Final Project- PowerPoint

Philosophy Statement (Part of it)

Week 2 Discussion 1 (The 4-5 sentence philosophy statement) I only copied the part about philosophy statement:

As a teacher, I believe that I have a huge amount of responsibilities. Not only do I have the responsibility to create an environment that will best help my students to learn, but I also have the responsibility to help my students develop an appreciation for learning and acquiring knowledge. I feel that I am responsible for being a good example to my students and teaching them lifelong values.

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Practice Intentional Teaching

Week 2 Discussion

Anti-bias education is an early childhood curriculum which is geared towards instilling values and principles which align with supporting, respecting as well as embracing social differences and aims to fight unfairness, bias, and segregation across the different social forms like race, gender among other variations (Leekeenann et al. 2016). The anti-bias form of education calls for high levels of critical thinking, and adequate problem-solving prowess among the tutors and the scholars to enhance social justice across the different demographic segmentation.

Anti-bias goal 2: the children express comfort and extreme joy with human diversity, the official language for social differences, and sincere, caring human connections. With this, through anti-bias education, children are thus able to acknowledge the humanity and extend the heart of affiliation and adopt zero tolerance to all forms of human segregation. The children can, therefore, interact with different social diversities comfortably, communicate effectively using the appropriate jargon, and make those around them feel wanted, accepted, and acknowledged despite their differences.

To achieve this goal, one has to focus on the bigger picture of the advantages attributed to the attainment of this goal. For instance, focus more on the strengths of human diversity on an international arena, and make each group feel recognized. For example, in an education setting, highlight the advantages of racial diversity in America and its massive impact on the media and pop culture. Through this, both diversities feel acknowledged, and the contradicting diversities see the significance of their counterparts in the country.

Media poses a significant challenge in achieving this goal. Media serves as a considerable perpetrator of racism, unfairness, and bias (LeeKeenan & Nimmo, 2016). The different forms of prejudice as portrayed by the media, serves as a challenge in administering anti-bias education among children who are highly vulnerable to media content. The press thus serves as a challenge towards the achievement of the goal. Besides, technology also poses a massive challenge to fight against bias. Through technology, people are getting more diverse despite their social settings. Through technology and such trends like social media, segregated individuals seek homage in the different social media platforms where they feel wanted. This acts as a challenge since instead of finding solutions to curb the bias, the victims detach and seek refuge on the internet, hence increasing the diversity and propagating the differences.

The media should aim at preaching fairness and bridging the gap between human diversities instead of propagating the bias. Due to the strength the media possesses, it should be used to educate people on the advantages of embracing human diversity and fighting prejudice. And not to propagate the difference.

Instilling cultural relativism among the children will be beneficial in achieving this goal. Culture is not universal, and what is culturally accepted and morally right could be culturally unaccepted and morally unaccepted in a different setting. To instill the anti-bias mentality in children, they should be made to understand that no culture is superior or inferior to the other and that a person should be judged according to his dominant culture. Through this, the children will understand the significance of accepting and respecting other people’s diversities and differences, and learn to perceive them as they are without any bias regardless of the diversity. Besides, advocating for cross-cultural educational and extra-curricular activities will help the children to be able to express comfort and joy with human diversity, develop the appropriate language for social differences and caring connections. These activities will include participating in school-based competitions with students from other diversities like gender or race; through this, children will develop a deep understanding and will learn to overlook the differences between them.

References

Kuh, L. P., LeeKeenan, D., Given, H., & Beneke, M. R. (2016). Moving beyond anti-bias activities: Supporting the development of anti-bias practices. Young Children, 71(1), 58-65.

LeeKeenan, D., & Nimmo, J. (2016). Anti-bias education in challenging times. Childcare Exchange.

Incorporate Developmentally Appropriate Practice

Week 3 Assignment

Staff Rubric

My characteristics touch on learner engagement, engaging the imagination of learners, experience in dealing with children and teaching them on play, collaboration with parents, and warmth and understanding. These characteristics work as metrics to ensure that the staff is not only delivering what is required of them but also go beyond that (Douglas, 2018). They touch on essential aspects of teaching play in learning, managing transitions, and dealing with disruptions.

Using this rubric will encourage teacher and learner engagement through teaching and learner support, learner and learner engagement as per the directions of staff, and staff and parent collaboration through cooperating to help the learner transition effectively.

This rubric will help the staff know what is required of them and encourage them to learn more or enhance their skills to achieve the highest distinction or performance score (Stuart, 2019). The staff can also get an idea of which staff members are exceptional and what they have done to reach there.

This rubric will encourage self-reflection by pointing out staff characteristics and ranking them according to their effectiveness in promoting play and assisting learner transition. Staff members can then rank themselves and reflect on how well they would rank (Douglas, 2018). Through such self-reflection, staff members are encouraged to work towards professional growth and to become better at their roles.

References

Douglas, K. M., & Jaquith, D. B. (2018). Engaging learners through artmaking: choice-based art education in the classroom (TAB). Teachers College Press. Retrieved from https://books.google.com/books?hl=en&lr=&id=dtRSDwAAQBAJ&oi=fnd&pg=PP1&dq=engaging+learners+through+play+and+managing+transitions&ots=_b5BFI6g6K&sig=RQylGPt5mbVsrRvW2MQiEUBVwyc

Stuart, S., & Collins, J. C. (2019). Special Education Transition Services for Students with Autism. In Special Education Transition Services for Students with Disabilities. Emerald Publishing Limited. Retrieved from https://www.emerald.com/insight/content/doi/10.1108/S0270-401320190000035014/full/html

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Frank Guevara 2/2/2020 11:47:13 PM

View markup for ECE 624 Week 3 Assignment.docx

Shakina,

I appreciate your effort on this assignment. Although you had some of the required criteria, I didn't see a specific one related to disruptions, and the transitions one was combined with a play criterion. Your rationales were below expectations and should have been much more in-depth.

Please see embedded feedback. Dr. Guevara

( 1.00 / 1.00) Includes Four Performance Level Titles to Describe the Different Levels of Performance

Distinguished - Includes four performance level titles for each characteristic to describe the different levels of performance. All performance level titles are clear.

Comments:

Way to go! Your performance level titles are clear and will ensure that the person who is being evaluated by the rubric understands the different levels of performance.

( 0.76 / 1.00) Includes at Least Five Characteristics to be Rated on the Rubric

Basic - Includes at least four characteristics to be rated on the rubric and/or some of the characteristics are not related to the required areas of focus.

Comments:

Thank you for including five characteristics to be rated on your rubric. Three of your characteristics related to play, but you did not include on related  to disruptions.

( 1.52 / 2.00) Creates Performance Level Descriptors for Each Characteristic

Basic - Creates limited performance level descriptors for each characteristic. The performance level descriptors are underdeveloped and/or some of the criteria are missing.

Comments:

Your performance level descriptors are off to a good start. Remember that you need to include specific information to explain what you are looking for when you write each performance level descriptor.

( 0.64 / 1.00) Defends the Decision of the Included Characteristics on the Rubric With Current Research

Below Expectations - Attempts to defend the decision of the included characteristics on the rubric; however, the defense is not supported by current research and/or is significantly underdeveloped.

Comments:

Good start to defending your decision of the characteristics you included on your rubric. While you included your explanation for why you included the characteristics you did, you did not utilize current research in your defense.

( 0.00 / 1.00) Explains How Using the Rubric Will Encourage the 21st Century Skill of Collaboration

Non-Performance - The explanation of how using the rubric will encourage the 21st century skill of collaboration is either nonexistent or lacks the components described in the assignment instructions.

( 0.64 / 1.00) Summarizes How to Use the Rubric to Foster the Knowledge and Skills of a Staff Regarding Play in the Classroom, Transitions, and Disruptions

Below Expectations - Attempts to summarize how to use the rubric to foster the knowledge and skills of a staff regarding play in the classroom, transitions, and disruptions; however, the summary is not supported by scholarly sources and is significantly underdeveloped.

Comments:

While you included a summary of how to use this rubric to foster the knowledge and skills of your staff, you did not focus specifically on playing in the classroom, transitions, or disruptions. Please make sure to include the required content from the assignment description.

( 0.64 / 1.00) Explains How The Rubric Might be Utilized to Encourage Staff Self-Reflection and the Ways in Which Self-Reflection Fosters Professional Growth

Below Expectations - Attempts to explain the rubric might be utilized to encourage staff self-reflection and ways in which self-reflection fosters professional growth; however, the explanation is not supported by scholarly sources and is significantly underdeveloped.

Comments:

It is not clear from your explanation that you understand how you can use rubrics to encourage self-reflection or foster professional growth. Please take some time to research this area so you can strengthen your understanding of these important ideas.

( 0.22 / 0.25) Written Communication: Academic Voice

Proficient - Written work contains language that is appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines and academic writing standards. Key subject matter and academic vocabulary is mostly integrated in a meaningful way throughout the assignment.

Comments:

While key vocabulary is used in the assignment, it is not always applied with accuracy and effectiveness. Make sure you understand the terms before using them in context.

( 0.22 / 0.25) Written Communication: Purpose and Organization

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Comments:

Great job! The information you presented is organized and follows a logical sequence. Your effective use of transitional devices provides a sense of coherence in your assignment.

( 0.22 / 0.25) Written Communication: Control of Syntax and Mechanics

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Comments:

Good job! Correct conventions facilitate the reading of the text.

( 0.22 / 0.25) Written Communication: APA Formatting

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

( 0.19 / 0.25) Written Communication: Page Requirement

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

( 0.66 / 0.75) Written Communication: Resource Requirement

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Overall Score: 6.93 / 10.00

Overall Grade: 6.93

Develop an Integrated Curriculum

Week 4 Discussion 2

Creativity is an affair, and that significantly involves the commitment of oneself, including their consciousness and mindset, to perform a specific activity and achieve a particular set goal and objective. In this case, therefore, we will discuss an activity and that promotes the emotional development of an individual. To support emotional development, one should ensure that they go through books and articles that validate and encourage the expression of feelings that brings out the inner part of an emotional individual (Tharp, 2018). These are books like the ones that deal with personal issues of an individual or even touching stories shared by different people at their emotional moments. This greatly helps in the development of an emotional feeling in an individual. Learners in a classroom setting should be taken through cases and activities that support their social growth and development. These activities include social interactions with one another and having time together and with the teacher as well. This greatly enables the learner to row the art of interacting with others and therefore achieving a sense of social growth and development.

In the case of physical development, learners in a classroom setting should be encouraged to participate fully in physical activities like playing football and other games, cleaning the place among others. This has therefore been seen as a better way of ensuring that they grow and have a sense of physical development and even for health purposes. Learners should also be encouraged to interact with each other and share different perspectives, even based on their origins and ethical bases, to learn new things (Williams, 2018). They should also involve themselves in language challenges with others so that they can be fully equipped with the best language and communication skills. This could also be offered as a lesson in the classroom. Lastly, learners should be encouraged to be creating and such platforms to be created and that help them to become creative and come up with new ideas of learning, interaction among others, as this will be quite important in expanding their minds and way of thinking so that they can feel broadly even at times when they are expected to solve issues and make decisions on their own.

References

Tharp (2018). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Routledge.

Williams (2018). Social and Emotional Learning Strategies in The Elementary Classroom and Their Impact on Student Success.

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Encourage Child-Centered Active Learning

Week 4 Classroom Design

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Shakina,

I appreciate your effort on this assignment, but the level of detail is severely lacking what was required. Much more discussion of your design decisions was needed and supported by research.

Please see embedded feedback.

Dr. Guevara

( 0.76 / 1.00) Describes the Current Educational Setting

Basic - Partially describes the educational setting, including the age of children, number of children and the philosophy of the education setting. The description is underdeveloped.

Comments:

While you provided the education philosophy of the setting for your grant proposal, you did not discuss the age and number of children you are working with. In the future, make sure to include all information listed in the assignment description.

While you provided a detailed description of the age and number of children you are working with, you did not discuss the educational philosophy of your setting. In the future, make sure to include all information listed in the assignment description.

( 1.00 / 2.00) Designs an Appropriate Classroom Environment and Includes a Copy of the Classroom Design

Basic - Designs a somewhat feasible classroom environment that is based on developmentally appropriate strategies and tools to promote optimal cognitive development and learning in young children and includes a copy of the classroom design.

Comments:

Your classroom design is off to a good start. You need to add some more elements to the classroom you created to make it clear that this classroom will help to promote optimal cognitive development in young children.

( 0.64 / 1.00) Discusses How the Design of the Classroom Environment Aligns With the Text and is Supported By Current Research About Optimal Classroom Environments

Below Expectations - Attempts to discuss how the design of the classroom environment aligns the text; however, the discussion is not supported by current research about optimal classroom environments and/or is significantly underdeveloped.

Comments:

For this part of the assignment, you needed to show how the classroom you created aligns with the text. You attempted to do this, but the connection was not clear. Try using specific examples to support your discussion.

( 0.64 / 1.00) Explains How the Created Environment Promotes Optimal Physical Development and Learning in Each Area of the Classroom

Below Expectations - Attempts to explain how the created environment promotes optimal cognitive development and learning in young children in each area of the classroom; however, the explanation is not supported by examples or scholarly and reliable sources and is significantly underdeveloped.

Comments:

From your explanation it is not clear that you understand how the environment you create can promote optimal cognitive development and learning in young children. I suggest that you review this section of the text for further clarity and understanding regarding how children grow and develop physically.

( 0.96 / 1.50) Explains How the Created Environment Encourages the Development of the Creative Self in Young Children in Each Classroom Area

Below Expectations - Attempts to explain how the created environment encourages the development of the creative self in young children in each area of the classroom; however, the explanation is not supported by examples or scholarly and reliable sources and is significantly underdeveloped.

Comments:

Your explanation of how the environment you created encourages development of the creative self in young children in each area of your classroom was not clear. I suggest that you review this section of the text for further clarity and understanding regarding what to look for regarding creating classroom environments.

( 1.00 / 2.00) Summarizes How the Grant Money Will Help to Ensure the Creation of a Learning Environment That Promotes Child-Centered Active Learning and 21st Century Skills

Below Expectations - Attempts to summarize how the grant money will help to ensure the creation of a learning environment that promotes child-centered active learning and 21st century skills; however, the summary is not supported by scholarly and reliable sources and is significantly underdeveloped.

Comments:

In the future, take some time to review the assignment descriptions relating to the assignment rubric. You needed to include a summary of how you will use the grant money to ensure the creation of a learning environment that promotes child-centered active learning and 21st century skills. While you discussed using the grant money, you did not connect the use of the grant money to child-centered active learning or 21st century skills.

( 0.19 / 0.25) Written Communication: Academic Voice

Basic - Written work contains language that is somewhat appropriate in diction, tone, and point of view (third person vs. first person), according to the assignment guidelines. Key subject matter and academic vocabulary is somewhat integrated throughout the assignment.

Comments:

Your word choice is adequate; however, use of appropriate academic language would have added depth to your discussion. Remember that limited or inappropriate word choice may obscure your message.

( 0.19 / 0.25) Written Communication: Purpose and Organization

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Comments:

The ideas are presented randomly and not in a logical order. Transitions between sentences and ideas are not smooth.

( 0.22 / 0.25) Written Communication: Control of Syntax and Mechanics

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

( 0.19 / 0.25) Written Communication: APA Formatting

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

( 0.16 / 0.25) Written Communication: Page Requirement

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

( 0.19 / 0.25) Written Communication: Resource Requirement

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Overall Score: 6.14 / 10.00

Overall Grade: 6.14

Focus on Teaching Happiness and Joy in Learning as Much as Skills

Week 5 Assignment ( I only copied part of the assignment)