Choose a variety of English that is not typically taught in the classroom (a variety other than, say, standard British or American Englishes). Analyse the variety in terms of the linguistic features (accent, pronunciation, vocabulary, grammar, etc.) that distinguish it from a related standard variety. Motivate the relevance of the assignment based on the requirements of the English national curriculum in Norway. Remember to provide background information on your chosen varieties and their typical speakers. Use data from authentic language situations (video or audio material of people using the varieties in actual conversation) to illustrate what features are characteristic of the varieties you are describing and comparing. The International Dialects of English Archive (IDEA) may be a useful resource. Lenght 2000 words Sources in addition to those added: Galloway, Nicola and Heath Rose. 2015. Introducing global Englishes. New York: Routledge; chapters 3, 4, and 5. Davies, Diane. 2014. Varieties of modern English: an introduction. Abingdon: Taylor & Francis; chapters 2, 4, and 5.
Task Discuss classroom factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning. Classroom factors. Describe the physical features of the classroom (visual), availability of technology equipment and resources and the extent of parental involvement. Describe the academic and social environment in the classroom. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement. This should be word processed and in APA format. The assignment should be at least 1 page in length.
Hello please see red remarks on statement of currency of employment where you need to edit/rewrite and make it flow then add early childhood programs for 15 months to 5 year old. You can add upto 8 programs on the Early childhood program journal word doc provided and must ensure it covers all the EYLF learning outcomes as per the attached pdf file. Must deliver by 20 September 4pm Sydney Australia Time.
Application or Understanding Topic: Picture Activity Schedules Assigned Reading: The effects of a picture activity schedule for students with intellectual disability to complete a sequence of recreation tasks following verbal directions. (Uphold, Douglas, & Loseke, 2016) 1. What is a picture activity schedule? 2. How might picture activity schedules be a useful instructional tool for teachers who serve students with an intellectual disability and/or autism? 3. What behavior was measured in the participants? See the Dependent Measures section. 4. How was the skill taught? In other words, what were the actions of the teacher(s) to increase skills and knowledge among participants? See the ePAS intervention sessions section under General Procedures. 5. How was generalization of the skill introduced? 6. Look at the graphs. Did the students increase in task completion? How do you know?
This project is part of Task 1 of the EdTPA, & is 5 consecutive lesson plans for the learning segment. Each lesson plan must be no more than 4 pages in length. The Learning Segment is over the Roman Empire (State Standards are attached). The lessons together should have a central focus that supports students in learning and using facts and concepts, and inquiry, interpretation, or analysis skills to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon. If you have any questions, please ask. Write a lesson plan for each lesson in the learning segment. – Lesson plans should be detailed enough that a substitute or other teacher could understand them well enough to use them. Lesson plans must include the following information: – State-adopted student academic content standards that are the target of student learning (Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) – Learning objectives associated with the content standards – Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed – Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs – Instructional resources and materials used to engage students in learning Lesson Plans must: – build on each other to support student learning of facts with clear and consistent connections to concepts, inquiry, interpretations, or analyses, AND building and supporting arguments or conclusions. – Explain how students will build explicit connections between inquiry, interpretations, or analyses and supporting arguments/conclusions as well as the central focus of the learning segment.
The assignment called ‘paper’ is an academic paper that addresses a question or an issue from the point of view of the reading in one particular module. The paper should be clearly structured as an analytical or argumentative paper. Language, content and presentation/structure are important. You should divide your paper into three parts: introduction, main body and conclusion. The introduction should clearly state the focus of your paper (e.g. the particular problem/issue that you want to discuss) and should include a thesis statement. The introduction might also include a small outline of the structure of your paper. The middle part should present your argument. One way of doing this is to shape this part as a ‘compare and contrast section’ where you compare pros and cons of different theories or approaches to a problem, but you can of course choose other approaches. The conclusion should tie back to the introduction in the sense that you need to make sure that you have addressed the issue that you said you would focus on. The point of the conclusion is to underline the key argument(s)/points for discussion of your paper (note that it may be that you want to focus on a question that you have after having read the literature). You can also choose to include one or two lines about what you have not been able to say in your paper. You can present this information as a limitation of what you can say at this point, or as a question for future research/discussions. Length: 600-1000 words
Discuss community factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning. Community, district and school factors. Describe the geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors. This should be word processed and in APA format. The assignment should be at least 1 page in length. For information on your selected school, use the following websites: https://screportcards.ed.sc.gov/ (ALL South Carolina schools) https://www.horrycountyschools.net/domain/2858 (ALL Horry County schools) https://www.census.gov/quickfacts/fact/table/US https://www.gcsd.k12.sc.us/home (ALL Georgetown County schools) https://www.census.gov/quickfacts/fact/table/georgetowncountysouthcarolina/RHI825219
Application or Understanding Topic: Learning characteristics of students with an intellectual disability or autism STEP 1: Give an example of a character from a movie or a television show that is likely to have an intellectual disability or autism. Find a clip from YouTube with a scene that shows a character who is roughly school or young adult age. The clip should be long enough to show the learning characteristics of the individual. STEP 2: Provide an overview of the clip and the character. What is going on with the character in this clip? Post the URL to your chosen clip STEP 3: Explain why you believe this character has an intellectual disability or autism. Be sure to cite the text when discussing the features of emerging adulthood.
This assignment should be written in APA format with double-spaced, 12-point Times New Roman font. It should include a cover page including Course Number, Course Name, Title of Assignment, and Student Name. General Purpose: The purpose of this assignment is two-fold – to understand a researched-based strategy/evidence-based practice for students with LD, and to practice engaging with and critiquing research. For the assignment, you will identify an empirical research article (a study) specifically focused on a strategy for students with LD. Please follow timeline in syllabus for pre-approval of your chosen article. For assistance identifying an article, please contact Dr. Enders. Introduction: Provide an introduction to the paper. Describe what the research is about and explain its focus. State the EBP being examined in this study. State the hypotheses or research questions. Methods (Paragraph 1): Identify the subjects in the study. Discuss who are the participants, where they are located, and other demographic data provided. Identify the procedures/methods used in the study. (e.g., design of study, how many subjects, what they did) (Paragraph 2): Describe the variables and explain how each variable was measured. Be specific. Identify the name of the measurement and a brief description of each. Results and Discussion (at least 2 paragraphs): Discuss the results of the study. What did the authors learn from conducting the study? Did the data support or fail to support the stated hypotheses? What conclusions did the researchers draw from the results? What limitations, if any, did they note? Critique (at least 2 paragraphs): Critique the study. Specify what was done well and what could have been improved. Describe if you think the research was valuable. Explain if you believe the study was practical and/or helpful? If so, to whom? State if there should be more research conducted in this area. Describe to whom the results of this study apply. Make recommendations for next steps in this line of research. Criteria Points Introduction Describes what the research is about; explains its focus; includes the EBP being examined; states the hypotheses or research questions 2 Methods Identifies the subjects in the study; describes the design of study; includes information on demographic data; states how many subjects; explains what they did; names the measurements used and explains how each variable was measured 8 Results and discussion Explains the results; describes what the authors learn from the study; states whether the data support or fail to support the stated hypotheses 5 Critique Specifies what was done well; states what could have been improved; describes if the research was valuable (added to the field); explains the practical and/or helpful benefits of the study; describes to whom the results of this study apply; states if there is a need for more research; makes recommendations for next steps in this line of research 10 APA formatting & pre-approval Paper is in correct APA formatting with less than 3 formatting errors; paper was approved in advance 5
You be developing a Stage 5, Year 10 unit of work. The core focus is a film study with the central text being the film/ television text that I chose and justified in a previous assignment (more details will be given once you accept the project). The unit will also incorporate and backwards map from the multimodal assessment task that I designed for the first assessment. You will backwards map the programming of the unit from this assessment task following the Teaching and Learning Cycle model (TLC).