Category: Education

Just-in-time (JIT) techniques Paper Available

Just-in-time (JIT) techniques
Just-in-time (JIT) techniques
Just-in-time (JIT) techniques

Just-in-time (JIT) techniques

Order Instructions:

Dear Admin,

Consider the following questions:

•What are the benefits of just-in-time (JIT) techniques?

•What types of organisations use JIT techniques?

•Should things change if they are running smoothly?

In an approximately 550-word response, address the following issues/questions:

‘Things that are running smoothly should not be subject to any control. If you commit yourself to just finding and fixing problems, you’ll be able to carry out effective control (within an organisation) with fewer personnel’ (Minoura, 2003).
Discuss what the above statement means and whether you agree with it.

Describe how an organisation that you have experience of, or have researched, has benefitted from just-in-time (JIT) techniques and with special reference to inventory control. Also discuss whether the potential benefits—and drawbacks—of such JIT techniques are limited to large manufacturing businesses or whether they have wider applications for other organisations.

Base your answer on research, your readings and your own experiences.
Please cite all references.

Reference:

Minoura, T. (2003) The Toyota production system. Available from: http://www.toyotageorgetown.com/tps.asp (Accessed: 10th September 2014).

Also,

1) The answer must raise appropriate critical questions.

2)Do include all your references, as per the Harvard Referencing System,

3)Please don’t use Wikipedia web site.

4)I need examples from peer reviewed articles or researches.

5) Turnitin.com copy percentage must be 10% or less.

Appreciate each single moment you spend in writing my paper

Best regards

SAMPLE ANSWER

Things that are running smoothly should not be subject to any control. If you commit yourself to just finding and fixing problems, you’ll be able to carry out effective control (within an organisation) with fewer personnel’. What this statement means is that; in a bid to reduce commitment to unworthy-while fixations, it is crucial that managers in organizations let what is running smoothly just to be. One should not engage in looking for problems to fix where there appears to be none. Instead, such time should be dedicated to solve the real problems that have manifested and need attention at that time. Minoura (2003) asserts that; adoption of just-in-time techniques enables work to be done easily in an organization with requirement of the least number of employees. Such minimization of employees for fixing of problems goes a long in reducing the budget of the organization. The funds saved could be used to expand the organization in myriads of ways. It means that; it is crucial to only dedicate time and energy to problems when they are located and not waste time looking for problems in areas where things seem to be running smooth.

This statement is very much agreeable because; its consideration leads to maximum benefits for organizations. Its application is very crucial as it saves time that could have been used in looking for problems where things are running smoothly. Ha (2013) asserts that; letting things that are running smoothly to run without control and committing to fixing only the detected problems go a long way in ensuring that there is time for priority aspects of the organization and that there is a reduced number of employees.

Adoption of the just in time techniques, benefits organizations in myriads of ways.  There are advantages associated with return on investment, quality as well as efficiency. Much of the benefits of utilization of just in time techniques touch on inventory. Weinstein (2014) notes that; an application of just-in-time techniques result to a reduction of holding inventory which is at times referred to as carrying cost. For instance, there is reduction in cost of warehousing such as the cost of utilities. This emanates from having little time and employees dedicated to looking for what might not be running well so as to fix it. Instead, only what is not running well is fixed. Roy, Sana, & Chaudhuri (2012) clarifies that; much of the reduction in salary as an aspect of inventory comes in as a result of having a reduced number of employees. When just-in-time techniques are adopted in an organization, there is attended to.

Benefits and drawbacks associated with just-in-time technology cannot be said to be limited to large manufacturing businesses. The premises of this technique are applicable even to other organizations which are not large or oriented to manufacturing. All levels o organizations, in terms of being small or large, benefit from utilization of just-in-time techniques. For instance, the advantage of a reduced cost of maintenance of inventory, such as salaries is applicable across all levels of organizations. On such note, it is crucial that; organizations of all levels consider articulation of these crucial techniques. Again, the drawbacks of these technologies are applicable to organizations of all levels and categories, whether manufacturing or not. For instance, the drawback of high chances of experiencing breakdown of implements at peak hours is applicable to all organizations.

References

Ha, D 2013, ‘A study of JIT and firm performance in US manufacturing between 1990 and 2009: a re-examination of Swamidass (2007)’, International Journal Of Production Research, 51, 10, pp. 2887-2899, Business Source Complete, EBSCOhost, viewed 9 July 2015.

Minoura, T. (2003) The Toyota production system. Available from: http://www.toyotageorgetown.com/tps.asp

Roy, M. D., Sana, S. S., & Chaudhuri, K. (2012). An integrated producer–buyer relationship in the environment of EMQ and JIT production systems. International Journal Of Production Research, 50(19), 5597-5614. doi:10.1080/00207543.2011.650866

WEINSTEIN, M 2014, ‘Just-in Time Technology Solutions’, Training, 51, 5, pp. 36-39, Business Source Complete, EBSCOhost, viewed 9 July 2015.

We can write this or a similar paper for you! Simply fill the order form!

The National Association for the Education of Young Children (NAEYC)

The National Association for the Education of Young Children (NAEYC)
  The National Association for the            Education of Young Children                               (NAEYC)

The National Association for the Education of Young Children (NAEYC)

Order Instructions:

As your text states, “the early childhood field takes very seriously the need to adhere to ethical behavior” (Estes & Krogh, 2012, pg. 285). For this reason, the NAEYC has provided guidelines to assist early childhood educators with the decisions made on a daily basis that have both moral and ethical implications.

To prepare for this discussion, view NAEYC’s Code of Ethical Conduct and reread the NAEYC’s Core Values outlined in Chapter 10 of your text.

For this discussion:
Choose four of the Core Values from Section 10.2 of our textbook.

For each Core Value you choose, discuss how you would implement it into your future classroom.
For example, if your chosen Core Value was “Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague”, you might discuss changes you would make to a traditional holiday curriculum that would reflect this value.

Explain how your knowledge and understanding of these values will help to make you a better early childhood educator and colleague.

SAMPLE ANSWER

The National Association for the Education of Young Children (NAEYC)

This paper explores four Core Values provided under the National Association for the Education of Young Children (NAEYC) for purposes of fostering ethical behavior in educational facilities. I will also discuss how I will apply these values to bring about preferable changes as well as the manner in which my knowledge and understanding of the values will assist me in becoming a better early childhood educator and colleague.

One of the Core Values outlined by NAEYC is with regards to the appreciation of childhood as a valuable and distinctive phase of the cycle of human life. This Core Value will help me in ensuring that all the practices and activities adopted under an early childhood education curriculum are in line with the interests and needs of children. The knowledge of this value will help me become a better educator because I will treat children the way they are supposed to be treated (NAEYC website). I will also make sure that my colleagues do the same.

The second Core Value that I will observe is appreciation of the child-family bond. This value will help me in making changes to bring about effective home-school partnerships. The knowledge about this value helps in fostering good relationships between the children and their family through collaborative learning activities.

The third value that will be helpful to me is “respect of diversity in a child, family, and colleagues.” This value will help me to include non-discriminatory practices and activities in the curriculum. I will also appreciate the diversity of all stakeholders of the facility in order to bring out the best learning outcomes.

The fourth value is “respect of the uniqueness, worth, and dignity of each individual.” This value will be reflected in all my professional endeavors and I will make sure that the interests, needs, strengths, and weaknesses of each individual are respected within the learning facility (Pritchard, 2013).

References

NAEYC. (2005, 2011). Code of Ethical Conduct and Statement of Commitment.

NAEYC website. Retrieved from: http://www.naeyc.org/DAP

Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. Routledge.

We can write this or a similar paper for you! Simply fill the order form!

Linear algebra Assignment Paper Out

Linear algebra
Linear algebra

Linear algebra

Linear algebra

Order Instructions:

Hi Admin,

Can you please write the answers on the white paper, scan it and send me.

Thanks,
Customer.

SAMPLE ANSWER            Question 14

A1    S>0, 5×7-62 = -1,

So, not positive definite

A2 -1<0, so not positive definite.

A3 1>1, 1×100-10×10 = 0,

So, not positive definite

A4 1>, 1×101-10×10 = 1

So, it is positive definite

If x1 = 1, x2=-1, then this product is 0.

Question 18

Solutions:

K=ATA is symmetric positive definite if and only if A has independent columns

For, columns of A are independent. So ATA will be positive definite.

For, columns of A are independent. So ATA will be positive definite.

For, columns of A are independent. So ATA will not be positive definite.

Question 7

Since a matrix is positive-definite if and only if all its eigenvalues are positive, and since the eigenvalues of A−1 are simply the inverses of the, eigenvalues of A, A−1 is also positive definite (the inverse of a positive number is positive).

Question 14

  1. Positive
  2. Negative definite
  3. Indefinite
  4. Negative definite

Question 15

  1. False
  2. False
  3. True
  4. True

 Question 32

Question 41

On the one hand, Ax =λMx is the same as CTACy =λy (writing M = RTR for C = R−1, and putting Rx = y). Then yTBy/yTy has its minimum value at λ1(B=CTAC), the least eigenvalue for the generalized eigenvector problem. On the other hand, this quotient is equal to xTAx/xTMx, which sometimes equals a 11/m11, e.g., when x equals the standard unit vector e1.

Problem Set 6.3

Question 2

Question 5

As ?=0 corresponds with ,   does not enter the picture

References

Bretscher, O. (2004). Linear Algebra with Applications, (3rd ed.).  New York, NY: Prentice Hall.

Farin, G., & Hansford, D. (2004). Practical Linear Algebra: A Geometry Toolbox. London: AK Peters.

Friedberg, S. H., Insel, A. J., & Spence, L. E. (2002). Linear Algebra, (4th ed.). New York, NY: Prentice Hall.

Leon, S. J. (2006). Linear Algebra with Applications, (7th ed.). New York, NY: Pearson Prentice Hall.

McMahon, D. (2005). Linear Algebra Demystified. New York, NY: McGraw–Hill Professional.

Zhang, F. (2009). Linear Algebra: Challenging Problems for Students. Baltimore, MA: The Johns Hopkins University Press.

We can write this or a similar paper for you! Simply fill the order form!

 

Learning activities Research Paper Available

Learning activities Research Paper
Learning activities Research Paper

Learning activities Research Paper

Learning activities Research Paper

Order Instructions:

Steps:
1. Choose two preselected activities from the Demonstration of Content Knowledge area of your ePortfolio.
2. Review your specialization program information on the Walden website. The “Emphasis on Practical Strategies” section summarizes the key concepts presented in your program and the knowledge and skills you should have gained during your studies at Walden. Use this information to help you complete the reflective essay.
To view this site, follow the directions below (Adolescent Literacy and Technology see last bullet under #2):
• Paste the following link in your web browser. http://www.waldenu.edu/masters/ms-in- education.
• Select your specialization by clicking on the Curriculum Tab at the top of the page.
• Read the Emphasis on Practical Strategies section towards the top of the screen.
• ALT specialization “Emphasis on Practical Strategies”:
• Integrate writing strategies into the design of curriculum, instruction, and assessment to enhance student learning.
• Design lessons using research-based instructional models to develop higher levels of student literacy.
• Learn and use research-based strategies to help improve students’ critical reading skills.
3. Write a reflective essay, in APA format, that includes the following:
A. Background Information/Setting the Stage for the Reader:
o Describe the purpose and provide a description of the two preselected activities you chose. This information gives your reader background information about the activities.
o Include course numbers, course titles, and dates for when the preselected activities were completed. (Remember, this was a requirement when you uploaded your preselected activity to your ePortfolio.)
o List the identified professional standards tagged with the preselected activities. (Remember, this was a requirement in the course when you uploaded your preselected activity to your ePortfolio.)
B. Self-assessment of content knowledge growth:
o Give evidence of how you have gained the content knowledge and skills of your specialization as listed on Walden’s website under the “Emphasis on Practical Strategies” (see Step 2 above). You will use examples from your preselected activities, professional standards, and other Walden course experiences to provide this evidence.
Page 4 of 3
o Discuss how this new knowledge has transformed your teaching and impacted student learning. Give specific examples that demonstrate growth.
4. Suggested length is 3 to 5 pages, not including title and reference pages. Upload your essay as an attachment to the Demonstration of Content Knowledge Major Assessment.

SAMPLE ANSWER

Introduction

Learning activities have been of crucial essence since the beginning of pedagogy; not only in sciences or practical subject, but also since the time philosophical thinking and/or arguments were the main sources of teaching information. This is attributable to the fact that such learning activities are involved in making sure that students at all levels of education develop the ability to apply what they learn on day to day basis either theoretically in classrooms or through their own individual observations (Eagleton & Dobler, 2007). Thus, since the introduction of mathematics subject in education system, learning activities aimed at practically engaging students have constituted a vital component of the syllabus and such practical sessions may range from conventionally based to technology based learning activities. November (2008) notes that internet based learning activities have also become essentially crucial as methods of demonstration or illustration in mathematical classrooms. As a result, this reflective essay will focus of two preselected learning activities that were undertaken by the students in order to teach and/or evaluate their levels of comprehension, understanding, and retention.

  1. Background Information

The main purpose of the preselected learning activities was to make sure that students developed the ability to practically solve real life problems that involved one-step, two steps as well as multi-step equations. For instance, in the two preselected learning activities whereby one was conventional involving practical application of geometric solids (in terms of volume and surface areas) while the second involved practical application of internet-based game learning. This means that the central purpose of the two preselected learning activities was to integrate technology (internet and associated technological devices) for subsequent practical application to solve practical life problems while bringing in the aspect of fun in learning. This is greatly motivated by the fact that leaning continue to become more liberalized due to rapid advancements in technology since gaming is becoming an integral part of students today and group working is also encouraged as a learning support method by providing scaffolding to slow learners while making sure that all members of the entire group are at par by the end of the learning activity.

The two preselected learning activities are: use of internet by students to identify five common geometric solids and subsequently grouping them to solve real life problems associated with volume and surface area and the second learning activity is using game software to give students unlimited access to their accounts for monitoring of their gaming prowess. For instance, in the first preselected learning activity, the students confirmed if they have ever used internet before to search information online by raising their hands upon completion of searching five common geometric solids and determining the volume as well as the surface area of a cylindrical soda can. The students individually or in pairs used the smart board to practically demonstrate how they conducted search on their preferred topic, and the teacher subsequently demonstrated to them how the search could have been effectively conducted using the smart board. The second activity involved creating accounts for each student through game-based learning software at Mangahigh.com and the students were given unlimited access to the software. The student were directed to Algebra meltdown game involved in solving one variable linear equation once they logged in and required to solve the provided problems within the allocated time since the games are always timed. The progress of students within the game was tracked and analyzed through the teacher’s dashboard in order to use observation (note taking) as well as statistics from the dashboard to determine the number of students that struggled with content and also the number of students that demonstrated quick mastery of content at any given level of the game. This helped in planning and implementing lessons that targeted the areas where most of the students portrayed weaknesses while giving ideas for intervention plans to struggling students and formulating of more challenging problems for more advanced students.

The course numbers of the units where the preselected learning activities were chosen from are: EDUC 6712 and EDUC 6715 and their respective course titles are Supporting Information Literacy and Online Inquiry in the Classroom and changing the game at my school respectively. Furthermore, the first preselected learning activity from EDUC 6712 was completed on 18th August 2013; whereas the second preselected learning activity from EDUC 6715 was completed on 15th December 2014. Even though the first learning was not fully implemented due to lack of a sufficient group of student to work with, homework activity was devised to deliver the same objectives through a considerable extent of students’ scaffolding. However, the second learning activity was effectively implemented and showed the potential in emerging game-based learning method which has been newly introduced in many schools to teach mathematics and sciences since it allows students have unlimited access to their game accounts. This means that the identified professional standards tagged with the preselected learning activities were: enhanced capacity to integrate technology in developing lesson plans; improved potential in implementing lessons that utilize emerging technologies (i.e. game-based learning activities); improved ability to track and analyze student progress in a learning activity; and enhanced development of alternative methods using teaching aids or technology interventions for struggling students (scaffolding).

  1. Self-assessment of Content Knowledge Growth

As a mathematics teacher, I can undoubtedly affirm that I gained considerable content knowledge and skills in my area of specialization which requires adoption of emerging technologies to address various day to day life challenges through innovative application of the solutions inherent in them to problems we often face in our lives. For example, the preselected activities clearly indicate that I was able to advance my knowledge on how to demonstrate or explain various methods used in searching a particular concept, especially concerning various common geometric solids and how to calculate their volumes and surface areas using different methods that are available. The other preselected learning activity (i.e. game-based learning activity) significantly enhanced my knowledge and skills on emerging technology methods of tracking and analyzing students’ progress through a learning activity.

The integration of the content knowledge growth through the preselected activities to my specific professional standards show that I definitely enhanced my knowledge since I am now able to apply various methods that are technology based (e.g. the learning game on software Mangahigh.com) to appropriately teach a mathematics classroom a new concept subsequent to practical application as well as effective tracking of the learning progress. This new knowledge has considerably transformed my teaching and impacted student learning because nowadays I have incorporated continuous assessment of the progress of my students’ learning at all levels of a unit or course to determine the struggling ones and those have the ability to quickly master the learning content. As a result, I have also adopted scaffolding as an intervention plan to help struggling students, while at the same time developing new challenges to students who have portrayed content mastery.  Through these strategies I have ensured that there is significant reduction in the performance difference between students in mathematics tests which is vital in making sure that I always achieve the unit learning objectives and/or outcomes.

 Conclusion  

Throughout this reflective essay, it is clearly evident that appropriate teaching strategies mostly through practical learning activities, especially those adopting emerging technologies have proved to be highly effective in making learning and evaluation easier. For instance, internet and learning games were used to ensure students solved various real life problems while effectively mastering the involved concepts.

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New York, NY: The Guilford Press.

Games-based-learning and g-Learning blog: 21st Century Skills and Games Based Learning. (n.d.). Retrieved from http://www.games-based-learning.com/2012/11/21st-century-skills-and-games-based.html

Mixing it Up with Mangahigh: Using Games to Differentiate Instruction. (2014, January 1). Retrieved December 8, 2014, from http://www.edutopia.org/blog/mangahigh-games-to- differentiate-instruction-kristof-mueller.

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

We can write this or a similar paper for you! Simply fill the order form!

 

Letter on My Plan for Success in the Graduate Program

Letter on My Plan for Success in the Graduate Program
Letter on My Plan for Success in the Graduate Program

Letter on My Plan for Success in the Graduate Program to the dean of students

Order Instructions:

1page typed letter addressed to the Graduate Dean detailing their plan for  success in our graduate program.

P.S. I want to letter to be very precise and stay on focus.
I want you to write a plan for me telling the dean why I will successful in the graduate program, and the plan for my success

SAMPLE ANSWER

Letter on My Plan for Success in the Graduate Program

THE DEAN OF STUDENTS,

ENTER INSTITUTIONS NAME,

P.O.BOX ………,

STATE;

01 JULY 2015.

Dear Sir/Madam;

My Plan for Success in the Graduate Program

I would like to appreciate this opportunity awarded to me by this institution. It is my pleasure to prove to the Dean of Students through this letter that this opportunity has given me an avenue to pursue my dreams passionately. Education remains the most significant element in my life. Entering the Graduate program is a dream come true for me, an opportunity that I would never let go unfulfilled. In proving to the administration through the Dean of Students that I am out to make a difference, I would like to present my success plan on completing the graduate program.

Many people pursue education for head knowledge; a factor that latter affects their performance in the application of what has been learned through the graduate program. This depicts my focal area that is designated in not pursuing A’s but my passion. I may not present the highest scores in tests that will be undertaken during the program, but my zeal, curiosity, passion, interest and fascination will be the main elements that will drive me to achieve success. My ambitions and innovative desires into the program will be my primary points in making my dreams.

Second to this, I will take the challenge as a motivator in making progress in different aspects of the learning module. I believe the Graduate program will open up my mind, and the manner in which I see things. With this, I assure this institution that the end product that will come out of me will determine the success levels I have achieved through the program. I will commit myself to making positive efforts geared towards connecting my dreams with the institution’s goals and objectives.

Lastly, I will also ensure that I have made a personal connection with my studies. I will use every single opportunity to utilize the resources provided by the institution for my benefit. Through this, I will develop relations with my lectures for the sole reason of getting insights into areas I may have problems in understanding. I believe I have all it takes to make a successful student in this institution. As I pen off, I would kindly ask for your support in achieving my dreams.

Yours Sincerely

Insert Name….

Signature.

We can write this or a similar paper for you! Simply fill the order form!

Home-School Partnerships

Home-School Partnerships
  Home-School Partnerships

Home-School Partnerships

Order Instructions:

One of your most important roles as an early childhood educator will be to foster home-school partnerships. Discuss what you believe are the benefits of home-school partnerships. Also, share one positive experience you have had (either from your own schooling or from your work with children) that relates to home-school partnerships. Finally, share one idea you plan on using to establish home-school partnerships.

SAMPLE ANSWER

Home-School Partnerships

Home-school partnerships have proven to have many benefits to the students. According to scholarly research, the establishment of effective partnerships between communities, families and schools results in children developing better socio-emotional, cognitive, and academic outcomes. Furthermore, collaboration enables schools and families to have a better understanding of the challenges that come with educating and raising children. Another benefiting arising from home-school partnerships is that teachers are put in a better position to understand the background knowledge of the learners and to use this information in connecting it to the new knowledge being imparted on the learners (Madison, nd).

One positive experience that I had from my working with the children in regards to home-school partnerships came up when I involved parents to help me better understand the children in my class. I was a new teacher in a new environment and I worked closely with the parents in order to understand the cultural and social factors that affected the performance of the children in my class. I appreciated the fact that collaboration with parents can help a teacher understand the manner in which the children perceive the world and things around them. By collaborating with their parents, children will appreciate the fact that learning is a lifelong concept.

To establish a home-school partnership, I intend to encourage parents and children to participate in evening activities which will involve exploration of scientific ideas and projects. In the process of exploring, I will act as a facilitator and allow parents and children to look at familiar things from different perspectives. Accordingly, I will encourage them to discover something new, using simple equipment. The aim of the partnership project is to ensure that the notion that we are all scientists is inculcated.

Reference

Madison, L. (nd). Home-School-Community Partnerships. Retrieved from: http://www.eduplace.com/science/profdev/articles/madison.html

We can write this or a similar paper for you! Simply fill the order form!

Learning Centers and Play Assignment Paper

Learning Centers and Play
              Learning Centers and Play

Learning Centers and Play

Order Instructions:

Now, imagine that you have recently had several parents in your classroom ask you about why their child is playing in the classroom.You have decided to write a letter to the parents to help them understand why play has been incorporated into your classroom and how it is benefiting the development of their children. Please post your letter as your initial response to this discussion.Your letter should include the following:

A description of why play is an important part of a developmentally appropriate curriculum. Be sure to support your statements with at least one scholarly source.

An explanation of how play can help to support a child’s physical, cognitive, and affective development.

An example of one play-based activity that demonstrates to parents how play supports their child’s development. For instance, you could explain how playing a game of hopscotch can help a child with their gross motor skills (physical development) and counting (cognitive development). Please make sure that your play-based activity is an original idea or that if you use an idea from an outside source it is properly formatted according to APA as outlined in the Ashford Writing Center. Also, this should be a brief description of an activity. It is not a lesson plan.

SAMPLE ANSWER

Learning Centers and Play

A developmentally appropriate curriculum must incorporate play due to various reasons. Scholarly texts indicate that play is a very vital way for a child to comprehend and memorize a concept, skill and task that is required for purposes of setting a firm foundation for success in later school and life. Play involves many aspects such as the ability to exercise free choice, self-motivation, adherence to rules of play, the roles played by the children participating in the play, and the environment in which the play is happening (Johnson, Christie & Yawkey, 1999). Accordingly, children play not because of such rewards as food, money, or praise, but because they like to play (Wardle, 1987).

Play can help in supporting the physical, cognitive, and affective development of a child. Physical play assists a child’s development in gross and fine muscle strength as well as integration of brain, nerves and muscles. According to Shore (1997), there is a remarkable connection between brain development and stimulating activity. Children can also develop affectively through social play which helps them to learn how to interact with others and other aspects such as sharing, cooperation, reciprocity, and give and take. Different interactions in the various stages of development also help children to learn to apply moral reason in their daily endeavors. Cognitive development is achieved through a child’s ability to manipulate the environment and innovate new things. This kind of play takes place in terms of the child counting objects, constructing cities and towers with blocks, drawing, and playing in the sand. Constructive play provides a child with opportunities to experiment with things around them. After such kind of play, a child develops a sense of accomplishment and becomes motivated to take control over the environment.

References

Johnson, J.E., Christie, J.F., & Yawkey, T.D. (1999). Play and early childhood development.(2nd ed.). New York: Longman.

Shore, R., (1997).Rethinking the brain. New insights into early development. New York: Families and Work Institute.

Wardle, F. (1987). Getting back to the basics of children’s play. Child Care Information Exchange, Sept., 27-30.

We can write this or a similar paper for you! Simply fill the order form!

Learning Approaches, Theory, and Practice

Learning Approaches, Theory, and Practice
   Learning Approaches, Theory, and Practice

Learning Approaches, Theory, and Practice

Order Instructions:

Becoming a professional in the field of early childhood education requires you to become familiar with the various developmental theories as well as research that studies the effectiveness of various learning approaches. Throughout the last two weeks, you have learned about these different theories and approaches to learning. After engaging in discussions with your classmates, you now have ideas about which theories and approaches you would like to use in your work with children. Using the steps below, you will sort through these theories and approaches to shape who you are as a teacher and what you believe about how children learn best. This assignment will also help you prepare for your final assignment.

Prior to beginning work on this assignment, access the APA template for assistance with the writing process, formatting, documentation, and citations in your written work.

Step 1: Reflect back on your initial response in the “Aspects of Theories” discussion from Week Two and the “Learning Approaches” discussion from this week.

• Using the theories and approaches that were discussed, fill in the table below by ranking each according to how you connected with them (“most connected” at the top and “least connected” at the bottom). Be sure to delete the example row provided.
Theorists/Theories – Most connected to least connected Learning Approaches – Most connected to least connected
Ex: 1. Piaget – Theory of Cognitive Development Ex: 1. High Scope
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
•
Step 2: Using the table as a guide, research your top two theories and top two learning approaches. You will create a PowerPoint presentation that contains your responses to the points below as they are applied to each of your top two theories and top two learning approaches.

• Summarize the underlying principles or ideas for this theory/approach.
• Explain why this theory/approach is important to understand and how it will benefit your work with children.
• Discuss how this theory/approach will help you to be an effective teacher.
• Explain why this theory/approach is ranked at the top of your list.
• Summarize the similarities you see between the theory and model of those you ranked first. For example, if Piaget’s theory of cognitive development was your top theory and the Reggio Emilia approach was your top learning approach, share how these two ideas support one another.

Step 3: you can submit your assignment as a Power Point that contains your table from Step 1 and your responses to the questions from Step 2. Whichever option you choose, you will also need to follow APA format and include title and reference pages. In addition, the information in your assignment needs to be supported by the textbook and at least two additional scholarly sources. PowerPoint and list them on the reference pages/slides.

SAMPLE ANSWER

Learning Approaches, Theory, and Practice

Theorists/Theories – Most connected to least connected Learning approaches – most connected to least connected
1.      Skinner: Operant Conditioning Theory Acquisition of rules
2.      Vygotsky: Sociocultural Theory of Development Concept learning
3.      Erikson: Theory of Psychosocial Development Stimulus/response learning
4.      Bandura: Social Learning Theory Signal learning/recognition
5.      Piaget: Theory of Cognitive Development Motor chain learning
6.      Gardner: Theory of Multiple Intelligences Multiple discrimination
7.      Kohlberg: Theory of Moral Development Problem solving
8.      Feud: Psychosexual Theory of Development Verbal chain sequence

 

Operant conditioning theory

The underlying idea for this theory is that external learning experiences greatly influence the behavior of a person. According to behaviorists, learning occurs through the change in behavior. Positive behavior, skill or knowledge can be achieved through reinforcement. Some examples of reinforcement for learners include the giving of stickers for good work or praising the learners in a selective manner (Krogh & Estes, 2012).

Understanding this theory is important because it helps a teacher to appreciate and utilize any form of reinforcement as well as punishment to control the behavior of students. According, I will become an effective teacher if I utilize this theory because I will learn how to get the best out of my students. This theory is ranked at the top of my list because I believe that behavior plays the most significant role in determining the outcome of a learning experience.

Socio-cultural theory of development

The basic idea presented by this theory is that an individual’s development is highly shaped by the social and cultural interactions around him/her. Thus, a learner can obtain knowledge from a teacher, another learner, or a family member. Ideally, Vygotsky’s theory exhibits some similarities with Piaget’s theory in the sense that teachers are considered to play an important role in supporting the opportunities for learners to gain knowledge with some independence (Krogh & Estes, 2012).

It is important to understand this theory because it helps a teacher to appreciate the socio-cultural aspects that influence learning (Pritchard, 2013). Accordingly, this theory will help me to be a good teacher by helping me utilize group work and partnerships with family for purposes of ensuring that students develop in the best way possible. I have ranked the socio-cultural theory as the second-most important on my list because I believe it is useful in the established of home-school partnerships. This theory is similar to the behaviorist theory in the sense that society greatly influences a child’s learning and development.

References

Krogh, S. L. & Estes, L. (2012). Pathways to Teaching Young Children: an Introduction to Early Childhood Education.

Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. Routledge.

We can write this or a similar paper for you! Simply fill the order form!

Learning Environments and Developmental Domains

Learning Environments and Developmental Domains
Learning Environments and Developmental Domains

Learning Environments and Developmental Domains

Order Instructions:

Learning Environments and Developmental Domains

As we have learned this week, there are many different aspects to development that we need to know when working with children from birth to age 8. We must ensure that our classrooms help to stimulate the physical, cognitive, and affective development for all students. For this assignment, you will bring together your knowledge of theories, developmental domains, and learning environments to design a learning environment. The steps for the assignment are:

Step 1: Create your learning environment
Access the APA template for assistance with the writing process, formatting, documentation, and citations in your written work.

Choose an age group (birth to age 2, ages 2 to 5, or ages 6 to 8) to design a learning environment for. ( I pick 8 years old)

Go to the Classroom Architect website or to the Gliffy website. You will use this website to design the layout for the learning environment. When designing your layout, consider how the design you have created will support the developmental needs of your students based on the age group you chose.

After creating your learning environment, take a screenshot of your design. Then, copy and paste your screenshot into a Word document. If you need help taking a screenshot, please view this tutorial.

Step 2: Written support for your learning environment design
Introduction (one paragraph)
Describe the learning environment that you have designed including the setting of your learning environment (school, home daycare, center, etc.) along with the age of children with whom you will be working.

Physical Domain
Explain how your learning environment design supports the physical development of the children with whom you are working.
Include at least two specific examples from your design.

Cognitive Domain
Explain how your learning environment design supports the cognitive development of the children with whom you are working.
Include at least two specific examples from your design.

Affective Domain
Explain how your learning environment design supports the affective development of the children with whom you are working.
Include at least two specific examples from your design.

Developmental Theories
Discuss which of the developmental theories discussed this week are represented in the learning environment you created.
Include at least two specific examples from your design.

Conclusion (one paragraph)
Summarize the main points of your learning environment design and how it will support the developmental needs of your students.

Step 3: Assignment Submission
Submit your assignment as a two page Word document, not including the title and reference page.
Your document should include a screenshot of your classroom along with the written support for your classroom design (answering all questions from Step 2 above).

Along with the textbook, you will need to include at least two additional scholarly sources.
Be sure to mention your sources in the paper as well as including them on a reference page.

SAMPLE ANSWER

Learning environments and development domains

Introduction

The age of the children with whom I would be working is 8. The setting is an elementary school. The designed learning environment comprises wide spaces, 3 computers, 2 classroom rugs, 1 kidney table, 3 student tables, 1 teacher desk and 1 television. There are also 5 shelves, 4 storage areas, 1 fridge, 1 sink, 3 beanbag chairs, and 28 chairs.

Physical domain

The designed learning environment supports the physical development of 8-year-olds in that two areas where the children can engage in play are included in the design. Two specific examples from the design that support the physical development of 8-year-old children are the large open spaces and classroom rugs. Eight-year-old children require active play for their healthy physical development. Active play helps the kids to maintain or build energy, muscular strength, or joint flexibility (Sanchez, 2012). The children can play in the open spaces or in the classroom rugs and the play would contribute to their gross and fine motor development as well as body awareness since they utilize their bodies actively. In small motor development, the natural progression is basically from scribbles to shapes and forms to representational images. It is notable that playing with writing tools will help these kids in refining their fine motor skills. Gross motor development for instance, skipping and hopping develops in the same way (Sanchez, 2012). Playing using their bodies will also enable the 8-year-olds to feel physically secure, self-assured, and confident.

Cognitive domain

The learning environment is designed to enhance the cognitive development of the 8-year old children. There is a square rug and a circle rug. The children can use these two rags to play which supports their cognitive development. In essence, the teacher can develop the cognitive abilities of the children by providing different kinds of play during their school day in the classroom. For instance, children can play board games on the square rug and on the circle rug aimed at enhancing their cognitive development. Games such as hangman, tic-tac-toe and checkers are particularly useful and can be played very well in the classroom rugs.

Affective domain

Besides growing physically and cognitively, 8-year-olds also grow emotionally. Affective development essentially relates to the emergence of emotional capability of experiencing, recognizing, and expressing various emotions and adequately responding to the emotional cues in other people (Sanchez, 2012). The learning environment is designed to enhance the affective development of the 8-year-old kids and two specific examples are the television and expansive play area/open space. They can watch television programs such as Dora cartoon and learn to identify emotions, understand why emotions occur, and the way in which emotions could be managed appropriately. By playing together in the wide spaces, they would become more aware of their feelings. In addition, they would be better able to recognize the feelings of other children and understand them.

Developmental theory

The development theory represented in the learning environment is Piaget theory of cognitive child development. Jean Piaget pointed out that kids are usually born with an extremely fundamental mental structure upon which all later knowledge as well as learning is based. Piaget pointed out that cognitive development is a progressive reorganization of mental processes due to biological maturation as well as environmental experience (McLeod, 2009). The phases of development according to Piaget include: sensorimotor zero-two years; pre-operational two years to seven years; concrete operational seven years to eleven years; and lastly formal operational eleven years and above (McLeod, 2009). The 8-year-olds are in Piaget’s concrete operational phase; at this phase, they begin to solve problems in a manner that is more logical. For the child to build proper mental constructs from her environment, she has to work with actual or concrete objects, should have time for investigating and testing her ideas in her own ways, and should talk about her ideas with other people, include peers (Sanchez, 2012). Two examples from my design that are represented in learning environment which support child learning and development at this phase are objects inside the shelves and objects in the storage compartments.

Conclusion

To sum up, a learning environment has been designed intended for 8-year-old elementary school children. The kids can play in the wide spaces or in the classroom rugs and the play would contribute to their gross and fine motor development. They can play board games on the square rug and on the circle rug and enhance their cognitive development. They can watch television programs such as Dora cartoon and learn to identify emotions and understand why emotions occur. This learning design supports Jean Piaget’s theory.

References

McLeod, S. (2009). Jean Piaget. Developmental Psychology.

Sanchez, R. R. (2012). Designing a classroom for inclusive learning. Whole Child Education.

We can write this or a similar paper for you! Simply fill the order form!

Assessment of teaching and learning practices

Assessment of teaching and learning practices
Assessment of teaching and learning practices

Assessment of teaching and learning practices

Order Instructions:

All key elements of the assignment covered in a substantive way.
• 1,050 to 1,400 word paper.
• A variety of assessment or evaluation practices (i.e.: commercially produced unit tests, teacher-created tests, rubrics, and portfolios) being used in the classroom to assess learning.
• Discuss at length three of those examples that represent effective and ineffective practices.
• Provide a supported analysis of these methods.
• Provide supported suggestions for making changes to the above three models.
The content of the paper is comprehensive, accurate, and/or persuasive.
The paper develops a central theme or idea, and links current assessment practices to relevant experience and educational practice.
Major points stated clearly; supported by specific details, examples, or analysis; and organized logically.
• Three examples of effective and ineffective assessment practices.
• Analysis of and suggestions for each of the methods chosen.
• At least three scholarly journal articles used to support the analysis of the practices.

The introduction and conclusion provide sufficient background on the topic, logical, flows from the body of the paper, and covers the major points.
Paragraph transitions are present and logical and maintain the flow throughout the paper.
The tone is appropriate to the content and assignment.
Sentences are well-constructed, with consistently strong, varied sentences. Sentence transitions are present and maintain the flow of thought.

The paper and presentation, including the title page, reference page, tables, and appendices, follow APA guidelines for format.
Citations of original works within the body of the paper and presentation follow APA guidelines.
The paper and presentation follow rules of grammar usage, spelling, and punctuation

SAMPLE ANSWER

Introduction

Research indicates that the process of learning to teach is similar to children/ student growth, i.e. it is developmental. There have been various theories that have proposed on the professional development process. The proposed theories are sometimes fixed, sequential, or flexible. Irrespective of theory applied, it is important to establish learning processes that encourage increased systematic inquiry as well as reflective assessment strategies. Reflective assessment strategies are important because they are used to evaluate a student’s level of understanding, improve learning, and identify learning challenges. Effective assessment strategies are those, which involve purposeful planning (Salvia, Ysseldyke, & Salvia, 2013).

Assessment practices: effective and non effective

One example of assessment is the portfolios. In this type of assessment requires student to assemble the specific topic information in a systematic approach to ensure the whole picture of their growth and achievement is reflected. This is because it normally contains speech in the form of term paper, thereby ensuring that work is produced in realistic in context. This method is effective because the student is able to document their ability for critical thinking because they actually include actual samples, which require creative thinking and problem solving ability. This takes the tutor on the processes or stages the student is going through when assigning tasks. The potential issues arise because it is possible for teachers to be convinced by fuzzy tasks, which normally would require extraneous performance. Additionally, there is potential danger if teachers are allowed to use this type of assessment because it might not fit into course needs/demands (Salvia, Ysseldyke, & Salvia, 2013).

Teacher-based assessment   embraces a broad spectrum of activities and is effective for teachers to evaluate their strengths as well as weaknesses. This is because it enables the   instructors chose the best or the appropriate format to evaluate the achievement of their targets. In this case, the test items often match the student objectives ensuring that there is adequate content validity. The main issue with this task is the problem of authenticity. In some cases the students could feel that the assessment does not mirror the skills, and could become anxious, especially if they compare their performances with their peers (Kitiashvili, 2014).

Rubrics assessment practices have been widely used to assess educational values. It enables the enactment of learning goals and objectives. It is a way of improving on student weaknesses. It enables reflective thinking because it establishes a multidimensional performance with time. This approach does not only assess student knowledge and abilities but also improves attitudes and values. This assessment helps the teacher to improve explicitly shared purposes. The power of the assessment is not episodic but rather cumulative (Kitiashvili, 2014).

It enables the student to identify relevant strategies that will facilitate credible and suggestive decisions that are applicable. According to this assessment, the important issue is not to collect date and return results, but a process that helps the student to analyze and interpret data, which will allow the students to improve. Through this process, educators are in a position to produce responsible students in the society. This is because responsibility goes beyond reporting of results but also involves attempts to improve the challenges that prevail (Salvia, Ysseldyke, & Salvia, 2013).

Some of the bad assessment practices are those, which assume that a student knows the information being evaluated. Summative assessments assume that the student requires no influence or no change. Such type of assessment has a backwash effect on learning. This is because it makes students memorize rather than understanding the facts. Additionally, norm referenced assessments are associated as league tables which indicates the best and the brightest student. This undermines the education standards as it distracts the student’s attention on what ought to be done. This method of comparing students with peers makes the teacher fail to have insight on values and standards of the institution. These methods of assessment have been prohibited in most of the public universities in Europe. This is because it corrupts the mind of the graduate as well as university’s systems. The society needs graduate with higher levels of skills and who are able to work autonomously. In this context, the best type of assessment is the criterion and standards referenced is the most proposed form because  it addresses the dynamic  demands of the population without deciding that  one student deserves  a certain percentage  than others (Astin & Antonio, 2012).

Some assessment does not treat students equally. Additionally, there are assumptions that students will cheat the exams. Even so, exams have been found as the only way to avoid impersonation and plagiarism. This has resulted to emphasis on memorization which ill befits the modern student. The best approach is to used the open book tests which will ensure that the student is assed based on their understandings rather than prioritizing memorization. Arguably, when student cheat, they do so because they have an incentive that encourages their acts and that they are not likely to be discovered. Additionally, if the assessments are not tailored to assess the student’s interests and those tasks are made and recycled such that it is easy for a student to copy. Anonymity results to breeding of an examination cheating population. Therefore, it is important for the faculties to emphasize assessment activities, which are fresh (Baird, 2014).

Therefore, an effective assessment practice is one, which will influence the teaching as well as the studying pattern. This implies that each student assessment should have an agenda. The main carrier of an effective assessment is the tutor’s experiences and the associated distress. No matter the academic success, most people have had unpleasant experiences. Most of the examiners have fear associated with humiliation experienced in the past. For this reason, most of the examiners have made assessment charged with some degree of emotion, which does not act in the interests of the students. This has led to a pattern of setting assessment, i.e. if it was humiliating, the assessment must also be humiliating; or if it was easy for the tutor, then it should be simplified for the students (Sotelo-Dynega & Dixon, 2014).

Conclusion

None of the measures is superior to the other. Assessment practice must be designed in a way that it prevents unnecessary tension. The assessment should be thorough enough to help the student remained charged enough and not inflaming the academic situation. This implies that teachers should be mindful by briefing the requirements of the assessment. The teachers must remain explicit on how the assessment will be marked; and in ensuring that the students work is judged according to the student’s presentation and that marking is not influenced by ethnic or socioeconomic status. The assessment practice should signal the student on the most valuable or important thing in their profession, and the desired outcomes.

References

Astin, A., & Antonio, AL. (2012). Assessment for excellence: the philosophy and practice of assessment and evaluation in higher education. Maryland. Rowman & Littlefield Publishers, Inc.

Baird, J. (2014). Teachers’ views on assessment practices. Assessment In Education: Principles, Policy & Practice, 21(4), 361-364. doi:10.1080/0969594x.2014.960689

Kitiashvili, A. (2014). Teachers’ attitudes toward assessment of student learning and teacher assessment practices in general educational institutions: The case of Georgia. Improving Schools, 17(2), 163-175. doi:10.1177/1365480214534543

Salvia, J., Ysseldyke, J., & Salvia, J. (2013). Assessment in special and inclusive education. Boston: Cengage Learning.

Sotelo-Dynega, M., & Dixon, S. (2014). Cognitive assessment practices: a survey of school psychologists. Psychol. Schs., n/a-n/a. https://www.doi:10.1002/pits.21802

We can write this or a similar paper for you! Simply fill the order form!