CourseworkEducational TechnologyITL608 Design and Process of TeachingLanguage LearningNational UniversitySpecial Education
At-Risk Learner Supports
For our first week’s discussion in ITL608, we were to review and analyze the content in the following links and respond with at least 2-3 supports that can be used to help at-risk learners, including EL students, or have a 504 or IEP. What support could we use to help EL learners? What support can be implemented for students with a 504 or IEP? We were asked to review the following resources as they will help us develop educational supports: . Assignment Grade: 5/5
Virtual Roller Coaster Design Lesson Plan
This a lesson plan I created to use in several upcoming assignments that may require it. And which I submitted to the JTILT Technology-Rich Lesson Plan Competition Lesson Title: Virtual Roller Coaster Design Overview: This 10th-grade math lesson plan focuses on the use of technology to design and simulate a roller coaster. Students will use the Roller Coaster Creator software to design a roller coaster that meets certain criteria, such as a certain height, length, and number of loops. They will then use the software to simulate their roller coaster and identify any areas that need to be redesigned. Learning...
Course DescriptionsEducational PsychologyInclusive Teaching PracticesInstructional PlanningITL608 Design and Process of TeachingNational University
ITL608 Design and Process of Teaching
This is the 4th course in the Inspired Teaching and Learning program at National University. Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing, and reflecting in the process of learning and teaching to ensure all students have equitable access to the curriculum. Course Learning Outcomes
CourseworkCurriculum PlanningEducational StrategiesITL606 Learners and Learning IINational UniversityStudent Development
Instructional Approach: Teaching
For this assignment, we were to consult with our master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop our understanding of students’ assets and learning needs. We were to review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths and learning needs. We were to use this information to establish content-specific learning goals (including California English Language Development (ELD) Standards as appropriate). Write a description of Students’ Assets and Learning Needs. Describe what skills students already have...
Classroom ManagementCourseworkEducational StrategiesITL606 Learners and Learning IINational UniversityStudent Development
Field Experience (Report and Reflection)
Utilizing the information from our Observation Report from the SimSchool Module and using the notes we took from the Observation Notes template, we were to answer the following reflection questions (2-3 pages). *If needed, we could access the UDL Guidelines on the CAST.org website. Teaching in a 9th Grade Simulated Classroom Frank Jamison National University ITL606 Learners and Learning II Professor Taneeka Bourgeois-daSilva September 17, 2023 Support for Students in an Inclusive, Safe, and Positive Learning Environment Positive reinforcement was consistently employed, with me using strategies like smiling at students, offering praise, and acknowledging their efforts. This consistent positivity fostered...
CourseworkEducational StrategiesInclusive TeachingITL606 Learners and Learning IINational UniversityStudent Development
Lesson Plan Rationale
For Assignment 3A, we were to think about the class context information and students’ assets and learning needs for the whole class and focus students, then briefly respond to the following prompts (no more than 7 pages). We were to consider how our lesson plan in Week 4 WILL address the following areas. 1. Prior Academic Knowledge: Explain how the lesson plan will build on students’ prior academic knowledge related to the content-specific learning goal(s) selected for the lesson. The lesson on quadratic equations will naturally extend students’ foundational knowledge from previous math courses. The lesson will build on their...
Classroom AssessmentsCourseworkEducational MethodsITL606 Learners and Learning IIMath Teaching StrategiesNational University
Formative and Summative Assessments
For this week’s discussion we were to view four videos on formative and summative assessments and develop a 2-5 minute video or half-page written reflection of what we learned from the videos. We were to make sure to state at least two unique formative assessments and two unique summative assessments we would apply in our classrooms or future classrooms, and answer the following questions: Video 1: How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary Video 2: Summative Assessment: Overview & Examples – Teachings in Education Video 3: Formative and Summative Assessments – Edmentum Video 4: What Are...
CourseworkDiversity and InclusionITL606 Learners and Learning IINational UniversitySocial and Emotional Learning (SEL)Teacher Development and Strategies
Diversity and Inclusion (SEL)
Diversity and Inclusion are the next aspects we will examine in Social Emotional Learning. Learning about who we are culturally as individuals, as a learner, and as a contributor to the classroom, school, and community can build the path to our own empowerment. By implementing supporting Diversity and Inclusion, teachers can create a safe learning environment and improve academics. Explore these four cards to discover valuable practices that impact student-teacher relationships. Differentiation Both intern teachers and student teachers can engage with the “Diversity and Inclusion” Playbook based on their own teaching and learning experiences. Intern teachers, what SEL strategies are...
Educational Standards and PracticesStudent-Centered Teaching StrategiesTeacher Professional Development
Unpacking and Reflecting on TPE 3
As teacher candidates, we are acquiring knowledge and skills to understand and begin to apply the Teacher Performance Expectations. We utilize the TPEs because they also align with how districts will assess us and our readiness when we apply for a teaching position. After we receive our first teaching assignment, we will be required to clear our credentials. Guess what? The TPEs come into play again! Induction programs (for clearing our credentials) will evaluate our strengths and growth areas as new teachers. In this course and future courses, the TPE assignments will get us prepared and thus help us begin...
CourseworkEducational StrategiesInclusive EducationITL606 Learners and Learning IINational UniversityTeaching Methodologies
Between-Class vs. Within-Class Grouping
In preparing for the opening of the new K-8 school, Barlett Canyon Academy, it quickly becomes obvious to the principal, Ms. Patel, that “something different” will be needed with instructional strategies. Bartlett Canyon Academy is drawing its highly diverse student population from several local communities. Individual differences in educational backgrounds, special needs, and home environments are substantial. Ms.Patel decided to approach her faculty. “What is the best way to address our problem of such diverse learners?” begins Ms.Patel. Ms. Díaz, a seasoned sixth-grade teacher, suggests that classes at each grade level be organized into tracks to create high, average, and low groups. Each group then works...
CourseworkEducational TechnologyITL606 Learners and Learning IILearning TheoriesNational UniversityTeaching Methodologies
Theory to Practice
This assignment is designed to make connections between key learning theories and UDL principles in the context of our three Focus Students. Deliverable Create an electronic presentation (Prezi, PPT, Weebly, etc.) on Learning Theories. You must include for each given theory the connections to UDL and also to your current teaching schema of your whole class and your 3 Focus Students (ITL 604). How are you currently using theories in your teaching practices, and which learners are you targeting this learning theory for (who does it provide additional access to?). You must provide a reference page and have citations throughout...