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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] Education I need help with homework

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    I need help with my homework – a year ago **files (1)** – ## PracticumFieldExperiances.docx **## PracticumFieldExperiances.docx** Practicum/Field Experience After completing your selected activities from the “Practicum/Field Experience Block Visual & Activities” (Co-tech a lesson using alternate tea…

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    Assignment Prompt & Instructions

    I need help with my homework

    – a year ago

    **files (1)**

    – ## PracticumFieldExperiances.docx

    **## PracticumFieldExperiances.docx**

    Practicum/Field Experience

    After completing your selected activities from the “Practicum/Field Experience Block Visual & Activities” (Co-tech a lesson using alternate teaching) and (Atten a parent -teacher conference) document for your current block, write a reflection about your teaching experiences to include a connection to the teaching preparation standards. In 250-500 words, describe an experience you participated in delivering concepts to students. How did you engage the students?

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

    This assignment uses rubric. Before beginning, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. If you need assistance, a link to the LopesWrite technical support articles is in Class Resources.

    **Rubric Criteria**

    expand all Rubric Criteria Expand All

    **Delivering and Engaging Students in Content**

    72 points

    **Criteria Description**

    Delivering and Engaging Students in Content

    **5. Target**

    72 points

    Description of a clinical field experience participated in where content was delivered to students is in-depth. Discussion of how students were engaged in the content delivery is sophisticated.

    **4. Acceptable**

    62.64 points

    Description of a clinical field experience participated in where content was delivered to students is complete. Discussion of how students were engaged in the content delivery is concise.

    **. No Submission**

    0 points

    Not addressed.

    **Organization**

    9 points

    **Criteria Description**

    Organization

    **5. Target**

    9 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    7.83 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    9 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    9 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    7.83 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    Required References

    3 Ways to Weave Digital Citizenship into Your Curriculum

    **Required**

    Read “3 Ways to Weave Digital Citizenship into Your Curriculum,” by Krueger, located on the ISTE website (2020).

    https://www.iste.org/explore/ISTE-blog/3-ways-to-weave-digital-citizenship-into-your-curriculum

    Technology and K-12 Education

    **Required**

    Explore “Technology and K-12 Education,” located on the National Center for Education Statistics website.

    https://nces.ed.gov/resources/edtec

    **## PracticumFieldExperiances.docx**

    Practicum/Field Experience

    After completing your selected activities from the “Practicum/Field Experience Block Visual & Activities” (Co-tech a lesson using alternate teaching) and (Atten a parent -teacher conference) document for your current block, write a reflection about your teaching experiences to include a connection to the teaching preparation standards. In 250-500 words, describe an experience you participated in delivering concepts to students. How did you engage the students?

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

    This assignment uses rubric. Before beginning, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. If you need assistance, a link to the LopesWrite technical support articles is in Class Resources.

    **Rubric Criteria**

    expand all Rubric Criteria Expand All

    **Delivering and Engaging Students in Content**

    72 points

    **Criteria Description**

    Delivering and Engaging Students in Content

    **5. Target**

    72 points

    Description of a clinical field experience participated in where content was delivered to students is in-depth. Discussion of how students were engaged in the content delivery is sophisticated.

    **4. Acceptable**

    62.64 points

    Description of a clinical field experience participated in where content was delivered to students is complete. Discussion of how students were engaged in the content delivery is concise.

    **. No Submission**

    0 points

    Not addressed.

    **Organization**

    9 points

    **Criteria Description**

    Organization

    **5. Target**

    9 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    7.83 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    9 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    9 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    7.83 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    Required References

    3 Ways to Weave Digital Citizenship into Your Curriculum

    **Required**

    Read “3 Ways to Weave Digital Citizenship into Your Curriculum,” by Krueger, located on the ISTE website (2020).

    https://www.iste.org/explore/ISTE-blog/3-ways-to-weave-digital-citizenship-into-your-curriculum

    Technology and K-12 Education

    **Required**

    Explore “Technology and K-12 Education,” located on the National Center for Education Statistics website.

    https://nces.ed.gov/resources/edtec

  • [Solved] literature

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## literature1.docx **## literature1.docx** **Assignment 1 – 1 ½ pages** For most of us, our first experience with narrative began with stories told to us by adults, sometimes a parent or grandparent, or a babysitter or other caregiver. A storyteller is someone whose tal…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## literature1.docx

    **## literature1.docx**

    **Assignment 1 – 1 ½ pages**

    For most of us, our first experience with narrative began with stories told to us by adults, sometimes a parent or grandparent, or a babysitter or other caregiver. A storyteller is someone whose tale makes a lasting impression. Can you remember a story that you heard as a child that had a lasting effect on you? What do you think you learned from your childhood experience with storytellers?

    Assignment 2 – 1 ½ pages

    10 picture books you read from the
    [Baldwin Library of Historical Children's Literature](https://ufdc.ufl.edu/collections/juv) when you searched for "picture books."

    Initial posts should be two paragraphs:

    1. Briefly identify the ten works you selected and describe and summarize in more depth
    **three** of the works.

    2. For the three works, discuss what a child was supposed to learn in his or her reading of each work. This lesson is the explicit message of the text, but are there implicit messages?

    Assignment 3 – 3 pages

    This essay is based on the one book for beginning readers that you chose to read:

    ·
    _Goodnight Moon_ by Margaret Wise Brown

    · The
    _Very Hungry Caterpillar_ by Eric Carle

    · or another book listed in this module's reading in
    _Essentials of Children's Literature_

    Write an essay (3 pages, double spaced) making an argument about the way
    **this book contributes to the development of a child reader**.

    Make specific references to your book, considering the following in order to analyze the way the book contributes to the development of a child reader:

    · the style of narration and, if applicable, illustration

    · any elements in the story that are not found in the illustration, and vice versa, if applicable

    · whether the text and/or images appropriately represent multicultural and social values

    · visual or textual clues that may encourage non-readers or support learning and/or social development

    **Remember:**

    · Support your ideas with specific references to concepts in your textbook and, as appropriate, resources in the M1 readings

    · Please double-space and use 12 pt. font

    · Cite all references using
    [MLA format](https://owl.english.purdue.edu/owl/resource/747/01/)

    · If applicable, you may also bring in additional resources.

    · When discussing illustrations, include scans or photographs of the illustrations so I can understand what you are discussing, and insert them close to the points where you discuss them.

    · Number your figures and insert captions: see
    [MLA Tables, Figures, and Examples at the Purdue Online Writing Center](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_tables_figures_and_examples.html).

    **## literature1.docx**

    **Assignment 1 – 1 ½ pages**

    For most of us, our first experience with narrative began with stories told to us by adults, sometimes a parent or grandparent, or a babysitter or other caregiver. A storyteller is someone whose tale makes a lasting impression. Can you remember a story that you heard as a child that had a lasting effect on you? What do you think you learned from your childhood experience with storytellers?

    Assignment 2 – 1 ½ pages

    10 picture books you read from the
    [Baldwin Library of Historical Children's Literature](https://ufdc.ufl.edu/collections/juv) when you searched for "picture books."

    Initial posts should be two paragraphs:

    1. Briefly identify the ten works you selected and describe and summarize in more depth
    **three** of the works.

    2. For the three works, discuss what a child was supposed to learn in his or her reading of each work. This lesson is the explicit message of the text, but are there implicit messages?

    Assignment 3 – 3 pages

    This essay is based on the one book for beginning readers that you chose to read:

    ·
    _Goodnight Moon_ by Margaret Wise Brown

    · The
    _Very Hungry Caterpillar_ by Eric Carle

    · or another book listed in this module's reading in
    _Essentials of Children's Literature_

    Write an essay (3 pages, double spaced) making an argument about the way
    **this book contributes to the development of a child reader**.

    Make specific references to your book, considering the following in order to analyze the way the book contributes to the development of a child reader:

    · the style of narration and, if applicable, illustration

    · any elements in the story that are not found in the illustration, and vice versa, if applicable

    · whether the text and/or images appropriately represent multicultural and social values

    · visual or textual clues that may encourage non-readers or support learning and/or social development

    **Remember:**

    · Support your ideas with specific references to concepts in your textbook and, as appropriate, resources in the M1 readings

    · Please double-space and use 12 pt. font

    · Cite all references using
    [MLA format](https://owl.english.purdue.edu/owl/resource/747/01/)

    · If applicable, you may also bring in additional resources.

    · When discussing illustrations, include scans or photographs of the illustrations so I can understand what you are discussing, and insert them close to the points where you discuss them.

    · Number your figures and insert captions: see
    [MLA Tables, Figures, and Examples at the Purdue Online Writing Center](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_tables_figures_and_examples.html).

  • [Solved] Week 1 Journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As you know, one of the most important aspects of working as an early childhood development professional is reflection. When we reflect on our own experiences, we are able to grow personally and professionally. Chapter 1 of _Collaboration with Families and Communities_ discusses using a family-cente…

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    Assignment Prompt & Instructions

    As you know, one of the most important aspects of working as an early childhood development professional is reflection. When we reflect on our own experiences, we are able to grow personally and professionally. Chapter 1 of _Collaboration with Families and Communities_ discusses using a family-centered approach and highlights the importance of the partnership between the family and the community to maximize a child’s development and learning. For this journal, you will reflect on your own experiences with a family-centered approach.

    To prepare for this journal,

    – Please refer to the Week 1 Guidance for further tips and examples that will support your success with this discussion.
    – Read Chapter 1: Family-Centered Early Care and Education in _Collaboration With Families and Communities_.

    In your journal,

    – Explain whether or not you believe your own early childhood experiences were based on a family centered approach.
    – Describe two aspects of a family centered approach that you are the most excited about using. Make sure to explain why.
    – Discuss one obstacle to implementing a family centered approach and a solution for overcoming the obstacle.

    Suggested Journal Length:

    – One to two double-spaced pages (not including title and reference pages).

    Research and Resource Expectations:

    – Sources are not required for your journal assignments. However, if you need to cite information, you must cite in APA format and include a reference page. Refer to the [Citing Within Your PaperLinks to an external site.](https://writingcenter.uagc.edu/citing-within-your-paper) and the [Formatting Your References ListLinks to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) created by the Writing Center.

    Writing and Formatting Expectations:

    – Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.

    – [\
    \
    chapter_01.pdf](https://www.sweetstudy.com/files/chapter-01-pdf-10289931 "chapter_01.pdf")

    – a year ago

  • [Solved] 525-T4

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    Executive Solution Overview

    Write a 750 word on how the Professional Dispositions of Learnings, MCEE, and InTASC standards will guide your future professional practice. Include the following information: – Explain the importance of the Professional Dispositions of Learners, MCEE, and InTASC standards and how these guide teache…

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    Assignment Prompt & Instructions

    Write a 750 word on how the Professional Dispositions of Learnings, MCEE, and InTASC standards will guide your future professional practice. Include the following information:

    – Explain the importance of the Professional Dispositions of Learners, MCEE, and InTASC standards and how these guide teachers’ practices. Identify the key themes that appear in these guides that relate to the knowledge, skills, and values of an effective practicing teacher.
    – Based on the Professional Dispositions Self-Assessment Survey in Part 1, describe the professional dispositions you possess that will make you a successful teacher and the professional dispositions that you need to work on before entering the classroom as a first-year teacher.
    – Discuss how you will demonstrate your ability as a teacher to understand other cultures, genders, and learning differences to build stronger relationships with students and families.
    – Explain how potential bias affects teaching and how you plan to reduce bias in your teaching practices, according to the expectations of the profession.
    – Explain how you plan to maintain your dispositions in the classroom, through demonstrating ethical behavior in instruction and assessment, including appropriate and ethical considerations with student information and its use.
    – Discuss how you can work collaboratively with others to use a variety of data and information (and standards) to meet the learning needs of students.
    – Discuss how you will use feedback from your annual performance evaluations, observations, and data on student performance to adjust your dispositions and teaching practices to benefit learning.
    – Describe your stance regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks that you have examined.
    – Support with 3-5 scholarly resources.

    I have attached the 3 links

    Support with 3-5 scholarly resources.

    [Model Code of Ethics for Educators (MCEE) – National Association of State Directors of Teacher Education and Certification](https://www.nasdtec.net/general/custom.asp?page=mcee_doc)

    [InTASC Model Core Teaching Standards and Learning Progressions for Teachers |](https://learning.ccsso.org/intasc-model-core-teaching-standards-and-learning-progressions-for-teachers)

    – [\
    \
    Professional-Dispositions-.pdf](https://www.sweetstudy.com/files/professional-dispositions-pdf "Professional-Dispositions-.pdf")

    – a year ago

  • [Solved] final analysis

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    how to put a complete analysis together for presentation? – a year ago

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    Assignment Prompt & Instructions

    how to put a complete analysis together for presentation?

    – a year ago

  • [Solved] Education Homework

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering Education Homework.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Discussion

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    – a year ago **files (1)** – ## Discussions12.docx **## Discussions12.docx** Discussion 1 **Part 1** Channing (2020) explored how leadership is taught and learned, presenting six research questions. Two of these questions are particularly relevant to me as a leader. The first question that resonates…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Discussions12.docx

    **## Discussions12.docx**

    Discussion 1

    **Part 1**

    Channing (2020) explored how leadership is taught and learned, presenting six research questions. Two of these questions are particularly relevant to me as a leader. The first question that resonates deeply is: "What pedagogical strategies do leadership educators employ to facilitate student learning?" (Channing, 2020). This is significant because, as a leader, I recognize the importance of not only developing my own skills but also effectively imparting these skills to my team members. Understanding the strategies employed by experienced educators enables me to enhance my coaching approach, foster active participation, and create an engaging learning environment within my organization. Such knowledge ensures that I adopt evidence-based practices, aligning leadership education closely with organizational goals and facilitating the growth of potential future leaders.

    Another question of particular relevance to my leadership approach is: "What role does experiential learning play in leadership education programs?" (Channing, 2020). Experiential learning emphasizes real-world experiences, reflective observation, abstract conceptualization, and active experimentation. This approach aligns closely with my belief in practical, hands-on experience as a critical component of effective leadership development. Incorporating experiential learning into my leadership practices allows me to facilitate deeper understanding among team members, as they can directly apply theoretical knowledge to real-life scenarios, thereby improving decision-making skills, adaptability, and problem-solving capabilities. The value of experiential learning lies in its ability to bridge theory and practice, an essential aspect of my personal leadership philosophy and professional responsibilities.

    **Part 2**

    Leadership development theory presented by Channing (2020) presented helpful connections with renowned educators and psychological theorists. Among them, a special mention is required for Bandura’s Social Learning Theory. The theory states that learning takes place in a social context and that observational learning, imitation, and modeling are crucial dimensions of development (Rumjaun & Narod, 2025). This aligns with my conviction that leadership qualities could be successfully imparted by modeling positive behaviors, mindsets, and methods. Seeing leaders perform effective leadership methods plays a powerful role in students' actions, making mentorship and role models even more crucial for the development of leaders. Another key element of Channing’s methodology is Kolb’s Experiential Learning Theory, positing that knowledge arises from a synergy of experience and reflective consideration. Kolb agrees that learners go through concrete experience, reflective observation, abstract conceptualization, and active experimentation (Nurunnabi et al., 2022). This cycle emphasizes the iterative, continuous nature of leadership development, which only strengthens my belief that growth as a leader is a constant and reflective requirement. Putting Kolb’s strategy into action for leadership development encourages not only experiential involvement but also reflective thinking, which engenders richer and sustained learning outcomes.

    Discussion 2

    **Part 1**

    Two of Channing's (2020) research topics are more important to me as a leader: (1) how do students perceive leadership education in their academic programs? Furthermore, the impact of leadership education on students' ability to lead in real-world scenarios. These questions are directly related to my normal work as a business education instructor. I constantly take into consideration my students' comprehension of leadership concepts and their potential for application outside of the classroom. Because they focus on student experiences and outcomes—topics I also highlight in my mentoring and instruction through my company, Wildcat Wisdom—these questions are relevant. Students respond positively to leadership education that combines case studies, peer collaboration, and practical learning rather than to lectures alone, according to Channing's research. This validates what I have observed in my classroom and supports my approach of using role-playing games and real-world events to improve comprehension. According to a study by Antonacopoulou and Bento (2018), effective leadership education is very context-dependent and requires student-centered approaches and adaptive tactics. As someone who wants to be a principal, I must understand how leadership education directly affects the mindsets and actions of future leaders in professional and school settings..

    **Part 2**

    According to Channing's (2020) theoretical framework, leadership development is most effective when it focuses on experiential and social learning theories. The author used a variety of scholars, such as Kolb and Bandura, to highlight the value of reflective learning, observation, and modeling for building leadership qualities. I now see that leadership is a skill that needs to be acquired, grown, and integrated over time. For example, Kolb's experiential learning cycle highlights the need for leaders to have practical experiences, reflect on them, organize their lessons learned, and then apply them to other situations. This is further supported by Bandura's theory of social learning, which shows that students develop a leadership identity by observing and interacting with competent role models. I find this helpful in both my teaching and nonprofit work. Whether I am advising students in business class or mentoring through Wildcat Wisdom, I now realize that creating leadership learning moments requires more than just instruction; it also requires community, modeling, and ongoing feedback. A study by Allen and Poth (2021) found that giving students the chance to reflect and engage in peer-led conversation significantly increases the effectiveness of leadership training. As I create future curricula and student development programs, I will continue to use this theoretical lens, keeping in mind that leadership is a lived and evolving experience rather than a list of attributes.

    **## Discussions12.docx**

    Discussion 1

    **Part 1**

    Channing (2020) explored how leadership is taught and learned, presenting six research questions. Two of these questions are particularly relevant to me as a leader. The first question that resonates deeply is: "What pedagogical strategies do leadership educators employ to facilitate student learning?" (Channing, 2020). This is significant because, as a leader, I recognize the importance of not only developing my own skills but also effectively imparting these skills to my team members. Understanding the strategies employed by experienced educators enables me to enhance my coaching approach, foster active participation, and create an engaging learning environment within my organization. Such knowledge ensures that I adopt evidence-based practices, aligning leadership education closely with organizational goals and facilitating the growth of potential future leaders.

    Another question of particular relevance to my leadership approach is: "What role does experiential learning play in leadership education programs?" (Channing, 2020). Experiential learning emphasizes real-world experiences, reflective observation, abstract conceptualization, and active experimentation. This approach aligns closely with my belief in practical, hands-on experience as a critical component of effective leadership development. Incorporating experiential learning into my leadership practices allows me to facilitate deeper understanding among team members, as they can directly apply theoretical knowledge to real-life scenarios, thereby improving decision-making skills, adaptability, and problem-solving capabilities. The value of experiential learning lies in its ability to bridge theory and practice, an essential aspect of my personal leadership philosophy and professional responsibilities.

    **Part 2**

    Leadership development theory presented by Channing (2020) presented helpful connections with renowned educators and psychological theorists. Among them, a special mention is required for Bandura’s Social Learning Theory. The theory states that learning takes place in a social context and that observational learning, imitation, and modeling are crucial dimensions of development (Rumjaun & Narod, 2025). This aligns with my conviction that leadership qualities could be successfully imparted by modeling positive behaviors, mindsets, and methods. Seeing leaders perform effective leadership methods plays a powerful role in students' actions, making mentorship and role models even more crucial for the development of leaders. Another key element of Channing’s methodology is Kolb’s Experiential Learning Theory, positing that knowledge arises from a synergy of experience and reflective consideration. Kolb agrees that learners go through concrete experience, reflective observation, abstract conceptualization, and active experimentation (Nurunnabi et al., 2022). This cycle emphasizes the iterative, continuous nature of leadership development, which only strengthens my belief that growth as a leader is a constant and reflective requirement. Putting Kolb’s strategy into action for leadership development encourages not only experiential involvement but also reflective thinking, which engenders richer and sustained learning outcomes.

    Discussion 2

    **Part 1**

    Two of Channing's (2020) research topics are more important to me as a leader: (1) how do students perceive leadership education in their academic programs? Furthermore, the impact of leadership education on students' ability to lead in real-world scenarios. These questions are directly related to my normal work as a business education instructor. I constantly take into consideration my students' comprehension of leadership concepts and their potential for application outside of the classroom. Because they focus on student experiences and outcomes—topics I also highlight in my mentoring and instruction through my company, Wildcat Wisdom—these questions are relevant. Students respond positively to leadership education that combines case studies, peer collaboration, and practical learning rather than to lectures alone, according to Channing's research. This validates what I have observed in my classroom and supports my approach of using role-playing games and real-world events to improve comprehension. According to a study by Antonacopoulou and Bento (2018), effective leadership education is very context-dependent and requires student-centered approaches and adaptive tactics. As someone who wants to be a principal, I must understand how leadership education directly affects the mindsets and actions of future leaders in professional and school settings..

    **Part 2**

    According to Channing's (2020) theoretical framework, leadership development is most effective when it focuses on experiential and social learning theories. The author used a variety of scholars, such as Kolb and Bandura, to highlight the value of reflective learning, observation, and modeling for building leadership qualities. I now see that leadership is a skill that needs to be acquired, grown, and integrated over time. For example, Kolb's experiential learning cycle highlights the need for leaders to have practical experiences, reflect on them, organize their lessons learned, and then apply them to other situations. This is further supported by Bandura's theory of social learning, which shows that students develop a leadership identity by observing and interacting with competent role models. I find this helpful in both my teaching and nonprofit work. Whether I am advising students in business class or mentoring through Wildcat Wisdom, I now realize that creating leadership learning moments requires more than just instruction; it also requires community, modeling, and ongoing feedback. A study by Allen and Poth (2021) found that giving students the chance to reflect and engage in peer-led conversation significantly increases the effectiveness of leadership training. As I create future curricula and student development programs, I will continue to use this theoretical lens, keeping in mind that leadership is a lived and evolving experience rather than a list of attributes.

  • [Solved] Comparison

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    Kindly View Attachment – a year ago **files (1)** – ## Assignment3Comparison.docx **## Assignment3Comparison.docx** **Assignment #3: Comparison of Reading Scores in Three Schools** **(CAEP Unit Assessment #14)** Directions: Describe the test used in your state and give a brief history of its develop…

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    Assignment Prompt & Instructions

    Kindly View Attachment

    – a year ago

    **files (1)**

    – ## Assignment3Comparison.docx

    **## Assignment3Comparison.docx**

    **Assignment #3: Comparison of Reading Scores in Three Schools**

    **(CAEP Unit Assessment #14)**

    Directions:

    Describe the test used in your state and give a brief history of its development and implementation. Are there any controversies surrounding this test in your state? Is this a norm-referenced or criterionreferenced test? (ILA 3.1)

    Select three elementary schools: one urban, one rural, one suburban. Identify and describe these three schools and the communities in which they are located. For each school, find the most recent average standardized test scores in
    **reading** for grades 3, 4, and 5. Go to Florida School Indicators Report if you need data for public schools:
    [http://data.fldoe.org/fsir/](http://data.fldoe.org/fsir/) [.](http://data.fldoe.org/fsir/) Create, and include on a separate page, a table with one axis for the
    **schools** and one axis for the
    **grade level.** For each school, which grade level has the lowest scores and which grade has the highest scores? (ILA 3.3)

    Describe the differences you discover in the reading scores
    across the schools. How can teachers differentiate instruction to ensure equity? Could any differences in scores be based on the diversity in the schools and their communities? Discuss two possible explanations for these differences based on findings discussed in the textbook concerning student diversity in assessment, and your experience. Do you think all three schools are considering diversity in their classrooms? Explain. (ILA 3.3)

    Describe the differences you discover in the reading scores
    across the grade levels. Based on the scores, discuss at least two possible explanations for these differences based on findings from your textbook and your experience. How can teachers differentiate their instruction to ensure inclusion and equity for all students (for example, students with disabilities, ELLs, economic background, gender, family history)?

    (ILA 3.2)

    **Scoring Rubric for Assignment #3:**

    | | | | |
    | — | — | — | — |
    | Criteria | Not Met | Met | Exceeded |
    | Points | 0 – 7 | 8 – 9 | 10 |
    | Candidates understand types of assessments and their purposes,<br>strengths, and limitations<br>(ILA 3.1) | The candidate did not describe the state test and/or did not discuss the history or implementation, and/or did not explain that it was a norm or criterionbased test. | The candidate described the state test and discussed the history. The candidate explained that it was a norm or criterion-based test. | The candidate described the state test and discussed the history and implementation. The candidate explained why it was a norm or criterion-based test in detail and why the test is being used. |
    | Points | 0 – 7 | 8 – 9 | 10 |
    | Candidates use assessment information to plan and evaluate instruction (ILA 3.3) | The candidate did not identify three appropriate schools and their reading test scores for grades 3, 4, and 5. The candidate did not adequately discuss differences in scores possibly based on<br>diversity in the schools and communities or how the schools could consider diversity of students and treat their education with equity | The candidate identified three appropriate schools and their reading test scores for grades 3, 4, and 5 and explained two possible reasons why there were disparities between the highest and lowest scores across schools and what might be done to plan and evaluate future instruction. The candidate discussed differences in scores possibly based on diversity in the schools and communities and how the schools could consider diversity of students and provide equitable education. | The candidate identified three appropriate schools and their reading test scores for grades 3, 4, and 5 and explained more than two possible reasons why there were disparities between the highest and lowest scores across schools and what might be done to plan and evaluate future instruction. The candidate comprehensively discussed differences in scores possibly based on diversity in the schools and communities and how the schools could differentiate instruction and provide education that is equitable for all students. |
    | Points | 0 – 6 | 7 – 9 | 10 |
    | Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes (ILA 3.2) | The candidate did not interpret scores across three grade levels and/or did not discuss two possible explanations for the discrepancy across grade levels.<br>The candidate did not adequately explain ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. | The candidate interpreted scores across three grade levels and discussed two possible explanations for the discrepancy across grade levels and what this means for instructional planning. The candidate explained ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. | The candidate interpreted scores across three different grade levels. The candidate discussed more than two possible explanations for the discrepancy across grade levels and what this means for instructional planning. The candidate explained a number of ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. |
    | Total Points | | | 30 |

    Points will be deducted for the following:

    Late submission

    Excessive grammatical, spelling, and/or mechanical errors

    Incorrect APA format

    Missing title page, page numbers, and/or references

    Due: Week 5

    Objectives 1, 2

    **## Assignment3Comparison.docx**

    **Assignment #3: Comparison of Reading Scores in Three Schools**

    **(CAEP Unit Assessment #14)**

    Directions:

    Describe the test used in your state and give a brief history of its development and implementation. Are there any controversies surrounding this test in your state? Is this a norm-referenced or criterionreferenced test? (ILA 3.1)

    Select three elementary schools: one urban, one rural, one suburban. Identify and describe these three schools and the communities in which they are located. For each school, find the most recent average standardized test scores in
    **reading** for grades 3, 4, and 5. Go to Florida School Indicators Report if you need data for public schools:
    [http://data.fldoe.org/fsir/](http://data.fldoe.org/fsir/) [.](http://data.fldoe.org/fsir/) Create, and include on a separate page, a table with one axis for the
    **schools** and one axis for the
    **grade level.** For each school, which grade level has the lowest scores and which grade has the highest scores? (ILA 3.3)

    Describe the differences you discover in the reading scores
    across the schools. How can teachers differentiate instruction to ensure equity? Could any differences in scores be based on the diversity in the schools and their communities? Discuss two possible explanations for these differences based on findings discussed in the textbook concerning student diversity in assessment, and your experience. Do you think all three schools are considering diversity in their classrooms? Explain. (ILA 3.3)

    Describe the differences you discover in the reading scores
    across the grade levels. Based on the scores, discuss at least two possible explanations for these differences based on findings from your textbook and your experience. How can teachers differentiate their instruction to ensure inclusion and equity for all students (for example, students with disabilities, ELLs, economic background, gender, family history)?

    (ILA 3.2)

    **Scoring Rubric for Assignment #3:**

    | | | | |
    | — | — | — | — |
    | Criteria | Not Met | Met | Exceeded |
    | Points | 0 – 7 | 8 – 9 | 10 |
    | Candidates understand types of assessments and their purposes,<br>strengths, and limitations<br>(ILA 3.1) | The candidate did not describe the state test and/or did not discuss the history or implementation, and/or did not explain that it was a norm or criterionbased test. | The candidate described the state test and discussed the history. The candidate explained that it was a norm or criterion-based test. | The candidate described the state test and discussed the history and implementation. The candidate explained why it was a norm or criterion-based test in detail and why the test is being used. |
    | Points | 0 – 7 | 8 – 9 | 10 |
    | Candidates use assessment information to plan and evaluate instruction (ILA 3.3) | The candidate did not identify three appropriate schools and their reading test scores for grades 3, 4, and 5. The candidate did not adequately discuss differences in scores possibly based on<br>diversity in the schools and communities or how the schools could consider diversity of students and treat their education with equity | The candidate identified three appropriate schools and their reading test scores for grades 3, 4, and 5 and explained two possible reasons why there were disparities between the highest and lowest scores across schools and what might be done to plan and evaluate future instruction. The candidate discussed differences in scores possibly based on diversity in the schools and communities and how the schools could consider diversity of students and provide equitable education. | The candidate identified three appropriate schools and their reading test scores for grades 3, 4, and 5 and explained more than two possible reasons why there were disparities between the highest and lowest scores across schools and what might be done to plan and evaluate future instruction. The candidate comprehensively discussed differences in scores possibly based on diversity in the schools and communities and how the schools could differentiate instruction and provide education that is equitable for all students. |
    | Points | 0 – 6 | 7 – 9 | 10 |
    | Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes (ILA 3.2) | The candidate did not interpret scores across three grade levels and/or did not discuss two possible explanations for the discrepancy across grade levels.<br>The candidate did not adequately explain ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. | The candidate interpreted scores across three grade levels and discussed two possible explanations for the discrepancy across grade levels and what this means for instructional planning. The candidate explained ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. | The candidate interpreted scores across three different grade levels. The candidate discussed more than two possible explanations for the discrepancy across grade levels and what this means for instructional planning. The candidate explained a number of ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. |
    | Total Points | | | 30 |

    Points will be deducted for the following:

    Late submission

    Excessive grammatical, spelling, and/or mechanical errors

    Incorrect APA format

    Missing title page, page numbers, and/or references

    Due: Week 5

    Objectives 1, 2

  • [Solved] assistance needed PE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – a year ago **files (1)** – ## lu11_instructions2.docx **## lu11_instructions2.docx** **_Observation Paper Instructions_** **Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting. Students will do one observation of an elementa…

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    Assignment Prompt & Instructions

    please see attachment

    – a year ago

    **files (1)**

    – ## lu11_instructions2.docx

    **## lu11_instructions2.docx**

    **_Observation Paper Instructions_**

    **Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting.
    Students will do one observation of an elementary school PE class. Students must contact the teachers they plan on observing and receive permission to observe and to arrange a day and time for the observation. Students should bring a notebook to record their observations and signature sheet for the teacher to sign. Students will then write a five page paper based on their observations.

    **Format:**

    | | |
    | — | — |
    | _PEH 210: Elementary Physical Education_ | _Learning Unit 11: Instructions_ |

    1. Setting and activity: Spend 1-2 pages describing the setting and the activities that you observed in your observation. (Note how many students, how large of an area, what activities did you observe, how many stations of different activities, how long did things last, etc.)

    2. Compare and contrast: Spend 1-2 pages comparing and contrasting student involvement in the class. Where there differences you can recall from your Elementary PE experience? What similarities did you observe?

    3. Reflections/Summary: Spend 1-2 pages reflecting on your observation. What did you learn? What grade level did you observe, which age do you think you would prefer to teach? How would you have done thing differently if you were the teacher? What things would you do the same if you were the teacher?

    The paper must be five pages. Mentor form MUST be included for EACH age group observed.

    _© Lyndsey Michel and Indian Hills Community College_

    **## lu11_instructions2.docx**

    **_Observation Paper Instructions_**

    **Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting.
    Students will do one observation of an elementary school PE class. Students must contact the teachers they plan on observing and receive permission to observe and to arrange a day and time for the observation. Students should bring a notebook to record their observations and signature sheet for the teacher to sign. Students will then write a five page paper based on their observations.

    **Format:**

    | | |
    | — | — |
    | _PEH 210: Elementary Physical Education_ | _Learning Unit 11: Instructions_ |

    1. Setting and activity: Spend 1-2 pages describing the setting and the activities that you observed in your observation. (Note how many students, how large of an area, what activities did you observe, how many stations of different activities, how long did things last, etc.)

    2. Compare and contrast: Spend 1-2 pages comparing and contrasting student involvement in the class. Where there differences you can recall from your Elementary PE experience? What similarities did you observe?

    3. Reflections/Summary: Spend 1-2 pages reflecting on your observation. What did you learn? What grade level did you observe, which age do you think you would prefer to teach? How would you have done thing differently if you were the teacher? What things would you do the same if you were the teacher?

    The paper must be five pages. Mentor form MUST be included for EACH age group observed.

    _© Lyndsey Michel and Indian Hills Community College_

  • [Solved] edu 599 week discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this week's discussion, reflect on a curriculum you are familiar with or search [MERLOT.Links to an external site.](http://merlot.org/) Select a curriculum and identify the guiding philosophy (and/or learning theory) behind its design. Respond: – Post a citation to the curriculum in SWS. – Discu…

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    Order on TutorsGallery →

    Assignment Prompt & Instructions

    For this week's discussion, reflect on a curriculum you are familiar with or search [MERLOT.Links to an external site.](http://merlot.org/) Select a curriculum and identify the guiding philosophy (and/or learning theory) behind its design.

    Respond:

    – Post a citation to the curriculum in SWS.
    – Discuss how this curriculum aligns with the ideas of one educational theorist. What characteristics of learning can you identify that follow a learning theory? If there are none, propose how the curriculum could be adapted to align to an appropriate learning theory.

    – a year ago