Category: Education

I have completed my case study paper but I need someone to check and maybe give me some suggestions in order to get a higher grade. Please edit the paper based on the following criterias:
1.    
Demonstrate critical understanding and
specialised knowledge in your area of study2.   Demonstrate critical understanding
of a key aspect of teaching and learning within your subject and/or age phase
3.   Demonstrate ability to select
appropriate resources, methodologies, strategies and techniques for the study
(including engaging in practitioner/action research)
4.   Demonstrate the ability to
evaluate critically the outcomes of your study
Please highlight the parts you changed in the paper including the bibliography. Thank you.

ENM3 TASK 2: LEARNING SEGMENT OVERVIEW A. Identify three K–6-grade level children’s books (including title and author) with one common central focus (e.g., the solar system, life cycles, the civil rights movement). Note: The chosen children’s books should have depth and breadth of content that will enable you to incorporate the books into a learning segment in part B. B. Using the attached ″WGU Connected Learning Segment Overview Template,″ create a cross-curricular learning segment overview with three lessons that does the following: • is designed to support students when interacting with children’s literature (e.g., motivate and engage students) • incorporates all the books from part A (at least one book per lesson) • relates to one central focus • is appropriate for elementary students (grades K–6) • contains three different subjects (e.g., math, social studies, science) 1. Complete the ″General Information″ section of the attached template. 2. Complete the ″Lesson Information″ sections of the attached template for each of the three lessons. Each lesson must incorporate at least one book identified in part A. 3. Complete the ″Reflection″ section of the attached template by explaining how the learning segment was designed to support students (e.g., motivate and engage students) when interacting with children’s literature. C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. D. Demonstrate professional communication in the content and presentation of your submission.

Classes at every grade level are comprised of students at varying stages of language development, as well as cognitive and physical abilities. Teachers must adjust instruction to meet the needs of all students.
Carefully read and examine each scenario located on the “Typical and Atypical ” template. Each one depicts two students of the same age/grade who differ in their development; specifically, linguistic, physical, or cognitive development. After reading each scenario, complete the following tasks:
Use research to identify typical milestones for the grade level included in the scenario.
Provide examples of the atypical characteristics of the students in the scenario.
Propose strategies to address differences.
Each scenario should be 200-250 words. Apply major concepts, principles, theories, and research related to the physical, cognitive, and linguistic development of children and young adolescents in your responses.
Support your typical milestones and strategies with 2-3 scholarly resources.

See attached word document for assignment and instructions PLEASE READ CAREFULLY AND THOROUGHLY!!
APA IN TEXT CITATION

Follow the instructions in the Handout titled ″Math game-CANVAS version″ to create a math game, then answer the questions exploring the Video titled ″Supporting Mathematical Development in Young Children: Comparison. Upload the completed document here.
Link to ″Supporting Mathematical Development in Young Children″: https://youtu.be/Rl-tILyHoSA?si＝Cc87lEibby9l50EN
Additional resource: https://youtu.be/rXAjvF2SiaU?si＝lnsp2nw9Ve1yHVHw

Use the Walden Library and Google Scholar to locate five current peer-reviewed research articles on two or more of the theories from the Learner-Centered Teaching text that resonate most with you. For example, you may consider researching some of the following theories:
Attribution Theory and Self-Efficacy
Radical and Critical Pedagogy
Constructivism
Reform in Education
Feminists in the Classroom
Student Center Learning Powered by Technology
Using Technology to Create a Student-Centered Learning Environment
Complete a 2-paragraph annotated bibliography entry for
each peer-reviewed journal article mentioned above.

Please follow the sample I taught the lesson plan in a 1-grade class. The assignment is an opportunity to teach a science lesson with students, and to, more importantly, reflect on that experience. In addition to actually teaching one of your Inquiry-based Lessons at a school or program from Assignment #3, you will upload four things to Blackboard:
1) Your Lesson Plan (revised to reflect the grade level and appropriate standards associated with that grade level + any suggested revisions) – Include it in your submission (copy and paste it together with the Artifact photo page and Commentary) 
2) The Location, Date, and Class Lesson was Taught (can be listed at the beginning of the Commentary)
3) Your Artifacts page: 5+ photos of artifacts (label each photo) and short explanations from your lesson – Incorporate artifact explanations more carefully in your Commentary
4) Your Commentary – 4 sections with headings – Be sure to refer to theories/readings presented in this course that relate to engaged science instruction your lesson illustrates.
Lesson Requirements:
Create a 6E, standards-based lesson plan using all of the hallmarks of excellence for planning discussed in class to create a strong science lesson (e.g., building on students’ prior ideas, identifying both content knowledge and skills to be addressed in the lesson, eliciting prior knowledge, incorporating inquiry-based strategies). You may also use a lesson integrated with another subject area, but there must be a hands-on science component. You may use one of your Inquiry Lessons already created, as well. 
Prepare to enact the lesson with learners. Gather the necessary materials, prepare for the materials to be used effectively, create worksheets, make photocopies, work with cooperating teachers to negotiate time, space, etc.
Enact the lesson. Use hallmarks of excellence for instruction discussed in class. These include using hands-on activities, good questioning techniques, technology integration, cooperative learning, etc.
**As you enact the lesson, collect a minimum of 5 artifacts on which you can reflect. Artifacts can include student work, photographs of students (*try not to include students’ faces), video of you teaching, etc. Choose carefully. Your artifacts must demonstrate:
* Student engagement in learning science content and skills
* Ways in which you are not meeting the needs of every student in this lesson
Note: Artifacts should NOT be photos of the same worksheet completed by 5 students – Each artifact should be one of the key components of the lesson to include, for example,  photos of students gathered on the rug, easel with KWL chart,  a student journal entry, etc. 
Prepare your commentary based on reviewing your lesson as described below.
How to write your Commentary:
In a short paper of 2-3 pages, discuss the following. Feel free to organize your paper with the listed headings. Refer to specific artifacts, your lesson plan,  as well as applicable theories, researchers, and readings that were meaningful as you answer the following prompts under each of the 4 Headings:
Headings:
1. Classroom Context: Briefly describe the context in which you enacted your lesson. Include the grade level, how many students, special learning needs, community context, etc. Do not include specific school, teacher, or children’s last names, particularly if you include photographs as artifacts. This will help to protect students’ privacy.
2. Lesson Plan Design: Draw upon theory learned from class to justify your lesson design. Explain why the lesson you planned was appropriate for the learners. Discuss how their prior academic learning and/or personal/cultural/community supports and interests guided your choices of learning objectives, tasks, instructional strategies, etc.
3. Learning of Content and Skills: Explain how your instruction engaged students in learning both science content and science skills. What evidence do you have that students met or did not meet the learning objectives and standards identified in this lesson? How did you assess student learning? How did you provide feedback to students to help them evaluate their own strengths and needs?  How do your artifacts reflect this? What patterns did you find in students’ learning as a group, or individually?
4. Changes to Instruction: What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support learning of the science content and skills? Why do you think these changes would improve student learning? How do your artifacts reflect this need and the changes you suggest?
Lesson Plan Amended (if appropriate) and Submitted: (2pts)
Artifacts (5 pts) – 5 required (1 pt each), explained/demonstrated student learnings:
Commentary (4 pts) – 2-3 pages: 4 Areas included:  
Classroom Context: grade level, # students, special learning needs, community context, etc.
Lesson Plan Review: Discussion of the lesson plan selected for this assignment: theory (ies) led to lesson design; prior academic learning and/or personal/cultural/community supports/interests guided learning objectives; tasks; instructional strategies, etc.
Learning of Content/Skills: instruction engaged students; evidence met/did not meet the learning objectives; provided feedback; artifacts discussion:
Changes to Instruction: changes explained; how would they improve student learning? Reference to artifacts:
References Made to Course Theory/Readings throughout each section of the Commentary- (1pt)

Organizational Context of the Problem or Improvement Opportunity
• Analyze the problem in the specific context of your organization. What are the cultural, political, economic, and social factors that may have led to the problem or need for improvement your deliverable will address?
• What are systemic factors, internal or external, that are involved in the current problem situation? Support your assertions and statements with evidence, information, and examples.
• Explain why the organization’s efforts to address the problem have led to limited or no improvement, and the need for your project’s deliverable.
(Max. 250 – 300 words)

As a classroom teacher/educator, do you believe there are instances or behaviors that make it necessary to remove a student from class? List some of these behaviors and why it is necessary for removal. 
How often would you say you have a student removed from class? Are these behaviors the same as the ones you listed above?
As a classroom teacher/educator do you believe there are instances or behaviors that make it necessary to remove a student from school? List some of these behaviors and why it is necessary for removal.
When students are removed from your class, how are they reintegrated, or welcomed back, in? 
When students are removed from the school through suspension or expulsion, how are they reintegrated, or welcomed back, in?
What impacts do the practices or removing students from class or school have on you, your students, and the full school community? Do you believe there needs to be any changes to these practices? Why or why not?
PLEASE USE THE TWO ATTACHED ARTICLES AS A RESOURCE TO HELP ANSWER ANY OF THE QUESTIONS. I HAVE TO INCLUDE COURSE MATERIAL IN MY RESPONSES. 

This is a summary on clinical assessments: objective and projective personality assessments. Purpose for clinical assessments, breakdown on how the clinical assessment  assesses the client. List the different types of objective and projective personality assessments and describe purposes for the assessments. Lastly, it needs to discuss when clients should use clinical assessments.