Tag: instructional

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Motivation and Need for Becoming an Instructional Leader

Assignment: Motivation and Need for Becoming an Instructional Leader

Review the article on 7 Qualities That Promote Teacher Leadership in Schools by Katrina Schwartz.

ARTICLE –  https://www.kqed.org/mindshift/44295/7-qualities-that-promote-teacher-leadership-in-schools

After reading the article and reviewing the seven qualities, complete the following in a document for this assignment:

1.Examine each of the seven areas. Which area do you have the least amount of skills, qualities, or motivation.

2.What are three to five steps you could take in order to increase your skills, qualities, or motivation and professional capacity to lead?

3.Describe how your plan for growth supports increased skill in the creation of a climate and culture within a school setting.

Answer the questions in fully developed 4–5 paragraphs for each question

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How will you kick off your Instructional Unit (Anticipatory Set/Launch)?

Before you begin developing your first day’s lesson plan, take a few minutes to watch this media presentation on necessary and effective steps when crafting lessons.
(https://kapextmediassl-a.akamaihd.net/gradEd/Media/ED502/ED502_1903C/ED502_Lesson_Plans/ED502_Lesson_Plans.html )

The purpose of this Assignment is to start thinking about an effective lesson plan. You will use this lesson in your Five-day Instructional Unit, which is due in Unit 6.

Directions:

In this Assignment, you will create the lesson for Day 1 of your Instructional Unit. In Unit 1, you identified the topic and learning objectives or content standards for your unit along with five subtopics. In Unit 2, you created an end of unit assessment and scoring rubric. Now you will flesh out the first of those five subtopics for your unit and create a lesson for day one of those subtopics.
( unit 1, unit 2, and lesson plan template attached)

Read directions in its entirety

You will use the Lesson Plan template to get started.

The following resources may assist you as you develop your lessons:

Lesson Plan Sample

Reading Strategies Handbook

In your lesson plan, complete the template sections and explain how you guide students in their learning during each day. You will include elements such as

How will you kick off your Instructional Unit (Anticipatory Set/Launch)?
How will you generate excitement for the next four days’ lessons?
What background knowledge is necessary?
What vocabulary is essential to student success?
What technology will be used if any and why?
How will you plan for the differentiated needs of your students?
What assessments will be used?
How will you communicate with parents?

The template’s Plan Details Section should be written with easy to use directions so that a substitute could walk into your classroom, pick up your lesson, and start teaching in that section of your completed template..

You will receive feedback from your instructor regarding the following:

The focus of your content standards and learning objectives
The instructional strategies presented
How the instructional plan flows and matches with the lesson objective

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Definition of Instructional Leadership

Instructional Leadership Assessment

The Instructional Leadership Assessment will be a self-assessment of your own instructional leadership actions, attitudes, motivation to lead and characteristics, based on your reading and discussion in the first week and leadership exposure prior to the beginning of this course.

Requirements:

  • 2–3 pages
  • APA citations, and references
  • Contains at least three references, with one being outside of the course readings

Section I: Definition of Instructional Leadership

Write a definition of instructional leadership using the text, other resources for this unit, and outside resources. Write this as a narrative and include a list of activities, beliefs, or characteristics associated with instructional leadership.

Section II: Motivation to Lead

Based on your definition in Section I, what motivates you to develop as an instructional leader? What do you want to accomplish in your current setting or your next leadership role?

Section III: Assessing Yourself as an Instructional Leader

Based on what you defined as an instructional leader in Section I and your motivation in Section II, assess to what extent you are already acting as an instructional leader. What areas of growth that you need to focus on as you develop your leadership skills? Include specifics of your practice as related to the best practices of instructional leadership you listed there.

Section IV: Action Plan for Growth as an Instructional Leader

Based on the first two sections of this paper, write a plan for how will you continue to grow as an instructional leader. What qualities of an instructional leader will you need to improve in order to be successful in your current educational setting? What skills, certificates, or trainings will you need to be a leader in a future educational setting? How will you acquire these?

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Why are the instructional activities that you have planned appropriate for students at your grade level?

Whether you are a teacher, administrator, or in a position, that supports teaching and learning, all educators need to understand the teaching and learning process as it relates to lesson planning. The purpose of this assignment is to produce a model lesson plan that demonstrates your knowledge of the constructivist approach to lesson design. In this Assignment, you will construct a model lesson plan that includes rubrics and appropriately integrates technology.

Your lesson plan must include each of these elements:

1.APA Cover
2.Topic
3.Select an academic concept – just one concept, not a related set of concepts – that you hope to teach to students. For example, you might select the mathematical concept of measuring perimeter, but not the whole set of concepts related to polygons in geometry. Or, you might select the concept of identifying the main idea in a reading passage, but not the whole set of concepts related to reading comprehension.

4.Grade Level (K-12, adults)
5.Introduction that includes the central focus of the lesson
6.Rationale
7.Objectives with specific thinking skills and content as it relates to student learning.
8.Essential Questions
9.Procedures/Activity:
a.Use multiple strategies to differentiate for diverse students: English Learners (ELs), Gifted Students, Students with Special Needs.
b.Incorporate instructional strategies based on constructivist views of learning.
c.Incorporate instructional strategies that appropriately integrate instructional media in the teaching and learning process.
10.Materials
11.Evaluation/Assessment (Use multiple strategies to modify for diverse students: English Learners (ELs), Gifted Students, Students with Special Needs. Include necessary rubrics. Include necessary rubrics for assessment along with your lesson plan.
12.APA Bibliography (include in-text citations throughout the lesson plan)

Respond to these questions, drawing upon the Woolfolk text. Each response should be in essay format and contain one to two paragraphs. If other sources are used, please cite them in your references.

Why are the instructional activities that you have planned appropriate for students at your grade level? Explain how you compared instructional activities to choose the ones you found most appropriate.
How do your instructional strategies, assessment activities, and classroom management strategies support student motivation?

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Instructional design for different learner characteristics on p. 119 from the Gagne, Briggs, & Wager reading

 Review Table 6-2: Instructional design for different learner characteristics on p. 119 from the Gagne, Briggs, & Wager reading. The table includes eight learner characteristics: intellectual skills, cognitive strategies, verbal information, attitudes, motor skills, schemas, abilities, and traits. Each of these characteristics holds meaningful implications for the instructional design choices of a teacher. Consider the extent to which you infuse these eight characteristics into your teaching practice.

  • Do you feel you successfully incorporate each of the eight across most of your lessons? Do you have a particular preference for perhaps three or four? Which of the characteristics, if any, do you seem to favor more so than others? give practical example
  • Can you reflect as to why you might be drawn to some of the characteristics? Is it a function of time, the nature of the content, assessment demands, etc.? How do the external conditions of your teaching environment influence your selection of the eight learner characteristics? give examples
  • In what way do you think you can be more inclusive of any of the neglected characteristics? give practical examples

If you are not currently teaching, please reflect on how you imagine you would balance each of the eight characteristics in a future classroom lesson. How could a future teacher make instructional design choices that successfully attend to all of the characteristics?

Reference

1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace College Publishers. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf

  • Read pp 37-119. Part Two: Basic processes in learning and instruction, Chapters 3-6
  • Chapter 3: One source of complexity in defining educational goals arises from the need to translate goals from the very general to the increasingly specific. Many layers of such goals would be needed to be sure that each topic in the curriculum actually moves the learner a step closer to the distant goal. Despite the involved nature of this problem, means are available for classifying course objectives into categories that then make it possible to examine the scope of types of human capabilities the course is intended to develop. This chapter groups objectives into five categories of capabilities which are described in a classroom setting.
  • Chapter 4: This chapter examines the nature of the performance capabilities implied by each of the five categories of learned capabilities. Beginning with intellectual skills and cognitive strategies, the authors’ outline (1) examples of learned performances in terms of different school subjects, (2) the kinds of internal conditions of learning needed to reach the new capability, and (3) the external conditions affecting its learning.
  • Chapter 5: Chapter 5 provides a description of three different kinds of learning: verbal information, attitudes, and motor skills. Although they have some features in common, their most notable characteristic is that they are in fact different in the kinds of outcome performances which are possible: (1) Verbal information: Verbally stating facts, generalizations, organized knowledge. (2) Attitude: Choosing a course of personal action. (3) Motor skill: Executing a performance of bodily movement.
  • Chapter 6: Learner characteristics that affect the learning of new instructional material assumes several kinds of organization in human memory. The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills have direct effects on the learning of new instances of these same kinds of capabilities. Chapter 6 examines outlines learner abilities, skills, and schemas
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Hired by Jessie & Ashton as an HR consultant to address 3 instructional goals (outcomes you want from a training program) and rationale for proposing these goals.

In this case assignment, you are required to consider and apply the content from chapters 6-8 in responding to the latest concerns facing This Makes Scents.

When approaching this case and writing your submission, assume you have been hired by Jessie & Ashton as an HR consultant to address the following business needs. Ensure your submission is organized, written, and presented in a professional manner.
Recommend a training plan to help improve the performance of newly hired sales clerks. Your training plan must identify:

3 instructional goals (outcomes you want from a training program) and rationale for proposing these goals.
Training methods that will help meet the instructional goals (identify at least 2) and rationale for proposing these methods.
Methods for evaluating the effectiveness of your training program (Remember the various levels of evaluation of training) and rationale for proposing these evaluation methods.
Currently, the sales clerks and inventory specialist are only receiving base pay and mandatory benefits. Ashton and Jessie are considering whether they should implement an incentive pay plan for their staff. What pay-for-performance incentive plan(s) would you recommend and why? What considerations would the organization need to take in adopting your proposed plan(s)?

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Best Practice Instructional Strategies for Teaching Secondary History

Familiarize yourself with your Illinois history standards. Research effective strategies that can be used to teach history, using Illinois history standards. Select a Learning objective from standardized content or create one that assesses a state or national Standard in History. Create a T-chart or Matrix that compares three teaching strategies for teaching the content that supports the objective you have selected. In the chart, describe how the content would be delivered. Utilize research to support the effectiveness of each strategy. Write a 200-300-word reflective analysis explaining which strategy you like the most and why. Use three to four scholarly sources that can be cited in support of your content. While APA format is not required for the body of this assignment, solid academic writing is expected, and This assignment uses a scoring guide. Please review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion.

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Best Practice Instructional Strategies for Teaching Secondary History

Student’s Name:

Institution:

 StrategiesContent DeliveryAdvantageLimitation
Teaching  Strategy 1Analyzing Visual Images and StereotypingThis involves taking a good and long look at a picture or image with the aim of analyzing it critically.Helps in the effort to help students develop critical thinking, interpretive and observational skills(Formwalt, 2002).This strategy can be time-consuming and guidance may be needed in order to achieve constructive analysis.
Teaching Strategy 2Assigning Roles for Group WorkIn the exploration of certain subjects and issues, specific roles are assigned to various students in a group setting, allowing students to practice different roles and develop a variety of skills.Effective in structuring group work as responsibilities are well distributed among group members and accountability for all students’ participation is assured(Formwalt, 2002).Some students may be overly dependent on other students in the accomplishment of group tasks.
Teaching Strategy 3Barometer – Taking a Stand on Controversial IssuesBold statements or signs with ‘Strongly Agree’ or ‘Strongly Disagree’ are placed on opposite sides of the classroom and students can choose the side that best represents their opinion.This teaching strategy works best before an essay assignment as it acts as a pre-writing exercise allowing students to share their opinions(Formwalt, 2002).Works best in the discussion of subjects and issues which students may have wide-ranging opinions.


Illinois State Teaching Standard – Teaching Diverse Students: A competent History teacher is expected to understand the diverse abilities and characteristics of all the students in the class in order to gain insight on how each student learns and develops within their cultural, social, and economic contexts and experiences (Illinois State Board of Education, 2013). The main advantage and benefit of this teaching standard is that it allows the teacher

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