Education

Choose the icebreaker below , and evaluate it taking into account points 1 to 4 below. You are required to elaborate on these points and answer them in paragraph format. Word count: 500-600 1. What is/are the aim/s of the activity? Is there a linguistic** the component as well as the purpose of getting to know the students? For example, a. assessing/reviewing a grammar topic; if so, mention the grammar topic/s; b. assessing knowledge of vocabulary; if so, mention the type of vocabulary. c. assessing S’s speaking, listening, reading and/or writing skills; if so, identify which skills are being assessed. 2. Do you think this activity would be suitable for young learners, teens and/or adults? Why? Why not? Elaborate on your answer. 3. What do you like about it? Why do you think it will be a good activity for the first day? Elaborate on your answer. 4. What problems might you encounter with this activity? How would you solve them? ** Linguistic aims focus on the specific areas of the language: grammar, vocabulary, pronunciation, discourse, and language skills. Icebreakers are simple activities that teachers use on the first day for varied reasons. They are motivational tools that can build rapport, and stimulate participation.  They are also used to assess students’ level, interests and language needs, and are excellent activities to get students warmed up and ready for the rest of the lesson. Following are a few ideas. Everyone’s a Liar (Suitable for low intermediate and above) The teacher writes three statements on the board. Two statements are true, and one is a lie. Example: I have been teaching for 10 years. I have a new pet called ‘Isaac Newton’. I lived in Switzerland for a year. Students ask ‘lie detector’ questions to get further information, in order to determine which statement is false. For example: Teaching – Where have you taught? What have you taught? What year did you start? Pet – How old is Isaac Newton? What does Isaac eat? Where do you keep Isaac? Switzerland – Where did you live in Switzerland? What language was spoken in that part of Switzerland? Students vote on which statement is a lie. Reveal which are truths and which are lies.

Kindergarten Movement  Part 1 – Readings A.  Describe the idea you selected from the readings that connects with your thinking or is of interest to you.  (100 words) B.  Describe your thinking that the idea or interest from the readings connects to.  (100 words) C.  Describe why you think the two ideas are connected.  (100 words) Chapter 9 The Kindergarten Movement [T]he system of infant culture . . . was by far the most original, attractive, and philosophical form of infant development the world as yet had seen. —Henry Barnard1 American Beginnings The American public learned about kindergarten from two articles: one by Henry Barnard, in 1856, reporting that he had seen a kindergarten at the International Exhibit of Educational Systems in London in 1854,2 and the other from “Kindergärten of Germany” in the November 1859 issue of the Christian Examiner, the official publication of the Unitarian Church. The second article included a summary of Froebel’s ideas by the Baroness von Marenholtz-Bülow.3 The kindergarten arrived in America before the Civil War during a time when men and women, dissatisfied with American backwardness, were trying to change American society by reforming its education to be practical, moral, and democratic. Kindergartens did not attract the attention and the support of the American educators of the time even though they were described in the educational literature. Some of the reasons for this were that (1) American education was being transformed; (2) as long as the concept of education was seen as instruction in the three R’s and not as development from within of the whole child, kindergarten theory and practice could not be universally accepted; (3) the goals and methods of the kindergarten—self-activity and self-expression— were too different from the existing methods to be accepted wholesale; and (4) America was slow to recognize the value of early childhood for educational purposes, and until it did the kindergarten could have no meaning. Primary schools, like kindergartens, were not part of the school system. They were managed independently, and children had to be seven years of age to enter them and had to already know how to read and write. It was about 1860 that public schools were incorporated into the grade schools.4 German-American Kindergartens (1855–1870) The ill-fated 1848 Revolution in Germany, which tried to obtain more voice and more democracy for the people, brought a large number of Germans to the United States. They were highly educated men and women who were 235 Lascarides, V. Celia, and Blythe F. Hinitz. History of Early Childhood Education, Taylor & Francis Group, 2000. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nlu/detail.action?docID=1195796. Created from nlu on 2020-10-27 14:21:01. Copyright © 2000. Taylor & Francis Group. All rights reserved. familiar with and shared Froebel’s ideas for a more humane education. Between 1850 and 1870, these German immigrants established private, German-American academies to educate their children and preserve their culture and language, in all the cities where they had settled: New York City; Milwakee; Detroit; Newark, New Jersey; and Louisville.5 These schools stimulated interest in German educational practices. Horace Mann, as secretary of the board of education in Massachusetts, was one of many Americans who visited the German schools in 1843 and reported about them to the Massachusetts Legislature. In addition to the kindergartens in these academies, there were other private, independent kindergartens. Margarethe Schurz (1833–1876) opened a small German-speaking kindergarten in her home in Watertown, Wisconsin, in 1856 (four years after Froebel’s death) for the benefit of the Schurz children and those of relatives, the Jüssen clans. It was an experiment, one of the first of its kind in the United States. Her purpose was to preserve their German cultural heritage and language. She taught the children, in German, the Froebelian kindergarten songs, games, and occupations as she had studied under Froebel in 1849 in Hamburg. This kindergarten closed in 1858 when the Schurzes moved to Milwaukee.6 Another German-speaking kindergarten was established in Columbus, Ohio, by Miss Caroline Luise (Louisa) Frankenberg in 1836, a year before Froebel opened his institution for young children in Blankenburg and twenty years before Mrs. Schurz’s kindergarten. Miss Frankenberg’s trip to America was precipitated by Froebel’s essay “The Renewal of Life” (1836). In it he pointed to the United States as the country best suited for his educational plans. Things did not work out for her in Columbus, and disheartened, she returned to Germany.7 Miss Frankenberg stayed there from 1840 until 1858. While there she taught at Keilhau under Froebel’s direction for six years. In 1847, she was appointed kindergarten teacher in the “Kindergarten of the Women’s Charitable Institution in Dresden,” and in 1852, she opened her own kindergarten in Bautzen, where she encountered opposition from the local clergy—for a total of eleven years.8 Miss Frankenberg was a sister of Adolph Frankenberg, Froebel’s friend and disciple, who had helped Froebel in Dresden during 1838–1839. She had married Professor Marquardt.9 For whatever reasons, Miss Frankenberg returned to Columbus in 1858, to the same house where she had lived before, and established the first practical working kindergarten in the United States there. She and the school were ahead of their time, but she had difficulty attracting many students. To the parents, the making of paper birds, boats, and caps; modeling in clay; marching; and singing were simply child’s play. It was called “the play school.” Children on their way to private or public schools in Columbus never failed to stop and look in the window or door and marvel at children who learned without books. As Miss Frankenberg did not speak English, she had few, if any, American pupils.

Write/ purpose a strategic plan integrating rigorous knowledge development processes ? ? ? 3B) Include supporting arguments providing your proposed plan

Select a research topic that is particularly meaningful to you related to literacy and language education. (Some examples may include: readers’ workshop, writers’ workshop, language and literacy assessment, basal instruction, phonological awareness, phonics instruction, vocabulary instruction, comprehension, etc.) Citing specific examples to support your writing, include these components: Introduction/Background Information Problem statement noting a specific area of concern regarding language and literacy Literature Review Conclusions and recommendation

Select a grade level and a content area. How would you differentiate for a gifted child? What would need to be done for a gifted child who has mastered the majority of the standards for that grade level? Explain why it is not enough just to give the child additional work. Differentiation is an expectation in the classroom in order to meet all students’ needs. Select an age and concept. Discuss three ways to differentiate instruction for a particular age of students. Why is differentiation important while taking into account the multiple influences (cognitive, linguistic, social, emotional, and/or physical) on early development and learning?

Based on the multiple intelligences, what is your learning preference? Which learning style is the most challenging for you? Why is this important to understand when teaching? How will you incorporate all of the learning styles in your classroom? Question #2  Families are important partners in students’ learning. Discuss how collaborating with families can support student learning and promote motivation. Explain your plan for ongoing communication with these families.

Your final exam is next week; you will have a four-day window to take your exam. (While the unit is open the full week, you can only take your exam Thursday, Friday, Saturday, or Sunday).  Answer the following in the discussion forum: What strategies will you use to prepare for your final exam? Do you have, or have you ever had test-taking anxiety? What strategies will you use to manage test anxiety?

Professional, ethical and legal issues were presented in multiple learning styles in order to facilitate student learning. Address the following questions. 1.Discuss your initial apprehensions about entering a profession where legal and ethical issues are continuously present. What have you learned that has helped you attend to those apprehensions.  2.Address the licensure and certification process you intend to complete in order to become a professional counselor (LPC). 3.Discuss the importance of informed consent, including its role and function as an ethical and legal counselor.  4.In this course, you reviewed some emerging trends in ethics. In addition, you heard from your colleagues about similar trends. In this section, discuss three important ethical concepts and how they are currently being addressed in the field of professional counseling (e.g., confidentiality, boundary violations and difficulties, diagnosis, duty to warn, competence, etc.).  5. REFLECTION: In this section, reflect on where you started in this process of learning legal and ethical considerations in counseling. What will you take from this course(professionalism Ethics Law)as you move into additional training in your journey to become a professional counselor?

Text: Gollnick, D. M. & Chinn, P.C. (2006;2013). Multicultural Education in a Pluralistic Society (7th,  8th, or 10th ed.). Pearson: Upper Saddle Ridge, New Jersey.  0-13-119719    Language- Chapter 6 – Discussion Board 5: The following activities serve the purpose of activating your understanding of the influence of language on many facets of social and educational life, particularly in relation to communication, understanding, and meaning-making events. At the completion of this exercise, draw parallels to how you might enter these activities in your own educational environments. Listen to a radio station in a foreign language (For example, WHOV Saturday, Spanish Show) a language unknown to you for 1 hour; or watch a television program in another language and/or attend a religious or community service in a foreign language. In a two to three-page response discuss the following: 1.  What did it feel like to listen to someone speak in a language you did not understand for an hour? 2. Were you able to understand what was said, and if so, what helped you to understand? 3.  What did it feel like to approach and attend an unfamiliar meeting or service where you were culturally and linguistically an outsider, and may not have known more than one or two others? 4.  Identify the source(s) of your information. 20 points – 10 for your response, 5 points each for your response to 2 of your classmates’ posts.

We have witnessed a number of devastating hurricanes hit USA specifically in Texas, Louisiana, Florida, Alabama, and Georgia. Thousands of families have had to leave their homes due to these natural disasters. In addition, these people have lost their houses, cars, and businesses. Consequently, many families have had to sleep in shelters and some have lost loved ones. Please be thorough and consider all aspects that may have affected these families. How will you help them? Please submit your paper here describing your plan as a Socially Responsible student to assist the individuals affected by the hurricanes and earthquakes.  All papers should be double spaced, 12 font, Times New Roman, and should include the following: Introductory Paragraph, Body paragraphs, Concluding paragraph. Please proofread for grammatical and spelling  errors.