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EDU 696 Capstone 2: Culminating Project

PSY104: Week 1 – Assignment

Early Attachment and Development

[WLOs: 1, 2] [CLOs: 1, 3, 6]

Prior to completing this assignment, read Chapters 1 and 13 in the textbook and the Effects of Attachment Disorder on Psychosocial Development (Links to an external site.)article. Additionally, watch the video segments Patterns of Attachment and the Strange Situation: Results, and Elements of Attachment Theory, and the video Inside Out-The Growing Years: Conception to Childhood.

Research has shown that early attachment experiences can have far reaching effects on development. The work of Bowlby and Ainsworth have illustrated the importance of early bonding with caregivers to the healthy development of the child.

In this paper,

  • Describe the four types of attachment identified by Bowlby.
  • Describe the four types of attachment identified by Ainsworth.
  • Describe how attachment experiences affect the psychosocial development of children and adolescents.

The Early Attachment and Development paper

  • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

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EDU 696 Capstone 2: Culminating Project

EDU696: Final Paper and Folio

Final Paper and Folio

You will create a Folio that includes redesigned activities from prior coursework in your program (MACI, MAECEL, MAED, MASE, or MATLT)  download that demonstrate your competency with your Programs Learning Outcomes, which are also the Course Learning Outcomes for EDU 696. Additionally, you will write a narrative reflection of your experience with the program and the Folio construction. The overarching goal of this Final Paper and Folio assignment is to showcase learning from your Master’s Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. Within this Folio, you will tell the story of your educational journey and value of your personal Master’s experience as it applies to the labor market. Remember, the Folio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your Folio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have for input from your peers and instructor to improve your work before the final submission of this assignment.

Creating the Final Paper and Folio

Please include a link to the Folio within the paper portion of this assignment. As needed, refer to your Program Learning Outcomes (PLOs) list (MACI, MAECEL, MAED, MASE, or MATLT  download). Then, create your final assignment to meet the content and written communication expectations below.

Content Expectations

  • Folio Components (5 Points): Include at least one artifact demonstrating mastery for each of your Program Learning Outcomes (PLOs) (MACI, MAECEL, MASE, or MATLT).
  • Folio Design (3 Points): Design the Folio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the Folio logically organized in a visually appealing way.
  • Narrative – Ranking (5 Points): In no more than one paragraph for each Program Learning Outcomes, rank and discuss the importance of each PLOs to your individual work setting, including an explanation of each ranking and its value to you in your learning environment or your position. Discuss how you currently use each PLO in your work setting and, if PLOs are not used, discuss ways you might begin to use them in your current or future work setting. If you are unemployed or otherwise do not work in a teaching role, you can either (a) use a previous work location, or (b) imagine the perfect work location (e.g., your dream job), and use that fictional work center to rank and discuss each PLO. The overall goal of this section of the narrative is to rank each PLO according to its importance to you as an educator or potential educator, starting by listing the most important PLO to you first.
  • Narrative – Challenges and Solutions (5 Points): In no more than two paragraphs discusses the design and development challenges experienced while creating the Folio and how challenges were overcome.

Written Communication Expectations

  • Page Requirement (.5 points): Include one paragraph for each of the Program Learning Outcomes for a total of two to three pages (not including the title and reference pages).
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook.
  • All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center (Links to an external site.).

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

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EDU 696 Capstone 2: Culminating Project

EDU696: Week 6 – Discussion

This discussion is your opportunity to receive feedback on the Week Six Final Paper and Folio Assignment. Remember, submitting this information earlier in the week is advised to allow peers and the instructor ample time to offer feedback to you that you can use to revise your final assignment before submission.

Initial Post – In your initial post, submit a link to your Folio from the Week Six Assignment and attach your draft document of the final assignment to the message. In the message of your initial post:

  • In at least one paragraph, discuss your takeaways from this course. What new learning transpired for you in this course? What will you carry with you to your current or future classroom?
  • In at least one paragraph, discuss how action research can influence educational change within the classroom, district, and nationwide.

Guided Response: Respond to at least two peers. Consider reviewing the Grading Rubric for the Week Six Assignment and using language from the rubric in your feedback to peers about their projects. For optimal engagement with your learning peers, you are encouraged to re-engage in the discussion by replying to posts made in response to you by the instructor and peers. Timely feedback to peers will be most helpful to them in the finalization of their Week Six Assignment!

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EDU 696 Capstone 2: Culminating Project

EDU696: Week 5 – Discussion 2

One component of the 21st Century Professional Development (Links to an external site.) framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in education. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development (Links to an external site.) framework with an emphasis on technology.

Initial Post: Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.

Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:

  • Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st-century skills.
  • Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice – and help them identify what activities they can replace or de-emphasize.

Guided Response: Respond to at least two peers. In your responses, ask a question about the 21st Century Professional Development framework with regard to professional learning communities and offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real- world experiences with this topic.

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EDU 696 Capstone 2: Culminating Project

EDU696: Week 5 – Discussion 1

In this discussion, your instructor will assign and post your mock professional learning community (PLC) group of approximately two to three peers. Once your group has been identified, begin collaborating with the group in this discussion and in the Professional Learning Communities discussion for this week. In this discussion, your first step is to get to know your partners in your mock PLC.

Post a brief introduction of your professional and/or educational background and current grade you teach or would like to teach, as well as reminder of your program of study MACI, MAECEL, MAED, MASE or MATLT.

Guided Response: As a group, identify a leader. The leader will then:

  • Complete and attach the Group Agreement document  download.
  • Post your group name.
  • List each member of your group, the program they are in (MACI, MAECEL, MAED, MASE, or MATLT) and which of the bulleted points listed in Discussion Two each member of the group will be working on.
  • Identify what mode of communication you will use to work together to complete and disseminate the discussion points. Use the Group Agreement document as your guide for your collaboration. Individually, you will attach and post your section in the Professional Learning Communities discussion for this week.
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EDU 696 Capstone 2: Culminating Project

EDU696: Week 4 – Assignment

Research of Educational Change

One aspect of professional development that educators can participate in is that of educational conferences. While you may at some point have participated in an educational conference as an attendee, you have the opportunity in this assignment to think as a presenter! This assignment will also provide you the opportunity to create or revise your Curriculum Vitae (CV) and cover letter.

In this assignment, you will take your discussion presentation you prepared for the staff meeting and convert it into a poster that you could use at an academic conference. As well, often when submitting a poster proposal you include a CV and cover letter that highlight your experience and research interests. If you created a CV and cover letter for a course in your program sequence, you may take this opportunity to revise and update those artifacts.

Historically, a conference poster session involves use of a large poster-board style document as a reference when speaking with conference attendees about your research or practical experiences with a topic. Increasingly, the poster session involves handouts in digital format transferred through QR codes or another medium and may involve a television or other screen display to communicate your research at an academic conference. Always, your poster presentation contains a title, introduction of the research question/s, overview of the research approach, results from the study or experience, and planned next steps in applying or expanding the study or experience. Additionally, the poster provides information about literature related to the poster topic, usually a selected listing of previously published articles that are important to the research, and a brief acknowledgement to those who helped with the study.

Your poster, in whatever format it is presented at the conference, is effective if it can be scanned and comprehended at a high level in around five minutes. Usually you will be present with your poster to explain points and answer questions in an authentic conference experience.

Using the Poster Presentation Template  download, create your assignment to meet the content and written communication expectations below. Upload your assignment to the course for evaluation and to your Folio.

NOTE: Including your CV or Cover Letter in your Folio is optional

Content Expectations- Two Parts

Part One:

  • Introduction (1 point): In 100-200 words, use this section to interest your audience in the issue or question of the study while using minimal background information and definitions.
  • Materials and Methods (1 point): In 50-100 words, describe the procedure used in the study to collect data.
  • Study Results (1 point): In 50-100 words, state the research questions, describe how they were supported by the research, and then include visuals (e.g., graphic/charts/diagrams) to illustrate the parts or results of the study.
  • Conclusion (1.5 point): In no more than 200 words, provide the concluding remarks about the study while explaining the major result in such a way as to convince the audience why the outcome is interesting. Describe the relevance of the findings to the field of education and/or beyond, describe other directions this study could lead to, and summarize the changes you would make to the study had you been the researcher.
  • Relevant Literature Cited (.5 points): Use full citations in APA for all primary works consulted from the literature to inform and support the purpose of the study.

Part Two:

  • Create – Curriculum Vitae (1.5 points): In three to four pages your CV should include your name, an overview of your education, your academic and related employment (especially teaching, editorial, or administrative experience), your research projects and/or research interests (including conference papers and publications), and your departmental and community service.
  • Create – Cover Letter (1.5 points): In no more than one page your cover letter should include; heading, introduction, argument, and closing.

Written Communication Expectations

  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Page Requirement (.5 points): Includes a CV and Cover Letter that are no more than 4 to 5 pages in length.
  • Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.

For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center (Links to an external site.).

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

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EDU 696 Capstone 2: Culminating Project

EDU696: Week 4 – Discussion

Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of the study you reviewed with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the peer review process of the study.

There are two parts to this discussion.

Part 1: Share the process and results of the action research study you peer reviewed in EDU 694 or ECE 660. At a minimum:

  • Describe the purpose of the study by writing a statement that completes the following sentence, “The purpose of this study was to…” (two to three sentences).
  • Post the research question(s) – Include definitions of key technical terms, if necessary (one to three sentences).
  • Outcomes/Results or the “so what?” of the study – Answers to the research questions. (three to four sentences)
  • Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
  • Explain why this study is important for teachers and other educational practitioners to read about. (two to three sentences)

Part 2:

  • Attach a link to your Folio.
  • In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.

Guided Response: Respond to at least two peers. In your replies, take on the role of a teacher listening to the presentation. Ask questions about your peer’s action research study and offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

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EDU 696 Capstone 2: Culminating Project

EDU696: Week 3 – Assignment

Learning and Innovation Skills and Student Assessment

This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning (Links to an external site.) as a resource, you will redesign or modify a prior activity from one of your courses in the master’s program. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list  download(MACI, MAECEL, MAED, MASE, or MATLT).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

  • Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
  • Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills (Links to an external site.) from either/each of; creativity and innovation (Links to an external site.)critical thinking and problem solving (Links to an external site.), and/or communication and collaboration (Links to an external site.).
  • Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
  • Summary – Modification (2 Points): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLO’s from your master’s program.
  • Summary – Evaluation (2 Points): In one paragraph, evaluate how your assessment promotes Learning

& Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.

  • Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

  • Page Requirement (.5 points): Two to four pages, not including title and references pages.
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
  • Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.

All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center (Links to an external site.).

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

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EDU 696 Capstone 2: Culminating Project

EDU696: Week 3 – Discussion

Educators strive to create a classroom that instills creativity and innovation. In this discussion, you will think about the creative and innovative instructional approach known as the flipped classroom (Links to an external site.) while making direct connections to the Common Core State Standards and teacher decision-making based on student assessments. Reflecting on your previous discussion on CCSS (Links to an external site.) in Week Two, you will complete the three parts of this discussion’s initial post.

There are three parts to this discussion, which are described below.

Part 1

  • Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts)
  • Describe ways you could incorporate technology used in the flipped classroom idea to support the Framework for 21st Century Learning (Links to an external site.) in the classroom as it relates to decision making based on student assessments.

Part 2
Now, think about assessments you have created or used in the past to address the following:

  • Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment but is not accessible.
  • Evaluate whether the resource must be excluded from a course if there are no reasonably equivalent accessible alternatives.

Part 3

Guided Response: Respond to at least two peers. Your replies should include a question about the incorporation of CCSS and the Framework for 21st Century Learning in your peers’ posts and should offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

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EDU 696 Capstone 2: Culminating Project

EDU696: Week 2 – Assignment

21st Century Skills and Standards

In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education Student (Links to an external site.) (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st Century learning (Links to an external site.) as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list  download(MACI, MAECEL, MAED, MASE, MATLT).

NOTE* Before you select the PLO’s you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

  • Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan or curriculum project that reflects a minimum of one ISTE-S standard labeled with number, title, and objective(s). For example:
  • Creativity and Innovation
  • Apply existing knowledge to generate new ideas, products and processes.
  • Redesign – Grade Level / CCSS Alignment (1 Point): Redesign a lesson plan or curriculum project that clearly labels a grade level and content specific CCSS (Links to an external site.) (Math or English Language Arts) which is aligned with a minimum of one Core Subject and 21st Century Themes (Links to an external site.) and a minimum of one Learning and Innovation Skill (Links to an external site.), one Information, Media, & Technology Skill (Links to an external site.), and evidence of at least one Life and Career Skill (Links to an external site.).
  • Summary – Introduction/Conclusion (1 Point): In one paragraph, provide an introductory summary that concisely presents the scope and organization of the summary writing and a one-paragraph conclusion that summarizes the key points of your summary.
  • Summary – Modification (2 Point): In one paragraph, summarize the changes you made to address ISTE- S, CCSS, and 21st Century Skills and how your activity addresses each. Explicitly state how your redesign assignment provides evidence of at least two PLO’s from your master’s program  download.
  • Summary – Evaluation (2 Point): In one paragraph, evaluate the appropriate 21st century support system components that align with your redesigned activity and, using examples, evaluate how each influences learner-centered instruction and the creation of a technology-enriched learning environment promoting learner achievement and innovations. 21st century support systems include: 21st century standards, assessment for 21st century skills, 21st century curriculum and instruction, and 21st century learning environments.
  • Summary – Reflection (2 Point): In one paragraph, summarize your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

  • Page Requirement (.25 points): Two to four pages, not including title and references pages.
  • APA Formatting (.25 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
  • Source Requirement (.25 points): Reference three scholarly sources in addition to the course textbook.

All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center (Links to an external site.).

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.