Consider what you have learned through your previous practicum experiences and use the balance of your practicum hours to discuss with your classroom teacher the elements of your personal learning philosophy.

Use the “Learning Philosophy Template” as a resource to guide the writing of your personal learning philosophy essay.

In a 1,000-1,250-word personal learning philosophy essay, include the following: Benchmark – Developing a Personal Learning Philosophy

1. The nature versus nurture concept and debate.
2. What it means to be an early childhood professional.
3. The role of the early childhood educator as a professional when working with learners, families, and colleagues. Benchmark – Developing a Personal Learning Philosophy
4. The role of the early childhood educator as advocate on behalf of children.
5. Your methods for assessing student understanding for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children, including your views on the statement “all children can learn” and key assessment practices.
6. The role of technology in the education of young children.
7. The importance of environment to teaching and learning for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children.

Use course readings on particular theories, as well as 3-5 scholarly articles that can be used in support of your personal learning philosophy.

Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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ECH-125Developing a Personal Learning Philosophy

Benchmark Assignment and Rubric

Assignment Instructions:

Consider what you have learned through your previous practicum experiences and use the balance of your practicum hours todiscuss with your classroom teacher the elements of your personal learning philosophy.

Use the “Learning Philosophy Template” as a resource to guide the writing of your personal learning philosophy essay.

In a 1,000-1,250-word personal learning philosophy essay, include the following:

1. The nature versus nurture concept and debate.
2. What it means to be an early childhood professional.
3. The role of the early childhood educator as a professional when working with learners, families, and colleagues.
4. The role of the early childhood educator as advocate on behalf of children.
5. Your methods for assessing student understanding for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children, including your views on the statement “all children can learn” and key assessment practices.
6. The role of technology in the education of young children.
7. The importance of environment to teaching and learning for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children.

Use course readings on particular theories, as well as 3-5 scholarly articles that can be used in support of your personal learning philosophy.

Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form by the end of the course. Directions for submitting can be found on the College of Education site in the Student Success Center.

Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assignment: Benchmark – Developing a Personal Learning Philosophy

• NAEYC: 4a, 6a, 6c
• InTASC: 3a,9a, 10f
• COE Program Competencies:

3.5:    Collaborate with learners, families, and colleagues to build a safe, positive learning environment of openness, mutual respect, positive relationships, and supportive interactions as the foundation of their work with children. (NAEYC 4a; InTASC 3a). Benchmark – Developing a Personal Learning Philosophy

4.1:    Engage in ongoing, collaborative professional development from the early childhood field to inform practice in order to maximize learning outcomes. (NAEYC 6a, 6c; InTASC 9a, 10f)

Scoring Rubric

ECH-125Developing a Personal Learning Philosophy

Benchmark Assignment and Rubric

Assignment Instructions:

Consider what you have learned through your previous practicum experiences and use the balance of your practicum hours todiscuss with your classroom teacher the elements of your personal learning philosophy.

Use the “Learning Philosophy Template” as a resource to guide the writing of your personal learning philosophy essay.

In a 1,000-1,250-word personal learning philosophy essay, include the following:

1. The nature versus nurture concept and debate.
2. What it means to be an early childhood professional.
3. The role of the early childhood educator as a professional when working with learners, families, and colleagues.
4. The role of the early childhood educator as advocate on behalf of children.
5. Your methods for assessing student understanding for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children, including your views on the statement “all children can learn” and key assessment practices.
6. The role of technology in the education of young children.
7. The importance of environment to teaching and learning for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children.

Use course readings on particular theories, as well as 3-5 scholarly articles that can be used in support of your personal learning philosophy.

Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form by the end of the course. Directions for submitting can be found on the College of Education site in the Student Success Center.

Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assignment:

• NAEYC: 4a, 6a, 6c
• InTASC: 3a,9a, 10f
• COE Program Competencies:

3.5:    Collaborate with learners, families, and colleagues to build a safe, positive learning environment of openness, mutual respect, positive relationships, and supportive interactions as the foundation of their work with children. (NAEYC 4a; InTASC 3a)

4.1:    Engage in ongoing, collaborative professional development from the early childhood field to inform practice in order to maximize learning outcomes. (NAEYC 6a, 6c; InTASC 9a, 10f)

Scoring Rubric

Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal information. An effective plan takes into consideration a student’s developmental level, age, strengths, needs, learning preferences, culture, and interests. Interventions that are well planned for students and are based on these factors are far more effective than interventions that narrowly focus only on the student’s academic skill deficiencies. Assignment: Benchmark – ELA Unit Plan

In this assignment, practice developing ELA instruction that is appropriate for the students described in the “Class Profile” by designing a comprehensive ELA unit plan using the “5-Day Unit Plan Template.”

Part 1: Unit Plan

Develop a 5-day unit plan that integrates vocabulary, reading, grammar, writing, listening and speaking, and technology, for the “Class Profile” students, choosing either the resource or self-contained learning environment. In a typical resource or self-contained learning environment the teacher would differentiate for every student. For this assignment, choose three students for whom you will differentiate the instruction. Align your unit to a 6-12 grade level ELA standard from the Arizona or another state academic content standards.

Design the unit plan to include:

• National/State Learning Standards: Select standards that address reading, writing, speaking, and listening integration skills.
• Multiple Means of Representation: Select strategies that allow opportunities to develop oral and written language for students with disabilities. Incorporate individual abilities, interests, learning environments, and cultural and linguistic factors in the section.
• Multiple Means of Engagement: Select strategies to enhance language development and communication skills.
• Multiple Means of Expression: Use technically sound formal and informal assessment.
• Extension Activity and/or Homework: Incorporate activities that include critical thinking and problem-solving.
• In the Differentiation rows of the unit plan template focus on the three students you selected.

Part 2: Rationale

In 250-500 words rationale at the bottom of your unit plan, explain the following:

• How literacy skills from your lesson plan will be helpful for students in other content areas.
• How communication and language arts strategies prepare students and provide them strategies to be successful academically and personally across multiple settings with a variety of collaborators (e.g., individuals, families, and teams).

Support your findings with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 4.1:

Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S8, IGC.4.K1, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4, IGC.5.S13; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3, 5]

COE 5.1:

Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); GCU Mission Critical 2, 3, 4, 5]

COE 5.4:

Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); GCU Mission Critical 1, 4]

COE 5.5:

Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]

COE 5.7:

Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); GCU Mission Critical 1, 2, 4]

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Planning effective English language arts lessons many times includes focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered materials. When focusing on reading, it is essential to model metacognitive strategies, before, during, and after reading, including relevant vocabulary. A book walk is a powerful pre-reading strategy that can be used at all elementary grade levels. This strategy exposes students to a new piece of literary or informative text, while predicting text content and exploring vocabulary.

Throughout this course you will be creating a literature unit based on one piece of grade-appropriate literature (fiction or non-fiction) that includes all areas of reading development. Select a piece of literature suitable for the students in the “Class Profile.” ELM 480 English Language Arts Lesson Preparation & Morning Routine Paper

For this assignment, use the “COE Lesson Plan Template” to create a lesson plan that incorporates a book walk,

Incorporate the following into your lesson plan:

• Objectives aligned to state or national grade-appropriate vocabulary and reading standards
• Content-specific vocabulary development
• Technology or multimedia that supports developmentally appropriate, engaging instruction
• Pre-reading strategies and activities
• During reading strategies and activities
• Post-reading activities and strategies
• Assessment aligned to learning objectives, that is engaging for student and provides meaningful feedback
• Differentiation to meet particular learning differences or needs

In addition, rationalize your instructional choices in a 250-500 word reflection, including how you will apply your findings to personal professional practices related to instruction and differentiation in the English language arts classroom. I have included the lesson plan template and the class profile. ***** The target grade is First grade*****

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Section 1: Lesson Preparation

Section 2: Instructional Planning

Planning effective English language arts lessons many times includes focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered materials. When focusing on reading, it is essential to model metacognitive strategies, before, during, and after reading, including relevant vocabulary. A book walk is a powerful pre-reading strategy that can be used at all elementary grade levels. This strategy exposes students to a new piece of literary or informative text, while predicting text content and exploring vocabulary.

Throughout this course you will be creating a literature unit based on one piece of grade-appropriate literature (fiction or non-fiction) that includes all areas of reading development. Select a piece of literature suitable for the students in the “Class Profile.” ELM 480 English Language Arts Lesson Preparation & Morning Routine Paper

For this assignment, use the “COE Lesson Plan Template” to create a lesson plan that incorporates a book walk,

Incorporate the following into your lesson plan:

• Objectives aligned to state or national grade-appropriate vocabulary and reading standards
• Content-specific vocabulary development
• Technology or multimedia that supports developmentally appropriate, engaging instruction
• Pre-reading strategies and activities
• During reading strategies and activities
• Post-reading activities and strategies
• Assessment aligned to learning objectives, that is engaging for student and provides meaningful feedback
• Differentiation to meet particular learning differences or needs

In addition, rationalize your instructional choices in a 250-500 word reflection, including how you will apply your findings to personal professional practices related to instruction and differentiation in the English language arts classroom. I have included the lesson plan template and the class profile. ***** The target grade is First grade*****

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Section 1: Lesson Preparation

Section 2: Instructional Planning

Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction and the differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.

For this assignment, you will integrate the cultural values and beliefs of ELLs into an English language arts lesson plan that includes components of Universal Design for Learning (UDL), using the “COE Lesson Plan Template.”

Using the “Class Profile,” select a grade level within Grades K-3. Include both Arizona ELP and ELA standards within the “National/State Learning Standards” section of the template. Align your learning targets/objectives with these standards.

Your lesson plan should also include:

Differentiated instructional strategies and learning activities to address your students’ language differences, giftedness, and special education needs listed on the “Class Profile.”

Technology that supports English language development.

Formative and summative assessments for the learning activities.

Your lesson plan must clearly explain how the teacher will represent the concepts to be taught, how your ELLs will express what they are learning, and how they will be engaged throughout the lesson.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attached: Class Profile COE Lesson Plan template

Read Chapters 8, 15, 21, 25, 43, 47, and 50. URL: com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.php” target=”_blank” rel=”noreferrer noopener”>http://gcumedia.com/digital-resources/pearson/2015…

Read “Discriminating Children with Language Impairment Among English-Language Learners from Diverse First-Language Backgrounds,” by Paradis, Schneider, and Duncan, from Journal of Speech Language and Hearing Research (2013).URL:https://lopes.idm.oclc.org/login?url=http://search…

Read “Everyday Differentiation: How Administrators Support Differentiation of Curriculum and Instruction in Early Childhood Classrooms,” by Gadzikowski, from Exchange (2016).URL:https://lopes.idm.oclc.org/login?url=http://search…

Read “Six Differentiated Strategies for ESL Literacy for Birth to Third Grade Developmentally Disabled and Normal Students of Hispanic Heritage,” by Jaramillo and Jaramillo, located on the ERIC website.URL: https://files.eric.ed.gov/fulltext/ED539139.pdf

Read “The Culturally Proficient Technologist,” by Johnson, from Educational Leadership (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search…

Read “Differentiated Instruction for English Language Learners,” by Ford, located on the Colorín Colorado website.

URL:

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