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Jan 9, 2024

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1 Part 1: ePortfolio Project Collaborative Planning and Cultural Connections Journal Define the critical elements of collaboration Collaboration entails several elements that lead to effective planning. The critical elements entail cooperation, assertiveness, autonomy, accountability, communication, transparency, accountability, and trust. Cooperation: Working together harmoniously to achieve a common objective Assertiveness: Expressing one’s thoughts, opinions, and needs confidently and directly while respecting the rights and opinions of others. Autonomy: The ability or right of an individual or entity to make independent decisions and govern itself. Accountability: Being answerable and liable for the consequences of one’s conduct, particularly in professional or organizational settings. Communication: The process of exchanging information, ideas, thoughts, or feelings between individuals or groups. Transparency: Openness and clarity in actions, decisions, and processes. Trust: A firm belief in the reliability, integrity, and abilities of a person, group, or entity. Describe the role of interactive communication, problem-solving, and conflict resolution in effective collaboration. Exchange of ideas where both participants, whether human, machine, or art form, are active and can have an effect on one another (Soler-Adillon, 2016). Problem-solving is important because it helps people solve problems in their lives and work. (Rodriquez, 2022), encourages teams to work through disagreements through empathy, listening, and mutually beneficial solutions (Miroslavov, 2023). Strategies teachers can use to engage family members across cultures. Have successful engagement programs that build on the cultural values of families, have stress-free personal contact, create a warm environment, and facilitate accommodations for involvement, such as transportation, translators, or related services.
2 References Miroslavov, M. (2023). Mastering the collaborating conflict style in 2023. https://www.officernd.com/blog/collaborating-conflict-style/ Rodriquez, L. (n.d.). Luana Rodriquez - Procurement Coordinator and Warehouse Manager - ZS Energy Management Srl . https://it.linkedin.com/in/luanarodriquez?trk=article-ssr- frontend-pulse_publisher-author- card Soler-Adillon, J. (2016). A profile of the interactive communication professional foundations, current trends and perspectives . Sage Publications.
3 Instructional Design Considerations: Setting Up the Learning Environment for Success Instructional Design Plan Evidence-Based Classroom and Behavior Organization/Management Strategies ● Positive Behavioral Interventions and Supports (PBIS): Implement PBIS strategies as a school/classroom-wide system to reinforce positive behaviors. This includes acknowledging and rewarding students for demonstrating desired behaviors, both academically and behaviorally (Keller-Bell & Short, 2019). ● Classroom Layout Accommodating Learning Needs: Design the classroom layout to accommodate diverse learning needs. Consider flexible seating arrangements, quiet spaces for focused work, and areas that promote collaborative learning (Kariippanon et al., 2018). ● Consistent Routines and Procedures: Establish consistent routines and procedures to create predictability in the classroom. Routines for entering and exiting the classroom, transitioning between activities, and managing materials should be clearly defined. ● Clear Expectations and Consequences: Develop clear behavioral expectations and consequences for students (Prater, 2018). Ensure that students understand these expectations and the consequences of their actions through explicit teaching and modeling. Educator-Directed Instruction ● Direct/Explicit Instruction: Emphasize direct/explicit instruction by modeling skills and providing guided practice (Burden, 2020). Teachers should break down complex concepts into manageable steps and use clear explanations. ● Scaffolding: Encourage educators to provide scaffolding support to students by breaking down tasks into manageable steps and gradually reducing support as students become more independent.
4 ● Providing Specific Feedback: Train teachers to provide specific and constructive feedback to students. Feedback should be timely, actionable, and tied to specific learning objectives (Burden, 2020). ● Differentiating Instruction: Promote differentiated instruction to meet the diverse needs of students. Teachers should modify content, processes, and products to address individual learning styles and abilities. Multitiered Systems of Support ● Universal Screening: Implement universal screening to identify students who may need additional support. Use data-driven assessments to identify at-risk students early. ● Evidence-Based Interventions (Tiers 1-3): Offer evidence-based interventions at increasing levels of intensity (Tiers 1-3) based on students’ needs. Collaborate with specialized support teams when necessary (Burden, 2020). ● Continuous Progress Monitoring: Emphasize continuous progress monitoring to gauge student response to interventions. Use data to make informed decisions about adjusting supports and services. Importance of Classroom Management Classroom management is crucial for creating an effective learning environment. Here are some key elements: ● Physical classroom arrangement: Thoughtfully arranging desks, learning stations, and other physical elements in the classroom supports student focus, collaboration, and movement (Burden, 2020). For example, grouping desks can facilitate group work, while leaving open areas allows for flexible seating and activities. ● Time management: The teacher structures class time efficiently to maximize learning. This includes pacing lessons appropriately, providing clear transitions between activities, and managing potential distractions. Effective time management keeps students engaged.
5 ● Classroom scheduling: A consistent daily schedule with class routines helps students know what to expect (Burden, 2020). Posting the schedule visually keeps students oriented. Routines for turning in work, getting supplies, and others also support efficiency. ● Classroom rules: Establishing and teaching positive rules/expectations around behavior, work habits, and interactions provides a framework for students to regulate themselves. Rules should be clear, consistent, and positively focused (Burden, 2020). Case Study Mrs. Smith’s 4th grade classroom is set up with clusters of desks facing toward the front board and toward each other, allowing for collaboration during group work. There are also rug spaces and flexible seating options for activities done on the floor. This physical arrangement minimizes distractions and supports engagement (Burden, 2020). In contrast, in Mr. Jones’ room, desks remain in rows facing the front, which hinders student interaction during projects. Mrs. Smith structures her language arts block with smooth transitions between whole-group mini- lessons, small-group reading rotations, and individual work time. Students are accustomed to these routines. Mr. Jones’s transitions are more disjointed, leading to downtime and off-task behavior. A daily schedule is prominently posted in Mrs. Smith’s classroom so students know what to expect. Mr. Jones does not consistently follow or post the schedule, leading to confusion. Mrs. Smith establishes clear expectations like listening respectfully, being kind, and keeping hands to oneself. Students are frequently reinforced for following them. In Mr. Jones’ class, rules are vague and minimally enforced, leading to more disruptions. This case study contrasts classrooms where key management elements are leveraged effectively and ineffectively, underscoring their importance in 4th grade. Mrs. Smith’s implementation leads to more orderly student conduct and maximizes learning time.
6 References Burden, P. R. (2020).  Classroom management: Creating a successful K-12 learning community . John Wiley & Sons. Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student well-being.  Learning Environments Research ,  21 , 301-320. Kariippanon, Y., & Short, M. (2019). Positive behavioral interventions and supports in schools: A tutorial.  Language, Speech, and Hearing Services in Schools ,  50 (1), 1-15. Prater, M. A. (2018).  Teaching students with high-incidence disabilities: Strategies for diverse classrooms . SAGE Publications.
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