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Lift up Through Literacy Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning

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Week 5 Assignment Instructional Planning In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4. In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3. Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measure a student’s achievement on classroom instruction. For example, can include a ‘thumbs up or thumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction. Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’s IEP written plan. The lesson you are creating must meet the needs of your 28 students, with seven who have been identified as having specialized academic and/or behavioral needs. Instructions Choose three assessments from Informal Assessment Strategies (Links to an external site.) to rationalize how each one meets the needs of the students in your class. Content Expectations · Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will: · Identify three informal assessments. · Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students in your class. · Examine how the assessment results will inform instructional planning. · Summarize at least one additional resource that provides more information on one of the three assessments you’ve chosen. Written Expectations · Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission. · Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas. · Page Requirement: Your submission must be two to three page ...

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As part of the xAPI Case Studies Webinar Series hosted by the IEEE LTSC TAG xAPI, this presentation gives an overview of the creation of the Learning Commons. The Learning Commons is a shared space for connecting and accelerating educator learning created in partnership by the Learning Accelerator and Yet Analytics with support from innovative education organizations. The Learning Commons is an xAPI-enabled, multi-source content portal designed from the ground up with xAPI as part of the data model, powering a unified learner experience interface that allows learners to see how the informal learning content they work with aligns to competencies and skills they are working to build. As learners utilize content through curated playlists, skill and competency development is automatically tracked and presented back to learners, cohort leaders, and content providers through xAPI data. The Google Slides version can be accessed at http://goog.gl/HfuscA. This presentation was presented in the xAPI Case Studies Webinar Series hosted by the IEEE LTSC TAG xAPI group on April 17, 2018.

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Designing Systemic Learning Analytics at the Open University Belinda TynanPro-Vice-Chancellor Learning & TeachingThe Open University, UK Simon Buckingham Shum Knowledge Media InstituteThe Open University, UK Replay from today's webinar in the SoLAR online open course Strategy & Policy for Systemic Learning Analytics. Thanks to the Australian Office for Learning and Technology for sponsoring this, and to George Siemens for convening (replay): Abstract: The OU has been analysing student data and feeding this back to faculties since its doors opened 40 years ago. However, the emergence of learning analytics technologies open new possibilities for engaging in more effective sensemaking of richer learner data, and more timely interventions. We will introduce the framework we are developing to orchestrate the rollout of a systemic organisational analytics infrastructure (both human and technical), and discuss some of the issues that arise. We will also describe how strategic research efforts will key into this design, should they prove effective.

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