watch all 5 videos which will not take more than an hour from your time (uploaded for you). then,

After attending each event in its entirety, the student will submit to the instructor a formal written review of the concert. the report should include a title that clearly identifies it as the first, second, or third (or another) report and as an instrumental or vocal/choral event. The report should be in the student’s best prose and should include:

– A brief basic description about the event attended (what? who? when? where? etc.)

– A description of at least three of the performed pieces or sections (including the first and last when applicable); and

– The student’s impressions of the pieces performed, the concert as a whole, the atmosphere of the event, etc., attempting to focus on describing the music.

Please also make an effort to use vocabulary that we have covered in this course as it pertains to melody, harmony, dynamics, tempo, etc. to describe what you heard.

The body of the report should be no less than 750 words in length (not including headers, name, etc.) While this is not officially a ‘writing class’, please be sure to write in a ‘formal’ style. Assignments are typically more successful when papers follow a format that includes introductory and concluding paragraphs and a paragraph or two about each piece that you chose. Please avoid the use of the first person (for example “I thought” or “I liked” unless you are making specific comments about the piece).

Drucilla Poitier: 

“Teachers play several important roles concerning standardized testing. These include preparing students for the test, administering the test, and then using scores in various ways.” (Page 312)

“Classroom-based assessment has the distinction of immediately informing teachers and students, as well as parents, of student performance on an ongoing basis. Unlike test scores with delayed reporting and derived scores whose interpretation is often complex and represents a one-time snapshot of performance, alternative assessment is more directly useful to all stakeholders.” (Page 2)

Hello Class,

The readings this week on assessment and standardized testing is a big thing. I do understand that we must use them to get a baseline and measure where our students are. But I also feel that they have become the focus of teaching. Standardized testing is something I feel should be done away with and we find some other mean or measures for students. High-stakes testing is widely believed to be the force behind educational reform and, presumably, resulting quality education. Though policy makers and the public judge the impact of educational reform efforts by comparing changes in test scores over time, testing experts question the use of high stakes testing as the public benchmark of educational quality (Linn 2000). These high-stake testing have a greater effect of low income and minority students. In fact, socioeconomic status accounts for most of the variance in test scores from one student to the next. Recently in a new report here on Florida, the governor stated that lawmakers will consider a proposal during the next legislative session to end standardized testing in Florida’s public schools. DeSantis said he wants to eliminate the exams and move to a different way of evaluating students. It’s being described as a progress monitoring approach so that assessment occurs throughout the year. The idea here is that educators have access to the data from that assessment more readily, and they can implement interventions to respond to student’s needs. I heavily agree with moving forward in doing away with the “high-stake” testing. In a multicultural society one crucial question is: Are standardized tests biased against certain social class, racial, or ethnic groups? This question is much more complicated than it seems because bias has a variety of meanings. An everyday meaning of bias often involves the fairness of using standardized test results to predict potential performance of disadvantaged students who have previously had few educational resources.

In a multicultural society one crucial question is: Are standardized tests biased against certain social class, racial, or ethnic groups? 

Vanessa Connell 

“Preinstructional decisions are needed to set learning goals , select appropriate content and instructional activities, differentiate instruction, and prepare instructional materials”  (Burden & Byrd chapter 11 pg 287)

When looking over the material given this week, the most interesting pieces of information came from this section on data driven decision making as it pertains to how prepared a teacher might or might not be in their lessons and how that could affect their students. Data driven decision making is based on the fact of teachers using many sources of information to make decisions on planning, teaching, and assessing. When I’ve been taught in other education courses about lesson planning never once did I ever think to do preliminary research on topics and find ways in which the information can be properly administered to my students. I always thought the trial and error would come after the first lesson and I could fix and go from that point. 

As I continued to read more into this topic I found that how much is affected by the act of preplanning. When the proper planning is done students will always get more information and education out of each lesson 100% of the time. Figure 1.1 of this chapter really helps me understand the steps to make a proper lesson and how to be successful in each of my ideas that I’ll have for my future students. I better understand the relationships between how instruction and assessment go hand in hand with one another. 

Going from here on out I feel as though when the time comes I’ll be able plan my lessons in a more productive way. Taking into account how assessments affect the planning also helps mold the way the content will flow within the times I will be teaching my students. Domains and milestones set the tone for educational experiences for students so I hope that my proper planning will get students excited within the curriculum. 

My question for this topic is: What value do you put on assessments? Do you plan your lessons around domains that need to be addressed in your curriculum?

A.) Drawing from “The Pros and Cons of Globalization,” summarize at least three of the pros and three of the cons of globalization. https://www.forbes.com/sites/mikecollins/2015/05/0…

B.) In your professional career, do the pros of globalization outweigh the cons? Or do the cons of globalization outweigh the pros? Explain why.

A.) Citing “Jihad vs. McWorld,” how does Barber (1992) define McWorld? Define and discuss one of the four imperatives that make up the dynamic of McWorld. https://www.theatlantic.com/magazine/archive/1992/…

B.) Which one of the four imperatives have you experienced, seen, or heard about most frequently in your life? Explain your experiences with this imperative.

A.) Drawing from “World Religions: A Common Journey,” how are “sacred places” defined? What are some examples of sacred places? https://search-alexanderstreet-com.ezproxy.libprox…

A.) Drawing from “The Future of World Religions” by the Pew Research Center, summarize the future of one major religion. Be sure to address projected change in global population as well as age distribution and fertility rate. https://www.pewforum.org/2015/04/02/religious-proj…

You will need the book Carter, Margie & Curtis, Deb, (2014, 2nd edition). Designs for Living and Learning; Transforming Early Childhood Environments. Redleaf Press, Minnesota. ISBN #978-1-60554-372-7. i do not have the book .

From Design for Living and Learning Book- Chapter 11 ” Seek Children’s ideas about environments

Chapter 11- Seek Children’s Ideas about environments

Look inside.. What did you see? What inspires you? Watch, listen, ask and adapt.

Please discuss the following:

1. After reading this chapter, please share two specific(2) topics that you found to be the most motivating and inspiring (DO NOT just provide the main headings from a section of the text)
2. What about these topics interested you? Again, be specific
3. How will you use the knowledge in your virtual student teaching or in the future in the classroom? If you have already used this knowledge, please share your experience. (Be specific – don’t just say it will help you be a wonderful teacher)

You will need the book Epstein, Ann S. (2014). The Intentional Teacher. National Association for the Education of Young Children. Washington D.C. ISBN #978-1-938113-06-2. I do not have the book Epstein, Ann S. (2014). The Intentional Teacher. National Association for the Education of Young Children. Washington D.C. ISBN #978-1-938113-06-2

Chapter 11-Reflections on Intentional Teaching

It comes Full circle. Final thoughts about intentional teaching?

Reflect and discuss the following:

1. After reading this chapter, please share two specific(2) topics that you found to be the most interesting (DO NOT just provide the main headings from a section of the text)
2. What about these topics interested you? Again, be specific
3. How will you use the knowledge in your virtual student teaching? If you have already used this knowledge, please share your experience. (Be specific – don’t just say it will help you be a wonderful teacher)

I have three discussion questions that need to be done. They’re nothing too crazy and don’t need to be more than a few paragraphs. The questions will be provided when the tutor is chosen.

One on witchcraft, one on illness narrative and social life of pain, and one on language in your life.

Most states require secondary students to pass standardized assessments in English language arts and math. Teachers are instrumental in their students’ success in standardized testing situations. It is the responsibility of teachers to properly prepare students and the testing environment before tests are administered. The purpose of this assignment is to analyze standardized testing to improve student performance and confidence.

Research a state standardized assessment for secondary students. Create a digital presentation of 10-12 slides for a teacher professional development, including the following:

• Describe the universal testing conditions required or allowed.
• Explain the accommodations permitted and how you will implement the accommodations to meet the needs of students with IEPs and 504s, and English language learners.
• Explain how to prepare the classroom to maximize student confidence and success.
• Locate sample or practice tests and explain how they can be implemented in a classroom. (Include links and resources.)
• Provide 2-3 examples of instructional activities to prepare students for testing based on their intellectual, social, and emotional developmental needs.
• Describe how student interest and prior knowledge will be utilized in preparing students for testing.
• Identify challenges that can be anticipated in testing preparation and implementation. How would you prepare for the unexpected?
• Title slide, reference slide, and presenter notes.

1) What are your thoughts on Cultural Awareness in the workplace?

2) What are some take-away learnings from the module’s readings / Videos?

https://www.northeastern.edu/graduate/blog/cultural-awareness-at-work/

I’m working on a literature exercise and need a sample draft to help me learn.

Please write 150 words on Pentheus’ and Dionysus’ respective ways of “protecting” the city. What kind of traditions and norms must be respected to make Thebes strong and secure — military power and social order, or piety and respect for the gods?

If it is useful, you may address who their respective followers / supporters in (or outside) the city are, and how orderliness or disorderliness among these followers will lead or not lead to the stability of the city. OR you may address how long-lasting or permanent the stability of the city will be if one or the other of their orders is followed. Think about the end of the play, in other words, and who is responsible for it.