Universal Design for Learning

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Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).

Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.

Using one of the following free online presentation tools listed below, create an interactive presentation that:

a)    Compares and contrasts the two concepts

b)    Explains how you envision blending the concepts in your current or future classroom.

 
In your presentation be sure to include:

  • How you will present new information
  • How students will demonstrate their prior background knowledge
  • Your strategies to engage and motivate students
  • At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
  • All in-text citations included must be cited in APA format at the conclusion of your post.

 Post your link along with a brief introduction in your initial post.


Free Online Presentation Tools

  • Glogster
  • Pearltrees
  • Prezi
  • VoiceThread
  • Present.Me.

Guided Response: Review at least two of your peers’ presentations and address the following questions:

  • Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
  • What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?

Online Tutorials:

  • Creating a VoiceThread
  • Glogster – Learning the Basics
  • How to create a narrated PowerPoint using Present.me
  • How to create a Voki
  • Get started with Prezi.
  • Getting started with Pearltrees
 

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Library Research Assignment

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Library Research Assignment

You are completing your project planning activities for the project you have been assigned to manage. The remaining component is the communication plan that you need to present to your project sponsor at the end of the week. Using the library, determine the necessary components of an effective project communication plan. Then go to the Discussion Board and post a 2-paragraph description of the critical audiences that must be included in your communication plan. Next, choose 3 of those audiences, and answer the following questions for each audience:

  • What information must be shared with this audience?
  • What is the mechanism you will use for each type of information?
  • What is the frequency with which you must share information?
  • What will you do if the communications are not proving to be effective?
  • What technology will you use for your communication?
  • At what point could communication about the project become an ethical or legal issue?

Please make sure you follow the instructions. Determine the necessary components of an effective project communication plan.  I need a 2 paragraph description of the critical audiences that must be included in your communication plan.  Afterward choose 3 of those audiences, and answer the following questions for each audience.

 

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Background on Winsome’s Sales Structure

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Background on Winsome’s Sales Structure:

The home sales force is actually managed (and contracted) through Winsome’s sister company. This sister company purchases products from various manufacturers, brands them, educates the sales representatives, and markets the products to the home sales event customer. Winsome’s sales department is responsible for setting prices, generating sales forecasts, monitoring sales activities, helping the sister company incorporate new products, and identifying new sales opportunities. In some cases, Winsome’s sales department has attended the sister company’s quarterly branch manager sales events and presented information on new products. The marketing materials are jointly created by Winsome and the sister company.

For the sister company to begin its branding and sales force education activities, it needs to have the product specifications, photographs of the product, pricing structures, and marketing materials.

You have a follow-up meeting with the managers of the sales and marketing departments next week. At that time, you will review a detailed write-up of the scope that describes what is included, as well as what is excluded.

  • In preparation for the meeting, create a 3–4 page description of the project’s scope only as it relates to the sales and marketing activities.
  • Describe the deliverables the team will produce, what type of information it will contain, and the level of detail expected.
  • Identify the exclusions to the scope.
  • Define any assumptions you are making about the rest of the project’s scope that impacts your decisions around the sales and marketing scope. 
  • Include an additional page to identify key points you will share in your conversation with the managers, identify their possible objections, and detail your response to those objections. Emphasize the assumptions you are making, what you expect the sales department to do, and any follow-up that still needs to be done around the scope.
  • Compile your scope statement with deliverables, exclusions, and assumptions, along with your key points page for submission.

Please I need references APA style (inside the paragraphs) and 3- 4 pages.  I need an A+ please

 

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Fundamentals of Effective Communication in the Workplace

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Bus100:  Assignment 1: Fundamentals of Effective Communication in the Workplace

Effective communication skills are essential in the workplace. Some businesses invest in training their employees on how to effectively communicate, because effective communication skills go beyond conversations. Employees must know how to express business issues effectively when writing reports and emails. Understanding the benefits of effective communication helps businesses to develop a workforce that is able to communicate effectively with coworkers, customers, and suppliers and increase productivity.

Write a one to two (1-2) page paper in which you:

1.       Describe a time when you experienced effective communication in a business environment.

2.       Discuss at least three (3) reasons why you perceived the communication to be effective, and explain the resulting impact to the business.

Your assignment must follow these formatting requirements:

·         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.

·         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the references page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

·         Explain the elements that foster effective communication in business.

·         Use technology and information resources to research issues in business.

·         Write clearly and concisely about business issues using proper writing mechanics.

 

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The Helping Process: Assessment to Termination.

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BSHS 395 Final Exam / week 5

This examination is to test your knowledge and what you have learned from The Helping Process: Assessment to Termination. This is an individual assignment. Please do not work in groups. Please work alone. Please do not share your answers or thoughts with others in the class.

There are 30 short-answer questions, and each question is worth 5 points. Please answer in complete statements; using complete sentences, and paragraphs for each. Please identify the page numbers of which your answers were found.

1.      Identify and describe the three parts of the assessment phase. Page # 3-7 Chapter 1   

2.    Why is documentation such an important piece of the helping process? Page # 11, Chapter 1

3.    How is the strengths-based approach used in the assessment phase? Provide an example. Page # 12, Chapter 1

4.    Why motivational interviewing is considered a valuable interviewing strategy? Page #15, Chapter 1  

5.    Compare structured and unstructured interviews. What are the pros and cons of each? Page #25- 26 , Chapter 2

6.    What is the definition of confidentiality, and how does it relate to the assessment phase? Page # 26, Chapter 2

7.    When evaluating a client’s application for services, how does a case manager determine eligibility? Page # 28, Chapter 2

8.     Explain the concept of listening during the intake interview. Why is it important for an intake interview to be effective? Page # 67 Chapter 2, 

9.    What are the five methods of responding? Provide a brief example of each. Page # 82-83 chapter 4

10.Choose an interviewing pitfall. Why can the pitfall hurt the interview? Page #85 Chapter 4, 

11.How would you describe plan development? Why it is important? Provide a brief example. Page # 111, Chapter 6  

12.What challenges do new case managers have when trying to establish information and referral systems? How can they meet those challenges? Page # 118,  Chapter 6

13.What are the advantages of a case manager keeping a feedback log? Page # 118,  Chapter 6

14.Describe the halo effect. How can a case manager prevent this from occurring? Page # 121, Chapter

15.What are the differences between an achievement test and an aptitude test? Page #123, Chapter 6

16.What is the importance of client input during the planning process? Page # 144, Chapter 7

17.How can medical exams and medical consultations help a case manager provide services to a client? Page # 153 Chapter 8, 

18.What are the five axes of the DSM-IV-TR®? Briefly describe each Page #157-159 Chapter,  

19.  What are the advantages and limitations of a client’s social history report? Chapter 8 pg 164,  

20.  What are the five models of mental illness? Provide a brief definition of each. Chapter 9, pg 186

21.  What is the importance of a referral when coordinating services? Chapter 10, pg 197

22.  How would you define resource selection? Chapter 10, pg 195

23.  To work effectively with other professionals, what skills does a case manager need? Chapter 10, pg197  

24.  How would you define the roles of a broker and a mobilizer during the referral process? Chapter 10 pg 199  

25.  What is the importance of monitoring and reviewing services? Chapter 10, pg 200

26.  How does a case manager evaluate client progress once services have been set into motion? Chapter 10, pg 201

27.  How would you describe the four phases of behavior change? (pp. 206­–208) Chapter 11.

28.  According to the textbook, what are the three roles of a helping professional? Chapter 11 pg 209-212.

29.  Why is feedback important when evaluating direct services? Chapter 11, pg 214

30.  What are three strategies case managers can use to determine whether a client is ready to terminate services? Chapter 11, pg 215

 

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Commercialization of Organ Transplants

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Assignment 1: Commercialization of Organ Transplants

Due Week 4 and worth 200 points

Imagine that you are a member of an ethics committee listening to arguments for and against altering the way in which human organs are obtained for patients in need of transplants. A new policy to allow the sale of organs by consenting individuals to patients in need and to medical institutions has been proposed. Critics argue that permitting organs to be bought and sold is unethical. You have been asked to review the arguments for and against the commercialization of organ transplants and to construct a report with your suggested plan of action. Use the Internet or Strayer databases to search for arguments for and against the commercialization of organ transplants, and then apply the principles learned in Weeks 1-3 to formulate your report.

Write a three to four (3-4) page paper in which you: 

  1. Briefly summarize the arguments for and against the commercialization of transplants that you found in your research. 
  2. Formulate your position on the debate of whether or not the sale of organs should be permitted. 
  3. Defend your moral judgment with a moral argument. Identify the moral principle that you are appealing to in your moral argument. 
  4. Determine which normative theory best supports your conclusion.
  5. Use at least two (2) quality references. (Note: Wikipedia and other Websites do not qualify as academic resources.)

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
 

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Creating a Unit Plan

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ONLY NEEDS TO BE ABOUT 2 PAGES. I HAVE ATTACHED THE EXAMPLR HOW IT HAS TO BE…………

Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Provide a brief introduction (this can be copied from your Week Two assignment)

  • A brief description of your current (or fictional classroom)
  • Grade Level and Content Area
  • Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
  • Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion.

  • Identify the content, Unit Title, and Unit subject
  • Identify at least one Common Core State Standard (CCSS) that aligns with the Unit
  • Create at least two measurable unit objectives that align with the CCSS
  • Create a description of what you want the students to master including key concepts, ‘big ideas’, and major understandings (see the textbook, chapter four for guidance)
  • Resources:
  • Common Core Standards – The Standards
  • Writing measurable learning objectives.
  • P21 common core toolkit

Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment

  • Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs

  • Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.

  • Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals, DI theory, and takes into account your diverse student population.

Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, p 5-6). 

In addition, this stage should also incorporate self-regulation strategies (behavior management).

Include in your Stage 3 Unit Plan:
 – A daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiates instruction and UDL. For example:

  • 9th Grade English, Unit: Character Analysis
  • Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence.
  • Day 1: Pre-assessment, introduction to book
  • Day 2: Watch parts of “Dead Poet Society” with discussion
  • Day 3: Writing Prompt (based on initial book chapters)
  • Day 4-5: Graphic organizer- begin building character analysis with teacher-selected partner

– How each daily activity incorporates differentiated instruction and UDL. 

– TWO technology tools will be incorporated throughout the unit with explanations of how it:

  • Addresses differentiated instruction with supporting evidence from at least one scholarly citation,
  • Will be used to aid instruction
  • How it is an example of universal design

– What self-regulation strategies have been built into the lesson, how they are reinforced, and differentiated depending on the student’s level of need.

 

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Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).

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Over the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles. 

This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two. 

This summative assessment must include:

  1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).

  2. A unit goal that aligns with the Common Core State Standard: 

    The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.

    • Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.

    • A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).

    • Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)

    • Proficiency Level – What is an acceptable level of achievement to demonstrate mastery? 

  3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:

    • A unique differentiated teaching strategy for each day’s lesson.

    • Addresses multiple intelligences. 

    • Considers student’s different learning styles. 

    • Explains how the assessment results will be used to drive instruction. 

  4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:

    • Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
        
    • A rubric that clearly details how each part of the assignment will be graded.

    • Addresses multiple intelligences and various learning styles.

The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.

 

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explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.

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Examine “All Children Can Learn”. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.

First, provide five evidence-based strategies:

  • Two instructional strategies (i.e., graphic organizers),
  • Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
  • One activity (e.g., Think-Pair-Share).

Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.

Guided Response: Choose one of the five strategies identified by at least two of your peers. Evaluate the real-world application of this strategy and offer at least one suggestion, supported by the research (cite your sources), to make it accessible to a population who may have been overlooked including students with special needs, English language learners, gifted students, or another unique population.

 

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