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Locate litigation of violations of IDEA. Select one area of litigation and provide a summary and finding of the claim. Include in your discussion specific techniques for engaging families in their child’s IDEA education. What are the implications for teaching and learning?
Task-Based Language Teaching
With 2-3 students in your group, you are expected to plan a project or group work in English for year-9 students. The time period for your project is one month and it should all be in English. You need to consider the latest research on Task-Based Language Teaching on how teenagers learn a foreign or second language and you are expected to refer to what has been brought up during seminars and to theories from the course literature in your written presentation. Describe the material, the methods and how you will assess your students.
A positive learning environment is important to stimulate the students’ feelings and create an interest in their tasks. The grit and the right mindset should be discussed and favoured. New knowledge should be related to the students’ own reality, so they see the benefits of their new knowledge.
Unit 3: How Far Should We Go
Analyze the case study “How Far Should We Go”. In your discussion of this case study, include responses to the questions located on page 3 of the case study. Be sure to cite specific evidence from the case to support your positions. This case study can be found at http://cases.coedu.usf.edu/TCases/how_far_should_we_go.htm
Label each answer to each question as “Question 1”, “Question 2”, etc. bolded above the answer.
Portfolio Presentation
Throughout the program, and specifically, in this course, you have been collecting, revising, and responding to artifacts of your work that demonstrate your mastery of the MAEd Program Learning Outcomes. For this final portfolio project, you will have two steps to complete.
In your portfolio- your work must demonstrate the mastery of the following Program Learning Outcomes as described in each of your weekly assignments. review the assignment rubric for additional information.
MAEd Program Learning Outcomes:
Apply research and theory to educational planning in support of equitable outcomes for students, staff, and the school community.
Design effective learning and assessment activities for a diverse audience.
Advocate for all learners through effective communication, community engagement, and ongoing collaboration.
Utilize data to inform decision-making and address barriers to student success.
Demonstrate ethical decision-making, behavior, and commitment to equity.
https://www.businesstraveller.com/business-travel/2020/04/02/these-
museums-are-offering-free-virtual-tours/
Write a two full page reflection using size 12 Arial Font.
Describing how you would use virtual museum tours with your selected age group. What exhibits/ artifacts within the tour would you focus on? Why? What questions might you ask the children to facilitate a discussion about the selected exhibit/artifacts? What follow-up activity would you plan to reinforce what was learned on the tour?
Choose one of the links to do the reflection on the choice is yours make sure to tell me which one before you start the paper.
My age group is children 3-4
In 250-500 words, complete the following:
Sequence each of Kale’s instructional goals described in the case scenario in the order you would address them with him.
For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will assist Kale in achieving the instructional goal.
Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that Kale’s parents can use at home.
Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale.
Support your summaries with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You have been asked by leading officials at a a university to design a model school. This should be designed to best meet the needs of all members of the community. That is, your school should be designed to provide educational equity and social justice for a diverse body of students. Your task is to draw upon your experiences as learner and teacher, readings, and previous class discussions to pick the characteristics of your school.
1. What will be the discipline policy at your school? For example, will your school function more like a military academy, where teachers and administrators have all the power, or will it be more like an experimental school, where students make all the rules?
2.What will the curriculum look like? Explain your position. For example, will your curriculum demand that every student take the same subjects, or will students get to choose what they would like to study?
3. How will the classes be arranged? What will the layout of the school look like? Consider things like walls, common spaces, and the general shape of the building. You can either write out your ideas or draw them.
4.How will the students be grouped – ability, age, interests, or gender? How many will be in each group?
5.What role will the community play in your school? Who from the community will be involved, and how will you get them involved?
6.Will ethics and morals be part of the curriculum? If so, how will they be taught?
7.Based on what criteria will the teachers be selected?
APreface, Introduction, chapters 1-2
How did Gomberg-Muñoz become interested in this project? What are her two primary arguments in the book? How is this fieldwork different from typical anthropological ethnography fieldwork ? What ethical dilemmas does the author face? Why does she spend time in both the preface and chapter 1 discussing terminology used in the book? What is the braceros program? How does globalization influence undocumented migration? Why is this answer more complex than just, “migrants come here for jobs?”
BOOK
Gomberg-Muñoz, Ruth
2011 Labor and Legality: An Ethnography of a Mexican Immigrant Network, Oxford
University Press. Bundle ISBN –9780190074616; ISBN 9780199739387
Based on your reading of Teaching with Poverty in Mind, which of the six types of poverty [situational, generational, absolute, relative, urban, and rural] are most prevalent at your school? How might the book’s definitions of these types of poverty change the way you think about or approach poverty at your school?
Peer Discussion questions Response
What are the benefits of cross-curricular planning? Provide an example of how you might integrate multiple content areas into one lesson for a middle school grade. Describe how you could elicit support from teachers of other subjects on your grade-level team.