Quiz 1.
Moral Development Theories Assignment Instructions
Overview
Social, moral, and emotional development flows directly from teacher to pupil. It is essential to remember that you are not only imparting content and head knowledge to your learners; you are modeling and cultivating character qualities in your learners that will help to equip them for life.
Instructions
For this assignment you will write a 1,500-word paper (minimum) that includes an introduction, conclusion, and the following sections:
1) Describe each of the following theories:
· Describe Jean Piaget’s Theory of Moral Development
· Describe Lawrence Kohlberg’s Theory of Moral Development
· Describe Elliot Turiel’s Moral Domain Theory
· Albert Bandura’s Theory of Moral Development through Social Learning
2) Choose two theories and explain how they are similar. Provide two examples to clarify the similarities.
3) Choose two theories and explain how they differ from one another. Provide two examples to clarify the differences.
4) Choose one theory and explain how it aligns with a biblical worldview. Use at least one scripture to support your explanation.
The paper should follow current APA format. Title and Reference pages are required. The paper must include citations from your textbook and at least two additional, scholarly resources.
Quiz 2.
Compare/Contrast Moral Development Assignment Instructions
Instructions: During this module/week you will watch the video, A Child’s Mind: How Kids Learn Right from Wrong, as well as reading from your Slavin and Schunk (2017). You may use both sources as you complete this assignment. You must answer each question using complete sentences and following current APA format. However, you must also properly cite your sources. For your description of each of the moral development theories, write at least 4–5 sentences. For the final question, construct one solid paragraph of at least 400 words each. You must cite at least 1 professional source. You can cite the video as follows: (Ryan, 2011). You can see how to complete the reference for the video at the end of these instructions.
Note: The information that you gain will help you as you develop your Final Paper. Be sure to write in complete sentences and follow current APA guidelines.
Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
Four Moral Development Theories
Describe Jean Piaget’s Theory of Moral Development
Describe Lawrence Kohlberg’s Theory of Moral Development
Describe Elliot Turiel’s Moral Domain Theory
Albert Bandura’s Theory of Moral Development through Social Learning
Biblical Integration
Share at least 2 verses/passages regarding social, moral, and emotional development. Share the verse in quotes followed by the citation.
Why is it essential to instill a sense of right and wrong in children from a biblical perspective? Support your answer.
Write 1 solid paragraph of at least 400 words comparing and contrasting the view of any 2 of the theorists from the video of how children develop a sense of right and wrong. How do their views compare with a biblical worldview? In your professional role, how can you help children/students to develop a sense of right and wrong?
References
Ryan, K. O. (Producer). (2011). A Child’s Mind: How Kids Learn Right & Wrong [Video file]. Learning Seed. Retrieved June 15, 2017, from Education in Video: Volume I.
Quiz 3.
Content Competency Paper Assignment Instructions
You will create a 7–10-page paper that discusses the content competency norms you identified as in need of strengthening in order to complete program requirements. The paper must include the following:
- A brief description of the competency norms you addressed throughout the course.
- A discussion of how your plan for competency improvement was followed.
- A discussion of the outcomes of your efforts to follow the plan and what you learned as a result of following the plan.
- A discussion of your findings from the resources (at least three) you contacted or reviewed, and an explanation as to how the information you obtained from those resources did or did not serve to assist you in completing the plan for strengthening the identified competency.
- A description as to how what you learned ties into biblical teachings. Include at least one reference to a Bible verse or Bible-related resource (you do not need to write out the entire scripture, but you do need to cite the verse and explain its connection to your work).
In your final paper, include headings that delineate between topics as current APA formatting requires. Headings/component labels should be as follows:
- Content Competency (provide a brief description under this heading—this serves as your intro)
- Description of the plan for competency improvement
- Plan Outcome
- Review of compentency area resources
- Biblical connection
- Summary/conclusion
Quiz 4.
COMMUNITY ENGAGEMENT PROJECT ASSIGNMENT INSTRUCTIONS
COMMUNITY ENGAGEMENT PROJECT:PART 2–ALTERNATIVE Assignment After reading the Feeling Excluded: An Inclusion Teacher’s Guide located in the Kirk, Gallagher, and Coleman text in MindTap, the candidate will complete a summary of the text, a Case Study Response, and a Personal Case Study. After completing all three tasks, the candidate will submit three separate documents – one document for the Summary, one document for the Case Study Response, and one document for the Personal Case Study – in Canvas.·Summary: The candidate will create a one-page synopsis of Feeling Excluded: An Inclusion Teacher’s Guide. This synopsis should include what was helpful in the text and strategies that could be implemented in the candidate’s own classroom. The candidate must include an introduction, conclusion, and at least two citations from the text to support the summary. ·Case Study Response: The candidate will create a one-page detailed answer to one of the 10 provided Case Studies located in the textbook, Feeling Excluded: An Inclusion Teacher’s Guide. The response must include1. Strategies to be used, 2. Connections to a similar situation, and 3. A plan to best meet the needs of the Case Study student.
EDSP 521Page 4 of 4The response must include an introduction, conclusion, and at least two citations from the text to support the response.·Personal Case Study: Using the 10 detailed Case Studies provided in the text, the candidate will create a one-page detailed personal case study from his/her own experience and detail a plan using strategy he/she learned from Feeling Excluded: An Inclusion Teacher’s Guide. The case study can be a student, teacher, parent, or administrator, but must focus on meeting the needs of diverse learners. The personal case study must include1. Background of the situation2. Full details3. Maintain confidentiality by changing all names (people, schools, and location) Then, using the personal case study as the launching point, minimally the candidate must:1. Detail the plan to meet the needs of the student, teacher, parent, or administrator you mentioned2. Include strategies from the text, and 3. At least two citations to support the detailed plan. Additional resources and research may be used. EDSP 521Page 4 of 4The response must include an introduction, conclusion, and at least two citations from the text to support the response.·Personal Case Study: Using the 10 detailed Case Studies provided in the text, the candidate will create a one-page detailed personal case study from his/her own experience and detail a plan using strategy he/she learned from Feeling Excluded: An Inclusion Teacher’s Guide. The case study can be a student, teacher, parent, or administrator, but must focus on meeting the needs of diverse learners. The personal case study must include1. Background of the situation2. Full details3. Maintain confidentiality by changing all names (people, schools, and location) Then, using the personal case study as the launching point, minimally the candidate must:1. Detail the plan to meet the needs of the student, teacher, parent, or administrator you mentioned2. Include strategies from the text, and 3. At least two citations to support the detailed plan. Additional resources and research may be used.
Quiz 5.
Learning Strategies Portfolio Assignment Instructions
You will develop a notebook of disciplinary-literacy strategies that will help you as you enter the field. This notebook will consist of reading and writing strategies we read about and discuss in class and should be built from your Learning Window Unit Plan submitted earlier in the course. The purpose of this assignment is for students to demonstrate what they have learned about how to select appropriate strategies for their classrooms as well as how to select, develop, and implement appropriate instructional strategies for content area classrooms. For this assignment, students will develop six “mini lesson” strategy activities using the provided template.
Each submission will include:
- An introductory overview of the content and relevance including the name of the strategy, a citation for both the strategy and the pertinent text selection, content area and standards that are addressed, and the age/grade level targeted:
- A research-based explanation of the strategy, including its purpose, how the teacher would prepare the strategy, steps for teaching the strategy, and at least three ways to help extend this strategy to different learners if it were necessary;
- a visual (if applicable) or an example, including any necessary rubrics or answers keys that might be necessary for grading purposes;
- a copy of the reading or sample of the reading for which the strategy would be used.
You will compile these strategies throughout the course, focusing on the specific learning targets of each module. Use headings throughout each paper to help with the overall organization. Use current APA style when citing sources.
| Module: Week | Topic |
| Module 3: Week 3 | Vocabulary Strategies |
| Module 4: Week 4 | Guided Practice Strategies |
| Module 5: Week 5 | Extending and Applying Knowledge |
| Module 7: Week 7 | Writing Strategies |
| Module 7: Week 7 | Questioning Strategies |
| Module 7: Week 7 | Making Connections |
Quiz 6.
Artifacts and Activities Paper Assignment Instructions
Overview
In your Content Competency Development Plan assignment, you identified six performances, essential knowledge, and critical dispositions within the InTASC Model Core Teaching Standards under Standard #4: Content Knowledge and Standard #5: Application of Content in which you feel you, personally, need further development. Taking each identified norm one at a time, you will discuss the artifacts and activities you have consulted to help your development in each norm area. You have identified six areas in need of improvement, therefore, you will complete this assignment six times during your time in this course.
Instructions
- In written narrative form, name one of the Performance, Essential Knowledge, or Critical Disposition norms you identified in your Content Competency Development Plan as needing further development.
- Identify and discuss what artifacts, activities, etc. you have completed during this course to demonstrate your development in the respective competency or norm. You must examine at least one artifact (e.g., book, journal article, scholarly work, etc.) within the scope of your paper and engage in at least one activity ( e.g. website, blog, webinar, interview, etc).
- Discuss the biblical reference identified in your Content Competency Development Plan that aligns with the respective norm. Explore how that biblical reference can be applied in your practice.
- In your references, be sure to cite the artifact (book, journal article, scholarly work, etc.) and activity (website, blog, webinar, interview, etc.) you identified in your Content Competency Development Plan as the sources to aid development in each respective norm you identified. Also, be sure to include the biblical reference identified in your Content Competency Development Plan that aligns with the respective norm. Include any additional sources used in your discussion for this assignment.
- Each paragraph is to be a minimum of five sentences totaling to a body of work that is 1-2 pages in length (the required title page, abstract of 100-120 words, and reference pages do not count toward this length requirement). This assignment is to be completed in alignment with current APA standards.
Quiz 7.
IEP Project: Final IEP Assignment Instructions
Instructions: Special education teachers are responsible for developing and implementing Individualized Education Programs (IEPs) for students with exceptionalities. This assignment allows you to demonstrate your ability to use multiple types of assessment information from a provided case study to develop an IEP for a student with an exceptionality. Individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student. Use the provided Case Study located on the IEP Project: Final IEP Case Study document, the information below, and the IEP template to develop an IEP for the student. Be sure to carefully review the IEP evaluation rubric to ensure each section of the IEP fully addresses the required criteria.
Complete the following in the IEP template:
- Present Levels of Academic Achievement and Functional Performance
- Use the assessment data provided in the selected case study located on the IEP Project: Final IEP Case Study document to identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials.
- Fully describe the effect of the student’s disability on his or her involvement and progress in the general education curriculum, including the student’s performance in academic as well as functional areas.
- Measurable Annual Goals (at least 3)
- Develop measurable and observable annual goals for each area where the student’s disability impacts his or her progress in the general curriculum. There must be a directly relationship between the goals and the PLAAFP. Be sure to include:
- The student’s name (Elli)
- The condition under which the behavior will be performed
- The specific observable behavior to be performed
- The criterion to which the level of performance at the goal will be achieved
- The target date/timeline for goal attainment (note that for an ANNUAL goal, this should be at the next annual review meeting for the IEP).
- Develop measurable and observable annual goals for each area where the student’s disability impacts his or her progress in the general curriculum. There must be a directly relationship between the goals and the PLAAFP. Be sure to include:
- Instructional Modifications/Accommodations
- Develop modifications/accommodations that will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/ modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. Identify frequency, location, setting, and duration.
- Identify supports for school personnel (e.g., equipment, consultation, or training for school staff to meet the unique needs for the student)
- Participation in State and District Assessments/Accountability Systems
- Based on the PLAAFP, determine if the student will participate in state and/or division wide assessments or if the student meets the criteria for participation in an alternative assessment program.
- If the student is participating in statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, you may refer to Virginia Department of Education’s (VDOE’s) Students with Disabilities: Guidelines for Assessment Participation for guidance.
- If the student WILL NOT participate in the state or division wide assessments, include a statement of justification.
- Placement (LRE), Services, and Supplementary Aids and Services
- Based on the principle of Least Restrictive Environment (LRE), identify all special education and related services the student will receive, including frequency, location, and duration.
- Include a statement of justification for each/all services provided and how your placement decisions reflect the principles of LRE with respect to the student’s PLAAFP.
Alignment: This IEP assignment and each assignment component is aligned with CEC 2012 Initial Preparation standards:
- CEC 3.3: Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
- CEC 4.2: Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
- CEC 4.3: Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.
- CEC 5.1: Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.
- CEC 6.1: Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.
- CEC 6.4: Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
- CEC 7.3: Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.
Quiz 8.
Law Analysis: Key SPED Laws Assignment Instructions
After reviewing Chapter 1 in the Claxton text and Chapter 2 in the Kirk, et al text, candidates will complete the Law Analysis: Key SPED Laws Template with information on three major laws: Individuals with Disabilities Education Improvement Act (IDEA), Section 504, and the Americans with Disabilities Act (ADA). Candidates may use outside, reputable sources to gather more information.
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