EDU 372 Read, Lead, Succeed/uophelpdotcom

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EDU 372 Read, Lead, Succeed/uophelpdotcom

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EDU 372 Entire Course (Ash)

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• EDU 372 Week 1 DQ 1 Effective Teachers
• EDU 372 Week 1 DQ 2 Educational Psychology
• EDU 372 Week 2 DQ 1 Intelligence
• EDU 372 Week 2 DQ 2 Intellectual Exceptionality
• EDU 372 Week 2 Applied Questions
• EDU 372 Week 3 DQ 1 Reinforcement and
  Conditioning
• EDU 372 Week 3 DQ 2 Reciprocal Teaching
• EDU 372 Week 3 DQ 3 DEAL Problem-Solving
• EDU 372 Week 4 DQ 1 Memory
• EDU 372 Week 4 DQ 2 Preferred Learning Style

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EDU 372 Week 4 Journal (Ash)

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• EDU 372 Week 4 Journal (Ash)

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EDU 372 Week 1 DQ 1 Effective Teachers (Ash)

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• Effective Teachers. This week students have
  learned how theories, laws, principles governing
  competent teachers, and beliefs are related.
  Using information from our reading assignment
  this week and reflections on your own personal
  experiences
• a.  Describe two characteristics that competent
  (perhaps even outstanding) teachers possess and
  how they relate to student learning.
• b.  Provide an example that illustrates how
  teacher beliefs impact student learning. 

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EDU 372 Week 1 DQ 2 Educational Psychology (Ash)

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• Educational Psychology. In addition to the many
  tasks required of teachers, they must understand
  educational psychology as it relates to student
  gender and the various developmental stages (from
  childhood to adolescence). Address the following
• What is the significance of student gender in
  educational psychology? How does gender impact
  your instruction and the learning environment?
• Why is understanding psychosocial stages in
  childhood and adolescence important?
• Provide an example(s) to illustrate your points. 

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EDU 372 Week 2 Applied Questions (Ash)

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• Applied Questions. Respond to at least three of
  the questions listed below. Your response must be
  in proper APA format and include evidence from
  the text and at least one other scholarly
  resource to support your answers. Your response
  should be no more than five pages in length (not
  including title and reference pages).
• List some of the educational implications of the
  views of intelligence advanced by Cattell,
  Sternberg, and Gardner?
• Explain why correlation does not prove causation.
• Debate the merits and educational implications of
  the belief that intelligence is modifiable.
• Using library resources, research the proposition
  that measured intelligence is related to family
  size, and birth order.

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EDU 372 Week 2 DQ 2 Intellectual Exceptionality
(Ash)

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• Intellectual Exceptionality. Legislation mandates
  that, wherever possible, children with
  exceptionalities be educated in mainstream
  education classrooms with other students. As a
  result, a teachers role and responsibilities
  have become increasingly complex. List some of
  the common characteristics of gifted students,
  and specific ways in which a teacher could
  accommodate the needs of a student who is gifted
  in the mainstream education classroom. What are
  some of the ways in which both high achieving
  students and students with disabilities are
  served in the mainstream classroom? Identify at
  least two ways both parties are served and then
  determine what works best for these student
  populations, and explain why. 

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EDU 372 Week 3 DQ 1 Reinforcement and
Conditioning (Ash)

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• Reinforcement and Conditioning. Reflect on your
  own educational experience and relate examples of
  classical and operant conditioning that were
  implemented in the classroom. Describe the
  experience and the outcome of its use. Give an
  example of negative reinforcement and punishment
  that you observed or were a party to. Did it
  impact learning in the classroom? 

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EDU 372 Week 3 DQ 2 Reciprocal Teaching (Ash)

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• Reciprocal Teaching. Watch the video Watch
  Learn Text Comprehension (http//www.youtube.com
  /watch?) and discuss how the students assume
  responsibility for helping one another learn.
  Explain how strategies used in reciprocal
  teaching can increase reading comprehension. How
  does reciprocal teaching accommodate diverse
  learners? 

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EDU 372 Week 3 DQ 3 DEAL Problem-Solving (Ash)

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• IDEAL Problem-Solving. In place of a written
  assignment this week, you will generate a problem
  that can be used to illustrate the IDEAL
  problem-solving strategy. Your problem must be
  aligned to learning outcome created by you.
• Post your learning outcome along with your
  problem in your discussion post by Friday, Day 4.
• Then, review several of your classmates problems
  and choose one to solve using the five steps in
  the IDEAL problem-solving strategy. Identify each
  step in the process and post your solution by
  Sunday, Day 6. 
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EDU 372 Week 4 DQ 1 Memory (Ash)

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• Memory. How does understanding how memory works
  impact instructional strategies? Give an example
  of how sensory memory can be used in the
  classroom. Provide examples of instruction that
  require to the use of short-term and long-term
  memory. How can you aid memorization during
  instruction? What works best for you when
  required to commit facts to memory? 

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EDU 372 Week 4 DQ 2 Preferred Learning Style (Ash)

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• Preferred Learning Style. What is your preferred
  learning style? How would you outline the
  educational approaches most compatible with it?
  Can the traditional classroom environment
  accommodate all your needs? Describe the ideal
  learning environment for you and explain how it
  will increase your motivation and ability to
  learn. What obstacles would hinder the creation
  of your ideal learning environment? 

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EDU 372 Week 5 DQ 1 Corporal Punishment Debate
(Ash)

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•  Corporal Punishment Debate. Effective teachers
  tend to use a variety of classroom management
  strategies to meet the developmental and learning
  needs of their students. Some states are still
  using corporal punishment as a form of
  behaviormanagement. Watch the CBS Report,
  Corporal Punishment in Schools
  (http//www.youtube.com/watch?) and respond to
  the following questions
• Do you feel corporal punishment is an appropriate
  means of behavior management in schools? Why or
  why not?
• Does corporal punishment impact a childs
  psychological development? How?
• Does corporal punishment align with any of the
  management models presented in our text?
• In your opinion, what behavior management model
  works well? 
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EDU 372 Week 5 DQ 2 To Test or Not to Test? (Ash)

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• To Test or Not to Test?. That is the question. In
  todays educational culture, high stakes testing
  has caused many to question whether assessment is
  a necessary element of instruction. Does testing
  matter? Are assessment and measurement a valid
  tool for teaching and learning? Is there a better
  way to evaluate student needs? Can a teacher
  design effective instruction without assessing
  students beforehand? Why or why not? How will you
  diagnose your students needs in order to create
  effective instruction? 
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EDU 372 Week 5 Final Paper

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• For this Research Project, students will identify
  a topic, find at least five articles from
  scholarly sources on that topic, prepare an
  annotated bibliography including these articles
  and information about them, and summarize the
  research and the implications relevant to the
  chosen topic. Students will
• 1.Self-select an educational psychology topic of
  interest.
• 2.State the reasons for their choice of topic.
• 3.Research this topic.
• 4.Answer specific questions about this topic.

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EDU 372 Read, Lead, Succeed/uophelpdotcom

• For more course tutorials visit
• www.uophelp.com