• Define art and its classification

Assessment First Assessment The lesson plan is crucial if that is constructed properly and evaluated to achieve its purpose. The tutor will have a better understanding of how to take the class ahead. The best way to understand the student's understanding is by testing their practical understanding. The students can submit their lesson plans on any subject of their expertise. The lesson plan can be evaluated. Goal: The goal is to understand whether they were able to understand the concept of the lesson plan and whether they are able to curate one. The second assessment The tutor can take a class to their own peers to understand the effectiveness of the lesson plan. If there are any alterations, they can do that in the lesson plan. The classes will be evaluated by the faculty and the peer group. As this is the first attempt, the tutors can make changes to the lesson plan. As that will help the students to construct better lesson plans for the future as there is always a gap between the theory and the practical. The assessment has to evaluate whether the goal of the lesson plan is achieved. Based on the lesson plan the students can take the class to their fellow peers and they can evaluate it. The purpose of the task is to achieve the learning objectives and goal. Formative: Written Exam The formative assessment can include a written exam that can have practical questions. Based on the situation, the students have to answer the question. Goal: The goal is to analyze the practical understanding of the student. Summative: Research Paper The summative assessment is the submission of the research paper on the effectiveness of the backward design. The students should analyze and evaluate the effectiveness of the backward design. The research should be action-based. Goal: The goal is to research the effectiveness of the backward design process. And have an understanding of whether the students were able to understand the process.

Discussion 5 | Week 9 | A Marvelous Julian Jacob and Beth Avery had expected their son Julian to be just like his older brother, Carl. Carl was bold and adventurous, a climber of trees, and a leader on the playground. By the age of 4, however, it was clear Julian had his own personality. He liked to sit on the front steps of their brownstone looking at picture books. He liked to draw and make things with clay. He was a calm, thoughtful child who chose to watch others more often than interact with them. The Averys were surprised by the preferences of their younger son and voiced their concerns to his preschool teacher. The teacher confirmed that Julian was indeed a quiet child. No, he was not a leader on the playground, but he did have several friends in the class, and he seemed content most of the time, especially when he was creating something out of cardboard or construction paper or making a story with pictures. The teacher urged the Averys not to worry. "Julian is developing a sense of who he is and what he can do, what he likes to do. He won't be Carl. He can't be. But I think he'll be a marvelous Julian." What do the differences between Julian's behavior and his older brother's behavior suggest about the relative importance of nature and nurture in determining personality?

Pretend you are the coordinator in a brand new daycare center for three to six-year-old children. Each age group will be in its own classroom. How would you set the classrooms up so that the students are getting their physical, cognitive, and psychosocial needs met? What would the structure of the daycare be like? What kinds of activities would you implement? Are there specific tools that you would use (Legos, finger paint, etc.). What kinds of social interactions would you promote? What would you want to make sure to emphasize? What might some of your concerns be?

Develop a minimum 700-word outline for a training in which you would teach the skill you identified to other adult learners. Address the following in your training outline: - Create a title that provides learners with a hint at what they will be learning (e.g., "Microsoft Word Tips" or "Making Fettuccini Alfredo"). - Define the desired learning outcomes for the training (i.e., what learners will be able to do upon completion) and how the outcomes will be assessed and/or evaluated. - Describe the setting (e.g., online, classroom, workplace) for the training and how the necessary resources (e.g., materials, computer or software, ingredients) will be used by the instructor and participants. - Describe the changes that obtaining the skill will have on the adult learner, including the type of change (e.g., knowledge, skill, attitude) and how having the skill impacts the way they do things (e.g., more efficient, better cook). - Explain how the training aligns with the andragogical principles of self-directed and transformative learning.

Understanding By Design - Backwards Design Process Description Read Chapter 10. Modify or update your learning plan based on this new understanding. Identify the Types of Teaching (p. 241) you will use and finalize the learning plan. Explain any changes and your rationale in a paragraph or two at the bottom of the learning plan. Update and upload your modified plan with explanations and rationale..

Use the SIFT technique to find 5 credible sources that address your compelling question. At least one of the sources needs to have been peer reviewed (can find those in a research

Part 2: Application Imagine that you have been assigned to support a student in grade 6. Your supervising teacher has given a humanities assignment to the class: to choose and research their favourite Greek God or Goddess, and then write an essay to share their new understandings. Consider the following questions and write a 2-3 page (double spaced) response: Does this learning task acknowledge and encourage different ways of learning? Why or why not? Being mindful of Multiple Intelligences, what are some different ways that the students might represent their understanding of the topic in different ways? (Share 3 specific examples- each highlighting a different intelligence.) Knowing what you know now about different ways that students learn, what would your approach be when working with diverse learning styles? How might you offer support to these learners? (Be specific.) How would you communicate with a teacher that does not provide opportunities for students to use their unique intelligences to demonstrate their understanding?

• Define your role in differentiating instruction for this student. • Use the checklist in Chapter 9 as a guide to identify the specific steps you must take. ("The EA's Role in Differentiating Instruction for IEPs"- page 92)

Discussion 6 | Week 11 | Cookie It was a bright fall day, and 1-year-old Mari sat in a highchair as her father mashed an avocado while making her lunch. As Mari watched attentively, she suddenly said, quite clearly, "cookie." No matter that she misidentified the avocado. Or maybe not-perhaps she was asking for a cookie? Although her motivation for the use of the word wasn't totally obvious, what was clear was that "cookie" was Mari's first word. Her father took out his iPhone and tried to get her to repeat the word, to no avail. It wouldn't be for another 2 days before Mari repeated "cookie," this time correctly using it when eating a cookie. And it wasn't long before other words emerged. Mari was learning to speak! How might child developmentalists from the behavioral and evolutionary perspectives explain Mari's emerging use of language?

Write a 275- to 350-word brief analysis in which you compare your training outline with Kolb's experiential learning cycle (Figure 6.2 of Adult Learning Theory), including an explanation of which of the cycle's quadrants best aligns with your training: - Concrete Experience - Reflective Observation - Abstract Conceptualization - Active Experimentation