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EDU 673 ASH Academic Coach/uophelp

EDU 673 ASH Academic

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EDU 673 ASH Academic Coach/uophelp

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  1. EDU 673 (ASH) Course Tutorial For more course tutorials visit www.uophelp.com

  2. EDU 673 (ASH) Course Tutorial EDU 673 Entire Course EDU 673 Week 1 Brain Research Supports • EDU 673 Week 1 Brain Research Supports Differentiation • EDU 673 Week 1 DQ 1 Key Principles of Effective Differentiation • EDU 673 Week 1 DQ 2 Educational Neuroscience • EDU 673 Week 2 DQ 1 Fluid and Fixed Mindsets • EDU 673 Week 2 DQ 2 Effective Differentiated Curriculum • EDU 673 Week 2 Journal • Brain Research Supports Differentiation. In a three- to five-page paper (not including title and reference pages): • a. Analyze how neuroscientific research findings and recent discoveries regarding how the brain learns support differentiation in the classroom. • b. Discuss how insights into the learning process affirm the importance of differentiation.

  3. EDU 673 (ASH) Course Tutorial EDU 673 Week 1 DQ 1 Key Principles EDU 673 Week 1 DQ 2 Educational • Key Principles of Effective Differentiation. Analyze the five key principles of effective differentiation and discuss which of the five will be the most difficult for you to embrace with a ―fluid or ―growth mindset.‖ What are the obstacles you see that will inhibit implementing the principles in your current or future educational setting? Which of the five is the easiest to accept? Why? • Educational Neuroscience. Educational neuroscience is an exciting new discipline that brings together research from psychology, neuroscience and pedagogy to help educators make the best curriculum, instructional and assessment choices for effective learning. Locate an article in the Online Library that investigates findings from cognitive.

  4. EDU 673 (ASH) Course Tutorial EDU 673 Week 2 DQ 1 Fluid and Fixed EDU 673 Week 2 DQ 2 Effective Differentiated • Fluid and Fixed Mindsets. Souza and Tomlinson (2011) explain, "Mindsets are the assumptions, expectations, and beliefs that guide our behavior and our interaction with others"(p. 19). A teacher's mindset is of utmost importance in the differentiated classroom. Think about your least favorite teacher and consider what their mindset must have been. • Effective Differentiated Curriculum. Visit the Discovery Education: Lesson Plan Library website and locate a lesson plan that represents the grade level and subject area you are teaching or are interested in teaching. In your discussion, post a link to the lesson plan that you have selected.

  5. EDU 673 (ASH) Course Tutorial EDU 673 Week 2 Journal (Ash Course) EDU 673 Week 2 Welcome Activity • EDU 673 Week 2 Journal (Ash Course) • Welcome Activity. Imagine it is the first day of school and you are welcoming a whole new set of students to class. Create your own welcoming activity for the first day of school that demonstrates how you will incorporate differentiation through a growth mindset. You are not limited to any particular format

  6. EDU 673 (ASH) Course Tutorial EDU 673 Week 3 Assessment EDU 673 Week 3 DQ 1 Effective Assessment • Assessment and Differentiation. For this assignment you will need a lesson plan or unit that includes an assessment. You may use one of your own, create a new one, or modify one that you find. Make sure the assessment contains all the elements of effective assessment and then explain or provide measures to show • Effective Assessment. Provide an example from your own classroom or from your past educational experience of effective assessment. What elements made it effective? Did it lead to improved teaching and learning? Why or why not? What was its overall purpose?

  7. EDU 673 (ASH) Course Tutorial EDU 673 Week 3 DQ 2 Summative Assessment EDU 673 Week 3 Journal (Ash Course) • Summative Assessment. There are two types of summative assessments, those that assess rote-knowledge skills and those that assess higher-level executive functions. Using the information in your text and from your own educational experience, develop an argument that supports the use of both types of summative assessments. • EDU 673 Week 3 Journal (Ash Course)

  8. EDU 673 (ASH) Course Tutorial EDU 673 Week 4 Differentiated EDU 673 Week 4 DQ 1 Student Readiness • Differentiated Instruction for Student Readiness. For this assignment you will need a lesson plan or unit that includes measurable learning outcomes. You may continue to use the lesson plan from Week Three, or you can create a new one or modify one that you have found. Provide and explain differentiated teaching strategies that are appropriate • Student Readiness. After reading Chapter Five of the course text, create a checklist of the nineteen guidelines for differentiating curriculum in response to student readiness as a separate document. You can group the guidelines in whatever way makes the most sense for you. You are creating the checklist to keep as a tool for use in your current or future classrooms

  9. EDU 673 (ASH) Course Tutorial EDU 673 Week 4 DQ 2 Student Interest EDU 673 Week 5 Differentiating • Student Interest. After watching the talks by Sir Ken Robinson (TED Talk – Ken Robinson Says Schools Kill Creativity, and TED Talk – Sir Ken Robinson: Bring on the Learning Revolution!), answer the following questions: • a. Does differentiation make the difference between a good teacher and a great teacher? Why or why not? • Differentiating for Learning Profile. For this assignment you will need a lesson plan or unit that includes measurable learning outcomes. You may continue to use the lesson plan from previous weeks, create a new one, or modify one that you have found

  10. EDU 673 (ASH) Course Tutorial EDU 673 Week 5 DQ 1 Learning Style Debate EDU 673 Week 5 DQ 2 Culture and Gender • Learning Style Debate. The four aspects of learning profile are controversial. Highly respected researchers argue vigorously for the existence of cognitive styles or intelligence preferences. Other noted psychologists argue that the construct of cognitive style or intelligence preference makes little sense in terms of learning. In this discussion, we will briefly debate • Culture and Gender. Share with your classmates how you believe your own culture and gender influence your teaching and learning. Do you believe your gender served as an advantage or a disadvantage in your own academic experience? How about your culture? Explain how you will account for the ways in which gender may affect your students

  11. EDU 673 (ASH) Course Tutorial EDU 673 Week 5 Journal (Ash Course) EDU 673 Week 6 DQ 1 Orderly • EDU 673 Week 5 Journal (Ash Course) • Orderly-Flexible Learning Environments. Our text describes four kinds of classroom environments that stem from teacher management beliefs and styles. Orderly-flexible learning environments are most likely to support differentiated instruction. Choose one of the following three kinds

  12. EDU 673 (ASH) Course Tutorial EDU 673 Week 6 DQ 2 Personal EDU 673 Week 6 Final Paper Professional • Personal and Professional Growth. As you reflect on this course, what assumptions about differentiated instruction have been confirmed? Have others been challenged? Which? What steps will you take to modify your teaching strategies now or in the future? • Focus of the Final Project • To create your Final Project you will be designing your own Professional Development Plan. You will need to create a step-by-step timeline that shows your commitment to personal and professional growth in creating academically and culturally diverse classrooms

  13. EDU 673 (ASH) Course Tutorial EDU 673 Week 6 Journal (Ash Course) • EDU 673 Week 6 Journal (Ash Course)

  14. EDU 673 (ASH) Course Tutorial For more course tutorials visit www.uophelp.com

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