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trends in education around the globe from technology to students teaching teachers

Post author By admin
Post date June 18, 2021
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Using support from your readings this week, in two to three paragraphs reflect on the goals, values, and rationale of applied research within the education profession.

References

1. Choosing & Using Sources: A guide to academic research. (n.d.). Teaching & Learning, University Libraries. https://ohiostate.pressbooks.pub/choosingsources/

o Licensed under a Creative Commons Attribution 4.0 International License.

o Chapter 1 – Research Questions

o We will be using this book throughout the first half of the course, so it is highly recommended that you download a copy for quick reference. You can download the book from the Textbook page located on the course homepage. This book covers the basics of research.

2. Baron, M. A. (2008). Guidelines for writing research proposals and dissertations. http://www.regent.edu/acad/schedu/pdfs/residency/su09/dissertation_guidelines.pdf

o The above resource provides an overall review of the research proposal process. However, please note that you will not be going into the depth of the dissertation process, this is only meant as a review of pieces of requirements that we will be discussing in this course.

4. Hine, G. (2013) The importance of action research in teacher education programs. http://clt.curtin.edu.au/events/conferences/tlf/tlf2013/refereed/hine.html

o This is an excellent overview of the action (applied) research practice in teacher education programs.

5. Painter, D. (1999) Teacher research could change your practice. NEA. http://web.archive.org/web/20200217170158/http:/www.nea.org/tools/17289.htm

o In this article, Painter discusses why it is important to conduct research as an educator.

6. Current trends in education. (2012). technology. http://www.teach-nology.com/currenttrends/

o The above article will help you explore possible topics for your applied research proposal. It also discusses current trends in education around the globe from technology to students teaching teachers.

7. Purdue OWL Online Writing Lab. (n.d.). Where to begin. Purdue OWL Online Writing Lab. https://my.uopeople.edu/mod/book/edit.php?cmid=243949&id=276568

o Review this information to help narrow a research topic and develop research questions.

In at least three pages, use the headings and the instructions provided in the Applied Research Template to address the following:

• Purpose of the Study: The section should include an explanation as to why this topic is specifically important to you, your position, or your organization. Include how this topic choice is interesting and relevant to the education field.

• Context: Explain what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation

• Statement of the Problem: The problem statement is one of the most important aspects of the applied research study, as it serves as the framework for the entire study. The problem statement should be clear and easy to understand for a wide range of stakeholders

• Rationale: In this section, you will need to provide a solid rationale and explanation of the problem and explain the significance of the problem. How does it impact students, the school, and is it a larger scale issue for students?

• Prior Interventions (if applicable): Explain what you have tried or what others have tried in relation to the problem and what has worked or not worked. If this is a new problem like something that has occurred due to changes required as a result of the COVID-19 pandemic, then there may not be prior interventions. In that case, leave this section out.

• Research Questions: Applied research requires at least two research questions, though you can have more. The questions should be observable and measurable. See the research template for examples.

• Significance of the Study: Explain why you think your study is important to complete and who will benefit as a result of your research. In other words, justify why you chose to do this study. Ensure your explanation draws on the literature you are using to support this choice of intervention.

reference

1. Guerrero, Y.Y.G. (2012). Exploring the effect of exposure to LD through activities inside the classroom. The University of Pamplona, School of Education. [PowerPoint slides]. SlideShare. https://www.slideshare.net/yeisonguerra/applied-research-proposal-2012

o This is an example of an applied research project done in a foreign language classroom

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Develop a teaching plan for the family to ensure that the patient’s needs are met.

Post author By admin
Post date June 15, 2021
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Your 79, year old female patient suffered a stroke 6 months ago. She is cared for in her sister’s home. The patient is dependent for position changes. She is unable to communicate the need to be turned. She must be fed at all meals. She has a stage II pressure injury on her sacral area.

Questions:
• Develop a teaching plan for the family to ensure that the patient’s needs are met.

Note: No single word responses (At least 200 – 300 words in your response.
• Give questions some thought and answer honestly and sincerely
• Give examples if you have them
• Cite resources, APA style citation and references.

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Tags develop, ensure, family, needs, patient, teaching

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Education to the planning of a sequence of teaching in your practice

Post author By admin
Post date June 5, 2021
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Assessment 2: Applying the TLL model to a sequence of teaching (60%)
Word Count: 3000 words.
In your role as a teacher, and drawing from the weekly content in this subject, apply and analyse the three layers in our TLL model (Neuroscience, Psychology, Educati^to the planning of a sequence of teaching in your practice. A sequence of teaching is a block of content you plan to teach (or have taught or a hypothetical teaching session) and should include at least 3 hours of content, activities and assessment task/s. You will consider the TLL Model against each of these areas.
Your submission will include the following:
• A description of the sequence of teaching
• Outline how each TLL layer is applied to the sequence of teaching
• Discuss the challenges and strengths in applying each layer of the model to the sequence of teaching
• Discuss the benefits to your teaching in applying the model
• Discuss and reflect on the potential benefits to student learning in applying the model
• Draw conclusions using a summative statement about the worth of applying the model to teaching in the classroom and / or teaching and / or learning context appropriate to your area of interest.
If you are not a teacher / actively teaching in the classroom:
• Try to choose a context for teaching and learning that is relevant to your area of interest and professional context
• If you are not actively engaged in the workforce, you are welcome to use a hypothetical situation where teaching and learning are the central goals
• The main thing is to adapt the lessons and insights you have gained over the previous weeks to better inform your teaching and learning practice (in whatever context you decide).
The broad purpose of this assessment is for you to apply your learning from this subject to your teaching and reflect on its utility. More specifically the task requires you to engage and draw from the weekly content and relevant literature and apply this to a teaching sequence in the classroom or another context relevant to you. For example, think about how your knowledge of brain structures may help in understanding how learning may occur and how that might influence your approaches to teaching within the sequence? What evidence is there in the research literature to support your ideas?

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Tags education, planning, practice, sequence, teaching

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Teaching position for ninth grade special education students taking both English and Math.

Post author By admin
Post date May 13, 2021
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You are a first year special education teacher and have been assigned a teaching position for ninth grade special education students taking both English and Math.

Students meet with you for 50 minutes each day to get help with homework, to finish classwork, and to get extra support in each subject area.

You will need to structure the class so that student needs in both subject areas will have time to be addressed. Use the provided information about your students, found in the attached â€œClass Profile.â€

With the information provided, compose a two-part 750-1,000-word essay addressing the following:

Part 1:

Questions about your teaching assignment before it begins, including any requests for additional information;
Questions of fellow teachers and administration; and
Information needed before the end of the first week of school.

Provide a rationale for each item citing both the text and â€œClass Profileâ€ as appropriate.

Part 2:

Provide a minimum of three possible ways to structure the classroom setting.
Provide a minimum of two possible ways to structure a class period.
Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English and Math classes.
Use the text and a minimum of two scholarly resources to support your essay.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required

Special education teaching preparation

This paper discusses preparation for teaching of a ninth grade special education lass that involves remedial sessions for math and reading. The preparation encompasses establishing appropriate questions that the teacher needs to ask the school administrators, fellow teachers and the parents of the students. It also covers classroom and period setup as well as appropriate strategies.

Questions

Prior to starting teaching the special education class, it is important to answer the following questions:

What curriculum is followed?

This will help ensure that the teacher knows the level of the grade, and the requirements of the various students; whether they are below the grade, at grade level or above grade level.

What choices do the students have regarding the curriculum?

It is important to establish whether the students can be able to choose the level of a subject to pursue. For example, for math, can they be able to choose advanced, remedial or average math depending on their capabilities?

Who are responsible for developing the Individualized Education Programs (IEPs)?

IEPs are used to set goals for individual students and measure progress towards achievement of these goals. The parents/guardians and the teachers are usually involved in setting the goals. It is important to determine the teachers and other staff members involved in setting up the IEPs and monitoring progress. The teacher should also determine who are responsible for updating the IEPs and how often are the updates.

What support does the teacher get during class time?

Some schools offer teacher assistants to assist the special education teacher. The teacher should establish what human and other resources are available from the school to support teaching and learning. The teacher should also establish the role of the support staff and their supervision.

How is student progress communicated to parents and other teachers?

To ensure effective learning, it is imperative for the teachers and parents to monitor the academic and behavioral progress of the students, with appropriate interventions being employed. The teacher should establish a way of engaging other teachers as well as the parents, including parents who have low involvement. This could be through group and one-on-one meetings with the parents and colleagues at the start to establish the student academic and behavioral goals and plans as well as the modus operandi between the teacher and the parents. The sessions also establishes the special support needed for each student, especially important for students with special physical needs e.g. those with ASD, diabetes, traumatic brain injury, etc.

Where can the teacher get support and are there any extra training?

Teaching special education students for the first time can be daunting. The teacher will most likely need consulting with other professionals from time to time. Therefore, the teacher should have support from experienced teachers, administrators and or superintendents who can then guide or mentor them. The school may also have additional training to ensure that the teaching conforms to established school norms. Further, the teacher may need to determine suitable, affiliated professional associations.

Who are the other people who have worked or are working with the student? What exactly works for the student?

There are teachers, counselors and superintendents who are involved with the students. The teacher should determine who the people are and collaborate with them for holistic and rapid development of the students. It involves determining whether accommodation or modification is more effective for a student.

What are the school’s basic rules and regulations?

These should be established at the start and communicated to the students. They set out the expectations of the school and the teacher regarding behavior such as punctuality, communication, discipline, etc.

Classroom, period and instructional strategies

The students can be in groups that would best address their academic needs. For example each group could constitute students of different abilities so that those with greater ability can help those with lesser ability, with those taking the lead acquiring even more advanced skills. Each group can then be allocated appropriate resources, such as books or geometrical sets, to support their needs. For the reading groups, instructional strategy would be for the students to discuss and analyze a text and write their analysis. The w…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ninth grade special education students ………………………………………………………….

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Tags education, grade, ninth, position, special, students, teaching

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Best Practice Instructional Strategies for Teaching Secondary History

Post author By Smith Johnson
Post date February 16, 2021
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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:

	Strategies	Content Delivery	Advantage	Limitation
Teaching Strategy 1	Analyzing Visual Images and Stereotyping	This 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 2	Assigning Roles for Group Work	In 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 3	Barometer – Taking a Stand on Controversial Issues	Bold 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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Tags history, instructional, practice, secondary, strategies, teaching

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Intercultural Rhetonic and Its Implications for Teaching L2 Writin

Post author By admin
Post date January 31, 2021
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Write about \”Intercultural Rhetonic and Its Implications for Teaching L2 Writing\”.

Use the Murray State University Library resources to find three recent research articles
They should be articles about primary research using qualitative or quantitative methodology to address your research question.
The articles should be in a peer-reviewed publications and should be published in 2005 or later.
Write a clear thesis statement that turns your research question into a statement and uses the articles you found to discuss that statement.

Cite each source when needed and use APA style

Intercultural Rhetonic……………………………………………………………………………………………………

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Education: Intercultural Rhetoric and Its Implications for Teaching L2 Writing

(Course Instructor)

(University Affiliation)

(Student’s Name)

Introduction

The world globalization has increased migrations and cultural exchanges have grown tremendously. There is an increasing pressure on the need to adopt the appropriate teaching techniques in a class that is composed of students from diverse cultural backgrounds (Taft, Kacanas, Huen, & Chan, 2011). Kaplan on realizing the impact of the differences written language by students in the L2 classroom introduced the concept of contrastive rhetoric. The field has since seen a significant growth and advancement, where the researchers in the field of applied linguist have introduced the intercultural rhetoric. The researches of 1980s saw the improvement of methodological approaches to contrastive rhetoric through the numerous researches that were established in the same period. The expectations of having a specific language structure in an L2 classroom are often different since different cultures assume different rhetoric structure……………………………………………………………………..

………………………………………Intercultural Rhetonic……………………………………………………………………………………………………………………………………………………………………………………………………….

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Tags implications, intercultural, rhetonic, teaching, writin

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Intercultural Rhetonic and Its Implications for Teaching L2 Writing

Post author By admin
Post date January 31, 2021
No Comments on Intercultural Rhetonic and Its Implications for Teaching L2 Writing

Write about \”Intercultural Rhetonic and Its Implications for Teaching L2 Writing\”.

Cite each source when needed and use APA style

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Education: Intercultural Rhetoric and Its Implications for Teaching L2 Writing

(Course Instructor)

(University Affiliation)

(Student’s Name)

October 12^th 2015.

Introduction

The researches of 1980s saw the improvement of methodological approaches to contrastive rhetoric through the numerous researches that were established in the same period. The expectations of having a specific language structure in an L2 classroom are often different since different cultures assume different rhetoric structures. Therefore, evaluation of a piece of work written by a writer of a different culture is often influenced by mismatch between the rhetoric structure of the reader and the writer.

Intercultural Rhetoric and Its Implications for Teaching L2 Writing The analysis of the rhetorical styles employed…………………

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