Topic: A Christian Perspective Of Behaviorism

The Behaviorist perspective, when implemented in the classroom, can be implemented by rewarding desirable behaviors and punishing undesirable behaviors. Some Christians argue that while the behaviors may change, the heart may not. Reflect on the following verses, in addition to this week’s assigned reading selection, and answer the subsequent prompts.

Jeremiah 17:10
Proverbs 23:7
Romans 8:27

Scripture tells us that God knows our heart. Do you feel that we can we utilize Behavioristic techniques (e.g. Behavior Contracts, Token Economies, etc.) while still maintaining our Christian worldview?

Search scripture to include one additional verse that provides support for or against your opinion.

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Wk 3 – Preschool Growth And Development Presentation

Create a 12-slide training presentation for an audience of preschool and daycare classroom aides that could be used to train them on growth and development concepts relevant to their work in those settings.

You can create this in whatever you choose – Word, PowerPoint, Prezi, Piktochart, etc.

Include the following in your presentation:

  • Analysis of concepts of physical growth and motor development
  • Connections among concepts of cognitive, language, and literacy development
  • Evaluation of concepts of social and emotional development
  • Tips and suggestions for using the above concepts in their classroom setting
  • Title page and reference citations
  • Be sure to introduce and conclude your presentation and reference your sources on your References slide.

Format citations according to APA guidelines.

educational decisions

Part 1 5-7 pages APA

Select a case study from the Course Materials resources for this unit. This section contains case studies about educational decisions in various situations. Your selection will be K–12, Analyze the assumptions found in the case study’s decisions. Submit a paper detailing the following components:

  • Explain      the subject(s) or subject’s topics.
  • Describe      the case study’s educational setting and social situation.
  • Give      details about the learners, including age, background, learning profiles,      and others.
  • Describe      the educational concern or the purpose for the formation of the case      study’s decision-making team. Describe any needs that were identified in      the beginning of the study.
  • Identify      all stakeholders and describe their positions within the educational      setting and the team. Explain each stakeholder’s influence and possible      assumptions that explain their interests and later recommendations.
  • Identify      the expressed or underlying decision-making model(s) used by the team.
  • Describe      the final decision or outcome on which the team agreed.
  • Evaluate      the final decision in several ways:
    • Do       you think the final decision will solve the educational setting’s       concerns? Do you agree or disagree with the final decision?
    • What       contribution did each stakeholder add to the decision-making process and       the final decision? Would you suggest any additional contributions or       anything done differently by each stakeholder?
  • Did      the decision-making model fit the team’s characteristics or would you      suggest a different model for this particular team and setting? Why?

Part 2(a) 1 page

Prepare an APA formatted manuscript report discussing at least one contemporary issue. A contemporary issue is a controversy that has experts on opposing sides, it is not a problem in developing your project. Research information on the selected topic from professional organizations and related professional journals.

Discuss both sides of the issue and describe how researching the controversy has impacted you, personally, as an educational leader.

PART 2

1) Create policy/standards chosen that reflect the need for this project (there is no set number of length)

2)  Create behavioral learning objectectives for the course and for each unit using the ABCD format that align with the need for the curriculum based on the policy/standards.

Description: The candidate must submit the policy and/or standards chosen that reflect the need for this project. The candidate must submit the candidate-created behavioral learning objectives for the course and for each unit written in ABCD format that align with need for the curriculum based on the policy/standards.

Policy Analysis

Submit a draft of approximately 7–8 pages of the policy analysis section of your project for feedback. The policy introduction section should:

  • Provide a thorough background of the higher education policy you have chosen to study, analyze, and discuss.
  • Provide a political perspective of the chosen higher education policy.
  • Briefly describe the ethical issues related to the chosen higher education policy.
  • Explain how the chosen higher education policy impacts today’s colleges and universities.

Legislative Policy Letter

Write a legislative policy letter of approximately 2–3 pages to the appropriate government official or legislative body about the issue you have chosen for the project.

Note: The legislative policy letter is to be included in the project appendix.

Resources

Link:

The English Language Arts Standards: Key Changes and their Evidence

Watch “The English Language Arts Standards: Key Changes and their Evidence” and “The Mathematics Standards: Key Changes and Their Evidence” videos on the Common Core standards.

Based on these videos and your required readings in your textbook, which philosophy do you think most closely aligns with the purposes of the Common Core standards? Why?

Final Paper and ePortfolio

You will create an ePortfolio that includes redesigned activities from prior coursework in your program (MAED or MASEPreview the document) that demonstrate your competency with your Programs Learning Outcomes, which are also the Course Learning Outcomes for EDU 696. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from your Master’s Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. Within this ePortfolio, you will tell the story of your educational journey and value of your personal Master’s experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have for input from your peers and instructor to improve your work before the final submission of this assignment.

Creating the Final Paper and ePortfolio

Please include a link to the ePortfolio (Links to an external site.)Links to an external site. within the paper portion of this assignment. As needed, refer to your Program Learning Outcomes (PLOs) list (MAED or MASEPreview the document). Then, create your final assignment to meet the content and written communication expectations below.

Content Expectations

  • ePortfolio Components (5 Points): Include at least one artifact demonstrating mastery for each of your Program Learning Outcomes (PLOs) ( MAED or MASE).
  • ePortfolio Design (3 Points): Design the ePortfolio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the ePortfolio logically organized in a visually appealing way.
  • Narrative – Ranking (5 Points): In no more than one paragraph for each Program Learning Outcomes, rank and discuss the importance of each PLOs to your individual work setting, including an explanation of each ranking and its value to you in your learning environment or your position. Discuss how you currently use each PLO in your work setting and, if PLOs are not used, discuss ways you might begin to use them in your current or future work setting. If you are unemployed or otherwise do not work in a teaching role, you can either (a) use a previous work location, or (b) imagine the perfect work location (e.g., your dream job), and use that fictional work center to rank and discuss each PLO. The overall goal of this section of the narrative is to rank each PLO according to its importance to you as an educator or potential educator, starting by listing the most important PLO to you first.
  • Narrative – Challenges and Solutions (5 Points): In no more than two paragraphs discusses the design and development challenges experienced while creating the ePortfolio and how challenges were overcome.

Written Communication Expectations

  • Page Requirement (.5 points): Include one paragraph for each of the Program Learning Outcomes for a total of two to three pages (not including the title and reference pages).
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook.
  • All sources on the references page need to be used and cited correctly within the body of the assignment

Education

Based on your practicum, personal experiences, and 3‐5 scholarly resources, complete the “Math Concepts in Cross‐Content Connections” document that includes the following:
Two math concepts for each of the age groups: Birth to Age 2, Age 3 to Age 4, Age 5 to Age 6, and Age 7 to Age 8/Grade 3
Content area (science, social studies, language arts, the arts) that can be used for each math concept
State standards and objectives
Real‐world connections
Learning style best suited for the concept