Or Find on Netflix: Dick Johnson is Dead (Available streaming on Netflix)- a feature-length documentary. Write a reflection on. Or Find on Netflix: Dick Johnson is Dead (Available streaming on Netflix)- a feature-length documentary. Write a reflection on.
Write a reflection on this video in which you share what you learned of value to your future role as a health care professional working with patients and their families who are facing their own death or the death of a loved one.
[supanova_question]
Extra Credit Assignment Instructions: Watch the documentary film Growing Up Poor In
Extra Credit Assignment Instructions:
Watch the documentary film Growing Up Poor In America (PBS Frontline)
Write your response in no less than 400 words.
Complete these steps:
Watch the documentary. Take notes (create notes to best answer the questions below)
Briefly summarize the film.
What was the topic?
What evidence did producers provide to convince the audience that growing up poor in America is a social problem?
Did you find the documentary convincing?
if yes, which examples were compelling to you?
if not, what questions did the film not address or what facts do you think contradicted the film?
Which social structures does the film discuss? (i.e. institutions or organizations).
Which cultural structures does the film discuss? (i.e. groups of people and related beliefs and practices).
Name one thing you learned about the consequences of growing up poor in America that you did not know before viewing the film.[supanova_question]
Long Beach City College-Child Development and Educational Studies CDECE 48 Advocacy Project.
Or Find on Netflix: Dick Johnson is Dead (Available streaming on Netflix)- a feature-length documentary. Write a reflection on Long Beach City College-Child Development and Educational Studies
CDECE 48
Advocacy Project.
Purpose: The purpose of your advocacy project is for you to discover what advocacy is and what types of issues are currently affecting children and families. You will have an opportunity to read and think about how all of the issues that you have learned about this semester affect young children and to identify the political, socioeconomic and educational impact that one or more of those issues has on children’s development.
Task:
Step 1: Do some reading, some re-reading and a little research:
Find out about what advocacy is and what advocates do
https://www.startearly.org/app/uploads/pdf/EarlyChildhoodAdvocacyToolkit.pdf
EC advocacy tool kit from Illinois
Read pages 6-11
https://www.naeyc.org/our-work/public-policy-advocacy
Read all about current advocacy efforts- explore this thoroughly
Go back and reflect on many of the issues we have explored this semester Issues from the “advocacy in action” sections of the text- re-read all of these advocacy case studies.
Giving an idea life- pg 232
Communicating concerns pg 248
Teaching families to be advocates- pg 277
Advocacy for ourselves- pg 95
Diane Levin A super advocate- pg 146
The need for quality, affordable infant care Pg. 71
Child abuse prevention Pg. 81
Awareness of Food allergies Pg. 84
Children save the local libraries- pg 312
Rights for children with special needs Pg. 106
Increasing the book selection in a school Pg. 159
Speaking up against stereotyping pg 166
United Nations Convention on the Rights of the child Pg. 174
Families with children who have disabilities Pg 197
Taking a stand- pg 298
Discover what educators, organizations and policy makers are doing to support children and families
Explore the links below (you can also connect to some links in the module and the text) and discover what groups and agencies are doing to support children and families now. (some links lead to pages with many organizations listed)
https://www.cappaonline.com/index.php?option=com_content&view=article&catid=19default&id=40child-care-advocacy-california&Itemid=97
California Child Care Advocacy Groups
https://earlyedgecalifornia.org
https://www.cacfs.org/about-us
http://www.uacf4hope.org/
ccfc@commercialfreechildhood.org
http://www.hfrp.org/
http://www.peaceeducators.org/
https://dey.org
https://www.nbcdi.org
https://child360.org/who-we-are/
Step 2: Write your paper using the following format.
Part 1: What Is Advocacy and Why is it Important?
In approximately 1 page, provide a summary of your understanding of advocacy and its importance.
describe what advocacy is, what advocates do and why advocacy is important to the field of early care and education.
Use details and clear examples from your reading. If you are quoting or paraphrasing remember to cite your source
A simple citation from the internet is simply the exact webpage in parentheses
Example: One of NAEYC’s main issues is “Ensuring that early childhood professionals are diverse, effective educators and leaders working within a compensation and recognition system that supports their excellence.”(https://www.naeyc.org/our-work/public-policy-advocacy/federal-and-state-agendas)
Part 2: What are the Current Issues?
In approximately 1 page provide a summary of advocacy efforts that support young children and families
Describe some of the political advocacy efforts designed to support young children and families
What new laws and or policies are people and organizations working to get passed?
Make sure to describe 1-3 specific efforts, where they are taking place and who is advocating
Make sure to say why or how these efforts are political in nature.
Describe some of the economic advocacy efforts designed to support young children and families
What kinds of funding changes are being proposed? Are there efforts to pay teachers more? To change the way child care is paid for? Efforts to support children and families or specific populations in some financial way?
Make sure to describe 1-3 specific efforts, where they are taking place and who is advocating
Make sure to say why or how these efforts are economic in nature.
Describe some of the educational advocacy efforts designed to support young children and families
What kinds of changes to access or content of education are being sought? Are individuals or groups wanting to change ways that young children are educated? In what ways?
Make sure to describe 1-3 specific efforts, where they are taking place and who is advocating
Make sure to say why or how these efforts are educational in nature.
Part 3: Reflection
In approximately 1 page reflect on what you have discovered and what issues are important to you
Describe your connection to advocacy- is this a new concept for you? Have you actively or passively advocated for an issue/idea before? How has your understanding of advocacy for young children and families changed through your reading? Did anything surprise you?
Describe issues related to supporting young children and families that matter to you.
What issues/efforts did you discover that are of particular importance to you and why do you think they matter?
Reflect on all you have discovered about advocacy and issues and describe what you could do next to continue to work towards becoming an effective supporter of important issues that influence the lives of children and families.
Please see the grading rubric and tips on page 3…
Criteria for Success: Your advocacy project will be evaluated by the following criteria
Written Report: 20 points possible
Exceeds Expectations: all rubric points are met- 20 points
Meets Expectations: 17-15 points
Approaches Expectations: 14-10 points
Does not meet Expectations: 9 points and below
All 3 parts of the written report are present
Each prompt is clearly answered
Political, economic and educational advocacy efforts are clearly described and categorized accurately.
The written report is thorough- Many details and examples are provided that help to explain your understanding of each prompt
Meaningful quotes from the text and other sources are included and cited.
The paper as a whole shows a strong understanding of the ideas it describes with few (if any) inconsistences or misrepresentations.
Grammar, spelling, word use, sentence structure are accurate- 5 or fewer mistakes.
The paper is formatted standardly with an appropriate heading.
Tips:
Take the time to read and research thoroughly- take notes while you are exploring the websites
Avoid overgeneralizing issues or ideas
Example: Overly general (non-specific)
Example: Specific and Detailed
The fact that preschool teachers do not get paid well is really unfair and NAEYC really wants to help people get paid better.
NAEYC recognizes that an important part of building a strong early childhood profession is working to make sure that early childhood teachers are paid well for their work. One of their stated goals is to seek the “Expanding of direct supports and loan forgiveness for current and prospective ECE teachers…” (https://www.naeyc.org/our-work/public-policy-advocacy/federal-and-state-agendas).
make sure you understand any issues or ideas you decide to write about. If you have only briefly read the information or assume that you understand something without actually reading about it, you could unintentionally end up with misrepresentations of facts.
Write a first draft of your paper… early!!! Identify where you need more detail or need to go back and re-read something.
If writing a paper feels challenging to you- connect with the LBCC success centers for support!
https://www.lbcc.edu/tutoring-and-academic-resources[supanova_question]
There is an Excel spreadsheet CLT sample mean that goes with this
There is an Excel spreadsheet CLT sample mean that goes with this document.
A cat food company has been in business for 54 years. Over that time is has been determined the average bag of cat food is 12 pounds with a standard deviation of 0.1 pounds.
Notice that this is information provided by the company from measurements, so we can use it as the population mean and population standard deviation.
Given a sample of 36 bags of cat food, what is the probability of the average weight being less than 11.8 pounds?
First it is needed to input the mean, standard deviation, and sample size into the mean – samples over 1 spreadsheet.
Mean
12
standard deviation
0.1
sample size
36
standard error
0.01667
Next, as this is less than 11.8 pounds, use the less than table.
Probability value is less than a given x
x
11.8
z score
-12.00000
P(average of sample is < x)
0.00000
Given a sample of 36 bags of cat food, what is the probability of the average weight being more than 12.1 pounds?
First it is needed to input the mean, standard deviation, and sample size into the mean – samples over 1 spreadsheet.
Mean
12
standard deviation
0.1
sample size
36
standard error
0.01667
As this is greater than, use the greater than table.
Probability value is greater than a given x
x
12.1
z score
6.00000
P(average of sample is > x)
0.00000
Given a sample of 36 bags of cat food, what is the probability of the average weight being between 11.95 and 12 pounds?
First it is needed to input the mean, standard deviation, and sample size into the mean – samples over 1 spreadsheet.
Mean
12
standard deviation
0.1
sample size
36
standard error
0.01667
As this is a range of values, use the within a range of values table.
Probability x is within a range of values for x
Upper x
12
lower x
11.95
P(lower x < average of sample < upper x)
0.49865[supanova_question]
LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level:
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
I will use a visual of the planet Earth and ask students to describe what Earth looks like.
I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
I will model one example of solving a number sentence on the white board before having students search for the matching card.
I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain if you will differentiate assessments for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
Time Needed
Rationale/Reflection
After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy.
For example:
.
Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others.[supanova_question]
