Final Exam Questions

Final Exam Questions
Testing and Assessing Language Learners Area:
What are the different types of language learner assessment? What are the advantages and disadvantages of each type? Which type/types is/are most appropriate for assessing young learners and why?
MALL Area:
Explain how MALL has affected language learning and EFL teacher professional development.
CMC Area:
Define and characterize CMC showing its impact on language learning and EFL teacher professional growth.

 

Phase 5 (DB) Pt. 2

Phase 5 (DB) Pt. 2
Respond to at least 2 of your fellow classmates with at least a 100-word reply about his or her Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
What did you learn from your classmate’s posting?
What additional questions do you have after reading the posting?
What clarification do you need regarding the posting?
What differences or similarities do you see between your posting and other classmates’ postings?

Adult Learner

Adult Learner
Unit 2 Journaling (Post to Discussion Board, 10 points)
a. In at least 3 paragraphs, summarize what you learned in this unit, infusing your own personal experience (or someone else’s that you witnessed) to illustrate your points. (This journaling exercise [along with those from Units 1 & 3-4] will provide the framework of your final project – a sizeable critical reflection of your ED 308 Adult Learning journey.) Be sure to answer these questions:
i. What did you already know about adult learning in contemporary society? The results of your teaching/learning surveys revealed…
ii. How does the information from Unit 2 relate to what I already know?
iii. What is (are) the broader implication(s) or significance of what I have learned?
&
Facilitating Adults
a.Patricia Cranton touts the importance of educators taking responsibility for being self-aware of their own inner workings and how personal preferences can affect their work with learners. Equally meaningful is understanding the inner workings of the learners they are working with.
b. Using your Merriam et al. text and one peer-reviewed journal article from the Wellehan Library—(please generously cite the authors’ ideas to make your points relevant and also to show evidence of having digested the readings)—examine the results you have found through participating in the two instruments above. Think about the learning theories and methods you discovered in this unit and appraise your teaching style in light of the needs and learning styles of the adult learner. What kind of strategies would you employ you to help maximize his or her learning potential? Be sure to touch upon topics from chapters 4 through 7, including:
i. Andragogy
ii. Self-Directed Learning
iii. Transformational Learning
iv. Experiential Learning

curriculum design project

curriculum design project
Curriculum Design Project
Type: Assignment – Planning Document
Learning Outcomes Assessed: 1, 2, 3, 4, 5
Weight: 60%
Task Description:
Design a 10-week language learning program for a group of learners.
Word limit: 2500
Stage 1
Design a 10-week ESL/EFL teaching program suitable for a future class that you wish to teach. Present the program in a tabular framework. At minimum you should include the following in your framework:
 Topics
 Language focus (structure, function, lexical, phonological etc.)
 Skills focus
 Goals
 Outcomes
 Resources
 Tasks/activities
 Assessing learning
Stage 2
Write a rationale for the above program using the principles of curriculum design you have learned. Provide in-text references to your rationale / justification and present a complete list of references at the end of your assignment.
Include the following in your rationale:
1. Class profile:
 Teaching context, e.g. school, university, private institute
 Students’ age, language and social background
 Level of proficiency
 Type of class, e.g. general, academic, school subject
 Student general motivation/interest in English
 Length of lessons and number of hours taught per week.
2. Needs analysis:
 Learners’ entry and exit levels.
 Scope
 Sequence
3. Situation analysis
 Contextual factors
 Learner factors
 Teacher factors
 Cultural considerations
Theories underlying your design of this program for this group of learners.

Performance indicators will be provided for these criteria on Learning@Griffith
1. Overview of your curriculum
2. Understanding of curriculum design principles.
3. Knowledge of relevant theories
4. Explanation and justification of your curriculum design
5. Formal academic conventions for presentation, written experssion and referencing using APA style
You have to design a 10 week english teaching program for the group of 25 punjabi community people residing in Australia who are intermediate in level of learning. Basically you have to design a one lesson plan for a week. That means in total you have to design 10 lesson plan to teach these Punjabi students. You have to just cover grammar only. It means you have to design 10 grammar lesson plan. One lesson plan for each week for the class of 25 students and the time should be 2 hrs with a lunch break. But you can also set time according to your lesson plan. You can use direct method of teaching that is English to English as their level is intermediate. You can use a grammar book as a resource, as you have to mention the resource to justify your teaching program. I am also sending you the sample of curriculum design program. They are 5 in total and you can use any one of the sample according to your choice. But you have to mainly focus on the following points while framing this curriculum design project given below
1) Aim
2) Objectives
3) Methodology( what methods you are going to use, example play cards, translation etc)
4) Evaluation ( how you are going to conduct evaluation, example fill ups, true or false etc
While framing the lesson plan you have to be very careful about
1) What kind of teaching methods you are going to use
2) You have to make appropriate questions to keep the learners engaged
3) You have to keep on modifying your teaching methodology
4) Contextual matters weigh a lot.
After designing the 10 lesson plan you have write an essay to justify your lesson plans or curriculum design project. You have to focus on the competence and performance of the students. You have to discuss age issues and socio cultural issue. The essay would be divided in following section given below
1) Introduction
2) Class Profile
3) Need Analysis
4) Situational analysis
5) Theories underpinning the curriculum design
6) Conclusion
The assignment should have a general goal. The topic sentence of the essay should be very clear. All the relevant theories can be discussed together with the previous discussion but you can also have a separate section for it but you have to relate it to the previous discussion. I am also attaching the relevant articles which you can use. For referencing you have to use APA style and it has to be really a correct referencing.

Exemplification Paragraph – First Draft

Exemplification Paragraph – First Draft
  Using your outline as a guide, write an exemplification paragraph 12-15 sentences in length. Your topic sentence should be a generalized statement, with at least three specific examples that support the topic sentence. The paragraph must also contain a concluding statement. Usually, a concluding statement restates the topic sentence, but in a different way. Finally, do not forget to use transitions (signal words) as discussed in Chapter 3. As you revise your work, pay close attention to unity, support, coherence, and sentence skills. Please be sure to double-space all writing assignments
 Here is the outline  created earlier
 Title: Exemplification, Online learning requires different skills than on-campus courses
 Online learning requires different skills than on-campus courses
 A. Balancing the combination of work, family and education
 1. Work Schedule vs. Classes datelines.
 2. Balance between free time to work in classes and to spend quality time with family
 B. Communication in distance learning between students and teachers.
 1. Method of communication (Email, Phone, Chat)
 2. Professor availability vs. student schedule.
 C. Learners with low motivation or bad study habits may fall behind
 1. Without the routine structures of a traditional class, students may get lost or confused about course activities and deadlines.
 2. Students may feel isolated from the instructor and classmates.

 

M7 Journal Assignment

M7 Journal Assignment
  In your final journal assignment, create a final paper of 8-10 pages in APA style using at least 6 scholarly references. You can make use of information from your journal entries and discussions (citing yourself), or discussions provided by others in the course (citing that author) as additional sources. You may also have created an approved multi-media project.
 Make this your own. You will already have demonstrated in class that you understand Learning Styles. This is your opportunity to demonstrate to yourself that they matter to you, and how they matter to you.
 Heres one of my journal assaignments
 you are taking this course because; you’re pursuing a career as a board of education teacher. One of the biggest challenges within a classroom would be, getting kids to listen and keeping their attention. Ones Teaching styles must be flexible and adaptable in order to accommodate the learning style of Students. you’re hoping by the end of this course you would be able to distinguish the difference those type of style and provide a better teaching environment for my teachers. Every Human being in this world is unique and each individual has different ways in ways in which they learn. Learning styles have been formulated over the years to help is recognize the way we approach learning and methods we use to gain knowledge.
 Based on the learning style assessment in module 1. you strongly agree that your strongest learning style is visual style, followed by Kinesthetic. you’ve noticed that you usually sit in front of the classroom because it helps you concentrate on what you’re doing and the lesson, and it helps avoid getting distracted by sights of activities going on around me. you tend to lose focus when there are other things going on around you.  have learned a lot about yourself and how to study from reading the first module that you read in the ‘Introduction to Learning Styles’. Before I never realize how many different types of learning styles there were. When listening to lectures, I prefer to take notes for the sake of moving my hands. Not only does this keeps me focus but writing helps me understand and process the “Lecture” better. Also, when given an assignment or even a passage to read you like to scan the material first, and then focus in on the details to get the big picture.
 According to the text, a person with Bodily-kinsthetic intelligence their sense is usually well developed, and they enjoy physical challenges and pursuits. These learners learn best by doing, moving and acting things out(Silver, Strong, and Perini p 8). This gave a better understanding of how sensory processes are influenced by your environment.
 “So Each May Learn”, Silver, Strong, and Perini, ASCD, 2000
 Heres another journal entry:
 The learning style I wanted to use for my journal is kolbs model of learning. Psychologist David Kolb first outlined his theory of learning styles in 1984. He believed that our individual learning styles Emerge due to our genetics, life experiences, and the demands of our current environment. As I read more about his experiential theory, The learning styles described by Kolb are based upon two major dimensions: Active/reflective and abstract/concrete. The four learning styles that Kolb identified are: Divergers, Converters, Assimilators, Accomodators.
 After determing, the learning style that best fits me from the readings through the module and additional websites( I have concluded that The “Accomodator” suits me best because I have a hands-on approach, with a strong preference for doing rather than thinking. I do at times, catch myself asking ‘ what if ?’ And ‘why not? to support my action-first approach. I also tend to be a great risk- taker. I feel I’m good at thinking on my feet and changing my plan spontaneously in response to new information.
 What I’ve learn in comparison to Jungian adult learning style inventory, is that, I’m a Intuitive-Feeling learner. My assessment showed that I prefer to work in short sessions, rather than finish a task all at once. I see that my work is sometimes scattered and may look chaotic to the thinking types but it works for me when I often engage in a number of activities at the same time and I move from one to the other according to where my interest takes me. Often, I start more projects than I can finish. The assessment seemed to be pretty accurate to my learning style.
 Through my assessment I realized that I was that I am a Kinesthetic learner and I’m able to process information by muscle movements and experience that are hands-on. Which made sense to me because I am aware that I am also a visual learner, when I am shown how to do something I catch on quickly .
 The things I do now in studying that are within the guidelines includes: read the book chapters and highlight or even sometimes I would read the end of the book to see if it’s necessary to read the whole thing. Before I never really understood the different ways I studied, I just knew what seemed to work. I now understand why those techniques were successful. Now that I am know that I am a kinesthic learner, and have bodily kinesthic intelligence, I look forward to implementing the newly learned studying techniques.
 Silver et al.: So Each May Learn: Integrating Learning Styles and Multiple Intelligences
 Heres a discussion I submitted:
 I choose to focus on comparing and contrasting ‘The African Indigenous way of knowing’ and ‘The Maori Indigenous way of knowing’. While reading page 117 in ‘Merrian and Associates, 2007’ text, I became interested in the The African tradition. The text explained how the African tribe had to observe, imitate, and continuously practice what was being taught. They also focus on several ways of providing learning/knowledge through out their community. First, It is the responsibility for the elders to share their knowledge they have acquired throughout the years to the young, by means of oral instructions and practical activities. Such as, Skills like carving, clay working, and home management(woman only learned this). This is how their community will flourish. In the textbook , they say a major principle the Africans believed in was that knowledge is to “live usefully And happily with ones family, with ones community one’s society, and the sports of one’s ancestors”( Merriam et. Al. 2007, pg 235). Africans generally have deep and ingrained respect for the elders they’re respected, obeyed and considered a source of wisdom. Second, they feel knowledge is stored in the cultural and physical belief, taboos, folklore and myths and an individual’s experiences.
 The Maori way of learning drew a similar resemblance with the Africans. The Maori learning is a lifelong and centralized, as they feel Knowledge is to be a collective unit in society. Extended families are a fundamental part of living and learning.
 While reading page 80 in the ‘Merrian and Associates, 2007’ text, I read how ‘The Maori Indigenous way of Knowing’ explained how the Maori tribe members would get together formally. They would get together, dine, discuss issues, and collaborate on the knowledge that they were obtaining. Both male and female, played separate roles. The males were to share stories and the females would be in charge of the dining and the kitchen area. The males were taught oratory skills and the females were taught hospitality skills. This is a great example of how similar the African tribe is to the Maori tribe, men and woman learn separate roles that are similar to both tribes.
 If I were to select a learning style, I would go with the African way. I feel that because of my learning style (visual/kinsthic) I would be a great hunter and be extremely knowledgeable about my environment and land. I consider myself to be hands on and can see myself dealing with home management. I also can see my family following this way of learning because my wife is a hard working teacher but still is dedicated to taking care of our home. She loves to cook and be a hostess. The difference in our roles as male and female from the African and Maori way is that we both do our parts cleaning the home, washing cloths, washing dishes, etc.
 The following are required texts for this course:
 •Merriam, S. and Associates, Non-Western Perspectives on Learning and Knowing. Malabar, Florida: Krieger Publishing
 •Silver, F. H., Strong, R. W., Perini, M.J., So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexander, VA: ASCD.
 •Sprenger, M., Differentiation Through Learning Styles and Memory. Thousand Oaks, CA: Corwin Press.
 •Jensen, E., Brain Based Education: The New Science of Teaching and Training. (revised edition) San Diego, CA: The Brain Store.
 •Celli Sarasin, L., Learning Style Perspectives: Impact in the Classroom. Madison, WI: Atwood Publishing.

 

teaching methods – literacy & elementary language arts and handwriting

 teaching methods – literacy & elementary language arts and handwriting
Introduction:
Assessment is an important, ongoing process throughout the school year. It should be the guiding factor for curriculum decisions, planning, and instruction. There are many assessment tools available to teachers and schools today, so it is important to understand the purpose and value of each. Assessment falls into three main categories:
• Progress monitoring, which determines if students are learning at an adequate rate throughout the school year and provides the teacher with ongoing information to indicate whether a student will reach grade-level reading benchmarks by the end of the year
• Diagnostic, which is used to identify a variety of reading, language, or cognitive skills and is designed to give more specific information so that intervention can be applied strategically and judiciously
• Outcome, which evaluates the effectiveness of the instruction for meeting the goals for all students
Task:
A. Complete the attached “Assessment Summary Chart” to determine how each type of assessment scenario presented contributes to understanding student reading skills and abilities.
Note: Some assessment tools can accomplish more than one type of assessment feedback.
B. Explain (suggested length of 1–2 paragraphs) why each assessment tool is appropriate for reporting progress, diagnosing reading skills, or providing outcome data.
B. Explain (suggested length of 1–2 paragraphs) why each assessment tool is appropriate for reporting progress, diagnosing reading skills, or providing outcome data.
Note: you may choose more than one option based on the scenario.
D. When you use sources, include all in-text citations and references in APA format.

 

MULTI-SOURCE ACADEMIC WRITING

MULTI-SOURCE ACADEMIC WRITING
+Please use 2 pages for the formal outline and 4 pages for the essay
NOTE: It is suggested that students complete the Module 5 SLP before completing the Case.
Module 5 Case is a multi-source Argumentative essay in which the writer addresses peanut allergies – causes and solutions. For this essay students must locate three credible and reliable sources.
In preparing one’s essay, consider the following questions: Why have peanut allergies surfaced over the past few years? Does a school have the right to ban peanuts for all students? A medical point of view? What modifications can/should be made in the workplace and educational setting? What does this allergy reveal about our society from a social point of view? These are just a few ideas to consider as you begin to formulate your position on this topic.
A well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background on the recent peanut allergy epidemic. The last sentence of the introduction is the thesis statement. The thesis statement would likely state that the paper will address causes of and solutions for peanut allergies.
A well-supported essay includes supporting points, details, and examples. For this essay, you must decide the best way to organize the body of the paper. Each body paragraph must have a topic sentence that states the main point of the paragraph. Perhaps each paragraph could explain in detail the specific ways to give.
This essay must include THREE sources (found by the student) and no less than EIGHT total citations from these three sources. Citations are to be a combination of direct quotations and paraphrased quotations with or without the author’s name.
The conclusion typically summarizes the main points of the essay and/or closes with a lasting impression. Where do we go from here?
The essay must also include a Reference List that includes all sources used.
Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 5 Case expectations
Papers must be double-spaced in Times or Times New Roman font (12 cpi) with standard one-inch margins.
Assignment Expectations
Write an argumentative essay (no less than four pages in length) that states an original thesis statement on the peanut allergy epidemic.
Demonstrate the ability to make and support an Argumentative claim using multiple secondary sources.
Demonstrate the ability to create a formal References List in APA Style for a multi-source Academic Essay.
Part 2
Please create a formal outline for the essay

teaching methods – literacy & elementary language arts and handwriting

teaching methods – literacy & elementary language arts and handwriting
Introduction:
Assessment is an important, ongoing process throughout the school year. It should be the guiding factor for curriculum decisions, planning, and instruction. There are many assessment tools available to teachers and schools today, so it is important to understand the purpose and value of each. Assessment falls into three main categories:
• Progress monitoring, which determines if students are learning at an adequate rate throughout the school year and provides the teacher with ongoing information to indicate whether a student will reach grade-level reading benchmarks by the end of the year
• Diagnostic, which is used to identify a variety of reading, language, or cognitive skills and is designed to give more specific information so that intervention can be applied strategically and judiciously
• Outcome, which evaluates the effectiveness of the instruction for meeting the goals for all students
Task:
A. Complete the attached “Assessment Summary Chart” to determine how each type of assessment scenario presented contributes to understanding student reading skills and abilities.
Note: Some assessment tools can accomplish more than one type of assessment feedback.
B. Explain (suggested length of 1–2 paragraphs) why each assessment tool is appropriate for reporting progress, diagnosing reading skills, or providing outcome data.
B. Explain (suggested length of 1–2 paragraphs) why each assessment tool is appropriate for reporting progress, diagnosing reading skills, or providing outcome data.
Note: you may choose more than one option based on the scenario.
D. When you use sources, include all in-text citations and references in APA format.

3 Questions

3 Questions
Read the attached file from page 46 to 71 then answer the following questions:
1- LEARNING SKILLS
Of all the learning skills that Weimer lists, which ones do you think are most necessary for YOUR students? Why?
How do we balance the curriculum between these skills and content subject matter?
2- CONTENT COVERAGE VS UN-COVERAGE
How much content is enough? With all the pressure to cover everything in state and federal standards, where and how do we draw the line? Who should decide what content gets ‘covered’? Does it need to be the same in every classroom and in every state and city?
3-LEARNING LOG IDEA
The example syllabus in Appendix One shows a Learning Log as a big component of Weimer’s communications course. What do you think of this idea? Would it work in your teaching? How?