Teachers display knowledge of how students learn and of the developmental characteristics of age groups|Quick homework help

Posted: February 15th, 2023

Module 3 Journal

Student Name

Institutional Affiliations

Date

 

Module 3 Journal

In this chapter, I learned about the application of accommodation criteria in different scenarios, such as making a judgment on accommodation, the use of tests designed by teachers, and the differences in methods of core subjects such as mathematics, spelling, and writing for both beginners and advanced learners.

 

After reading this module’s chapters and completing all the activities, I can discuss, explain, and demonstrate the criteria for accommodations used in the classroom and teacher-designed tests. The learning activity that helped me more than any other was the comprehension questions and scenarios in the assessment. They helped me get a better understanding of the content.

 

 

 

Reference

Salvia, J., Ysseldyke, J., Witmer, S. (20160201). Assessment in Special and Inclusive Education,

13th Edition. [VitalSource Bookshelf 10.1.1]. Retrieved from vbk://9781305887329

For the module 5 journal you must do the following:

 

· Create an entry for your JOURNAL using the prompts below. In addition, the entry will need to include what was learned from reading the text materials. Please refer to specific pages from reading assignments in the journal entry using appropriate APA in-text citations.

· Use the following prompts in the journal entry.

· Entry needs be 300 words in length (paragraph format is mandatory consisting of 4-7 sentences in each paragraph when answering the following questions) and be free of grammar and spelling errors. Please do a spell check before submitting.

· Make sure journal is written in APA format, consisting of a title page, in-text citations, and a reference page.

 

 

In this chapter, I learned about ___________________________

 

To be successful, I think I need to learn more about__________________________

 

My level of understanding regarding the topics presented in this module’s chapter are________________________

 

What I liked best from this chapter____________________

 

What I think I will use the most in my future or current classroom________________________________

 

After reading this modules chapters, and completing all the activities, I can discuss, explain, and demonstrate which of the chapter objectives (mention all objectives learned and are comfortable discussing).

 

The learning activity that helped me more than any other was___________________________________.

 

 

(Remember, ALL journals should be written in paragraph form, including the questions!)

Chs. 13-16 Salvia, J., Yesseldyke, J.E. & Bolt, S. 2017. Assessment in Special and Inclusive Education (13th ed.) Wadsworth Cengage Publishing.

Assignment 2

Then find the teacher dispositions for your state. Which is Michigan

There are 5 required items in the Materials list. Please use them in your discussions and written assignment.

You have been chosen by your organization to create a rubric to evaluate a person’s professional disposition. The rubric should be one page. Put references on the second page. Using what you have learned about professional dispositions create a rubric around the following professional standards:

1. Work ethic

2. Timeliness

3. Professional attire

4. Professional communication

5. Professional attitude

SSTTAANNDDAARRDDSS FFOORR OOHHIIOO’’SS TTEEAACCHHEERRSS

Teachers understand student learning and development, and respect the diversity of the students they teach.

Teachers display knowledge of how students learn and of the developmental characteristics of age groups. Teachers understand what students know and are able to do, and use this knowledge to meet the needs of all students. Teachers expect that all students will achieve to their full potential. Teachers model respect for students’ diverse cultures, language skills and experiences.

Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

Teachers know and understand the content area for which they have instructional responsibility.

Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction. Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. Teachers understand school and district curriculum priorities and the Ohio academic content standards. Teachers understand the relationship of knowledge within the discipline to other content areas. Teachers connect content to relevant life experiences and career opportunities.

Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Teachers are knowledgeable about assessment types, their purposes and the data they generate. Teachers select, develop and use a variety of diagnostic, formative and summative assessments. Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction. Teachers collaborate with and communicate student progress with students, parents and colleagues. Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

Teachers plan and deliver effective instruction that advances the learning of each individual student.

Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards. Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap. Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. Teachers apply knowledge of how students think and learn to instructional design and delivery. Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. Teachers use resources effectively, including technology, to enhance student learning.

Teachers create learning environments that promote high levels of learning and achievement for all students.

Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. Teachers create an environment that is physically and emotionally safe. Teachers motivate students to work productively and assume responsibility for their own learning. Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. Teachers maintain an environment that is conducive to learning for all students.

Teachers collaborate and communicate with students, parents, other educators, administrators, and the community to support student learning.

Teachers communicate clearly and effectively. Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. Teachers collaborate effectively with other teachers, administrators and school and district staff. Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. Teachers take responsibility for engaging in continuous, purposeful professional development. Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

 

SOLUTION