THE CASE: You work in a Pre-K through grade 12 district. Your district includes eight (8) elementary schools, two middle schools (grades 6-8) and a senior high school. The district population is diverse. It is 40% white, 30% black, 25% Hispanic, and 5% Asian. There has been an increase in referrals for special education evaluations and the district now has ten (10%) percent of the students receiving special education services in a variety of placements and services as per their IEPs. This is a two (2%) percent increase in the last two years. Twelve (12%) percent of the population are English Language Learners served either in bilingual classes or by ESL teachers in the push-in model. This represents an eight (8%) percent increase over the last two years. The district has recently seen an influx of Hispanic students primarily from Mexico and Asian students primarily from mainland China. As a result, there is overcrowding in two of the elementary schools which serve the majority

You have a class of 25 ninth-grade students in a general science class. You are asked to develop a learning activity for this class that utilizes the learning cycle and includes a formative assessment. Task: A. Create a learning activity for the given scenario on a science topic of your choice that implements the BSCS learning cycle model. 1. Explain how the learning activity addresses each step of the BSCS learning cycle from engagement to evaluation. 2. Predict potential student misconceptions about the topic. a. Describe how a formative assessment could identify these misconceptions. b. Explain what you could do to resolve these misconceptions. 3. Create a pre-test and post-test to demonstrate that scientific knowledge is gained and/or corrected. Submit both tests as part of this task. a. Explain how you would analyze the data from the pre-test and post-test to monitor and adjust future teaching. Note: The pre-test and the post-test can be the same assessment tool. If this is the

Part 1: National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Select a grade level and from three websites find math lesson plans that concentrate on a particular math performance from the NCTM Standards for Number Sense and Operations. Using the three lesson plans and the standards as resources, create one revised lesson plan using the COE lesson plan template. Be sure the revised lesson plan includes a research-based instructional strategy from the assigned readings. Include specific differentiation in your lesson plan based on the needs of the students described in the Class Profile. Cite the websites you used to develop this lesson plan. In addition to submitting the revised lesson plan, submit the links to the three lesson plans that served as your inspiration. Prepare this assignment according to the APA guidelines found in the APA Style Guide, PART 2 Observe an elementary mathematics lesson. Write a reflection of 250-500-words in which you address

In 2-4 pages, reflect on what you have learned in EDU 115 and how you will use this new information in further study at DePaul. Discuss your career goals and explain in detail three strategies you can apply in meeting your goals. 1. identifying time management as a future teacher and being organized in order to be sucsessful 2. practicing public speaking (Milken Presentations, you can goggle Milken Awards) 3. Analyzing contradictory journal articles (recognizing authors's bias, what appeals does the author use to persuade his/her audience, what logical fallacies are present 4. acknowledging my support system at DePaul such as teachers, counselors, deans, other writing services 5. picking out characteristics for a highly effective teacher my goals: 1. get my bilingual polish endorsement 2. finishing college 3. going to grad school

1. Market Analysis - Using Porter’s Five Forces, evaluate the competitive strengths and weaknesses of our college (3-5 pages). Include a cover page, using APA format. Use the following SBA page as a guide to identify your target market and develop your competitive analysis: SBA Market Analysis Guide (Links to an external site.) 2. Strategic Positioning Analysis – Based on your market analysis, define the college’s Unique Selling Points (of most value to current and potential customers). What strategies can the college employ to gain sustainable competitive advantage? Develop a business plan that identifies and utilizes CF’s Unique Selling Points and avoids imitation by competitors. (3-5 pages). Use the following SBA page as a starting point to identify the college’s vital Unique Selling Points: Finding Your Market Niche (Links to an external site.) 3. Executive Summary – Write a one page Executive Summary of your Strategic Positioning Analysis (1 page)

The learning cycle has been understood for decades and is accepted as a superior form of instruction over that of passive models of instruction; however, all forms of instruction have the potential to leave student misconceptions unanswered. Scenario: You have a class of 25 ninth-grade students in a general science class. You are asked to develop a learning activity for this class that utilizes the learning cycle and includes a formative assessment. Task: A. Create a learning activity for the given scenario on a science topic of your choice that implements the BSCS learning cycle model. 1. Explain how the learning activity addresses each step of the BSCS learning cycle from engagement to evaluation. 2. Predict potential student misconceptions about the topic. a. Describe how a formative assessment could identify these misconceptions. b. Explain what you could do to resolve these misconceptions. 3. Create a pre-test and post-test to demonstrate that scientific knowledge is gained and

The focus of this paper is Educating young children Research Questions Data Collection Tool Why this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure? Will the incorporation of project-based learning improve students%u0432%u0402%u2122 state assessment scores as it relates to the Common Core State Standards in comprehending non-fiction text? District Common Assessments (post-test) This research question requires quantitative data collection. The answer of this question is either yes, the incorporation improves test scores or no, it does not. District common assessments, which assess Common Core State Standards as well, can also be used for post-test data. Will the inclusion of project-based learning improve student application of comprehending non-fiction text at a high depth of knowledge level? Pretests and post-tests Pre- and post-tests can give quantitative data to support findings in the examination of the artifacts an

The learning cycle has been understood for decades and is accepted as a superior form of instruction over that of passive models of instruction; however, all forms of instruction have the potential to leave student misconceptions unanswered. Scenario: You have a class of 25 ninth-grade students in a general science class. You are asked to develop a learning activity for this class that utilizes the learning cycle and includes a formative assessment. Task: A. Create a learning activity for the given scenario on a science topic of your choice that implements the BSCS learning cycle model. 1. Explain how the learning activity addresses each step of the BSCS learning cycle from engagement to evaluation. 2. Predict potential student misconceptions about the topic. a. Describe how a formative assessment could identify these misconceptions. b. Explain what you could do to resolve these misconceptions. 3. Create a pre-test and post-test to demonstrate that scientific knowledge is gained and