Category: Education

Please view the SWAY Presentation on Assessments taking notes as you move through the slides. Cut and paste the link in your browser. 
Instructions:
After viewing the presentation, please answer the questions on the slides in no more than one paragraph each.   
Assessment Literacy
https://sway.office.com/q7Thuyw6EPFAWMM3?ref=Link
Reading and Assessment
https://sway.office.com/R4ABPOEj4IIR1WNM?ref=Link
Questions from the Assessment Literacy video-
>>TALKING POINTS:
What does this mean
for reading? Why is
the classroom
environment
important?
>>How important is this?
Does this in turn have
anything to do with
assessment?
Questions from the Reading and Assessment video-
Please look at each slide to answer the quesions. Questions are just below each slide. 
Why is assessment so important?
Why is literacy assessment vital to student success?
Do we over assess?
What in your opinion is the most valuable information assessments give you as a teacher?
What is the overall message here from this vignette?
Explain formal versus informal assessment.
What do you know understand from viewing this short clip?

This research aims to explore the
synthesis of various metallic nanoparticles Nickel (Ni), Copper (Cu), Zinc
(Zn), Iron (Fe), Calcium (Ca), Cerium (Ce), and Magnesium (Mg) along with their
combinations, using extracts from commonly available plants such as Ocimum tenuiflorum, Coriandrum sativum,
Mentha spicata, Lawsonia inermis, and Melia
dubia and to investigate their biological application. outline: Abstract
1.
Introduction
2.
Synthesis of various metallic nanoparticles via green methods
2.1
Plant mediated synthesis:
2.2
Microbial synthesis:
2.3
Bioinspired approaches:
2.4
Advantages and limitations of each method:
2.5
Recent Advances in Green Synthesis Techniques:
3.Characterization
Techniques
3.1
X-Ray Diffraction (XRD)
3.2
Fourier Transform Infrared Spectroscopy (FTIR)
3.3
Ultraviolet-Visible Spectroscopy (UV-vis)
3.4
Transmission Electron Microscopy (TEM)
4.
Biomedical Applications
4.1  Antimicrobial activity:
4.2
Antioxidant Effects:
4.3
Antidiabetic Potential:
4.4
AntiCancer Activity:
4.5  Bio Imaging:
4.6
Drug Delivery Systems:
4.7  Wound Healing:
5. Challenges
5.1 Scalability and reproducibility
challenges.
5.2 Standardization efforts.
5.3 
Biological Stability
5.4 Toxicity Concerns
5.5 Regulatory Hurdles
6.
Summary and future outlook
Advanced
Synthesis Techniques
Multifunctional
Nanoparticles
Targeted
Drug Delivery Systems
In
Vivo Studies
Clinical
Translation
Nanoparticle-Cell
Interactions
Sustainable
Production Methods
Collaboration
and Interdisciplinary Research
References

Assignment: Using the Physical Education Themes Outline (attached) – Complete the attached Curriculum, Resources and Planning Map Template and then write a Formal APA document with at least 2 scholarly references.

Read and consider the questions posed in the “Perspective” section below.
Watch the videos listed below in the Course Materials section.
Post a reaction to the 8 short videos of superintendents discussing their work with principals

One of the most important roles of a superintendent is the support and development of leadership in the district. This can be seen in a variety of ways. Just like the purpose of our degree and certifications, the development support and nurture of outstanding leaders is one of the most important roles. In 2011 Wallace Foundation had an interesting study in order to present best practices for all districts to use as a guide.
Below you will find 8 short videos of superintendents discussing their work with principals. Review all 8, then choose one that you think would work and one that absolutely would not work in your district. Post the reasons why or why not from your notes delineating supporting evidence for each one you have selected.
(Newark Public School)

I put some of the practice problems for
this weeks assignment below I need two story problems for my peers to solve

1.5 minute speech full of energy about successfully getting through 4 years of high school, 
navigating construction, changes in administration, and being able to go off into the world 
and successfully navigating what all life has to offer whether you are off to college, a branch of the military, or a career. Need a catchy theme to motivate and encourage high school graduates to be all they can be. 

Need to prepare 4 reflective commentaries (1000 words each) to demonstrate my progress in teaching practices.
The commentaries will be supported by evidence of practice.
The commentaries will reflect on aspects of the student’s pedagogical journey, such as: the beginning of the journey – early reflections on being a teacher; pedagogical approaches in practice; planning and assessment for diverse learners, professional development and how this has evolved over time.
Include a link to (or insert) Action Plan (as an appendix)
Include a log of hours in the portfolio (as an appendix)

Give a summary of the case. the key issues involved with the case. how it relates to either the Constitution or the operation of the federal government. Identify the essential facts and the positions of each party to the case. Either include the decision of the court with a brief summary of the opinion and dissent.

Discussion Assignment Instructions
You must then post two replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week, with the exception of Module 8: Week 8, which is due on Friday. For each thread and reply, any sources used must be cited and referenced in current APA format. 
In your replies, address the person you are replying to, so it will be clear who you are responding to. Note that replies such as “I like what you said,” “That’s a good point,” and “I disagree with your comment” do not count as complete replies. Instead, add substantial supporting thoughts or ideas to elucidate why you agreed with the thread or provide alternative ideas and thoughts to demonstrate why you disagreed.
As one of the goals of Discussions is to encourage student community learning, not every thread will have a response from the instructor. Rather, the instructor will respond to a few threads in a way that adds to the conversation, asks pertinent questions, or summarizes some of the key points made by students.
See the Discussion Grading Rubric for guidance on how your participation will be evaluated.
Response 1:
Amy Cyr 
TuesdayMay 14 at 9:03am
I intend to research the topic of vocabulary instruction delivered to middle school students with special education needs, concentrating on students with learning disabilities. Proverbs 22:6 demonstrates this topic as it states, “Train up a child in the way he should go and when he is old he will not depart from it” (English Standard Version Bible, 2001). The verse states that each child needs guidance along his or her path. This highlights the role of an adult to provide support to learners as they acquire new knowledge, which ultimately results in students encountering success. 
My topic relates to my foundational beliefs around the issue of vocabulary instruction for middle school students as it pertains to students with special education needs. I believe that middle school students with special education needs will benefit significantly from differentiated instructional strategies. This belief is based on my understanding that differentiated instruction offers instruction that is individualized to meet each student’s current level of understanding. Puzio et al. (2020) claim that differentiated instruction is tremendously important for meeting individual students’ learning needs as it seeks to close individual learning gaps. Through the use of differentiated instruction, targeted support can be delivered to address the pre-requisite skills required for comprehension of vocabulary (Puzio et al., 2020).
I believe that by using a multimodal approach, vocabulary acquisition might be greatly improved for students with special education needs. This is possible due to the diverse nature of a multimodal approach, which includes multiple instructional methods. Through an approach that incorporates visual, auditory, kinesthetic, and digital resources,  various learning styles can be addressed within one lesson, which, in turn, means that a student has multiple ways to understand vocabulary concepts (Townsend et al., 2018).  Additionally, Townsend et al. (2018) state that multimodal instruction has a high likelihood of being engaging and appropriate for helping students build their vocabulary.  Through the use of multiple means of instructional modalities, students are able to grasp a deeper understanding of vocabulary concepts as teachers engage them as active participants in their learning (Townsend et al., 2018).
Explicit vocabulary instruction also increases understanding of vocabulary concepts.  I am confident that explicit instruction, including clear explanation, modeling, and guided practice, is necessary for students with special educational needs, especially those with learning disabilities. When it comes to helping a student who has difficulty with vocabulary, Torgesen et al. (2021) claim that explicit instruction is essential. A structured approach with direct support and reinforcement is highly efficient in assisting a student in understanding new vocabulary words (Torgesen et al., 2021).
Students with special education needs, particularly those with a learning disability, need to activate and construct background knowledge. I believe that vocabulary instruction requires connections to be fostered through background knowledge.   McKeown (2019) claims that good vocabulary instruction helps students acquire word knowledge, including how words function in various contexts. Students understand vocabulary better and utilize it in such a way that they connect a new word with something they have experienced or seen in the real world. This is a vital part of vocabulary instruction, and it is essential that educators aid students in making these connections.
In summary,  research indicates that explicit instruction, multimodal instruction, differentiated instruction, and background knowledge have proven beneficial in assisting students with special education needs at the middle school level to improve their vocabulary comprehension. Therefore, educators can make meaningful contributions to broader students’ vocabulary understanding through the integration of these methods.
References
English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/
McKeown, M. G. (2019). Effective vocabulary instruction fosters knowing words, using words,
and understanding how words work. Language, Speech, and Hearing Services in Schools,
50(4), 466-476.
Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated Literacy Instruction:
Boondoggle or Best Practice? Review of Educational Research., 90(4), 459–498.
https://doi.org/10.3102/0034654320933536
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2021). Prevention and remediation of severe
Reading disabilities: Keeping the end in mind. In Components of Effective Reading 
Intervention (pp. 217-234). Routledge.
Townsend, D., Brock, C., & Morrison, J. D. (2018). Engaging in vocabulary learning in science:
the promise of multimodal instruction. International Journal of Science Education, 40(3),
328–347. https://doi.org/10.1080/09500693.2017.1420267
Response 2:
Topic: Technology
Technology can help students become active participants in the learning process.
Technology can help students develop a better understanding of the material.
Technology can help better serve the diverse learning needs of our students.
Technology can turn traditionally dull subjects into interactive and fun activities.
Technology offers a variety of tools that engage students and encourage active participation in the learning process. Among these tools, interactive learning platforms like Schoology stand out. Schoology provides interactive modules, quizzes, and multimedia content tailored to different learning styles, allowing students to engage with material in diverse ways. According to a study by Biswas (2013), teachers can leverage the Schoology website to manage everyday classroom practices with the aim of enhancing student learning. The study highlights how Schoology’s embedded options not only enhance interactive learning but also connect school stakeholders on a unified platform. Additionally, the platform improves teaching efficiency and helps shape students’ learning and thinking to meet the diverse needs of the community.
Technology is essentail in enhancing students’ comprehension of material, particularly through immediate feedback and assessment. With technology, students receive prompt feedback on assignments, quizzes, and assessments, pinpointing misconceptions and areas for improvement in real time. This timely guidance steers their learning journey and solidifies understanding. Elmahdi and Fawzi (2018) underscore how affordable technologies and software empower teachers to seamlessly integrate formative assessment into instruction, enriching both learning and assessment processes.
Technology plays a huge role in meeting the diverse learning needs of students through personalized learning and accessibility features. From simple solutions like hand grips enabling students with fine motor difficulties to hold pencils, to advanced portable communication devices aiding those with speech and language impairments (Chmiliar & Cheung, 2007), assistive technology spans a wide spectrum. Adaptive learning platforms leverage technology to customize educational content according to each student’s pace, learning style, and individual needs, ensuring tailored instruction and resources. Furthermore, technology incorporates accessibility features such as text-to-speech, speech-to-text, closed captioning, and screen readers, fostering inclusivity by supporting students with varying abilities and overcoming language barriers
Technology offers several strategies to transform traditionally dull subjects into interactive and enjoyable activities, such as gamification. Integrating game elements such as points, badges, leaderboards, and challenges into educational content can make learning more engaging and enjoyable. Educational games and quizzes can turn dull subjects into interactive experiences where students compete, collaborate, and progress through levels while mastering the material. Gamification is also used with virtual simulations to increase learning exposures that help students to gain competency and confidence (Duggal et al., 2021).
“And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him.” – Colossians 3:17 (NIV) This verse emphasizes the importance of engaging in all activities, including learning, with dedication and gratitude. By incorporating technology to enhance education, educators and students can approach their studies with enthusiasm and thankfulness for the opportunities provided through technological advancements.
References 
Bible. (2016). Colossians 3:17. New International Version.
Biswas, S. (2013). Schoology-supported classroom management: A curriculum review. Northwest journal of teacher education, 11(2), 12.
Chmiliar, L., & Cheung, B. (2007). Assistive Technology Training for Teachers–Innovation and Accessibility Online. Developmental Disabilities Bulletin, 35, 18-28.
Duggal, K., Gupta, L. R., & Singh, P. (2021). Gamification and machine learning inspired approach for classroom engagement and learning. Mathematical Problems in Engineering, 2021, 1-18.
Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students’ Learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 182-188.

Background
As the Education Specialist on a school site, you will serve as a classroom teacher, someone who collaborates with general education teachers and other instructional support personnel, and/or as someone who administrators, parents, and other teachers will consult with about educational matters relating to all students. In cases where your school’s student population includes students with TBI, students with chronic illnesses, and/or students transitioning back to school from extended hospitalizations or in-home schooling, you should be prepared to advise teachers and parents about students’ specific needs and the unique needs of parents and families so that a healthy and productive home-school partnership can be established. This assignment meets CLOs 4 and 13. Instructions
To successfully complete this assignment, you will plan a 90-minute professional development session for the teachers at your school. Your session will identify the needs of the peers and family members of students who have a TBI (traumatic brain injury), students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions (e.g., Rhett Syndrome).
ask teachers to apply their understanding of the needs of the peers and family members of students who have a traumatic brain injury, students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions to their own work with parents and families.
identify essential elements of supportive partnerships with parents, families, and other teachers.
ask your participants to apply their knowledge of the essential elements of supportive partnerships to develop a plan for building partnerships with the parents, families, and teachers they work with to provide instructional, behavioral, social, communication, sensory, and pragmatically appropriate support to students with extensive support needs. The plan for your 90-minute professional development session should have these components.
Title
A 150-word abstract about what your session is about and why this information is important for teachers to know three to four objectives for your session (What do you want the participants to learn or take away from your session)? This can be a bulleted list. Details that create a mental picture showing the progression of the session for the teachers who will be giving up 90 minutes of their workday to learn from you. Will participants be listening to your lecture for 90 minutes? Will participants be working in small break-out groups? Will you include activities and videos for the participants? Explain how teachers after leaving the session will be able to use this new information. Include material you will use (PowerPoint slides, videos, handouts, etc.) and material your participants use (readings, hands-on activities, prompts for table talks, etc.)