EDU 645 RANK Education is Power/edu645rank.com

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EDU 645 RANK Education is Power/edu645rank.com
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EDU 645 RANK Education is Power/edu645rank.com
EDU 645 Entire Course FOR MORE CLASSES VISIT
www.edu645rank.com This Tutorial contains 2
Papers for each Assignment (not for DQs) EDU 645
Week 1 Discussion 1 Formative Assessments EDU 645
Week 1 Discussion 2 Standards and Objectives EDU
645 Week 2 Discussion 1 Gradual Release of
Responsibility EDU 645 Week 2 Discussion 2
Embedded Formative Assessment EDU 645 Week 2
Assignment Instructional Plan Design Analysis (2
Papers) EDU 645 Week 3 Discussion 1 Integrating
Technology EDU 645 Week 3 Discussion 2 Rigor,
Thinking, and Technology EDU 645 Week 3
Assignment 21st Century Instructional Plan Design
Description (2 Papers) EDU 645 Week 4
Discussion 1 Special Populations
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EDU 645 Week 1 Discussion 1 Formative
Assessments FOR MORE CLASSES VISIT
www.edu645rank.com EDU 645 Week 1 Discussion 1
Formative Assessments Formative
Assessments According to Chapter 1 of the
required text, Formative assessment is assessment
FOR learning. Summative assessment is assessment
OF learning. Formative assessments occur during
the lesson as opposed to the end of a unit of
instruction and should be the primary focus of
assessment in schools. Additionally, formative
assessments allow the teacher to support learning
by generating feedback to students to determine
their current progress and where they are in
relation to mastering the objective and/or
standard. View the following short videos
Keeping It Relevant and Authentic Assess and
Plan with Exit Tickets Discuss
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EDU 645 Week 1 Discussion 2 Standards and
Objectives FOR MORE CLASSES VISIT
www.edu645rank.com EDU 645 Week 1 Discussion 2
Standards and Objectives Standards and
Objectives. a. Describe the purpose of a learning
standard (referred to as a goal in Chapter 1) and
the critical components of a learning objective.
How would you differentiate between the two if
attempting to explain it to somebody else? What
is the relationship between formative assessments
during instruction and the standards and
objectives of that lesson? b. Take the challenge
Karen Lea presents in her blog article Meaningful
Connections Objectives and Standards. Select a
grade level standard and design two learning
objectives AND a way to assess students FOR
learning for each objective. Be sure to use the
criteria for writing high-quality objectives as
discussed in your assigned reading and videos.
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EDU 645 Week 2 Assignment Instructional Plan
Design Analysis (2 Papers) FOR MORE CLASSES VISIT
www.edu645rank.com This Tutorial contains 2
Papers Instructional Plan Design Analysis Three
instructional plan templates constructed by a
variety of leaders in education provide solid
examples of what quality instructional plans
should include. The work of Madeline Hunter dates
the furthest back and is still used today,
primarily in the elementary setting. Grant
Wiggins and Jay McTighe provide a more modern
approach to curriculum and lesson design with
their model of Understanding by Design (UbD).
Others, as modeled by the New York State
Educational Department, work closely to align
their instructional plans with the Common Core
State Standards. Review each of the provided
instructional plan designs Common Core Aligned
Instructional plan Template Understanding by
Design-Backwards Design Lesson Template Madeline
Hunters Instructional Plan Format
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EDU 645 Week 2 Discussion 1 Gradual Release of
Responsibility FOR MORE CLASSES VISIT
www.edu645rank.com EDU 645 Week 2 Discussion 1
Gradual Release of Responsibility Gradual Release
of Responsibility After viewing the videos
Improving Practice with Sarah Brown Wessling and
Embedded Formative Assessments, and after reading
Releasing Responsibility by Fisher and Frey,
discuss the following Part 1 Sarah Brown
Wessling remarks It is not about ways of
delivering content as much as it is about ways of
getting students to become thinkers ways for
students to be more autonomous. What evidence
did you observe in Ms Wesslings video that her
students were becoming thinkers? How is this an
example of the teacher assessing FOR learning?
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EDU 645 Week 2 Discussion 2 Embedded Formative
Assessment FOR MORE CLASSES VISIT
www.edu645rank.com Embedded Formative
Assessment. Discuss the following
What evidence did you see in the video New
Teacher Survival Guide Planning linking the
concept of beginning with the end in mind and
formative assessment? What did the
instructional coach/department chair say is the
question you ask yourself to assess learning?
While the teacher used the Gradual
Release model, her pacing was off and affected
her ability to fully assess her students.
Determine how using a structured instructional
plan could aid you in keeping track of your
pacing and allow assessment to occur.
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EDU 645 Week 3 Assignment 21st Century
Instructional Plan Design Description (2
Papers) FOR MORE CLASSES VISIT www.edu645rank.co
m This Tutorial contains 2 Papers 21st Century
Instructional Plan Plan Design
Description Part 1 Instructional Plan
Design Synthesize what you have learned thus far
by developing an instructional plan utilizing one
of the templates provided in Week Two. Be sure to
consult the Instructor Guidance for added support
in creating a high quality instructional
plan. Your instructional plan must include the
following components regardless of the format you
choose Grade level content standard (using
either math or ELA standards) Appropriate ISTE
standards for students Learning objective
(clear, measurable, describes WHO will do WHAT
and HOW) Gradual Release of Responsibility (each
phase clearly labeled and utilized)
Differentiated instruction (how you will reach
all learners)
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EDU 645 Week 3 Discussion 1 Integrating
Technology FOR MORE CLASSES VISIT
www.edu645rank.com EDU 645 Week 3 Discussion 1
Integrating Technology Integrating
Technology Discuss the following What evidence
did you see and hear by watching Mr. Pronovost
Differentiating Instruction Through Interactive
Games that supports what has been learned thus
far regarding setting communicating learning
objectives, using the gradual release model,
giving feedback, and assessment? How does he
specifically structure his lesson to incorporate
technology? How does using technology promote
differentiation? What evidence is there of
varying levels of cognition? Identify the levels
of Depth of Knowledge (DOK) you observed students
reaching during the various stages of the lesson.
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EDU 645 Week 3 Discussion 2 Rigor, Thinking, and
Technology FOR MORE CLASSES VISIT
www.edu645rank.com Rigor, Thinking, and
Technology. According to the vision statement of
the Partnership for 21st Century Skills,
education systems should pursue measurement of
student outcomes that are Performance-based
Embedded in curriculum Based on a common
evidentiary model of cognition and
learning Keeping in mind that Performance Tasks
are NOT assessments, rather tools to practice
thinking and problem solving in more complex
ways, analyze the Performance Task for grade 4
math and reflect on the following
What core academic concept are students required
to master?
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EDU 645 Week 4 Assignment 21st Century
Instructional Plan Student Population (2
Papers) FOR MORE CLASSES VISIT www.edu645rank.co
m This Tutorial contains 2 Papers EDU 645 Week 4
Assignment 21st Century Instructional Plan
Student Population Part 1 Instructional Plan
Design This week you will construct a new
instructional plan by considering your student
population. Regardless of grade level, your class
consists of 27 students. Of those, two are
diagnosed with specific learning disabilities
(SLD) in reading and math. One student has
Attention Deficit Hyperactivity Disorder (ADHD).
Moreover, you just received a student last week
who is not fluent in English (ELL). Your school
follows a full English immersion program.
Therefore, you and the student are getting very
little extra support.
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EDU 645 Week 4 Discussion 1 Special Populations
FOR MORE CLASSES VISIT www.edu645rank.com EDU
645 Week 4 Discussion 1 Special
Populations Special Populations As we discuss
special populations this week, we are going to
approach it through the lens of being a Student
Teacher in a Special education classroom. Also,
we will explore other resources to assist in
better understanding Special populations when
developing curriculum assessments. Read the
article When in Rome... Influences on Special
Education Student-Teachers' Teaching and respond
to the following
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EDU 645 Week 4 Journal Rubric Analysis (2
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m This Tutorial contains 2 Papers EDU 645 Week 4
Journal Rubric Analysis Using two different
sources, respond in writing (APA format) using
the prompts below to guide your written
analysis. Part 1 Explore the Exemplars website,
specifically the Resources tab for Rubrics.
Review the Exemplars Math Rubric and Exemplars
Reading Rubric. Questions to discuss o How does
the Exemplars criteria for both math and reading
rubrics follow a top-down or bottom-up approach?
How do you know? o To what degree are performance
level descriptions addressed? o Do these live up
to what Brookhart proposes, that . . .the most
important aspect of the levels is that
performance be described, with language that
depicts what one would observe in the work rather
than the quality conclusions one would draw
(p.26)?
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EDU 645 Week 5 Assignment Performance Task
Analysis- Summative Assessment Preparation(2
Papers) FOR MORE CLASSES VISIT www.edu645rank.co
m This Tutorial contains 2 Papers Performance
Task Analysis- Summative Assessment Preparation.
This weeks assignment is to bring us back to
your own summative assignment for the course the
design of a summative assessment. You will spend
some time analyzing the Smarter Balanced
Assessment Consortium website to inform your
response. The following must be done before
constructing your assignment 1. View
Introduction to smarter balanced item and
performance task development PowerPoint. Be sure
to view the comments list.
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EDU 645 Week 5 Discussion 1 Getting students to
think about their thinking FOR MORE CLASSES VISIT
www.edu645rank.com EDU 645 Week 5 Discussion 1
Getting students to think about their
thinking Getting students to think about their
thinking. Part 1. Access TEDEd. Take some time to
peruse through the menu of lessons and provide us
with your impressions. The following serves to
prompt your response as opposed to a required
list o How do the lessons in TEDEd promote
student engagement? o What are some ways students
are encouraged to think about what they are
learning?
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EDU 645 Week 6 Discussion 1 Using Student Data
for Instructional Improvement FOR MORE CLASSES
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Discussion 1 Using Student Data for Instructional
Improvement Using Student Data for Instructional
Improvement. Following your last lesson, you
discover only 60 of your students met the
learning outcome. Not only did they demonstrate a
lack of understanding through non-written,
observable formative assessments, but the data
from their assignment as scored through use of a
rubric revealed the majority of the class did not
meet the objective. Using one of the two
instructional plans you previously created,
determine the following How you will identify
particular areas of need/misunderstanding (what
will you look for? See Chapter 6 from Ward,
Fischer, Frey, Lapp).
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EDU 645 Week 6 Final Paper Curriculum Based
Summative Assessment Design (2 Papers) FOR MORE
CLASSES VISIT www.edu645rank.com This Tutorial
contains 2 Papers Curriculum based summative
assessment design Part 1 Pre- assessment
description Before summative assessing of the
learning on which the objective is to evaluate,
what the students have learnt at the end of a
unit is important to have a comprehensive
description of pre assessment. Pre- assessment
or formative assessment is part of
institutionalprocess. When used in classwork
activities, it provides the necessary information
to regulate teaching techniques and
learningprocess.These adjustments focus to ensure
the level of learning standards target among
thestudents is achieved .Pre-assessment enables
the teachers to understand the students thinking
and learning capacity on the learning process.
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