Topic is why Parents neglect their children. Try to keep each point to key words

Topic is why Parents neglect their children.
Try to keep each point to key words/phrases. There should be no paragraphs in an outline. Include source citations in your outline — in the body of the speech
]
Introduction
Attention Getter (Surprising fact, story, personal experience, question, etc.)
Credibility (Do you have personal experience with the topic? Or, why did you choose this topic? Why do you care about it?)
Preview (Summarize your purpose for the speech and then your main points)
Main point
Main point
Main point
Body
Main Point
Sub-point/supporting material/research (cite source)
Sub-point/supporting material/research (cite source)
(transition: sentence that connects the two main points)
Main Point
Sub-point/supporting material/research (cite source)
Sub-point/supporting material/research (cite source)
(transition)
Main Point
Sub-point/supporting material/research (cite source)
Sub-point/supporting material/research (cite source)
Conclusion
Summary (Restate purpose and main points)
Main point
Main point
Main point
Closing Statement (Possibly tie into attention getter)

2​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ Knowledge of the nature of science 1. Analyze the

2​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ Knowledge of the nature of science
1. Analyze the dynamic nature of science models, laws, mechanisms, and theories that explain natural phenomena (e.g., durability, tentativeness, replication, reliance on evidence).
2. Identify and apply science and engineering practices through integrated process skills (e.g., observing, classifying, predicting, hypothesizing, designing and carrying out investigations, developing and using models, constructing and communicating explanations).
3. Differentiate between the characteristics of experiments (e.g., multiple trials, control groups, variables) and other types of scientific investigations (e.g., observations, surveys).
4. Identify and analyze attitudes and dispositions underlying scientific thinking (e.g., curiosity, openness to new ideas, appropriate skepticism, cooperation).
5. Identify and select appropriate tools, including digital technologies, and units of measurement for various science tasks.
6. Evaluate and interpret pictorial representations, charts, tables, and graphs of authentic data from scientific investigations to make predictions, construct explanations, and support conclusions.
7. Identify and analyze ways in which science is an interdisciplinary process and interconnected to STEM disciplines (i.e., science, technology, engineering, mathematics).
8. Analyze the interactions of science and ​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​technology with society including cultural, ethical, economic, political, and global factors.

3 Knowledge of physical sciences
1. Identify and differentiate among the physical properties of matter (e.g., mass, volume, texture, hardness, freezing point).
2. Identify and differentiate between physical and chemical changes (e.g., tearing, burning, rusting).
3. Compare the properties of matter during phase changes through the addition and/or removal of energy (e.g., boiling, condensation, evaporation).
4. Differentiate between the properties of homogeneous mixtures (i.e., solutions) and heterogeneous mixtures.
5. Identify examples of and relationships among atoms, elements, molecules, and compounds.
6. Identify and compare potential and kinetic energy.
7. Differentiate among forms of energy, transformations of energy, and their real-world applications (e.g., chemical, electrical, mechanical, heat, light, sound).
8. Distinguish among temperature, heat, and forms of heat transfer (e.g., conduction, convection, radiation).
9. Analyze the functionality of an electrical circuit based on its conductors, insulators, and components.
10. Identify and apply the characteristics of contact forces (e.g., push, pull, friction), at-a-distance forces (e.g., magnetic, gravitational, electrostatic), and their effects on matter (e.g., motion, speed)​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​.

Respond to the following in a minimum of 175 words: This week focuses on develop

Respond to the following in a minimum of 175 words:
This week focuses on developing objectives and problem-based learning. Discuss the following:
What are the advantages and disadvantages of a problem-based learning approach in your workplace (I
teach Spanish from Middle School, High School, and tutoring adults all levels ) ducational setting?
How can problem-based learning engage adult learners?
What are two types of media you are considering for your Instructional Plan assignment? What factors influenced your choices?
Review the College’s Conceptual Framework.
How does this topic link to the College’s Conceptual Framework and the framework’s philosophical relationship to effective teacher preparation?

Instruction: Choose a few/some pages of an ELT textbook. Analyse the roles of th

Instruction: Choose a few/some pages of an ELT
textbook. Analyse the roles of the visuals in support of English language
learning/teaching. What are the pedagogical implications of analyzing the roles
of visuals in ELT?
Report components
(1) Purpose of analysis (5%)
What
is the purpose of this analysis? (e.g. to explore different types of visual-verbal
relations in Grade 1 textbooks; to study how teachers interact with
students based on Mood analysis)
(2) Data (5%)
What are your data? (e.g. five
pages from a textbook (information of the textbook), a teacher’s
5-minute classroom talk (information about the teacher and his/her class)
(3) Method
of analysis (10%)
What is your method of analysis?
(e.g. using Transitivity and Mood analysis)
(4) Findings
and discussion (25%)
What are your findings? (e.g.
4 visual-verbal relations are found with the …. relation as being the most
frequently used) Discussion of the findings: e.g. the teacher’s
tendency to use …… reflects ….(what pedagogy?)….
(5) Pedagogical
implications (5%)
What are the pedagogical implications?
My note:
1. My professor expects me to analyse the textbook according to her framework: Vungthong et al. (2017) or in figure 3. A Framework for analysis visual-verbal relations.
2. My data is from the book Speed Up Grammar 1 by Almet YALCIN and ISmail TAVACI from pages 6-7, 10, 89 and 100
3. I’m not sure if I categorized the units (the pictures in red square) from each page correctly.
4. I have attached my teacher’s note, the material I use and a reflection as a reference too.

This must be an original paper. It must be run through “Turnin” and the report

This must be an original paper. It must be run through “Turnin” and the report submitted to me when finished. It
must be written in APA-7 style with a covering page containing my name and the title of the paper. There must be at least 6 references used and a reference list provided.
I will need the paper for review several days before it is to be submitted.

Note to Expert: Please use at least 3 of the 5 learning resources I have provide

Note to Expert: Please use at least 3 of the 5 learning resources I have provided in your essay. I have provided [Module 1 – Part 1 and 2.docx] for you to REFER back to. You are working on PART 3.
LEARNING RESOURCE:(Uploaded)
1. https://www.readingrockets.org/article/checklist-using-rti-promote-reading-achievement
What Works Clearinghouse. (2009). Checklist for using RTI to promote reading achievement. Retrieved from http://www.readingrockets.org/articles/3066
2. Reading Interventions for Four Students With
Learning Disabilities
Wanzek, J., & Kent, S. C. (2012). Reading interventions for students with learning disabilities in the upper elementary grades. Learning Disabilities: A Contemporary Journal, 10(1), 5–16.
3. Factors Associated With Reading Difficulties
4. Synchrony of Literacy Development
5. Assessment and the English Language Learner
____________________________________________________________________________________-
TASK for Part 3:
Write Part 3 of your analysis paper, and include the following: Make sure you label each question you answer.
Part 3: Flexible Grouping
Explain the grouping you currently use in your classroom; include readiness levels, grouping for the content areas, and interest grouping, as well as any other grouping that you may use, and why (e.g., multiple intelligences, learning styles).
Explain how you will address the reading and writing needs of the struggling learner, the on-level learner, and the high-achieving learner.
Design appropriate groupings for a literacy activity within a specific content area, based on the data you collected in the Week 1 Literacy Assessment.
Note: Your literacy activity might include vocabulary development and any other comprehension activities. Explain why you chose to group these students in this manner. Provide examples and use your Learning Resources to support your explanation.
Explain how RTI, or another intervention program, in your educational setting supports the monitoring of students’ progress in each of the groups and why it is important to do so.
Explain how you might apply strategies to support high-achieving literacy learners, as well as those who may struggle.

Reflective Essay on the Teaching Framework Charlotte Danielson is an internation

Reflective
Essay on the Teaching Framework
Charlotte Danielson
is an internationally-recognized expert in the area of teacher effectiveness,
specializing in the design of teacher evaluation systems that, while ensuring
teacher quality, also promote professional learning and evidence-based examination
of practice. Having worked on teacher evaluation systems for over 15 years, she
has taught at all levels, from kindergarten through college, and has worked as
an administrator, a curriculum director, and a staff developer. In her
consulting work, Danielson has specialized in aspects of teacher quality and
evaluation, curriculum planning, performance assessment, and professional
development. Policymakers and educators across the country have embraced her
work as they improve their teacher evaluation systems. Many use her framework
as a foundation.
The Framework for Teaching is a set of teaching performance
dimensions or standards accompanied by a set of rating scales or rubrics, each
describing four levels of performance (Danielson, 2007). Its greatest value is
in promoting professional learning by teachers and other educators. It provides
a tool for them to arrive at consensus at what constitutes good teaching. When
using this tool for teacher evaluation, supervisors can adopt procedures that
emphasize the learning rather than inspection. The key to promoting
professional learning lies in the procedures adopted and the culture within
which the framework is used.
The framework also emphasizes reflective practice.
Admittedly, reflection on practice requires both skill and discipline. As
educators we must learn from our thinking about our actions. Before beginning
your role of helping teachers to improve, I invite you to become more
analytical, more reflective, and more evidence-based in your thinking. In this
reflection paper, you should discuss your current view of Charlotte Danielson’s
Framework for Teaching, using the framework as a teacher evaluation system and
engage in your own self-directed professional inquiry of practice. As you write
your essay, be sure to cite specific passages from the text to support your
reflective analysis.
Directions
1. Read Chapter 2 of The Handbook for Enhancing Professional
Practice: Using the Framework for Teaching in Your School. This chapter
specifically focuses on how a teacher evaluation system can promote
professional learning such as self-assessment, reflection on practice, and
professional conversation.
2. Summary: (Chapters 1-5)
This summary must be at least the first two pages of the
essay. In your summary, please address both of the following questions: · Teacher
evaluation has two essential purposes: ensuring teacher quality and promoting
teacher learning. How do the instruments and protocols offered in this book
support these purposes? ·
In what ways does Danielson establish this framework as more effective than
other models?
3. As you read Chapter 5, I ask you to embark upon a journey
of self knowledge to identify your own areas of strength and need for growth.
Self-directed professional inquiry is a powerful way the Framework for Teaching
can support teacher learning and development. Teachers can use the framework to
conduct an assessment of their own practice and create an action plan based on
that assessment. Charlotte Danielson says, “the most powerful use of the
Framework is for teachers own self-assessment. It’s not that we learn from our
actions; we learn from our thinking about our actions. It’s the thinking that
matters.” Complete a self-assessment of your practice. (Form I: Self-Assessment
of Practice, pages 129-137)
·
What did you learn from your self-directed inquiry? How will this influence
your instructional leadership in the classroom?
·
You DO NOT need to include a copy of this form.
4. Imagine 10 years into the future and let’s say you have been
evaluating teachers. What do you believe would be the impact you have made from
the teacher evaluation methods described by Danielson in her handbook?
5. In conclusion, do
you believe what Danielson described, an evaluation system whereby administrators
can evaluate great teaching?
For this reflective essay, you will write a four to five
page paper that reflects your thoughts about the Framework for Teaching
characterized by Charlotte Danielson. The essay must be double spaced, using a
12-point font and one-inch margins.
When writing your essay, it will be very helpful to use the
following as section headings:
·
Summarizing the Handbook
·
My Self-Directed Professional Inquiry
·
Future Impact
· Concluding
Thoughts (It is recommended that you read the Introduction, Chapters 1 – 6, and
skim through the appendices. However, it is expected that your reflection speak
specifically to what you read in Chapters 1-5).

I was given a “learning outcome.” I had to identify questions that I wanted to r

I was given a “learning outcome.” I had to identify questions that I wanted to research and answer. There is a specific format for this assignment. It is primarily a literature review (that answers the
questions, includes key learning concepts, expected results and a plan for school leaders to
implement “best practices,” according to the research. I have included the outline:
Here is one article I found that can be used as a reference:
https://education.byu.edu/news/teachers-and-the-law-basic-rights-and-duties-of-educators
Learning Outcome:
Teacher/Student Rights and Responsibilities
Focus Questions:
What are educators’ rights and responsibilities?
What are their responsibilities to their students?
Teach them
Protect Them (educators are mandated reporters- if they suspect child abuse, they must report it immediadtely (this should be mentioned)
How are teachers informed of their rights? Which governing body manages the rights and responsibilities of teachers?
What are students’ rights and responsibilities?
How should schools inform students and parents about their rights and responsibilities?
Research (literature review)
Key Learning Concepts/Findings
Expected Results/ Impact based on Key Concepts
Plan to achieve expected results