Part 1
Read Chapter 9, of the course text, and the Margalitz blog post on screen time.
· Think about the methods of communication available today.
· Consider how technological advances change our daily interaction with others.
BY DAY 3:
Post a Discussion of how the development of technology has affected our daily social interaction positively and negatively. Consider the following issues:
· Do you feel a child’s “people skills” are at risk due to an increase of social media and texting?
· Parents and teachers face the difficult task of deciding on the right amount of technology screen time for children. What do you feel is the appropriate use of screen time both in and out of the classroom?
· How does the use of technology impact a child’s development?
Include citations to the Required Readings to support your answer.
· Eggen, P., & Kauchak, D. (2020). Using educational psychology in teaching (11th ed.). Boston, MA: Pearson.
o Chapter 2, “Cognitive and Language Development” (pp. 32-82)
o Chapter 9, “Knowledge Construction and the Learning Sciences” (pp. 384-411)
o Review Chapter 4, “Learner Diversity” (pp. 142-183)
· Center for Teaching, Vanderbilt University. (2017). Making better PowerPoint presentationsLinks to an external site.. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/making-better-powerpoint-presentations/
· Ford, K. (n.d.). 8 strategies for preschool ELLs’ language and literacy developmentLinks to an external site.. Retrieved March 22, 2017 from http://www.colorincolorado.org/article/8-strategies-preschool-ells-language-and-literacy-development
· Margalitz, L. (2016, April 17). What screen time can really do to kids’ brainsLinks to an external site. [Blog post]. Retrieved from https://www.psychologytoday.com/blog/behind-online-behavior/201604/what-screen-time-can-really-do-kids-brains
· Minnesota Department of Education. (2011). Minnesota academic standards: English language arts K–12: 2010 versionLinks to an external site.. Retrieved from http://www.mcss.org/Resources/Documents/ELA%20standards.pdf
Note: To assist with the presentation, use pages 12–45 for grades K–5 and pages 48–79 for grade 6. You are not required to read this material word for word but, rather, use this material as a guide for identifying the skills and rationales needed for the presentation.
· Portland Public Schools. (2017). Supporting ELLS in the mainstream classroom: Reading instructionLinks to an external site.. Retrieved from http://www.colorincolorado.org/article/supporting-ells-mainstream-classroom-reading-instruction
· Reading Rockets. (n.d.). Oral languageLinks to an external site.. Retrieved July 15, 2019, from https://www.readingrockets.org/reading-topics/oral-language
Part2
Select a grade level (K–6), and review the state standards in literacy for that grade level. Focus on oral language, formal and informal language, and writing.
TO COMPLETE
In this Assignment, imagine you are creating a workshop for teachers in your grade level on language and literacy development. Create a PowerPoint or online presentation (i.e. Knovio, Prezi, etc.) that includes the following:
· Describe the key milestones of language from birth to age 8.
· Explain how language opportunities promote self-expression, identity development and learning.
· How do child development and language/literacy development compare?
· How both formal and informal language help students make connections between oral language and written language. Share strategies.
· Strategies to use with ELL or ESL students. For example, you may discuss how you will convert skills in their primary language to English or perhaps you will incorporate songs and rhymes.
· Explain the interrelated elements of language arts instruction that support the development of ELL/ESL learners. Include ways in which languages differ in writing systems and in processes used to translate from one language to another.
· Explain how you could use technology to support an ELL/ESL learner.
The presentation should contain 6 to 8 slides, not including the title and references slides. If you choose to create a PowerPoint presentation:
· Use the Learning Resource by the Center for Teaching at Vanderbilt University on effective PowerPoints.
· Use the notes section for details (no more than 2–3 paragraphs per slide).
If you wish, you may use external websites or articles. Be sure to cite and reference in APA (6th edition) format. Post this workshop on your website and include the link on your title page.
· Eggen, P., & Kauchak, D. (2020). Using educational psychology in teaching (11th ed.). Boston, MA: Pearson.
o Chapter 2, “Cognitive and Language Development” (pp. 32-82)
o Chapter 9, “Knowledge Construction and the Learning Sciences” (pp. 384-411)
o Review Chapter 4, “Learner Diversity” (pp. 142-183)
· Center for Teaching, Vanderbilt University. (2017). Making better PowerPoint presentationsLinks to an external site.. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/making-better-powerpoint-presentations/
· Ford, K. (n.d.). 8 strategies for preschool ELLs’ language and literacy developmentLinks to an external site.. Retrieved March 22, 2017 from http://www.colorincolorado.org/article/8-strategies-preschool-ells-language-and-literacy-development
· Margalitz, L. (2016, April 17). What screen time can really do to kids’ brainsLinks to an external site. [Blog post]. Retrieved from https://www.psychologytoday.com/blog/behind-online-behavior/201604/what-screen-time-can-really-do-kids-brains
· Minnesota Department of Education. (2011). Minnesota academic standards: English language arts K–12: 2010 versionLinks to an external site.. Retrieved from http://www.mcss.org/Resources/Documents/ELA%20standards.pdf
Note: To assist with the presentation, use pages 12–45 for grades K–5 and pages 48–79 for grade 6. You are not required to read this material word for word but, rather, use this material as a guide for identifying the skills and rationales needed for the presentation.
· Portland Public Schools. (2017). Supporting ELLS in the mainstream classroom: Reading instructionLinks to an external site.. Retrieved from
Part3
In this Discussion, you reflect upon personal motivational factors and how to use this experience to motivate students across all content areas.
· Review the Chapters 10 and 11 from the course text.
· Think about what motivated you as a student. Ask friends and family members what motivated them if you cannot remember.
· Motivation is a critical factor in student learning. Many children struggle with the Math. Think about what motivated you in school in the area of math.
· Reflect on what types of extrinsic and intrinsic motivation you experienced as a child.
· Review the table, on page 457 in Eggen (2020), in the Learning Resources. What resonates with you on this table?
· Review the resource on Problem Based Learning
BY DAY 3:
Post a summary that covers the following prompts:
· Share your reflections about what motivated you in school in the area of math.
· Select a theoretical framework and describe it using the resources in the course text.
o Select one grade level of students (K-6). Consider that your class is diverse and students are at each level of development in the framework you discuss.
o Describe how you could motivate diverse students both intrinsically and extrinsically in the area of mathematical reasoning, problem solving, and communicating math concepts effectively.
o How can this motivation lead to lifelong learning?
o Describe how grouping strategies and problem based learning can be used to increase motivation and impact student learning.
Support your statements with evidence from this week’s Required Readings.
Part4
Review the resources relating to ethics and research. When completing this assignment think about the process involved in conducting research and what you have learned about action research.
TO COMPLETE
Write a 2- to 3-page paper that addresses the following:
· What ethical considerations are especially relevant to action research?
· What ethical considerations did you or will you make when developing an action plan?
· Describe ethical strategies that you believe could potentially provide valuable insights into action research? Provide examples of how these ethical strategies can be incorporated successfully.
· What specific ethical considerations do you need to make when conducting research involving children?
· What are the implications on action research if ethical considerations are not included in the research plan?
Include three to five references, in APA format, from the learning resources or articles from the library to support your answer.
Resnik, D. (2015). What is ethics in research & why is it importantLinks to an external site.. National Institute of Environmental Health Sciences. https://www.niehs.nih.gov/research