EED 480NA Full Class
Click
Link Below To Buy:
Contact Us:
EED-480NA Student
Teaching: Elementary Session
EED 480NA TWS Standard 1:
Contextual Factors: School and Community Demographics, Classroom Demographics,
Building Trust Relationships, and Classroom
Management
Details:
Complete Standard 1 of the “Teacher Work
Sample” template.
Knowing your school and community with its unique demographics will support your understanding and effectiveness as a teacher.
Research demographic and logistical information about your school, community, and students. Organize this information into the corresponding sections of the TWS. The inserted data will include the following:
Knowing your school and community with its unique demographics will support your understanding and effectiveness as a teacher.
Research demographic and logistical information about your school, community, and students. Organize this information into the corresponding sections of the TWS. The inserted data will include the following:
Community, District, and School Factors:
1. Geographic
location, population, stability of community, and
community support for education.
2. District
name and grades served, number of schools, number of students, and percentage
of students receiving free or reduced-price lunch.
3. Your
school information, including the school name, grades, number of students,
percentage of students receiving free or reduced-price lunch, and the academic
achievement ranking/level.
percentage of students receiving free or reduced-price lunch, and the academic
achievement ranking/level.
4. The
academic achievement ranking/level could include the Adequate Yearly Progress
(AYP) and school improvement status.
Classroom Factors:
1. The demographic data of the students in your class, i.e.,
enrollment, ethnicities,
gender, and socioeconomic information.
gender, and socioeconomic information.
2. Knowing
classroom demographic information is helpful in developing instruction and
classroom management/engagement plans.
3. Environmental
factors such as physical arrangement of the room,
classroom resources available, parental involvement, and available/accessible
technology.
Student Factors:
Student factors to include the number of
students that receive outside the class educational resources, number of students whose primary language is not
English, number of students on IEPs, number of non-labeled students, such as
504, and any other factors that influence the delivery of content in the
classroom.
Research Connection
Research Connection
1. Use a
peer-reviewed or professional journal to expound on a
topic within this standard.
2. Write a
3-5 bullet summary of the literature source.
Instructional Implications:
After you have inserted this information
into the appropriate sections of the TWS, write the narrative portion of the report (Instructional Implications) and ensure it
is no more
than 500 words. Summarize how the information compiled above will influence your success as a teacher candidate by addressing the following:
than 500 words. Summarize how the information compiled above will influence your success as a teacher candidate by addressing the following:
1. What
points of information are imperative for new teachers
to know? How will thi
information affect your teaching and interactions with students, staff, and
community? How does this data inform your effectiveness as a teacher?
information affect your teaching and interactions with students, staff, and
community? How does this data inform your effectiveness as a teacher?
2. How will
the differences and similarities of the students in your classroom effect
your daily interactions, instruction, planning, and classroom engagement/management plans?
your daily interactions, instruction, planning, and classroom engagement/management plans?
While APA format is not required for the
body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using
APA documentation guidelines, which can be found in the APA Style Guide,
located in the Student Success Center.
This assignment uses a rubric. Review
the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this
assignment to Turnitin.
EED 480NA TWS Standard 2:
Topics and Learning Goals
Details:
Complete Standard 2 of the “Teacher Work
Sample” template.
Discuss with your cooperating
teacher/mentor the process he or she uses to develop
and implement learning goals in daily and weekly lesson plans and instructional
units.
Review and identify your state’s content
standards and ISTE∙T standards that might link to learning goals.
Insert the identified national or state
academic content standards and ISTE∙T standards appropriate to the unit of
instruction you will be creating and implementing in
this session of your student teaching placement.
Develop and list a learning goal that
will guide the planning, delivery, and assessment of the unit of instruction.
In addition to being aligned to the identified content and technology standards, this goal should be clear, challenging, and
appropriate for your students.
List any measurable objectives that
align with the learning goal.
APA format is not required, but solid
academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this
assignment to Turnitin.
EED 480NA TWS Standard 3:
Assessment Plan: Assessing, Documenting, and Communicating Student Progress
Details:
Complete Standard 3 of the “Teacher Work
Sample” template.
The purpose of this section is to
examine the processes involved in assessing, documenting, and communicating
student progress.
Pretest
(Including Scoring Criteria)
Administer a
pretest to inform the assessment plan to monitor student progress toward the
learning goals identified in your lesson plans. The assessment should
authentically measure student learning and should include both
performance-based and criteria-based tasks.
Insert this pretest into the Assessment
Plan, Pretest section of the TWS template.
Administer the pretest.
Compile the results of the pretest.
Pretest
Data: Whole Class
Complete the Pretest Data: Whole Class
section using the data compiled from the pretest.
Pretest
Analysis: Whole Class
Review the national or state academic
content standards, learning goals, and measurable objectives identified in the
previous step.
Identify any changes that should be made
to these elements and insert your changes into the
Pretest Analysis: Whole Class section of the TWS.
Post-Test:
Whole Class (Including Scoring Criteria)
Insert the post-test.
APA format is not required, but solid
academic writing is expected.
This assignment uses a rubric. Review
the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this
assignment to Turnitin.
EED 480NA Week 4
Assignment Teacher Candidate Collaborative Evaluation 1
Details:
Review the “Professional Dispositions” as this evaluation reflects those
dispositions in particular. Be prepared to discuss the dispositions in detail
and why they are important for the professional educator. You will formally
reflect on professional dispositions in Topic 8.
The GCU Faculty Supervisor will submit
the evaluation documents into Taskstream after the evaluation has been
completed. The evaluations will include collaborative comments and feedback
from your cooperating teacher/mentor and GCU Faculty Supervisor.
Course
instructors will retrieve the Taskstream evaluation score as posted by the GCU
Faculty Supervisor and record points according to the directions in “Retrieving
Your Evaluation.”
EED 480NA TWS Standard 4:
Design for Instruction and Lesson Plans
Details:
Complete Standard 4 of the “Teacher Work
Sample” template.
Using the Unit of Instruction being
developed since Topic 1, complete the Unit Scope and Sequence section of the
TWS.
Your unit will encompass a 5-day period
and must include the use of technology, aligned to
ISTE∙T standards.
APA format is not required, but solid
academic writing is expected.
This assignment uses a rubric. Review
the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
You are
required to submit this assignment to Turnitin.
EED 480NA TWS Standard 5:
Instructional Decision Making
Details:
Complete Standard 5 of the “Teacher Work
Sample” template.
The “Design for Instruction and Lesson
Plans” was implemented in Topic 4. During the
instruction of these lessons, there were times when students’ learning or
responses caused you to modify your original design for instruction.
In 75-100 words, describe what went into
changing or rethinking your original plans for your instructional unit, including the use of technology.
In 75-100 words, describe your next step
and why you thought changing or rethinking the plan would improve student
progress.
Be sure to administer your post-test in
order to have data for the next, section of the TWS.
APA format is not required, but solid
academic writing is expected.
This assignment uses a rubric. Review
the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to Turnitin.
EED 480NA TWS Standard 6:
Analysis of Student Learning (Taskstream Assignment)
Details:
Complete Standard 6 of the “Teacher Work
Sample” template.
In this standard, you will be analyzing
data to explain progress and achievement toward
learning goals as demonstrated by your entire class, by a subgroup of students,
and by an individual student.
Prepare this assignment according to the
instructions in “TWS Standard 6: Analysis of Student Learning.” All coursework
will inform this assignment.
Post-Test Data: Whole
Class
For the class as a whole, insert
pre-assessment and post-assessment data in the appropriate fields for this
section.
Post-Test Analysis: Whole
Class
1. Interpret
the results and analyze the effectiveness of your instruction.
2. Write
75-100 words for each post-test analysis.
Post-Test Data: Subgroup
Selection
1. Select a
subgroup characteristic (e.g., gender, performance level, language proficiency,
special needs) by analyzing the common characteristics of the students.
2. Provide
a rationale for your selection of this one
characteristic.
Post-Test Data: Subgroup
Insert the pre-assessment and
post-assessment data for this subgroup.
Post-Test Data: Remainder
of Class
Insert the data for the remainder of the
class.
Post-Test Analysis: Subgroup and Remainder of Class
1. Analyze
the data of the subgroup.
2. Write
75-100 words indicating how this subgroup compares to the rest of the class.
Post-Test Analysis: Single
Student
1. Select
one student.
2. Provide
a rationale for your selection of this student.
3. Insert
the pretest and post-test data for this student.
4. Write
50-100 words interpreting the student’s learning.
Overall Analysis
1. Summary
paragraphs of overall analysis.
2. Write
50-100 words analyzing the effectiveness of your instruction and assessment.
While APA
format is not required for the body of this assignment, solid academic writing
is expected, and in-text citations and references should be presented using APA
documentation guidelines, which can be found in the APA Style Guide, located in
the Student Success Center.
This assignment uses rubric. Review the
rubric prior to beginning the assignment to become familiar with the assignment
criteria and expectations for successful completion of the assignment.
You are required to submit this
assignment to Turnitin.
Submit this assignment to LoudCloud.
In addition, submit the assignment to
Taskstream. Directions for submitting to Taskstream can be found on the College
of Education site in the Student Success Center.
EED 480NA Teacher
Candidate Collaborative Evaluation 2
Details:
Review the InTASC standards as this
evaluation reflects these standards in particular. Be prepared to discuss the
standards in detail and why they are important for the professional educator.
The GCU Faculty Supervisor will submit the evaluation documents to Taskstream after the
evaluation has been completed. The evaluations will include collaborative
comments and feedback from your cooperating teacher/mentor and GCU Faculty
Supervisor.
Course instructors will retrieve the
Taskstream evaluation score as posted by the GCU
Faculty Supervisor and record points according to the directions in “Retrieving
Your Evaluation.”
EED 480NA TWS Standard 7:
Reflection and Self-Evaluation
Details:
Complete Standard 7 of the “Teacher Work
Sample” template.
Improved
Practice
In 150-200 words, identify and describe
three implications for your future teaching practices that emerged from your
insights and experiences with student teaching thus far. One implication
must include the use of technology by you and your students.
Professional Development
In 150-200 words, construct and describe
three professional goals you have discovered during your student teaching
experience. One professional goal must include the use of technology by
you and your students.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review
the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this
assignment to Turnitin.
No comments:
Post a Comment