Tag: Pedagogical Methods & Classroom Assessment

[Solved] LMFT

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Marriage and family therapists are governed by the statutes of the states in which they practice. The laws, rules, and regulations governing mental health practice are determined by each state. Therapists are also guided by the ethical codes of the primary organization representing their profession:…

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Assignment Prompt & Instructions

Marriage and family therapists are governed by the statutes of the states in which they practice. The laws, rules, and regulations governing mental health practice are determined by each state. Therapists are also guided by the ethical codes of the primary organization representing their profession: AAMFT. These standards, statutes, and codes help to protect both therapists and clients. Advocacy regarding state statutes or rules pertains to joining with your LMFT peers to seek changes to laws, rules, or access to treatment for identified populations (homeless, LGBTQIA, youth etc.).

Read the Codes of Ethics and Synopsis of State Laws rubric to learn how this will be evaluated and to ensure you have addressed the grading criteria. Refer to the following for state statutes:

– AMFTRB. (n.d.). [_State requirements Links_Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML&section=2472613960006731). https://amftrb.org/state-requirements/

For this, review the following:

– [Ethics, Standards, and Legal Information for Marriage and Family TherapyLinks to an external site.](https://capellauniversity.libguides.com/MFTethics).
– [Week 6: Code of Ethics and Synopsis of State LawLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML&section=2472624390006731) reading list.
– Official state board websites: You may also find links to states' rules and statutes on their official state board websites.

## **Instructions**

– Describe the process you need to follow to obtain licensure in your state.
– Discuss the state's limits to confidentiality. Discuss what the AAMFT Code of Ethics state about confidentiality based on the licenses that you are obtaining.
– Describe how you could use the AAMFT Code of Ethics to advocate change for the profession of MFT.
– Evaluate, using the AAMFT Code of Ethics, how you see your value system and how it might conflict with what you are ethically bound to do as a therapist.
– Compare the AAMFT Code of Ethics with your state's statutes governing the practice of marriage and family therapist: How is privileged communication defined?
– Explain how a duty to warn or protect is defined by your state. What are the limitations?
– Describe how ethical complaints are handled in your state.
– Describe the scope of practice in your state for the MFT license. That is, what are the limitations of practice for a registered intern or licensed marriage and family therapist in your state?
– Apply ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships.

Organize your stuff according to the Codes of Ethics and Synopsis of State Laws rubric, making sure to address all Distinguished criteria.

Refer to the AAMFT Code of Ethics and the statutes governing the practice in your state.

– a year ago

November 5, 2026
[Solved] Learning Theory 6A

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Executive Solution Overview

Group activity https://www.enkivillage.org/how-to-write-a-rationale.htm – a year ago **files (2)** – ## GroupActivity.docx – ## Otherinfoposted.docx **## GroupActivity.docx** **Group Activity** Working with your group imagine that you and your team members have been hired as education consultants fo…

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Assignment Prompt & Instructions

Group activity

https://www.enkivillage.org/how-to-write-a-rationale.htm

– a year ago

**files (2)**

– ## GroupActivity.docx

– ## Otherinfoposted.docx

**## GroupActivity.docx**

**Group Activity**

Working with your group imagine that you and your team members have been hired as education consultants for Sunnydale School, a troubled institution concerned for their students’ success. You have limited information about the specifics of the student body and the surrounding community. Each of you will observe a classroom individually and collect data to analyze as a group. Working as a team, you will produce a final recommendation for the school’s administration team. Your report will draw from the resources covered in Units 1-4, as well as the forthcoming Unit 5. Your team’s final report will be due at the end of Unit 6.

The major concern for the school is that teachers are reporting that students seem disengaged from class content, often acting out. In addition, performance on exams has been problematic; testing results are consistently low. Students have difficulty demonstrating knowledge gains and teachers are open to your suggestions about improving lesson plans, adjusting classroom management practices, or reconsidering content delivery options.

You and your team members have conducted classroom observations inside the classrooms of individual teachers. Your team has made observations across various content areas and grade levels. Create a (fictitious) list or summary of observational data you have collected about how the teacher you observed are delivering their lessons and the student behaviors that occurred during your observation. Collaborate with your members about the issues and behaviors you have noticed at the school and during the classroom observation. The fictitious data and observations will be included in your report and drive your recommendations.

Share with your partners what (fictitious) class you observed, the grade level, and what observations you documented in your visit. This content will also need to be analyzed in your report to the school’s administration team. Share with your team what recommendations you would suggest to the teacher you observed and justify your reasoning with appropriate citations from any of the readings. Your portion of the report should include:

· What did you see in the class, such as teacher practices and student behaviors or performance?

· What is the teacher’s theoretical approach? Is the teacher employing more than one? How do you know? What is your evidence?

· Is the current theoretical approach successful? What improvements would you suggest? Justify your improvements with citations from the reading.

· Are the learning domains demonstrated by the teacher appropriate for the class learning goals? Is there a variety of complex hierarchies included? What is your evidence? What suggestions do you have for the teacher? Justify your improvements with citations from the reading.

· Given the neuro-maturational state of the students and their biological ages, how you would assess the appropriateness of the teacher’s practices? Are the teacher’s strategies aligned with brain-based research about adolescent learners? Draw from course materials to defend your position.

Each team member will submit a copy of the cohesive report to the administration team. Include a one-page rationale before the report explaining your recommendations. If you are unfamiliar with the format and intention of a rationale, please review the site,
[How Can You Write a Perfect Rationale](https://www.enkivillage.org/how-to-write-a-rationale.htm), which provides a four-step process to writing a rationale.

Explain how your team approached the problem and addressed the school needs. Share how the collaboration process was important to your final product. Each team member should expect to contribute 4-5 pages (double-spaced, Times New Roman 12-point font). In addition to course learning resources, please include a minimum of 2 outside sources to justify your recommendations. Check all content for grammar, spelling. Be sure that you have properly cited all resources (in APA format) used.

**## Otherinfoposted.docx**

Other info posted

**Course Schedule and Topics:** This course will cover the following topics in eight learning sessions, with one Unit per week.

**Week 1: Unit 1 – Learning and Teaching in the Classroom**

**Week 2: Unit 2 – Behaviorism and the Information Processing Model in Classroom Practices**

**Week 3: Unit 3 – Observational, Social Learning, & Constructivism in the Classroom**

**Week 4: Unit 4 – Domains of Learning**

**Below is the reading for Weeks 1 to 4**

· Schunk, D. H. (2012).
_Learning theories: An educational perspective_ (6th ed.). Pearson.
[https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395](https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395)

1. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000).
_How people learn: Brain, mind, experience, and school_. National Academy Press.
[https://www.nap.edu/download/9853](https://www.nap.edu/download/9853)

Wilson, S. M. & Peterson, P. L. (2006).
_Theories of learning and teaching: What do they mean for educators?_ National Education Association.
[https://files.eric.ed.gov/fulltext/ED495823.pdf](https://files.eric.ed.gov/fulltext/ED495823.pdf)

_Gagne’s nine events of instruction_. (n.d.). Northern Illinois Univeristy, Center for Innovative Teaching and Learning.
[https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml](https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml) licensed under CC BY-NC- SA 4.0.

· This document provides an explanation of Gagen's 9 events of instruction and ways to incorporate them into classroom instruction.

2.
_Robert Gagne's nine events of instruction_. (n.d.). Berkeley lab training.
[http://training.lbl.gov/Resources/NineSteps.html](http://training.lbl.gov/Resources/NineSteps.html)

· This website provides an explanation of Gagne's 9 events. It includes a linear diagram and examples of how to apply them in some cases.

3. McLeod, S. (2023, April 14).
_Piaget's 4 stages of development and cognitive theory._ Simple Psychology.
[https://www.simplypsychology.org/piaget.html](https://www.simplypsychology.org/piaget.html)

· This article introduces Jean Piaget's theory of Cognitive Development, its basic components, and how it differs from other learning theories.

1. Bradbury, J. (2016, January 6). Four ways teachers can differentiate in the classroom. ASCDInService.
[http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/](http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/)

· The article provides examples of how to differentiate teaching in order to appeal to different learners.

2.
_How can you write a perfect rationale?_ (n.d.). enkivillage.
[https://www.enkivillage.org/how-to-write-a-rationale.htm](https://www.enkivillage.org/how-to-write-a-rationale.htm)

· This site will provide guidance on the necessary elements for a ‘rationale paper’.

3. Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education.
_Journal of Young Pharmacists, 6_ (4), 27- 33.
[https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf](https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf)

· Complete the reading: pp 27- 33. The text will provide you with an explanation of the three learning domains. The narrative focuses on the practical concern of constructing learning objectives for classroom performance. Although the text uses engineering as the sample content, you’ll be able to apply the suggestions to your own content areas.

4. Carnell, E., Lodge, C., Wagner, P., Watkins, C., Whalley, C., Wagner, M. P., Whalley, C., Carnell, D. E., Lodge, C., & Wagner, M. P. (2000).
_Learning about learning: Resources for supporting effective learning_. Taylor & Francis Group
[https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965](https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965).

· Read pages 39 to 42 and pages 73 to 77. This comprehensive resource offers practical insights and techniques to aid educators in guiding learners through the process of self-reflection, empowering them to become more effective and autonomous learners.

5. Seifert, K., & Sutton, R. (2009).
_Educational Psychology – Second Edition_. Open Textbooks Library.
[https://open.umn.edu/opentextbooks/textbooks/153](https://open.umn.edu/opentextbooks/textbooks/153) Licensed under a Creative Commons Attribution 3.0 License

· Complete the reading: pp 219-223. Seifert provides useful tables which examine each of the domains and their respective levels of complexity by providing classroom examples. These realistic examples should better illuminate how the domains might manifest in your classroom.

6. UNESCO (2004).
_Changing teaching practices: Using curriculum differentiation to respond to students’ diversity._ UNESDOC Digital Library.
[http://unesdoc.unesco.org/images/0013/001365/136583e.pdf](http://unesdoc.unesco.org/images/0013/001365/136583e.pdf)

· Complete the reading Units 1-3 (pp 5-70). This text will incorporate some of the earlier learning theory you have explored in the course while drawing your attention to differentiation practices. Utilizing the learning domains, teachers can modify lesson plans to better reach students who may require multiple modes of learning.

7. Wilson, O. L. (n.d).
_The three domains of learning: cognitive, affective and psychomotor/kinesthetic._ TheSecondprinciple.
[http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf](http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf%20)

· Complete the reading: pp 1-7. In addition to the helpful tables that summarize the domains, the author provides a brief historical context to explain the different revisions of the domains that some teachers use today.

**## Otherinfoposted.docx**

Other info posted

**Course Schedule and Topics:** This course will cover the following topics in eight learning sessions, with one Unit per week.

**Week 1: Unit 1 – Learning and Teaching in the Classroom**

**Week 2: Unit 2 – Behaviorism and the Information Processing Model in Classroom Practices**

**Week 3: Unit 3 – Observational, Social Learning, & Constructivism in the Classroom**

**Week 4: Unit 4 – Domains of Learning**

**Below is the reading for Weeks 1 to 4**

· Schunk, D. H. (2012).
_Learning theories: An educational perspective_ (6th ed.). Pearson.
[https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395](https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395)

1. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000).
_How people learn: Brain, mind, experience, and school_. National Academy Press.
[https://www.nap.edu/download/9853](https://www.nap.edu/download/9853)

Wilson, S. M. & Peterson, P. L. (2006).
_Theories of learning and teaching: What do they mean for educators?_ National Education Association.
[https://files.eric.ed.gov/fulltext/ED495823.pdf](https://files.eric.ed.gov/fulltext/ED495823.pdf)

_Gagne’s nine events of instruction_. (n.d.). Northern Illinois Univeristy, Center for Innovative Teaching and Learning.
[https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml](https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml) licensed under CC BY-NC- SA 4.0.

· This document provides an explanation of Gagen's 9 events of instruction and ways to incorporate them into classroom instruction.

2.
_Robert Gagne's nine events of instruction_. (n.d.). Berkeley lab training.
[http://training.lbl.gov/Resources/NineSteps.html](http://training.lbl.gov/Resources/NineSteps.html)

· This website provides an explanation of Gagne's 9 events. It includes a linear diagram and examples of how to apply them in some cases.

3. McLeod, S. (2023, April 14).
_Piaget's 4 stages of development and cognitive theory._ Simple Psychology.
[https://www.simplypsychology.org/piaget.html](https://www.simplypsychology.org/piaget.html)

· This article introduces Jean Piaget's theory of Cognitive Development, its basic components, and how it differs from other learning theories.

1. Bradbury, J. (2016, January 6). Four ways teachers can differentiate in the classroom. ASCDInService.
[http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/](http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/)

· The article provides examples of how to differentiate teaching in order to appeal to different learners.

2.
_How can you write a perfect rationale?_ (n.d.). enkivillage.
[https://www.enkivillage.org/how-to-write-a-rationale.htm](https://www.enkivillage.org/how-to-write-a-rationale.htm)

· This site will provide guidance on the necessary elements for a ‘rationale paper’.

3. Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education.
_Journal of Young Pharmacists, 6_ (4), 27- 33.
[https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf](https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf)

· Complete the reading: pp 27- 33. The text will provide you with an explanation of the three learning domains. The narrative focuses on the practical concern of constructing learning objectives for classroom performance. Although the text uses engineering as the sample content, you’ll be able to apply the suggestions to your own content areas.

4. Carnell, E., Lodge, C., Wagner, P., Watkins, C., Whalley, C., Wagner, M. P., Whalley, C., Carnell, D. E., Lodge, C., & Wagner, M. P. (2000).
_Learning about learning: Resources for supporting effective learning_. Taylor & Francis Group
[https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965](https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965).

· Read pages 39 to 42 and pages 73 to 77. This comprehensive resource offers practical insights and techniques to aid educators in guiding learners through the process of self-reflection, empowering them to become more effective and autonomous learners.

5. Seifert, K., & Sutton, R. (2009).
_Educational Psychology – Second Edition_. Open Textbooks Library.
[https://open.umn.edu/opentextbooks/textbooks/153](https://open.umn.edu/opentextbooks/textbooks/153) Licensed under a Creative Commons Attribution 3.0 License

· Complete the reading: pp 219-223. Seifert provides useful tables which examine each of the domains and their respective levels of complexity by providing classroom examples. These realistic examples should better illuminate how the domains might manifest in your classroom.

6. UNESCO (2004).
_Changing teaching practices: Using curriculum differentiation to respond to students’ diversity._ UNESDOC Digital Library.
[http://unesdoc.unesco.org/images/0013/001365/136583e.pdf](http://unesdoc.unesco.org/images/0013/001365/136583e.pdf)

· Complete the reading Units 1-3 (pp 5-70). This text will incorporate some of the earlier learning theory you have explored in the course while drawing your attention to differentiation practices. Utilizing the learning domains, teachers can modify lesson plans to better reach students who may require multiple modes of learning.

7. Wilson, O. L. (n.d).
_The three domains of learning: cognitive, affective and psychomotor/kinesthetic._ TheSecondprinciple.
[http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf](http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf%20)

· Complete the reading: pp 1-7. In addition to the helpful tables that summarize the domains, the author provides a brief historical context to explain the different revisions of the domains that some teachers use today.

**## GroupActivity.docx**

**Group Activity**

Working with your group imagine that you and your team members have been hired as education consultants for Sunnydale School, a troubled institution concerned for their students’ success. You have limited information about the specifics of the student body and the surrounding community. Each of you will observe a classroom individually and collect data to analyze as a group. Working as a team, you will produce a final recommendation for the school’s administration team. Your report will draw from the resources covered in Units 1-4, as well as the forthcoming Unit 5. Your team’s final report will be due at the end of Unit 6.

The major concern for the school is that teachers are reporting that students seem disengaged from class content, often acting out. In addition, performance on exams has been problematic; testing results are consistently low. Students have difficulty demonstrating knowledge gains and teachers are open to your suggestions about improving lesson plans, adjusting classroom management practices, or reconsidering content delivery options.

You and your team members have conducted classroom observations inside the classrooms of individual teachers. Your team has made observations across various content areas and grade levels. Create a (fictitious) list or summary of observational data you have collected about how the teacher you observed are delivering their lessons and the student behaviors that occurred during your observation. Collaborate with your members about the issues and behaviors you have noticed at the school and during the classroom observation. The fictitious data and observations will be included in your report and drive your recommendations.

Share with your partners what (fictitious) class you observed, the grade level, and what observations you documented in your visit. This content will also need to be analyzed in your report to the school’s administration team. Share with your team what recommendations you would suggest to the teacher you observed and justify your reasoning with appropriate citations from any of the readings. Your portion of the report should include:

· What did you see in the class, such as teacher practices and student behaviors or performance?

· What is the teacher’s theoretical approach? Is the teacher employing more than one? How do you know? What is your evidence?

· Is the current theoretical approach successful? What improvements would you suggest? Justify your improvements with citations from the reading.

· Are the learning domains demonstrated by the teacher appropriate for the class learning goals? Is there a variety of complex hierarchies included? What is your evidence? What suggestions do you have for the teacher? Justify your improvements with citations from the reading.

· Given the neuro-maturational state of the students and their biological ages, how you would assess the appropriateness of the teacher’s practices? Are the teacher’s strategies aligned with brain-based research about adolescent learners? Draw from course materials to defend your position.

Each team member will submit a copy of the cohesive report to the administration team. Include a one-page rationale before the report explaining your recommendations. If you are unfamiliar with the format and intention of a rationale, please review the site,
[How Can You Write a Perfect Rationale](https://www.enkivillage.org/how-to-write-a-rationale.htm), which provides a four-step process to writing a rationale.

Explain how your team approached the problem and addressed the school needs. Share how the collaboration process was important to your final product. Each team member should expect to contribute 4-5 pages (double-spaced, Times New Roman 12-point font). In addition to course learning resources, please include a minimum of 2 outside sources to justify your recommendations. Check all content for grammar, spelling. Be sure that you have properly cited all resources (in APA format) used.

**## Otherinfoposted.docx**

Other info posted

**Course Schedule and Topics:** This course will cover the following topics in eight learning sessions, with one Unit per week.

**Week 1: Unit 1 – Learning and Teaching in the Classroom**

**Week 2: Unit 2 – Behaviorism and the Information Processing Model in Classroom Practices**

**Week 3: Unit 3 – Observational, Social Learning, & Constructivism in the Classroom**

**Week 4: Unit 4 – Domains of Learning**

**Below is the reading for Weeks 1 to 4**

· Schunk, D. H. (2012).
_Learning theories: An educational perspective_ (6th ed.). Pearson.
[https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395](https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395)

1. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000).
_How people learn: Brain, mind, experience, and school_. National Academy Press.
[https://www.nap.edu/download/9853](https://www.nap.edu/download/9853)

Wilson, S. M. & Peterson, P. L. (2006).
_Theories of learning and teaching: What do they mean for educators?_ National Education Association.
[https://files.eric.ed.gov/fulltext/ED495823.pdf](https://files.eric.ed.gov/fulltext/ED495823.pdf)

_Gagne’s nine events of instruction_. (n.d.). Northern Illinois Univeristy, Center for Innovative Teaching and Learning.
[https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml](https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml) licensed under CC BY-NC- SA 4.0.

· This document provides an explanation of Gagen's 9 events of instruction and ways to incorporate them into classroom instruction.

2.
_Robert Gagne's nine events of instruction_. (n.d.). Berkeley lab training.
[http://training.lbl.gov/Resources/NineSteps.html](http://training.lbl.gov/Resources/NineSteps.html)

· This website provides an explanation of Gagne's 9 events. It includes a linear diagram and examples of how to apply them in some cases.

3. McLeod, S. (2023, April 14).
_Piaget's 4 stages of development and cognitive theory._ Simple Psychology.
[https://www.simplypsychology.org/piaget.html](https://www.simplypsychology.org/piaget.html)

· This article introduces Jean Piaget's theory of Cognitive Development, its basic components, and how it differs from other learning theories.

1. Bradbury, J. (2016, January 6). Four ways teachers can differentiate in the classroom. ASCDInService.
[http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/](http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/)

· The article provides examples of how to differentiate teaching in order to appeal to different learners.

2.
_How can you write a perfect rationale?_ (n.d.). enkivillage.
[https://www.enkivillage.org/how-to-write-a-rationale.htm](https://www.enkivillage.org/how-to-write-a-rationale.htm)

· This site will provide guidance on the necessary elements for a ‘rationale paper’.

3. Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education.
_Journal of Young Pharmacists, 6_ (4), 27- 33.
[https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf](https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf)

· Complete the reading: pp 27- 33. The text will provide you with an explanation of the three learning domains. The narrative focuses on the practical concern of constructing learning objectives for classroom performance. Although the text uses engineering as the sample content, you’ll be able to apply the suggestions to your own content areas.

4. Carnell, E., Lodge, C., Wagner, P., Watkins, C., Whalley, C., Wagner, M. P., Whalley, C., Carnell, D. E., Lodge, C., & Wagner, M. P. (2000).
_Learning about learning: Resources for supporting effective learning_. Taylor & Francis Group
[https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965](https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965).

· Read pages 39 to 42 and pages 73 to 77. This comprehensive resource offers practical insights and techniques to aid educators in guiding learners through the process of self-reflection, empowering them to become more effective and autonomous learners.

5. Seifert, K., & Sutton, R. (2009).
_Educational Psychology – Second Edition_. Open Textbooks Library.
[https://open.umn.edu/opentextbooks/textbooks/153](https://open.umn.edu/opentextbooks/textbooks/153) Licensed under a Creative Commons Attribution 3.0 License

· Complete the reading: pp 219-223. Seifert provides useful tables which examine each of the domains and their respective levels of complexity by providing classroom examples. These realistic examples should better illuminate how the domains might manifest in your classroom.

6. UNESCO (2004).
_Changing teaching practices: Using curriculum differentiation to respond to students’ diversity._ UNESDOC Digital Library.
[http://unesdoc.unesco.org/images/0013/001365/136583e.pdf](http://unesdoc.unesco.org/images/0013/001365/136583e.pdf)

· Complete the reading Units 1-3 (pp 5-70). This text will incorporate some of the earlier learning theory you have explored in the course while drawing your attention to differentiation practices. Utilizing the learning domains, teachers can modify lesson plans to better reach students who may require multiple modes of learning.

7. Wilson, O. L. (n.d).
_The three domains of learning: cognitive, affective and psychomotor/kinesthetic._ TheSecondprinciple.
[http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf](http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf%20)

· Complete the reading: pp 1-7. In addition to the helpful tables that summarize the domains, the author provides a brief historical context to explain the different revisions of the domains that some teachers use today.

**## GroupActivity.docx**

**Group Activity**

Working with your group imagine that you and your team members have been hired as education consultants for Sunnydale School, a troubled institution concerned for their students’ success. You have limited information about the specifics of the student body and the surrounding community. Each of you will observe a classroom individually and collect data to analyze as a group. Working as a team, you will produce a final recommendation for the school’s administration team. Your report will draw from the resources covered in Units 1-4, as well as the forthcoming Unit 5. Your team’s final report will be due at the end of Unit 6.

The major concern for the school is that teachers are reporting that students seem disengaged from class content, often acting out. In addition, performance on exams has been problematic; testing results are consistently low. Students have difficulty demonstrating knowledge gains and teachers are open to your suggestions about improving lesson plans, adjusting classroom management practices, or reconsidering content delivery options.

You and your team members have conducted classroom observations inside the classrooms of individual teachers. Your team has made observations across various content areas and grade levels. Create a (fictitious) list or summary of observational data you have collected about how the teacher you observed are delivering their lessons and the student behaviors that occurred during your observation. Collaborate with your members about the issues and behaviors you have noticed at the school and during the classroom observation. The fictitious data and observations will be included in your report and drive your recommendations.

Share with your partners what (fictitious) class you observed, the grade level, and what observations you documented in your visit. This content will also need to be analyzed in your report to the school’s administration team. Share with your team what recommendations you would suggest to the teacher you observed and justify your reasoning with appropriate citations from any of the readings. Your portion of the report should include:

· What did you see in the class, such as teacher practices and student behaviors or performance?

· What is the teacher’s theoretical approach? Is the teacher employing more than one? How do you know? What is your evidence?

· Is the current theoretical approach successful? What improvements would you suggest? Justify your improvements with citations from the reading.

· Are the learning domains demonstrated by the teacher appropriate for the class learning goals? Is there a variety of complex hierarchies included? What is your evidence? What suggestions do you have for the teacher? Justify your improvements with citations from the reading.

· Given the neuro-maturational state of the students and their biological ages, how you would assess the appropriateness of the teacher’s practices? Are the teacher’s strategies aligned with brain-based research about adolescent learners? Draw from course materials to defend your position.

Each team member will submit a copy of the cohesive report to the administration team. Include a one-page rationale before the report explaining your recommendations. If you are unfamiliar with the format and intention of a rationale, please review the site,
[How Can You Write a Perfect Rationale](https://www.enkivillage.org/how-to-write-a-rationale.htm), which provides a four-step process to writing a rationale.

Explain how your team approached the problem and addressed the school needs. Share how the collaboration process was important to your final product. Each team member should expect to contribute 4-5 pages (double-spaced, Times New Roman 12-point font). In addition to course learning resources, please include a minimum of 2 outside sources to justify your recommendations. Check all content for grammar, spelling. Be sure that you have properly cited all resources (in APA format) used.

**## Otherinfoposted.docx**

Other info posted

**Course Schedule and Topics:** This course will cover the following topics in eight learning sessions, with one Unit per week.

**Week 1: Unit 1 – Learning and Teaching in the Classroom**

**Week 2: Unit 2 – Behaviorism and the Information Processing Model in Classroom Practices**

**Week 3: Unit 3 – Observational, Social Learning, & Constructivism in the Classroom**

**Week 4: Unit 4 – Domains of Learning**

**Below is the reading for Weeks 1 to 4**

· Schunk, D. H. (2012).
_Learning theories: An educational perspective_ (6th ed.). Pearson.
[https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395](https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395)

1. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000).
_How people learn: Brain, mind, experience, and school_. National Academy Press.
[https://www.nap.edu/download/9853](https://www.nap.edu/download/9853)

Wilson, S. M. & Peterson, P. L. (2006).
_Theories of learning and teaching: What do they mean for educators?_ National Education Association.
[https://files.eric.ed.gov/fulltext/ED495823.pdf](https://files.eric.ed.gov/fulltext/ED495823.pdf)

_Gagne’s nine events of instruction_. (n.d.). Northern Illinois Univeristy, Center for Innovative Teaching and Learning.
[https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml](https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml) licensed under CC BY-NC- SA 4.0.

· This document provides an explanation of Gagen's 9 events of instruction and ways to incorporate them into classroom instruction.

2.
_Robert Gagne's nine events of instruction_. (n.d.). Berkeley lab training.
[http://training.lbl.gov/Resources/NineSteps.html](http://training.lbl.gov/Resources/NineSteps.html)

· This website provides an explanation of Gagne's 9 events. It includes a linear diagram and examples of how to apply them in some cases.

3. McLeod, S. (2023, April 14).
_Piaget's 4 stages of development and cognitive theory._ Simple Psychology.
[https://www.simplypsychology.org/piaget.html](https://www.simplypsychology.org/piaget.html)

· This article introduces Jean Piaget's theory of Cognitive Development, its basic components, and how it differs from other learning theories.

1. Bradbury, J. (2016, January 6). Four ways teachers can differentiate in the classroom. ASCDInService.
[http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/](http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/)

· The article provides examples of how to differentiate teaching in order to appeal to different learners.

2.
_How can you write a perfect rationale?_ (n.d.). enkivillage.
[https://www.enkivillage.org/how-to-write-a-rationale.htm](https://www.enkivillage.org/how-to-write-a-rationale.htm)

· This site will provide guidance on the necessary elements for a ‘rationale paper’.

3. Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education.
_Journal of Young Pharmacists, 6_ (4), 27- 33.
[https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf](https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf)

· Complete the reading: pp 27- 33. The text will provide you with an explanation of the three learning domains. The narrative focuses on the practical concern of constructing learning objectives for classroom performance. Although the text uses engineering as the sample content, you’ll be able to apply the suggestions to your own content areas.

4. Carnell, E., Lodge, C., Wagner, P., Watkins, C., Whalley, C., Wagner, M. P., Whalley, C., Carnell, D. E., Lodge, C., & Wagner, M. P. (2000).
_Learning about learning: Resources for supporting effective learning_. Taylor & Francis Group
[https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965](https://ebookcentral.proquest.com/lib/univ-people-ebooks/detail.action?docID=241965).

· Read pages 39 to 42 and pages 73 to 77. This comprehensive resource offers practical insights and techniques to aid educators in guiding learners through the process of self-reflection, empowering them to become more effective and autonomous learners.

5. Seifert, K., & Sutton, R. (2009).
_Educational Psychology – Second Edition_. Open Textbooks Library.
[https://open.umn.edu/opentextbooks/textbooks/153](https://open.umn.edu/opentextbooks/textbooks/153) Licensed under a Creative Commons Attribution 3.0 License

· Complete the reading: pp 219-223. Seifert provides useful tables which examine each of the domains and their respective levels of complexity by providing classroom examples. These realistic examples should better illuminate how the domains might manifest in your classroom.

6. UNESCO (2004).
_Changing teaching practices: Using curriculum differentiation to respond to students’ diversity._ UNESDOC Digital Library.
[http://unesdoc.unesco.org/images/0013/001365/136583e.pdf](http://unesdoc.unesco.org/images/0013/001365/136583e.pdf)

· Complete the reading Units 1-3 (pp 5-70). This text will incorporate some of the earlier learning theory you have explored in the course while drawing your attention to differentiation practices. Utilizing the learning domains, teachers can modify lesson plans to better reach students who may require multiple modes of learning.

7. Wilson, O. L. (n.d).
_The three domains of learning: cognitive, affective and psychomotor/kinesthetic._ TheSecondprinciple.
[http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf](http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf%20)

· Complete the reading: pp 1-7. In addition to the helpful tables that summarize the domains, the author provides a brief historical context to explain the different revisions of the domains that some teachers use today.

November 5, 2026
[Solved] Learning Theory 6

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Share with your peers what you consider to be a barrier that teachers tend to neglect when they make efforts to support student learning. What’s forgotten? You might think about issues of race, poverty, gender, emotional/cognitive/physical challenges, etc. As you construct your post, speculate as to…

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Share with your peers what you consider to be a barrier that teachers tend to neglect when they make efforts to support student learning. What’s forgotten? You might think about issues of race, poverty, gender, emotional/cognitive/physical challenges, etc.

As you construct your post, speculate as to why teachers might overlook this specific barrier. Is the oversight a failure of teacher pedagogy, lack of classroom support, antiquated school policy, or some other reason?

Additionally, reflect on how barriers have affected your personal education history. Did you experience any barriers to your education? If you did not personally experience a memorable encounter with any barriers, can you remember any classmates who did? What was the experience like? In what way was your educational experience influenced by this barrier. Include details about whether or not accommodations were made or if there were efforts to redress the barrier. How might this experience better inform your empathy for different student experiences?

– a year ago

November 5, 2026
[Solved] I&T W2 Replies

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In-depth study guidance and analytical solution covering I&T W2 Replies.

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

November 5, 2026
[Solved] Education Homework

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

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

November 5, 2026
[Solved] child abuse

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– a year ago **files (1)** – ## childabuse1.docx **## childabuse1.docx** Assignment 1 – 1 page -APA formating As we work in human services we might often struggle with what is actual child maltreatment and what does not rise to that level. It is commonly accepted that violence has a normal place in …

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– a year ago

**files (1)**

– ## childabuse1.docx

**## childabuse1.docx**

Assignment 1 – 1 page -APA formating

As we work in human services we might often struggle with what is actual child maltreatment and what does not rise to that level. It is commonly accepted that violence has a normal place in American culture both in the world around us (television, movies, games, and social media), and in our own homes. Who hasn’t yelled at a loved one, pushed a sibling as a child, or maybe even used spanking as discipline?

For example, consider the case of Christine. She recalls being six or seven and having her father call her in from playing to eat dinner. One day, she did not want to stop playing so she ran away from him. Her father told her if she did that again, she would get the back of his hand. She felt that her father was a kind and mild-tempered man who never really did ‘give her the back of his hand’, but the threat was enough to make her not repeat the behavior. She admits that she often misbehaved, but this interaction just taught her to be sneakier about it. The point is that in 1950s America, her father was very much a representative of his times when corporal punishment was a standard way to discipline children.

For this assignment, address the following elements:

· In a light manner, ponder what might be socially acceptable acts of aggression.

· Is there a point at which an act is no longer socially acceptable?

**## childabuse1.docx**

Assignment 1 – 1 page -APA formating

As we work in human services we might often struggle with what is actual child maltreatment and what does not rise to that level. It is commonly accepted that violence has a normal place in American culture both in the world around us (television, movies, games, and social media), and in our own homes. Who hasn’t yelled at a loved one, pushed a sibling as a child, or maybe even used spanking as discipline?

For example, consider the case of Christine. She recalls being six or seven and having her father call her in from playing to eat dinner. One day, she did not want to stop playing so she ran away from him. Her father told her if she did that again, she would get the back of his hand. She felt that her father was a kind and mild-tempered man who never really did ‘give her the back of his hand’, but the threat was enough to make her not repeat the behavior. She admits that she often misbehaved, but this interaction just taught her to be sneakier about it. The point is that in 1950s America, her father was very much a representative of his times when corporal punishment was a standard way to discipline children.

For this assignment, address the following elements:

· In a light manner, ponder what might be socially acceptable acts of aggression.

· Is there a point at which an act is no longer socially acceptable?

November 5, 2026
[Solved] quay week 2

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please see attachment – a year ago **files (1)** – ## quayweek2.docx **## quayweek2.docx** **PART I: Understanding Attributions** In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The…

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Assignment Prompt & Instructions

please see attachment

– a year ago

**files (1)**

– ## quayweek2.docx

**## quayweek2.docx**

**PART I: Understanding Attributions**

In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most basic categories are stability (i.e., a factor is either fairly permanent or unstable), locus of causality (i.e., a factor is either external or internal to the person), and locus of control (i.e., a factor is or is not under our control). In this activity, you'll explore your understanding of these attribution categories.

**Instructions**:

Using the format as presented below (i.e., a., b., c….), provide a definition for each attribution category identified. Also, include a sport-specific example to illustrate each attribution category.

a. Stability: stable — Present a definition for this attribution category and a sport-specific example.

b. Stability: unstable — Present a definition for this attribution category and a sport-specific example.

c. Locus of causality: internal — Present a definition for this attribution category and a sport-specific example.

d. Locus of causality: external — Present a definition for this attribution category and a sport-specific example.

e. Locus of control: in one's control — Present a definition for this attribution category and a sport-specific example.

f. Locus of control: out of one's control — Present a definition for this attribution category and a sport-specific example.

**PART II: Helping Lucille Regain Her Soccer Success**

**Instructions:**

Read the following case study and submit a 2-page (minimum 500 words, excluding a title and references pages) program for helping Lucille regain her motivation by overcoming her outcome goal orientation.

After several years of training, Lucille has finally received a scholarship offer to play Division I soccer. Outcome goals have always been her driving force: be the fastest, and toughest, score more goals, and get more assists. Unfortunately, after an All-American high school career, Lucille is having a rough beginning at college. Her shooting and passing accuracy are struggling. To make matters worse, she is struggling a bit with minor injuries, which makes it difficult to maintain consistent playing time.

As Lucille's frustrations continue to increase, she begins to no longer enjoy practice and even competition. She blames her poor performance on injuries, playing time, field conditions, and teammates unwilling to pass the ball. The outcome-goal orientation now seems to produce lower self-confidence, self-doubt, and less motivation.

Apply specific information from your attribution readings and Weiner's Video, as well as the video "Why the secret to success is setting the right goals" as you create a restructuring program for Lucille. Include specific details and recommendations. The combination of attribution training and effective goal-setting is key to achievement motivation and helping a learner restructure their self-belief.

"Why the secret to success is setting the right goals."

[https://www.youtube.com/watch?v=L4N1q4RNi9I](https://www.youtube.com/watch?v=L4N1q4RNi9I)

Remember, APA in-text documentation and cite at least three (3) literary publications, including scholarly peer-reviewed references (i.e., academic journal article) to support information discussed within your program. Please review the grading rubric for helpful information.

**Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

**Submission Directions**: Please submit your assignment as an APA, current edition formatted, Microsoft Word document (.doc or .docx), not an Adobe .pdf, titled "Your Last Name Week 2 Assignment." For example, the document should be titled: Smith Week 2 Assignment. Please do not paste your assignment into the text box provided within each assignment. If you do not have access to Microsoft Office software, please see the announcement titled "Free Microsoft Office 365 Software for APUS Students," since all students have the ability to download free Microsoft 365 software, which includes Word, Excel, and PowerPoint, among others.

NOTE: Information regarding American Psychological Association (APA) format is presented in this course's Resources or
[https://apastyle.apa.org/](https://apastyle.apa.org/). Also, a suggestion – visit the APUS Library to review Writing@APUS (see "APUS Library" tab located on course's home page).

NOTE: All assignments must be original; that is
you must be the author, it must
not have been used for any other course, and
no part may have come from an external site such as Course Hero. All of these examples are forms of plagiarism, will not be tolerated, and will result, at a minimum, of receiving a zero on the assignment.

Suggestion – please review "Student Handbook" for policies concerning
[Plagiarism](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/prohibited-student-conduct/).

\* If you need technical assistance, contact
**Classroom Support.** Visit the Help menu from any course and click
**Support**.

Just a Reminder:
**Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

**Avoid submitting multiple MS Word documents for review.**

**## quayweek2.docx**

**PART I: Understanding Attributions**

In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most basic categories are stability (i.e., a factor is either fairly permanent or unstable), locus of causality (i.e., a factor is either external or internal to the person), and locus of control (i.e., a factor is or is not under our control). In this activity, you'll explore your understanding of these attribution categories.

**Instructions**:

Using the format as presented below (i.e., a., b., c….), provide a definition for each attribution category identified. Also, include a sport-specific example to illustrate each attribution category.

a. Stability: stable — Present a definition for this attribution category and a sport-specific example.

b. Stability: unstable — Present a definition for this attribution category and a sport-specific example.

c. Locus of causality: internal — Present a definition for this attribution category and a sport-specific example.

d. Locus of causality: external — Present a definition for this attribution category and a sport-specific example.

e. Locus of control: in one's control — Present a definition for this attribution category and a sport-specific example.

f. Locus of control: out of one's control — Present a definition for this attribution category and a sport-specific example.

**PART II: Helping Lucille Regain Her Soccer Success**

**Instructions:**

Read the following case study and submit a 2-page (minimum 500 words, excluding a title and references pages) program for helping Lucille regain her motivation by overcoming her outcome goal orientation.

After several years of training, Lucille has finally received a scholarship offer to play Division I soccer. Outcome goals have always been her driving force: be the fastest, and toughest, score more goals, and get more assists. Unfortunately, after an All-American high school career, Lucille is having a rough beginning at college. Her shooting and passing accuracy are struggling. To make matters worse, she is struggling a bit with minor injuries, which makes it difficult to maintain consistent playing time.

As Lucille's frustrations continue to increase, she begins to no longer enjoy practice and even competition. She blames her poor performance on injuries, playing time, field conditions, and teammates unwilling to pass the ball. The outcome-goal orientation now seems to produce lower self-confidence, self-doubt, and less motivation.

Apply specific information from your attribution readings and Weiner's Video, as well as the video "Why the secret to success is setting the right goals" as you create a restructuring program for Lucille. Include specific details and recommendations. The combination of attribution training and effective goal-setting is key to achievement motivation and helping a learner restructure their self-belief.

"Why the secret to success is setting the right goals."

[https://www.youtube.com/watch?v=L4N1q4RNi9I](https://www.youtube.com/watch?v=L4N1q4RNi9I)

Remember, APA in-text documentation and cite at least three (3) literary publications, including scholarly peer-reviewed references (i.e., academic journal article) to support information discussed within your program. Please review the grading rubric for helpful information.

**Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

**Submission Directions**: Please submit your assignment as an APA, current edition formatted, Microsoft Word document (.doc or .docx), not an Adobe .pdf, titled "Your Last Name Week 2 Assignment." For example, the document should be titled: Smith Week 2 Assignment. Please do not paste your assignment into the text box provided within each assignment. If you do not have access to Microsoft Office software, please see the announcement titled "Free Microsoft Office 365 Software for APUS Students," since all students have the ability to download free Microsoft 365 software, which includes Word, Excel, and PowerPoint, among others.

NOTE: Information regarding American Psychological Association (APA) format is presented in this course's Resources or
[https://apastyle.apa.org/](https://apastyle.apa.org/). Also, a suggestion – visit the APUS Library to review Writing@APUS (see "APUS Library" tab located on course's home page).

NOTE: All assignments must be original; that is
you must be the author, it must
not have been used for any other course, and
no part may have come from an external site such as Course Hero. All of these examples are forms of plagiarism, will not be tolerated, and will result, at a minimum, of receiving a zero on the assignment.

Suggestion – please review "Student Handbook" for policies concerning
[Plagiarism](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/prohibited-student-conduct/).

\* If you need technical assistance, contact
**Classroom Support.** Visit the Help menu from any course and click
**Support**.

Just a Reminder:
**Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

**Avoid submitting multiple MS Word documents for review.**

November 5, 2026
[Solved] tasha

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develop an original chart **AND/OR** diagram based on your understanding of these concepts that will illustrate how prenatal development is influenced by environmental **AND/OR** genetic factors. Please utilize your Creativity, it is strongly suggested. [**CHFD308 A2: Factors Influencing Prenatal De…

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Assignment Prompt & Instructions

develop an original chart **AND/OR** diagram based on your understanding of these concepts that will illustrate how prenatal development is influenced by environmental **AND/OR** genetic factors. Please utilize your Creativity, it is strongly suggested.

[**CHFD308 A2: Factors Influencing Prenatal Development**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=536907&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-483326)

– a year ago

November 5, 2026
[Solved] question assigment

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– a year ago **files (4)** – ## StudentWorkAnalysis_Math-11.pdf – ## StudentWorkAnalysis_ELA-11.pdf – ## annotated-MSMath-StudentAchievementChart.docx1.pdf – ## Module12Task3FinalAssignmentAnalyticSummary.docx **## StudentWorkAnalysis_Math-11.pdf** July 2017 Student Work Analysis Lesson: Use this…

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– a year ago

**files (4)**

– ## StudentWorkAnalysis_Math-11.pdf

– ## StudentWorkAnalysis_ELA-11.pdf

– ## annotated-MSMath-StudentAchievementChart.docx1.pdf

– ## Module12Task3FinalAssignmentAnalyticSummary.docx

**## StudentWorkAnalysis_Math-11.pdf**

July 2017

Student Work Analysis
Lesson:

Use this document to record information/evidence from the sample student work. Evidence
should consider the Core Actions. Evidence recorded will be integrated into the Feedback
Summary worksheet. Before analyzing student work, be sure to have first completed the
student assignment.

General notes and observations about the task:

1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
standards?

2. What is the mathematical purpose of the assignment?

3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
application) does the assignment address? Explain.

Analyze the Student Work

July 2017

Analyzing Individual Student Samples:

Student
Work

Sample

What does the student’s work
demonstrate about his/her

understanding of the expectations of
the assignment?

What does the student’s work demonstrate
about his/her proficiency with the

requirements of the targeted standard?

Student
A

Student
B

Student
C

July 2017

Student
D

Student
E

Student
F

July 2017

After looking at student work:

1. How did the directions and/or prompts for the assignment allow students to demonstrate
the requirements of the targeted standard(s)?

2. How did the mathematical content of the assignment allow students to demonstrate the
requirements of the targeted standard(s)?

3. What patterns do you notice in the student work?

● What did students do consistently well?
● Were there any common errors?

**## StudentWorkAnalysis_ELA-11.pdf**

July 2017

Student Work Analysis

Lesson: _________________________________________

Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.

General notes and observations about the task:

1. Does the task attend to any of the following? Note all that apply.

● The structure, concepts, ideas, events or details of the text?
● The words, phrases, and sentences within the text?
● Understanding the central ideas and development of the text?

2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?

3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?

Analyzing individual student samples (worksheet on back):

1. What does the student’s work demonstrate about his/her understanding of the task?

2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?

3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?

(See worksheet on back)

After looking at student work:

1. On what aspects of the task have students generally performed well?

2. Are there common errors made across the collection of student work?

Analyze the Student Work

July 2017

Student Work Analysis Worksheet

Student
Work

Sample

What does the student’s
work demonstrate about

the depth of his/her
understanding of the text

and topic?

What does the student’s
work demonstrate about
his/her understanding of

the task?

What does the student’s
work demonstrate about

his/her proficiency with the
requirements of the targeted

standard?

Student
A

Student
B

Student
C

Student
D

Student
E

Note: For a collection of more than five samples of student work, print this page multiple times.

**## annotated-MSMath-StudentAchievementChart.docx1.pdf**

Student Achievement Chart (SAC)

Standard(s):
Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
percent increase and decrease, and percent error.

Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.

Objective/LT for Pre-assessment:
Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
Objectives: Students will be able to …

calculate the actual value when given the percent error by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
calculate the percent error when given the actual value by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
draw conclusions about the percent error, actual value, and accepted value in the context of the
situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
better.

Objective/LT for Post-assessment:
Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
to determine the difference, at least 3 out of 5 times.
Objectives: Students will be able to …

interpret word problems by organizing key information in word problems; at least 2-3 key
pieces of information for setting up the proportions.
calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
(2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

from the original; Mastery is an accuracy of 4 ( out of 5) or better.

Description of Student Work in Each
A Mastery Levels Mastery Category

ssessment

Data Outcomes:

**## Module12Task3FinalAssignmentAnalyticSummary.docx**

**Analytic Summary Assignment:**

**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.

· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

**Submit an Analytic Summary following this 4 question outline:**

What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**

1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

**For example:**

· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

·

·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

Rubric

**Final Assignment-Analytic Summary – 12-20-24**

| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

Total Points: 16

**## Module12Task3FinalAssignmentAnalyticSummary.docx**

**Analytic Summary Assignment:**

**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.

· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

**Submit an Analytic Summary following this 4 question outline:**

What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**

1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

**For example:**

· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

·

·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

Rubric

**Final Assignment-Analytic Summary – 12-20-24**

| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

Total Points: 16

**## StudentWorkAnalysis_Math-11.pdf**

July 2017

Student Work Analysis
Lesson:

Use this document to record information/evidence from the sample student work. Evidence
should consider the Core Actions. Evidence recorded will be integrated into the Feedback
Summary worksheet. Before analyzing student work, be sure to have first completed the
student assignment.

General notes and observations about the task:

1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
standards?

2. What is the mathematical purpose of the assignment?

3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
application) does the assignment address? Explain.

Analyze the Student Work

July 2017

Analyzing Individual Student Samples:

Student
Work

Sample

What does the student’s work
demonstrate about his/her

understanding of the expectations of
the assignment?

What does the student’s work demonstrate
about his/her proficiency with the

requirements of the targeted standard?

Student
A

Student
B

Student
C

July 2017

Student
D

Student
E

Student
F

July 2017

After looking at student work:

1. How did the directions and/or prompts for the assignment allow students to demonstrate
the requirements of the targeted standard(s)?

2. How did the mathematical content of the assignment allow students to demonstrate the
requirements of the targeted standard(s)?

3. What patterns do you notice in the student work?

● What did students do consistently well?
● Were there any common errors?

**## StudentWorkAnalysis_ELA-11.pdf**

July 2017

Student Work Analysis

Lesson: _________________________________________

Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.

General notes and observations about the task:

1. Does the task attend to any of the following? Note all that apply.

● The structure, concepts, ideas, events or details of the text?
● The words, phrases, and sentences within the text?
● Understanding the central ideas and development of the text?

2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?

3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?

Analyzing individual student samples (worksheet on back):

1. What does the student’s work demonstrate about his/her understanding of the task?

2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?

3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?

(See worksheet on back)

After looking at student work:

1. On what aspects of the task have students generally performed well?

2. Are there common errors made across the collection of student work?

Analyze the Student Work

July 2017

Student Work Analysis Worksheet

Student
Work

Sample

What does the student’s
work demonstrate about

the depth of his/her
understanding of the text

and topic?

What does the student’s
work demonstrate about
his/her understanding of

the task?

What does the student’s
work demonstrate about

his/her proficiency with the
requirements of the targeted

standard?

Student
A

Student
B

Student
C

Student
D

Student
E

Note: For a collection of more than five samples of student work, print this page multiple times.

**## annotated-MSMath-StudentAchievementChart.docx1.pdf**

Student Achievement Chart (SAC)

Standard(s):
Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
percent increase and decrease, and percent error.

Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.

Objective/LT for Pre-assessment:
Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
Objectives: Students will be able to …

calculate the actual value when given the percent error by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
calculate the percent error when given the actual value by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
draw conclusions about the percent error, actual value, and accepted value in the context of the
situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
better.

Objective/LT for Post-assessment:
Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
to determine the difference, at least 3 out of 5 times.
Objectives: Students will be able to …

interpret word problems by organizing key information in word problems; at least 2-3 key
pieces of information for setting up the proportions.
calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
(2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

from the original; Mastery is an accuracy of 4 ( out of 5) or better.

Description of Student Work in Each
A Mastery Levels Mastery Category

ssessment

Data Outcomes:

**## Module12Task3FinalAssignmentAnalyticSummary.docx**

**Analytic Summary Assignment:**

**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.

· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

**Submit an Analytic Summary following this 4 question outline:**

What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**

1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

**For example:**

· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

·

·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

Rubric

**Final Assignment-Analytic Summary – 12-20-24**

| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

Total Points: 16

**## StudentWorkAnalysis_Math-11.pdf**

July 2017

Student Work Analysis
Lesson:

Use this document to record information/evidence from the sample student work. Evidence
should consider the Core Actions. Evidence recorded will be integrated into the Feedback
Summary worksheet. Before analyzing student work, be sure to have first completed the
student assignment.

General notes and observations about the task:

1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
standards?

2. What is the mathematical purpose of the assignment?

3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
application) does the assignment address? Explain.

Analyze the Student Work

July 2017

Analyzing Individual Student Samples:

Student
Work

Sample

What does the student’s work
demonstrate about his/her

understanding of the expectations of
the assignment?

What does the student’s work demonstrate
about his/her proficiency with the

requirements of the targeted standard?

Student
A

Student
B

Student
C

July 2017

Student
D

Student
E

Student
F

July 2017

After looking at student work:

1. How did the directions and/or prompts for the assignment allow students to demonstrate
the requirements of the targeted standard(s)?

2. How did the mathematical content of the assignment allow students to demonstrate the
requirements of the targeted standard(s)?

3. What patterns do you notice in the student work?

● What did students do consistently well?
● Were there any common errors?

**## StudentWorkAnalysis_ELA-11.pdf**

July 2017

Student Work Analysis

Lesson: _________________________________________

Use this document to record information/evidence from the sample student work. Evidence should
consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
worksheet. Before analyzing student work, be sure to have first completed the student
assignment.

General notes and observations about the task:

1. Does the task attend to any of the following? Note all that apply.

● The structure, concepts, ideas, events or details of the text?
● The words, phrases, and sentences within the text?
● Understanding the central ideas and development of the text?

2. How does the task require students to use evidence from text(s) to demonstrate
understanding and to support ideas about the text?

3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
indicate opportunities for students to demonstrate the requirements of the targeted
standard(s) for the task?

Analyzing individual student samples (worksheet on back):

1. What does the student’s work demonstrate about his/her understanding of the task?

2. What does the student’s work demonstrate about the depth of his/her understanding of the
text and topic?

3. What does the student’s work demonstrate about his/her proficiency with the requirements of
the targeted standards?

(See worksheet on back)

After looking at student work:

1. On what aspects of the task have students generally performed well?

2. Are there common errors made across the collection of student work?

Analyze the Student Work

July 2017

Student Work Analysis Worksheet

Student
Work

Sample

What does the student’s
work demonstrate about

the depth of his/her
understanding of the text

and topic?

What does the student’s
work demonstrate about
his/her understanding of

the task?

What does the student’s
work demonstrate about

his/her proficiency with the
requirements of the targeted

standard?

Student
A

Student
B

Student
C

Student
D

Student
E

Note: For a collection of more than five samples of student work, print this page multiple times.

**## annotated-MSMath-StudentAchievementChart.docx1.pdf**

Student Achievement Chart (SAC)

Standard(s):
Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
percent increase and decrease, and percent error.

Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.

Objective/LT for Pre-assessment:
Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
Objectives: Students will be able to …

calculate the actual value when given the percent error by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
calculate the percent error when given the actual value by organizing the given information
appropriately with an accuracy of 3 ( out of 4) or better.
draw conclusions about the percent error, actual value, and accepted value in the context of the
situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
better.

Objective/LT for Post-assessment:
Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
to determine the difference, at least 3 out of 5 times.
Objectives: Students will be able to …

interpret word problems by organizing key information in word problems; at least 2-3 key
pieces of information for setting up the proportions.
calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
better.
calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
(2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

from the original; Mastery is an accuracy of 4 ( out of 5) or better.

Description of Student Work in Each
A Mastery Levels Mastery Category

ssessment

Data Outcomes:

**## Module12Task3FinalAssignmentAnalyticSummary.docx**

**Analytic Summary Assignment:**

**1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
[ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
[Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

2. After you have analyzed the student work samples, post the score/results from the students performance to the
[post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1) and complete the reflection questions at the bottom of the SAC.

· Include the Student Achievement Partners Student Work Analysis
[(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
**final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

**Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

**Submit an Analytic Summary following this 4 question outline:**

What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

4.
**Submission of the Analytic Summary Assignment Must Include All Project Components:**

1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

_SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

**Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

**For example:**

· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

·

·
_Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

Rubric

**Final Assignment-Analytic Summary – 12-20-24**

| | | |
| — | — | — |
| Final Assignment-Analytic Summary – 12-20-24 |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
| This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
| This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

Total Points: 16

November 5, 2026
[Solved] Diversity Statement

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2 PAGES NO CITATIONS AND QUOTATIONS PLEASE. see attachment below – a year ago **files (1)** – ## DiversityStatement.pdf **## DiversityStatement.pdf** Diversity Statement Supporting the development of a diverse student body is central to the University of M mission. This mission is enacted by the inc…

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Assignment Prompt & Instructions

2 PAGES NO CITATIONS AND QUOTATIONS PLEASE.

see attachment below

– a year ago

**files (1)**

– ## DiversityStatement.pdf

**## DiversityStatement.pdf**

Diversity Statement

Supporting the development of a diverse student body is central to the University of M mission. This
mission is enacted by the inclusion of academically excellent students with diverse backgrounds,
experiences, and/or a commitment to diversity, equity and inclusion. Please write a statement that
identifies the distinctive characteristics and/or life experiences, such as successfully overcoming
obstacles or hardships, that you would bring to your graduate program and how that could
contribute to the education and enhanced perspective of fellow students at the University of M

● Diversity statement: If you wish to be considered for the Provost’s

Professional Diversity Fellowship, please write a diversity statement on

how your background, experiences, and achievements will contribute to

the University's goal of promoting excellence through diversity.

2 PAGES NO CITATIONS AND QUOTATIONS PLEASE. This is for graduate

school admission. No copying off the internet. Write as if this were you

applying and natural from your heart.

A little about me – I am from west Africa Liberia and I have been living in the

USA over 10+ years. I went to high school and college in the US and English

is 2nd language. I grew up speaking both English which has a liberian accent

to it and my dialect/language Mano.

**## DiversityStatement.pdf**

Diversity Statement

Supporting the development of a diverse student body is central to the University of M mission. This
mission is enacted by the inclusion of academically excellent students with diverse backgrounds,
experiences, and/or a commitment to diversity, equity and inclusion. Please write a statement that
identifies the distinctive characteristics and/or life experiences, such as successfully overcoming
obstacles or hardships, that you would bring to your graduate program and how that could
contribute to the education and enhanced perspective of fellow students at the University of M

● Diversity statement: If you wish to be considered for the Provost’s

Professional Diversity Fellowship, please write a diversity statement on

how your background, experiences, and achievements will contribute to

the University's goal of promoting excellence through diversity.

2 PAGES NO CITATIONS AND QUOTATIONS PLEASE. This is for graduate

school admission. No copying off the internet. Write as if this were you

applying and natural from your heart.

A little about me – I am from west Africa Liberia and I have been living in the

USA over 10+ years. I went to high school and college in the US and English

is 2nd language. I grew up speaking both English which has a liberian accent

to it and my dialect/language Mano.

November 5, 2026