...requires extensive knowledge in terminology and multiple frameworks of classroom instruction and management. When implementing different frameworks, it is imperative to understand the role of each concept and how it can be used successfully to support students with learning disabilities. Differentiated Instruction can be provided through Response to Intervention (RTI), the Universal Design for Learning (UDL), and Technology in the Classroom, which are all well-known frameworks or strategies when discussing the teaching of students with disabilities. This paper will discuss each framework and its use within the classroom. Terminology Research Project Teaching students with learning disabilities presents difficulties for teachers utilizing traditional teaching strategies. “As every veteran teacher realizes, students with learning disabilities and other learning disorders may be less engaged in the learning task, unable to cope with multiple instructions, and poorly organized in their thinking and work habits when compared with students without disabilities.” (Bender, 2012, p.1) With this in mind, experts in the field have, over the course of time, developed several frameworks to support students with learning disabilities in the classroom. These frameworks of differentiated instruction, The Universal Design for Learning (UDL), Response to Intervention (RTI), and the use of technology in the classroom, uphold the notion that students with learning disabilities are in fact...
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...RQ1: How do teachers use fingerspelling with deaf children during classroom instruction? RQ2: What is the prevalence of the use of fingerspelling with deaf children during classroom instruction? SIGNIFICANCE OF THE STUDY In particular, the study will be able to provide information to improve the usages and applications of how ASL fingerspelling can be used via ASL fingerspelling strategies during classroom instruction. Deaf education teachers in a public ECE setting may not know how or to incorporate ASL fingerspelling strategies during classroom instruction for several reasons. Teachers of young deaf children fingerspell less than the teachers of the older deaf children (Akamatsu & Stewart, 1989; Haptonstall-Nykaza & Schick, 2007). Teachers of young deaf children in a public school setting sometimes avoid fingerspelling a great deal due to the fact that they assume that the children are not capable of understanding the words and may not make connections between the fingerspelled handshapes to the print. (Padden, 2006). Deaf parents and deaf teachers...
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...Reading Philosophies Comparison Chart Constructivist Instruction: The student is viewed as an active participant in their own learning. The student will use personal experiences to influence and shape learning ( Ying-Tien , 2005) Reading Activities for Constructivist Instruction: Teaching students new vocabulary by using various picture visual aids. If the student has difficulty reading the word the visual aid will represent the word. Using familiar words will allow the students to use vocabulary from their own experiences and make a connection between the word, picture and experiences. Students will read a book and then be dispersed into small groups. Within the small groups students will discuss their reading and create another story with similar elements. This will allow students to bring their own experiences to the table and take an active role in their learning. Assessment for Constructivist Reading: A student kept journal based upon the readings in class. This will allow students to take control of their learning while reflecting on the presented information. Reading portfolios made for each student. These portfolios would include sample work and teacher notes on observations of the student in the classroom in regards to reading. This will serve as a great tool during conferences with parents to show students strengths and weaknesses. Classroom discussion based on the readings in class. This would showcase the students knowledge...
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...Mary Mason May 5, 2013 Course: EDU 313 Professor Rick Holbeck | Poor | Fair | Good | Excellent | Outstanding | Crust | The crust is still in dough form. The crust still taste like uncooked flour. | The crust is thin and doesn’t have any flavor. The crust if hard and cannot bend. | The crust can bend and has a little flavor to it. The crust is flaky and not too hard for you to crew. | The crust is bendable and taste good. The crust is flaky and good for you to eat. | The crust is very good to eat. It is even around the whole pizza. The crust is perfect, not to thin and not too thick. | Sauce | The sauce has no flavor. Very bland and not good to eat. The sauce is cold. | The sauce is somewhat not too good to eat but can be eaten. The sauce is lukewarm. | The sauce has some flavor to it. It can be eaten but it is not at its best. The sauce is warm enough to eat. | The sauce has much flavor to it. It is spread evenly throughout the pizza. It is good and hot enough to eat. | The sauce has enough flavors to it. It is spread all over the pizza in a great amount. The sauce is hot and ready to eat. | Cheese | The cheese is not evenly spread. It is cold and hard. And not good to eat. It not melted on top. | The cheese is somewhat spread on top. The cheese is lukewarm and somewhat melted on top. | The cheese is spread throughout the top of the pizza. The cheese is melted and ready to eat. | The cheese is all over the pizza. It is melted evenly throughout the pizza...
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...Early Reading Strategy - Help for Children With Reading Difficulties This report opens with a firm conviction: "A child's success in school and throughout life depends in large part on the ability to read. Educators in Ontario have the profound challenge of making reading a reality for all children." Many young children experience some kind of difficulty learning to read. For many children, reading difficulties can be identified in Kindergarten or Grade 1 and can be prevented or substantially reduced, but often they are not. Research findings on early reading difficulties are very clear: children who continue to experience difficulties in Grade 3 seldom catch up in later grades. The consequences are well documented. These children are at risk of failing school and dropping out, and they may have limited career opportunities in adulthood. Therefore, it is important to have the conditions and resources – including time, manageable class size, materials, and learning opportunities – that enable teachers to meet the challenges of ensuring that all children learn to read. The Nature of Reading Difficulties The foundations of good reading are the same for all children. All readers, regardless of their age, gender, or aptitude, need to develop fluency, comprehension, and the motivation to read in order to become successful readers. Children who experience reading difficulties are no exception. They too must develop the basic foundations for reading, and they require the same types...
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...Integrating Differentiated Instruction and TRIBES Table of contents Inspiration for Inquiry 1 Inquiry 1 Hypothesis 2 Tribes® 2 Evidence from Literature 4 Critical Analysis 7 Conclusion 9 Application 10 Reflection 11 References 14 Integrating Differentiated Instruction and Tribes® Inspiration for Inquiry Ventana Ranch Elementary School is completing its second full year of existence in the Albuquerque Public School system. An educational model known as Tribes TLC®: A New Way of Learning and Being Together was selected for the school by the principal (Gibbs, 2001). One of the conditions for employment at this school was to attend a twenty-four hour basic training course and then implement the process daily in the classroom. This process centers around four tenants known as agreements: Mutual Respect, Attentive Listening, Appreciations/No Put-downs, and The Right to Pass. These agreements are not only applicable to the classroom; they are also applicable school wide. The outcome of the process “is to develop a positive environment that promotes human growth and learning” (Gibbs, 2001, p. 21). The Albuquerque Public School District (APS), responding to President Bush’s No Child Left Behind Act (NCLB), is mandating that all teachers differentiate instruction in their classrooms in order to help all students learn and succeed in their school careers. . Even with this mandate...
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...Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining...
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...epistemology.” With all due respect to Mr. Webster, combining the aforementioned subjects within a philosophical statement for one’s purpose in life may be the correct approach for ivy leagued institutions, but for an individual striving to reach high school age students within the Autistic Spectrum, in a TMD self-contained classroom; leaning ever so closely to a PMD format, a more down to earth approach would seem more appropriate. As such, after reviewing each of the core areas of philosophy, the subject of Metaphysics drew my attention. Defined in layman terms… Metaphysics allows me to, for one, to consider all I interact with within the schools four walls as “real beings”; and secondly, to consider those “real beings” as “genuine constituents” of the world that can hopefully can add additional strength to the makeup of that world. A major component to the development of my philosophy was to take advantage of the opportunity to interview a number of staff from my local high school; to review what these seasoned staff members had developed for their own philosophical statements for interacting with special needs students within their respective classrooms. The interviews comprised the following: (3) self-contained teachers; (2) inclusive teachers, and (1) asst. principal. From the results, the following conclusions could be reached in relation to my initial thoughts for defining a quality philosophy for working with special...
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...Comprehensive Classroom Technology Plan Name Grand Canyon University EDU-225 Date (all 12 font, same font, no bold) Comprehensive Classroom Technology Plan Introduction Remove this instruction – An Introduction is a short paragraph that states what this plan will entail. Give an overview/summary. This should not be shorter than 3 sentences-no longer than 7. Set your page layout to double spacing from the beginning. You will need to copy this Introduction into Task Stream as the Rationale; a Rationale and the Introduction are the SAME THING. Copy your Introduction into Task Stream as the Rationale using the TEXT/IMAGE button as directed in the Task Stream Tutorials Section One: Mission and Vision Statement Remove this instruction – Your Vision and Mission from our Main Forum discussion in Topic 07 will go here. Revise any changes that were asked of you. Do NOT use citations or references in this Section. These are YOUR ideas not someone else’s. Avoid first-person pronouns – I, me, my and mine. Section Two: Communications Plan Remove this instruction – This section will include your plan for communicating with parents, students and the global community. This section should not include anything about integrating tools within the classroom. Think-how do I get information to the various groups of people who are interested in my classroom? INTERNET SAFETY is a required topic in this Section. What will you TEACH your students about safely communicating online? Three...
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...http://tychong.umuc.edu/wws/showSyllabus.jsp?sectionTitle=all Syllabus for 1206AMBA6509044 Faculty Contact Information Dr. Murray R. Millson Email: mmillson@csumb.edu Course Introduction AMBA 650, Marketing Management and Innovation is a 6-credit seminar in the MBA Program. There are 10 weeks in the semester. There is no break in the semester The Summer 2012 semester begins July 5 and ends September 11, 2012 The last date to withdraw is August 18, 2012 Course Description (Formerly AMBA 603.) Prerequisite: AMBA 640. An exploration of the essentials of marketing management: setting marketing goals for an organization with consideration of internal resources and marketing opportunities, planning and executing activities to meet these goals, and measuring progress toward their achievement. Focus is on the concept of innovation in business, including the introduction of new market offerings and the use of new technologies, strategies, and tactics for achieving marketing objectives. An integrative approach combines discussions on theory of marketing management with industry analysis and practical implications. Assignments include the design and marketing of innovative products, analysis of the application of modern marketing strategies and tactics using examples from participants organizations, and practicing a holistic approach to marketing management. Course Goals/Objectives At the end of this course, students should be able to: 1. Assess the role marketing plays in...
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...Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002)...
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...Running Head: Snyder’s Classroom Management 1 Classroom Management XXXXX EDU650: Teaching Learning and Leading in the 21st Century Instructor: Snyder’s Classroom Management Snyder’s Classroom Management Culinary Arts/Home Economics A. Goal 2 The goal of this classroom and program is to ensure that all students who are taking a great interest in professional cooking, and have enrolled at a upper high school level( Grades 11 and 12) vocational program, are prepared in knowledge with basic culinary skills that will promote their preparedness for higher level technical studies. Students will receive hands on experience, knowledgeable book studies, valid daily instruction, and modern world trends that occur in today’s market. “The five qualities that contribute to excellence in teaching are passion for collaboration, commitment, achievement, caring and trust” (Spurr, 2010, p. 37). These qualities will be a foundation for the teaching style within my classroom. B. Class Rules and Expectations Rules: 1. Students should always be courteous- Respect one another and their boundaries as well as the instructor and her boundaries 2. Come prepared to learn- Arrive on time, with needed materials, and fully awake. As the Instructor I will do this as well 3. Do not distort or damage school property and the property of your classmates 4. Disruptive behavior and excessive noise is not wanted nor necessary 5. Listen closely to all instructions before beginning a task- this will...
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...INSTRUCTIONS: Enter the Virtual Lab cafeteria, and examine the food and any corresponding nutritional information to assess the diets of your patients. Please type your answers. When your lab report is complete, submit this document to the classroom. For additional help or information on any of the foods or on aspects of a healthy diet, visit your Course Materials and Web resources, and consult this Web site. Part I: Place each food or item in the appropriate category before proceeding. 1–7. Rank the 7 categories listed, from what should make up the highest portion of your daily diet to what category should contribute the least. List 2 examples of each category as well. INSTRUCTIONS: Enter the Virtual Lab cafeteria, and examine the food and any corresponding nutritional information to assess the diets of your patients. Please type your answers. When your lab report is complete, submit this document to the classroom. For additional help or information on any of the foods or on aspects of a healthy diet, visit your Course Materials and Web resources, and consult this Web site. Part I: Place each food or item in the appropriate category before proceeding. 1–7. Rank the 7 categories listed, from what should make up the highest portion of your daily diet to what category should contribute the least. List 2 examples of each category as well. INSTRUCTIONS: Enter the Virtual Lab cafeteria, and examine the food and any corresponding nutritional information to assess...
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...Running header: DIGITAL BLENDED CLASSROOM LEARNING Lloyd Wayne Murphy Digital Blended Classroom Learning the New Dawn of Learning for All Strayer University Professor Randi Fass SUMMER 2011 EDU500 August 7, 2011 The intended purpose of this thesis is to illustrate how the ensuing commencement of a new dawn of student instruction, the digital-blended-classroom-learning (DBCL) discipline is upon the academic world. The advent of the innovative blending of computers within classroom instruction referred to as digital learning by some, and by others in academic world refer the discipline as blended learning posit the possession the qualities thereof, exceptionally enhance both SDL and SRL disciplines. A wide variety of DBCL discipline programs exhibit signs of incurring the utmost in achieving efficaciously successful method of instruction with both the age of majority and minority age student proficiency, in a plethora of educational institutions, where the DBCL discipline is employed. DBCL involves the integration of computer and the Internet and Intranet into the classroom, thus allowing the communication technology as a teacher/student instruction tool, along the classroom instruction tools employed in the student’s core curriculum. DBCL disciplines demonstrate signs of the improvement of teacher/student interest, student participation, student aptitude, and of the utmost import is student academic proficiency. DBCL further reveal, when, computers...
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...and its impact on effectively managing the modern day classroom environment. Major approaches to human behavior and development are discussed relevant to biological, social-cultural, cognitive, and psychological development. Social learning is discussed relevant to its connection to an individual’s ability to perceive and comprehend the world and ultimately understand instruction. Category learning theory is discussed and will argue that individuals will understand information that they have been exposed to and can relate to. The theory of bodily-kinesthetic functioning is discussed and will attempt to define the abilities to control one’s body movements and to handle objects skillfully. A brief discussion on how technology has impacted learning will also be explored, in an effort to define how the instructional classroom and management techniques have evolved over the years. This paper also researches traits that encompass direct instruction designed to increase classroom management efficiency and enhance overall learning potential. I will take a look at the various theories, explore their benefits for individual growth and learning, classroom management, and customize my own theory of learning. Theory of Human Learning and Development Introduction There are numerous theories of learning that have been created, researched, and tested. It is imperative that teachers run their classrooms using a learning theory that creates the best learning...
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