Explain how operations management contributes to organizational efficiency.

Explain how operations management contributes to organizational efficiency.

  1. In a 2-3 page paper:

a. Explain how operations management contributes to organizational efficiency.

b. Provide two examples of areas positively affected by OM and how.

Provide an example where each method would be appropriately used.

d. Use at least three references to support your paper.

e. Sixth edition APA formatting is required.

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The significance Of Operations Management To Organizational Efficiency

The significance Of Operations Management To Organizational Efficiency

  1. In a 2-3 page paper:

a. Explain how operations management contributes to organizational efficiency.

b. Provide two examples of areas positively affected by OM and how.

Provide an example where each method would be appropriately used.

d. Use at least three references to support your paper.

e. Sixth edition APA formatting is required.

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What are the 5 Ks of Sikhism? Which one intrigues you the most?

5 Ks of Sikhism” Please respond to the following:

Jan alleged that the harassment began when he converted to Sikhism in 2009. The managers at the store refused to let him wear a turban and a Kara, a bracelet, which are required for male Sikhs. He was also harassed and asked if he had joined al-Qaida and whether he was a terrorist. When customers referred to him as “Bin Laden” and made terrorist jokes, AutoZone did not intervene. When Burroughs complained and asked for an accommodation, he was fired.

·         What are the 5 Ks of Sikhism? Which one intrigues you the most?

·         Did management do the right thing? Why or Why not?

·         If you were the manager, how would you handle this situation?

 

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Gradual Release of Responsibility

Gradual Release of Responsibility

After viewing the videos Improving practice with Sarah Brown Wessling (click here for a written transcript of the video) and Embedded formative assessments (click here for a written transcript of the video), and after reading Releasing responsibility by Fisher and Frey, discuss the following:

Part 1 
Sarah Brown Wessling remarks; “It is not about ways of delivering content as much as it is about ways of getting students to become thinkers; ways for students to be more autonomous.” 

  1. What evidence did you observe in Ms Wessling’s video that her students were becoming thinkers? 
  2. How is this an example of the teacher assessing FOR learning?

Part 2 
In Dylan William’s video on embedded formative assessments, he mentions five strategies for teachers to meet students’ learning needs more effectively.

  1. Describe what you observed from Ms. Wessling’s video that represents each of these strategies. 
  2. Were there any that you did not observe?
  3. What evidence was there of Ms. Wessling’s students examining their own thinking?
  4. What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Bloom’s)?
  5. What did you see from her video that you’d like to try (remember best practices are transferable across grade and age levels)?
 

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Integrating Technology

Integrating Technology

Discuss the following:

  1. What evidence did you see and hear by watching Mr. Pronovost Differentiating Instruction Through Interactive Games that supports what has been learned thus far regarding setting & communicating learning objectives, using the gradual release model, giving feedback, and assessment?
  2. How does he specifically structure his lesson to incorporate technology? How does using technology promote differentiation?
  3. What evidence is there of varying levels of cognition? Identify the levels of Depth of Knowledge (DOK) you observed students reaching during the various stages of the lesson.
  4. How do you believe this type of learning environment makes students feel about their capabilities with math? Why?

*** Use Voicethread, Eyejot, or YouTube and respond to the prompt and post the link to your video or audio recording in the discussion forum for others to respond to.

 

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Instructional Plan Design & Description

21st Century Instructional Plan: Plan Design & Description

Part 1: Instructional Plan Design & Description

Synthesize what you have learned thus far by developing an instructional plan utilizing one of the templates provided in Week Two. Be sure to consult the Instructor Guidance for added support in creating a high quality instructional plan.
Your instructional plan must include the following components regardless of the format you choose:

  • Grade level content standard (using either math or ELA standards)
  • Appropriate ISTE standards for students
  • Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
  • Gradual Release of Responsibility (each phase clearly labeled and utilized)
  • Differentiated instruction (how you will reach all learners)
  • Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
  • At least one purposeful question posed by the teacher to promote critical thinking
  • Assessment FOR learning; provide two different ways to assess including authentic formative assessment
  • Use of technology that supports the learning outcome and instructional strategies

Part 2: Description
Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb’s Depth of Knowledge (DOK) to the activities and/or assessments. 

  • Describe the stages at which you will assess students, and explain how you will use this data to adjust your instruction and provide students with feedback.
  • Last, discuss the technology you chose to integrate and the purpose it will serve in helping students meet the learning objective.

Cite at least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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Instructional Plan Design 

21st Century Instructional Plan: Student Population

Part 1: Instructional Plan Design 
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support. 
Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:

  • Grade level content standard (using either math or English Language Arts [ELA] standards)
  • Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
  • Gradual Release of Responsibility (each phase clearly labeled and utilized)
  • Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
  • Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
  • At least one purposeful question posed by teacher to promote critical thinking;
  • Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment

Part 2: Description

Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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Rubric Analysis

Rubric Analysis

Using two different sources, respond in writing (APA format) using the prompts below to guide your written analysis.
Part 1:

  • Explore the Exemplars website, specifically the Resources tab for Rubrics. Review the Exemplars Math Rubric and Exemplars Reading Rubric.
  • Questions to discuss:
    • How does the Exemplars criteria for both math and reading rubrics follow a top-down or bottom-up approach? How do you know?
    • To what degree are performance level descriptions addressed?
    • Do these live up to what Brookhart proposes, that “. . .the most important aspect of the levels is that performance be described, with language that depicts what one would observe in the work rather than the quality conclusions one would draw” (p.26)?
    • In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why?

Part 2:

  • Explain the position Brookhart argues in Chapter 2 against rubrics that merely summarize the requirements of the task, as opposed to rubrics that describe evidence of learning.
  • Explain what Brookhart means when saying; “Rubrics should not confuse the learning outcome to be assessed with the task used to asses it” (p.15).
  • What is the relationship between this and what you learned about aligning formative assessments with the learning standards and objectives? 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your journal entries. 

 

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How do the lessons in TEDEd promote student engagement?

Getting students to think about their thinking

Part 1:
Access the Create lessons worth sharing around YouTube videos link of TEDEd. Take some time to peruse through the menu of lessons and provide us with your impressions. The following serves to prompt your response as opposed to a required “list”:

  1. How do the lessons in TEDEd promote student engagement?
  2. What are some ways students are encouraged to think about what they are learning?
  3. How do these modes of learning allow both students and teachers to assess learning?
  4. Think of two ways you can incorporate a TEDEd lesson into a typical 50-70 minute class period. How could you deliver it? How could students access it?. Take a look at the NETS-S standards when addressing this.
  5. Share one particular lesson you explored as well as what you gained from it.

Part 2: Linking Rubrics with Student Self-Assessment and Goal Setting

Chapters 9 and 10 of the Brookhart text discuss strategies for guiding students for the demands of assessment as well as setting goals. Pairing this information with what you learned from viewing the “Be sure to”: A powerful reflection strategy video clip (click here for a written transcript of the video), explain how these strategies not only support the integration of multiple levels of thinking for students, but the teacher’s ability to assess FOR learning.

 

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