EDU 381 Complete Class ASHFORD
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- EDU 381 Complete Class ASHFORD
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EDU 381 Week 1 DQ 1 Standards and Learning
EDU 381 Week 1 DQ 2 Creating Instructional Objectives
EDU 381 Week 2 DQ 1 The Concept Attainment Model
EDU 381 Week 2 DQ 2 Comparing Instructional Methods
EDU 381 Week 2 Matching Objectives to Instruction
EDU 381 Week 3 DQ 1 The Quest for Knowledge
http://www.homeworktab.com/EDU-381-ASH/EDU-381-ASH-Complete-Class-Guide - EDU 381 Week 1 DQ 1 Standards and Learning
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Standards and Learning
Explain how state standards came into existence. Discuss the impact of the standards movement on classroom instruction. How can classroom instruction meet both learner and societal goals, considering mandated state standards and the needs of students? What successes and challenges do you foresee as a future educator with regard to state standards and student learning and success?
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-1-DQ-1-Standards-and-Learning - EDU 381 Week 1 DQ 2 Creating Instructional Objectives
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What is the purpose of backward planning, also known as backward design (Wiggins & McTighe, 2005)? How does backward design relate to the KUD format discussed in your text? How would you evaluate this approach to curriculum? How does it affect student learning?
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-1-DQ-2-Creating-Instructional-Objectives - EDU 381 Week 2 DQ 1 Concept of Attainment Model
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Concept attainment lessons take time and imagination to plan. Is it worth using our limited time to teach with this model? What are the benefits of using this approach? When would it be appropriate to use this model? Give specific examples. How can this model be used to meet the needs of a diverse group of learners? How can we maximize the time that we spend organizing a concept attainment lesson? Concept attainment lessons take time and imagination to plan. Is it worth using our limited time to teach with this model?
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-2-DQ-1-Concept-of-Attainment-Model - EDU 381 Week 2 DQ 2 Comparing Instructional Methods
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Comparing Instructional Models
Estes, Mintz, and Gunter state, “The constructivist theory of learning is congruent with both concept attainment and concept development†(Estes et al, 2011). How would you distinguish the concept attainment model from the concept development model? How are the two approaches similar and how are they different? In which units of study might these models be best utilized and why? Give specific examples of when each model might be used successfully in classroom instruction.
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-2-DQ-2-Comparing-Instructional-Methods - EDU 381 Week 2 Matching Objectives to Instruction
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Select an academic standard for a content area that you will be teaching that is compatible with the direct instruction model. In a one-to-two page paper, using the KUD format, write one ‘students will understand’ objective, at least two ‘students will know’ objectives, and at least two ‘students will be able to do’ objectives to match the standard you have chosen. List at least two activities that could be used in a direct instruction lesson plan to support these objectives. Refer to Chapters 3 and 4 of your text, additional resources and your own insights/experiences to complete this assignment.
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-2-Matching-Objectives-to-Instruction - EDU 381 Week 3 DQ 1 The Quest for Knowledge
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One of the problem-centered inquiry models discussed in your text is the WebQuest model of inquiry. First, explore WebQuest.org (www.webquest.org). You will find a variety of sample WebQuests to view. Examine several samples and select one that you might find useful in your own classroom.
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-3-DQ-1-The-Quest-for-Knowledge - EDU 381 Week 3 DQ 2 Socrates and Strategies
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According to your text, the idea of a Socratic seminar stems from one of the dialogues of Plato in which Socrates suggests that no idea can be taught directly and “all that we know must be extracted from us through a series of questions and a process of inquiry. This is the foundation of the Socratic seminar†(Estes et al, 2011). View the video “Intro to the Socratic Seminar (http://www.youtube.com/watch?&)â€.
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-3-DQ-2-Socrates-and-Strategies - EDU 381 Week 3 Lesson Plan
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We have examined a variety of instructional models. Select one of the models we have learned about and create a lesson plan (based on academic standards) using that instructional model. Be sure to address each of the items below in your lesson plan:
Identify the instructional model you have chosen.
State the academic standards on which the lesson is based.
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-3-Lesson-Plan - EDU 381 Week 4 Differentiation
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EDU 381 Week 4 Differentiation
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-4-Differentiation - EDU 381 Week 4 DQ 1 Assessing and Evaluating Learning
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How can student learning be evaluated in this instructional model? Give specific examples.
Why are these types of assessment appropriate for this instructional model?
What types of assessment will you utilize within the instructional model you have chosen?
How will you meet individual needs when assessing your learners?
How can you ensure that assessment and instruction are aligned?
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-4-DQ-1-Assessing-and-Evaluating-Learning - EDU 381 Week 4 DQ 2 Cooperative Learning
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What benefits did you see in this example of cooperative learning?
Do you anticipate any problems with this type of classroom learning?
What can you do in this instructional model to meet individual needs in a classroom of diverse learners?
How will you assess learner learning using this model?
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-4-DQ-2-Cooperative-Learning - EDU 381 Week 5 DQ 1 Analyzing Instructional Planning
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The teacher in this scenario checks the readiness test scores of her future students. How much influence should readiness tests have on instructional decision-making?
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-5-DQ-1-Analyzing-Instructional-Planning - EDU 381 Week 5 DQ 2 Making the Models Work for You
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We have examined a wide variety of instructional models that you will have the opportunity to use as future educators. These models become part of your instructional repertoire as an educator. The authors of your text have expressed a desire that they “want educators at all grade levels and in all content areas to believe that the most important thing they have to teach learners is the process of learning†(Estes et al, 2011).
Respond to the following question
http://www.homeworktab.com/EDU-381-ASH/EDU-381-Week-5-DQ-2-Making-the-Models-Work-for-You