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Please use this template when working on your assignment. ECD 56-Final Observat

Please use this template when working on your assignment.
ECD 56-Final Observation template.docx

PART 1:
Please observe a child between the ages of 6 months to 60 months old (Please stay in the given age range-DO NOT OBSERVE older than 60 months).

During your observation, you need to be focusing on one child ONLY. You can:

observe a child in a classroom setting for 30 minutes and take running notes
conduct a 30 minutes observation on a child with whom you have contact with (6-60 months old). This child could be from your family, neighbor’s or friend’s (you can observe from a distance, like on a front yard), so any child if possible not your child!
you can ask a friend or a relative to videotape their child for 20-25 minute and share the video with you.
PLEASE make sure the child you are observing is NOT watching TV or spending time in-front of any electronic toy/tablet/PC, etc.

MAKE sure the child is playing/engaged with age appropriate/meaningful activities, toys; if example, outdoor play (balls, climbing structure, sand) and indoor play such as puzzles, children’s books, legos, drawing with crayons, etc, and perhaps engaged in play with other children closer to their age!

Please include:

child’s age (year & month)
the date you observe
length of observation
description of the setting
This observation shall be minimum of 30 minutes in duration.
It is important that your observation notes as objective as possible (refer to related handouts).
Write down exactly what you see (your observation /anecdotal notes need to be 700 or more words. (When observing, you need to write what you see on a notebook ( this part will be done when you are actually observing the child.) It should include everything you see the child does and says.
During the observation, do not infer or interpret what you think the child is feeling, doing, or thinking during your observation.
Later, please type your hand-written notes (observation/anecdotal notes) and include it to your finished assignment/report (This is part 1 of the 2 of this assignment). REMEMBER-Minimum of 700 words)
If you cannot find any child to observe please use one of the videos below to complete this assignment :
Video # 1: (Option 1)
Your subject is the child with pink shirt! (30 months old)

Video # 2: (Option 2)
Your subject is the child in the red/white skirt (58 month old)

PART 2:

After completing your observation, you are required to write an interpretation of your observation (8 sections must be interpreted) in 4 pages length in the required CHART .

Please make a chart like the ” sample observation ” document (Carefully look at all observation related materials under the “Observation Module”)
On the side that says “Observation–left column”, copy/paste some of what you observed –a sentence/a short paragraph comes directly (as it is written) from your actual observation notes. The 8 sections need to represent at least 1 of the each the developmental areas listed below:
Gross motor
Fine-motor
Language development
Cognitive development
Social development
Emotional development
? Your choice
? Your choice
On the “Interpretation–right column” side you are to give your ideas about the developmental significance of the child’s behavior/reaction/response, etc.
Later you MUST also use your text and handouts to support your personal interpretation (tying the theory/concept/gained knowledge to your observation-see the sample observation) of what was observed.
Your text book will be your reference-please include the page number-edition/chapter. Please see attached sample observation and read all guidelines.
NOTE: When writing interpretations for your observation notes, please use Chapters 1, 4, 5 & 6 for AGES birth to 30 Months and for older ages 3-to 5 years old children, please use Chapters 1, 7, 8, & 9! Please make sure your analysis of the observation include the whole child’s developmental areas!

(You have about 6 weeks to complete this assignment! Please don’t wait until the last minute to work on it, start working on it today. It is worth 50 points. I am an email away when you have questions or need help.) Please review the grading rubric below.

ECD 56 Observation Rubric (70 Points) Name _______________________

Grading Rubric
Category

Beginning

Developing

Accomplished

Exemplary

Score

Objective Running Record

Student does not follow most of the guidelines, focuses on one child (correct age), writes 10 or more subjective observation notes, and produces 300 words of notes.

1-6 points

Student follows 50% of the guidelines, focuses on one child (correct age), writes less than 8 subjective observation notes, and produces 500 words of detailed notes.

7-13 points

Student follows most of the guidelines, focuses on one child (correct age), writes less than 5 subjective observations, and produces 600 words of detailed notes

14-19 points

Student follows guidelines, focuses on one child (correct age), and writes objective with description and produces 700 words of detailed notes.

20 points

Non-judgmental write-up interpretation

Student writes 1pages, typed, (1-2 sections analyzed)judgmental comments, and uses the assigned text rarely while writing the report with little understanding of the theory or concepts.

1-6 points

Student writes 2-pages, (4 sections analyzed) typed, non-judgmental developmental interpretation of data, concepts & theories are used appropriately, & their use demonstrates somewhat understanding of the ideas used, reference page # is time to time included.

7-14 points

Student writes 3-pages ((6 sections analyzed), typed, non-judgmental developmental interpretation of data, concepts & theories are used appropriately, & their use demonstrates an understanding of the ideas used, reference page # is included.

15-24 points

Student writes 4 pages (8 sections analyzed), typed, non-judgmental developmental interpretation of data, concepts & theories are used appropriately, & their use demonstrates an understanding of the ideas used, reference page # is included.

25 points

Format & Writing Mechanics

Student does not type

Student makes more than 9 spelling, grammar, or punctuation mistakes.

0-2

Student types, uses other than 12-point-font and Ariel, irregular margins, does not follow the required format (chart)

Student makes no more than 5-8 spelling, grammar, or punctuation mistakes.

3 points

Student types, uses 12-point-font, Ariel, double-spaced, standard margins, does not follow the required format (chart)

Student makes no more than 3-4 spelling, grammar, or punctuation mistakes

4 points

Student types, uses 12-point-font, Ariel, double-spaced, standard margin, following the format that is required (chart)

Student makes no more than 1-2 spelling, grammar, or punctuation errors

5 points
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Construct a list of the top three concepts, skills, and/or resources, that you h

Construct a list of the top three concepts, skills, and/or resources, that you have gained in this course and that are most relevant to your current or anticipated professional role. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list.
Describe how technology enhances instruction in the classroom and your current and/or anticipated professional role.
Discuss how technology supports differentiated learning experiences for a variety of learners and their unique needs.

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Education

Develop a 3-5 page research paper on a topic of your choosing related to Child C

Develop a 3-5 page research paper on a topic of your choosing related to Child Care. Your paper should be written in the third person; you may deviate from this only in the section in which you offer a personal response to the research.
Please follow the outline below:
Introduction
First aspect of what you discovered about your topic through your research
Second aspect of what you discovered about your topic through your research
Third aspect of what you discovered about your topic through your research
Optional: You may add a fourth aspect if you choose
A personal response to these discoveries, including creative recommendations for addressing relevant problems in a particular community
Conclusion

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Education

Research methods essay: An essay comparing the use of two qualitative methods in

Research methods essay: An essay comparing the use of two qualitative methods in academic research on a single defined topic (e.g. gentrification, environmental attitudes and behaviours)
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Instructions and template attached [UPSELL_BEGIN] digital_copies_of_sources_us

Instructions and template attached
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Part One: Presentation Content Expectations: Create a professional presentation

Part One: Presentation Content Expectations: Create a professional presentation to be shared using any of the digital presentation tools listed in Week 1. You will talk through your presentation, creating a video and/or audio recording with the link provided in part two of the assignment. More specific instructions can be located in the Week 6 Instructor Guidance. In your presentation, describe what will be included at the following stations at the Community Event;
Station 1: Universal Design for Learning (UDL): Three to four slides. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Audience (0.5 point): Discuss how you will get the audiences’ attention to visit this station. What might the station look like or include to draw people to it?
Information (1 points): Describe the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center. Include references for at least two sources to support this information.
Demonstrate (1 point): Discuss how would you demonstrate UDL in action. For example, would you include a video of it being modeled, a sample instructional plan, or an example of a resource or source of technology that supports UDL such as what was reviewed during Week 4?
Differentiation (2 points): Discuss the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. In your discussion, include how incorporating UDL principles enhances learning by providing differentiated learning opportunities. Also include a reference for at least one source to support this information.
Interaction (1 point): Describe how attendees could interact in this station. How might this increase their interest and appreciation for educational use of technology?
Station 2: Technology and UDL for All Learners: Two to three slides. Utilize information gleaned from your state’s Department of Education website, your local school district’s website, and/or the Office of Career, Technical, and Adult Education (OCTAE) Links to an external site.website to support your ideas for this station. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Mission, Belief, and Goals (3 points): Craft an original mission and belief statement for your school district or community center as it pertains to technology integration and career and technical education (CTE). Construct two to three specific goals for the educational programs or courses offered to the respective population served that align with the mission and beliefs.
Course and/or Program Offerings (1 point): Construct a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station. The school district’s courses should include courses or programs that impact all three levels of learners and school environments including elementary, middle/junior high school, and high school students.
Station 3: 21st Century Skills Acquisition and Employability: Two to three slides. Information shared on the slides and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Technology and 21st-Century Skills (5 points):
Showcase one specific course from the courses offered list that integrates technology. Be sure to list the course on your slide.
Describe at least one 21st-century skill from each of the four 21st-century outcomes (Key Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media and Technology Skills, Life and Career Skills) represented in the Partnership for 21st-Century Skills Definitions Links to an external site.framework that students should gain as a result of participating in the course.
Go to the Information, Media, and Technology Skills Outcome heading, then under Media Literacy, locate Applying Technology Effectively. Describe how your selected course addresses one, two or all three bullets under the Applying Technology Effectively heading. How will these skills support future employability for students?
Tools (1 point): Include an additional example of a tech/digital tool used in one or more courses. Be sure to list the course and how that tool is used in the course.
Interaction (1 point): Describe how attendees might interact with the information and tool(s) presented at this station. How might this increase their interest and appreciation for educational use of technology?
New Technology (1 points): Discuss how school or community programs, courses, and students would benefit from upgraded technology from approved bond.
Slide Design and Format (2 points): Total of 8 to 10 slides including the title and references slides. Use relevant graphics to enhance the presentation without distracting from the main focus. Slides should have a consistent theme, format, and font that augment the readability of the presentation. Rather than using the speaker’s notes on each slide, details that would be shared with the audience will be provided in the second part of the assignment; the written synopsis. Save the presentation as a pdf., pwpt., or pwptx. file that shows speaker’s notes for viewing in Waypoint and Turnitin.
Title & References Slides (1 point): The Title slide should include your name, course name and number (EDU620), instructor’s name, the date, a title for your event and the role you have selected to take for the project (district educator or community center representative).
Part Two: Written Synopsis
Follow the same outline for all three stations of your event featured in the Part One: Presentation. Here, you will provide the details for each part that would help inform the audience during your presentation. The details are what cannot be included on the slides. This three to five page document will include the link to your presentation and be submitted to Waypoint for evaluation. Your instructor will use your recorded presentation and the written synopsis to evaluate your work.
Link to presentation (0.5 points)
Follows presentation guidelines (2 points)

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Content Instructions Lesson Overview (1 point): Include the title, author, subje

Content Instructions
Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.)
Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total).
State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.
Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.
Teaching Methods:
Describe the anticipatory set (1 point)
Address how you will introduce and model new knowledge (1 point)
Describe the guided practice (1 point)
Describe the independent practice (1 point)
Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson.
Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.
Written Communication Instructions
Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Part Two – Analysis/Summary Content Instructions
Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:
How does your lesson serve as motivation for learners? ? Provide specific examples and clearly explain how those examples motivate your learners. Be sure to use evidence from the readings and/or outside sources to support this point.
How does your lesson stimulate critical thinking in your students? Provide specific examples and clearly explain how those examples stimulate critical thinking. Be sure to use evidence from the readings and/or outside sources to support this point.
How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students? Provide specific examples and be sure to clearly explain how the lesson models a non-threatening environment providing differentiated learning opportunities without isolating students.

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Assignment entitled: Participate in a Community of Practice reflection 1 para

Assignment entitled: Participate in a Community of Practice reflection

1 paragraph create a short reflection of the video link https://youtu.be/iN8xbyFZk0w

1 paragraph reflect on how you would use some of these ideas to help you teach your own students hands on science in a Elementary classroom.
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