Careers In The Field Of Special Eduction

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Careers in Field of Education

To meet the learning needs of students with disabilities, a collaborative group including paraprofessionals, teaching assistants, teachers with different levels of specified training, and special education leaders must be assembled.

Review the information on the United States Department of Labor Occupational Outlook Handbook for Special Education Teachers.

In 250-500 words, describe some of the various roles of special education teachers. Provide at least two examples of people with whom they might collaborate. Additionally, describe the role that special education teachers have as advocates for students with disabilities.

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

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit assignments that are print deliverables to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance

Effective Questioning Strategies

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In order to engage students in mathematics instruction, teachers use a variety of questioning strategies. It is crucial to have a variety of questioning strategies along with solutions to potential roadblocks that can occur during instruction.

Part 1: Questioning Strategies Template

For this assignment, select a K-8 grade level and a state standard in the area of algebra, and develop aligned learning objectives. Examine a variety of questioning strategies that foster innovation and problem solving in order to complete the “Math Questioning Strategies” template. The questions you create should connect concepts, procedures, and applications from algebra, activating prior knowledge for the lesson, and encourage exploration and problem solving.

The “Math Questioning Strategies” template includes:

  • Math standard in the area of algebra, grade level, and learning objectives.
  • Five probing questions that are directly aligned to the math standard and are used as pre-assessment and formative assessment questions.

Part 2: Reflection

In 250-500 words, provide a reflection that explains how using questioning strategies builds on prior instructional sessions, encourages student content exploration, and develops problem solving strategies. How are questioning strategies used as a guide to determine appropriateness of instructional resources and curriculum materials in order to adapt instruction?

Support your reflection with at least two scholarly resources.

Math Questioning Strategies

Part 1: Questioning Strategies

Math standard (in the area of algebra):

Grade level:

Learning objectives:

 
Five probing questions that can be used as pre-assessment and formative assessment questions:

 

1.

2.

3.

4.

 

5.

 

 

 

 

Part 2: Reflection

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Using And Applying Badrul Khan’s Web-Based Framework

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4–6 page paper

Need by: Tomorrow, 5/26/2021

Total: $35- $15 now/ $20 Complete

Instructions:

1. Answer the questions in the matrix about the selected course. (Matrix questions have been attached and need to be answered separately, (NOT APART  OF THE 4-6 PAGE COUNT).

● Add the matrix with the questions and your answers as an appendix in your paper. (AGAIN, NOT APART  OF THE 4-6 PAGE COUNT).

2. Describe and evaluate the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including:

  • ●  Type of course.
  • ●  Length.
  • ●  Target learners.
  • ●  Delivery method (such as text, audio, or video lecture).
  • 3. Describe and evaluate your chosen online course, including:
  • ●  Interactivity.
  • ●  Types of instructor-student communication.
  • ●  Collaboration opportunities.
  • ●  Two other key features.
  • 4. Evaluate the selected online course using nine dimensions of Khan’s Web-Based Framework. This course requires the use of Strayer Writing Standards.

    Using and Applying Badrul Khan’s Web-Based Framework

    Overview

    For this assignment, you will apply Badrul Khan’s Web-Based Framework to evaluate an online course offered by a corporate organization for training purposes, academic course, or a virtual high school course.

    Preparation

    Using a course of your choice, answer the questions outlined in the Matrix for Evaluation of E-Learning Courses.

    Instructions

    After answering and commenting on each question in the matrix, evaluate how well the course meets the eight dimensions of Khan’s Web-Based Framework.

    Write a 4–6 page paper in which you:

    1. Answer the questions in the matrix about the selected course.

    ● Add the matrix with the questions and your answers as an appendix in your paper.

    2. Describe and evaluate the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including:

    ● Type of course. ● Length. ● Target learners. ● Delivery method (such as text, audio, or video lecture).

    3. Describe and evaluate your chosen online course, including:

    ● Interactivity. ● Types of instructor-student communication. ● Collaboration opportunities. ● Two other key features.

    4. Evaluate the selected online course using nine dimensions of Khan’s Web-Based Framework.

    This course requires the use of Strayer Writing Standards.

     

    https://blackboard.strayer.edu/bbcswebdav/xid-110983657_4
    https://blackboard.strayer.edu/bbcswebdav/institution/EDU/EDU522/201000/Course_Files/cf_EDU_522_Matrix_for_Evaluation_of_E-Learning_Courses.docx
    https://blackboard.strayer.edu/bbcswebdav/institution/EDU/EDU522/201000/Course_Files/cf_EDU_522_Matrix_for_Evaluation_of_E-Learning_Courses.docx

     

    Unacceptable Needs Improvement

    Competent Exemplary

    Answer the questions in the matrix about the selected course.

    Points: 0 (0.00%) Did not submit or incompletely answered the questions in the matrix about the selected course.

    Points: 19.5 (15.00%) Partially answered the questions in the matrix about the selected course.

    Points: 22.1 (17.00%) Satisfactorily answered the questions in the matrix about the selected course.

    Points: 26 (20.00%) Thoroughly answered the questions in the matrix about the selected course.

    Describe and evaluate the

    selected online course offered by

    a corporate organization for

    training purposes, academic

    institution, or a virtual high

    school, including type of course, length, target learners, and

    delivery method.

    Points: 0 (0.00%) Did not submit or incompletely described and evaluated the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including type of course, length, target learners, and delivery method.

    Points: 19.5 (15.00%) Partially described and evaluated the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including type of course, length, target learners, and delivery method.

    Points: 22.1 (17.00%) Satisfactorily described and evaluated the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including type of course, length, target learners, and delivery method.

    Points: 26 (20.00%) Thoroughly described and evaluated the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including type of course, length, target learners, and delivery method.

    Describe and evaluate your chosen online

    course, including interactivity,

    types of instructor-student communication,

    collaboration opportunities,

    and two other key features.

    Points: 0 (0.00%) Did not submit or incompletely described and evaluated your chosen online course, including interactivity, types of instructor-student communication, collaboration opportunities, and two other key features.

    Points: 24.375 (18.75%) Partially described and evaluated your chosen online course, including interactivity, types of instructor-student communication, collaboration opportunities, and two other key features.

    Points: 27.625 (21.25%) Satisfactorily described and evaluated your chosen online course, including interactivity, types of instructor-student communication, collaboration opportunities, and two other key features.

    Points: 32.5 (25.00%) Thoroughly described and evaluated your chosen online course, including interactivity, types of instructor-student communication, collaboration opportunities, and two other key features.

     

     

    Evaluate the selected online

    course using nine dimensions of

    Khan’s Web-Based Framework.

    Points: 0 (0.00%) Did not submit or incompletely evaluated the selected online course using nine dimensions of Khan’s Web-Based Framework.

    Points: 24.375 (18.75%) Partially evaluated the selected online course using nine dimensions of Khan’s Web-Based Framework.

    Points: 27.625 (21.25%) Satisfactorily evaluated the selected online course using nine dimensions of Khan’s Web-Based Framework.

    Points: 32.5 (25.00%) Thoroughly evaluated the selected online course using nine dimensions of Khan’s Web-Based Framework.

    Clarity, writing mechanics, and

    formatting requirements.

    Points: 0 (0.00%) More than six errors present.

    Points: 9.75 (7.50%) 5–6 errors present.

    Points: 11.05 (8.50%) 3–4 errors present.

    Points: 13 (10.00%) 0–2 errors present.

Literary Genres

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Having an understanding of various types of literary texts and genres of literature is crucial in order to know how to integrate them into English language arts lessons in an elementary classroom.

Part 1: Matrix

For this assignment, you will complete the “Literary Genre Matrix” to describe different types of literary texts and how each can be implemented in the classroom.

Below are examples of fiction and nonfiction genre.

  • Fiction. Drama, fable , fairy tale, fantasy, folklore, historical fiction, horror, humor, legend, mystery, mythology, poetry, realistic fiction, science fiction, short story, tall tale, etc.
  • Nonfiction. Biography, essay, narrative nonfiction, speech, etc.

Choose two examples of fiction genre and two examples of nonfiction genre and address the following in the “Literary Genre Matrix.”

  • Definition of each form of chosen fiction and nonfiction genre.
  • Two examples of grade cluster appropriate texts for grades K-2, 3-5, and 6-8.
  • Two strategies to integrate each text selected into reading, writing, and listening instruction.
  • Two strategies to integrate chosen forms of fiction and nonfiction genre using a technology application.
  • Provide the name of the technology.

Part 2: Reflection

In 250-500 words, summarize and reflect on the different literary genre and how each can be implemented in your future classroom. Explain the strategies for student comprehension in reading. What strategies do you use to choose appropriate texts/genres for grade level strands? How does selecting the appropriate text support a positive attitude toward reading and comprehension skills?

Support your findings with at least two scholarly resources.

Literary Genre Matrix

Part 1: Matrix

  Fiction Non-fiction
Definition: 1.

 

2.

 1.

 

2.
Examples: K-2

1.

2.

3-5

1.

2.

6-8

1.

2.

 K-2

1.

2.

3-5

1.

2.

6-8

1.

2.

 
Text Integration Strategies: 1.

 

2.

 1.

 

2.
Technology Application Strategies: 1.

 

2.

 1.

 

2.

 

 
Technology Tools:    

 

Part 2: Reflection

 

© 2018. Grand Canyon University. All Rights Reserved.