comprehension, and/or vocabulary concept from above and aligning standards.

 
I DO

Describe the direct instruction that you will use to teach your concept.

 WE DO

Describe how you will work together to help your students to reach the learning task.

 YOU DO

Describe the independent work the students will do based on the concept you taught.
     
Differentiation

Describe differentiation strategies to utilize with the students chosen by your mentor teacher.
Assessment

Describe an informal assessment that will help to monitor effectiveness of the activity.

 

Part 2: Reflection

Final Project CAPSTONE ESSAY

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ETHC 101 CAPSTONE ESSAY INSTRUCTIONS

Summary

This assignment is an essay that brings all of the knowledge and skills developed in this course to bear on a single ethical issue. Each student will write an 1800-2000 word essay (not including footnotes, the title page, table of contents, and bibliography) that combines the insights and arguments of the second and third discussion boards into a single carefully-articulated work. Format should be 12pt, Times New Roman font and in Turabian format.

Content

Begin your paper with a brief introductory paragraph that clearly states your goals, thesis, and method. State what metaethical theory you are contrasting to a Christian ethic, the issue in applied ethics you are addressing, the conclusion(s) on that issue that you want to defend.

Next, provide a lengthy and detailed comparative analysis of the two metaethical theories—Christian ethics and another theory—showing which theory is stronger. This will likely reflect what you argued for in your Discussion Board 2 thread and the feedback that you received from the professor and/or classmates who responded to your thread. Here you can go into much more detail than you could in the Discussion Board, which was limited to 600 words. If you use half of your paper on this section, then it will be roughly three to four pages.

Next, proceed to the applied ethics issue that you discussed in your Discussion Board 3 thread. Here you should greatly expand upon your argument. Add detail, nuance, and argumentation, providing a fairly complete and comprehensive argument for how a Christian ethic would approach this issue. Or, if you defended an alternate theory in DB 2, formulate an application based on that theory. You may illustrate the issue with real-life examples, but please do not fill your paper with anecdotes. You should anticipate possible objections to your approach to the issue and respond to them in an objective and informed manner. (For ideas on how others might object to your approach, a good place to begin would be your classmate’s reply to your DB3 thread, but you need not stop there. Your own imagination and the many books and articles that have been published on issues in applied ethics can provide a wealth of possible arguments relevant to every issue.) You are encouraged to use quotes from sources as a way to support your arguments, but quotes should not make up more than one and a half pages of your essay.

Your final paragraph should reflect what you have argued in your thesis. It should recap what you have accomplished and how you have accomplished it.

Research

This paper is not required to utilize any sources outside of those that were used in the class (the two textbooks, the videos, and the PointCast presentations), but use of additional resources is permitted and encouraged. At the minimum the paper should utilize the resources from the class. All resources used must be listed in the bibliography and any resources quoted, paraphrased, or alluded to must be documented via footnotes formatted according to Turabian. Sources such as Wikipedia and online dictionaries do not count as academic sources and should not be used. Biblical references are encouraged, but will not count as an academic source.

Remember, your footnotes and bibliography (if you had one) do not count toward the 2000 word limit. You will be penalized if you exceed the limit, so please do not.

Format

Your paper must begin with a title page that includes a paper title, your name, the date, and the course name and number. The second page of your paper must be a table of contents. The last page of your paper must be devoted to your bibliography. The paper must utilize 12 point Times New Roman font, double-spaced, with one inch margins. It must be double-spaced rather than triple-spaced between paragraphs and there should be only one space after the end of each sentence.

Any documentation in the body of your paper must be done via footnotes formatted according to Turabian. If you are not familiar with how to do this, simply look it up online. There are many websites that explain Turabian formatting. Footnotes should be single-spaced 10 point Times New Roman font.

Your paper must be submitted as a Microsoft Word document. If you submit it as a .pdf or anything other than a Microsoft Word document it will not be graded.

Format Example

Title Page

Table of Contents

Body of Paper:

• Introduction

• Metaethic

• Application

• Conclusion

Bibliography

Miscellany

Proofread your work before handing it in! Errors of spelling, grammar, syntax, and punctuation will affect your grade. This is a university-level writing assignment. Please write accordingly.

The deadline for this assignment is 11:59pm on Monday of Module 7. Submit your finished paper via the SafeAssign link on Blackboard. SafeAssign is a program that checks your work for plagiarism. Plagiarism is immoral, unchristian, and will not be tolerated. The consequences for plagiarism are significant and SafeAssign makes it easy to detect. If you are not sure what plagiarism is, it is your responsibility to find out. Ignorance is no excuse. Do not plagiarize!

This assignment contributes to achieving and assessing the achievement of all four of the Course Learning Outcomes.