Making Meaning Essay Paper Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Making Meaning Essay Paper Assignment
In your role as coach and/or mentor you will likely need to help teachers understand how to make connects between the following three processes (a) making meaning of documentation evidence to (b) planning for goals and (c) learning experiences for children. After reading chapter six, and the scenario below, respond to the discussion prompt:
Imagine that you are a coach who is supporting a teacher who is observing her students during small group activity time. The teacher records a lot of dialogue (words and actions) of the children arguing about “the rules” for putting away materials.
You ask the teacher to identify a question of interest for both her and the children based on what she learned from her documentation. The question is, “What are the rules (procedures) in our classroom?” As her mentor, you want to begin her inquiry with “backwards planning.” The formula you present to the teacher is as follows:
- a) The desired resultfor the children is to . . .
- b) The observational evidenceof the children shows . . .
- c) Possible learning experiencescould then be . . .
Together, you and the teacher decide to approach the inquiry the following way:
- a) The desired resultfor the children is to . . . learn classroom rules.
- b) The observational evidenceof the children shows . . . confusion about routines and interest in figuring them out.
- c) Possible learning experiencescould then be . . . engaging in experiences that allow the child many ways to hear stories and repeat, describe, and act out a sequence of daily events used in the classroom community, making signs that remind children of the rules, etc.
In your group response address the questions below. Groups are encouraged to share thoughts and options for answering the questions, and use the Chapter 6 Appendix A Form, to support your explanations.
Each group member must provide potential answers to at least two of the questions and must contribute to deciding on the response for all five questions. As in the previous weeks, one group member should post the groups final responses and include the name of the contributing
How might you support this teacher in relating the goal to a professional value, standard, or competency?
What are some ways to support how the teacher might be more effective in this area?
How might you support this teacher from a strengths-based perspective?
How could the teacher gather evidence before and after implementation of the inquiry?
National Association for the Education of Young Children (2009). NAEYC standards for early childhood professional preparation programs (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
This detailed position statement on early childhood professional standards is required for completion of your assignment this week.
Abramson, S. (2008). Co-Inquiry: Documentation, communication, action. (Links to an external site.) Retrieved from http://journal.naeyc.org/btj/vp/pdf/Voices_Abramson_Co-Inquiry.pdf
This article clearly describes documenting a preschool inquiry and may help you in your discussion this week.
Servage, L. (2008). Critical and transformative practices in professional learning communities. Teacher Education Quarterly, 35(1), 63–77. Retrieved from http://www.teqjournal.org/
This article is available through the ERIC database in the Ashford University Library. This article provides information about enhancing the long-term effectiveness of a professional learning community by providing opportunities within its structure for teachers to hold open-ended conversations oriented to communicative learning. This article may assist you in your discussion this week.
Abramson, S., & Atwal, K. (2003). Teachers as co-inquirers. In Next steps in teaching the Reggio way, J. Hendrick (Ed.), pp. 86–95. Englewood Cliffs, NJ: Merrill.
The chapter in this book provides information about how real teachers participate in inquiry in early childhood questions and may assist you in your discussion and assignment this week.
Buyssee V., & Wesley, P. (2005). Consultation in early childhood settings. Baltimore: Paul H. Brookes Publishing Co.
This book provides information on the process for effective consult anting to educators and caregivers of children from birth through age 5 and may help you in your discussion this week.
Neumann, S. B. (2010). The research we have. In S. B. Neuman & M. L. Kamil, (Eds.), Preparing Teachers for the Early Childhood Classroom: Proven Models and Key Principles (pp. 221–236). Baltimore: Paul H. Brookes Publishing Co.
This book provides information for creating customized professional development programs early childhood staff and may help you in your discussion this week.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Making Meaning Essay Paper Assignment
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