Mid Term Assessment Education 324 Spring 2016

(c) Here you will find an explanation of how 2 assessment methods can be adapted to meet individual learner needs.

The program was launched in 1989, when the Tribal Council of the First Nations community, Meadow Lake, approached the University of Victoria seeking to collaborate in the development and community-based delivery of an education program (Ball, 2004). The Elders wanted a curriculum from a university-accredited institution that was still grounded in their own cultures. They also wanted input from representatives of their community. A pilot program evolved from these initial discussions, focusing on the principles of empowerment. A generative curriculum was developed to deliver information in a culturally appropriate fashion. In order to preserve culture, certain activities were conducted on an ongoing manner. These activities included Elder involvement, as the Elders are the keepers of knowledge, language maintenance and cultural practices. The program was a great success – while the national completion rate among First Nations students in diploma level postsecondary programs in Canada in below 40%, the FNPP obtained a 75% completion rate (Ball, 2014). The National Grand Chief of the Assembly of First Nations, Ovide Mercredi, once said “When you heal a child, you heal a family; when you heal a family you heal a community; when you heal a community, you heal a nation (Richardson and Blanchet-Cohen, 2000). The FNPP embodies this message, using education as a tool for the Aboriginal

This is a multiple choice/short answer quiz and each item is worth 1.5 points for a total of 60 points. There is only one correct response for each numbered item, and you should use Schaefer (2012) to determine the best response. For multiple choice questions, type the letter of the correct answer next to the corresponding question number on the answer sheet. For short answer responses, type your answer next to the corresponding question number. Review your work prior to submission and make sure you have responded to all questions. Save your work and submit the Quiz Answer Sheet only to the Assignments Link.

This is a multiple choice/short answer quiz and each item is worth 1.5 points for a total of 60 points. There is only one correct response for each numbered item, and you should use Schaefer (2012) to determine the best response. For multiple choice questions, type the letter of the correct answer next to the corresponding question number on the answer sheet. For short answer responses, type your answer next to the corresponding question number. Review your work prior to submission and make sure you have responded to all questions. Save your work and submit the Quiz Answer Sheet only to the Assignments Link.

There is a height of significance when it comes to embedding Indigenous perspectives in the curriculum and in schools. For Aboriginal and Torres Strait Islander children and families, their students thrive in educational environments where staff respect and promote strong Indigenous culture and identity, build collaborative relationships and set high expectations (Kerley, 2015). Abiding by this principle would see students thriving for higher education, recognizing this has made it quite common for schools to introduce indigenous programs or units. These are put in place for the purpose of being extra support to not only Indigenous students but for everyone at school serving as a source of information and guidance. By incorporating these Units, cross-curriculum

As an Indigenous Education Advisor, I’ve witnessed a shift in the commitment to educate non-Indigenous students about First Nation, Métis and Inuit people in post-secondary institutions. My experience in developing an Indigenous Awareness Week and conducting assessments to measure the learning outcomes of non-Indigenous students has led me to want to do research in this area. I would like to further look at long-term effects of Indigenous programming for non-Indigenous students to determine how to develop effective and valuable Indigenous programming in higher education. What attracts me to the Department of Integrated Studies in Education are the positive experiences and interactions I’ve had with students and professors from the department. Both Dr. Claudia Mitchell’s and Dr. Naomi Nichols’s research appeals to me and I believe can give a unique perspective to my work.

Learning can flourish for a student when instruction is given in a nurturing environment that encourages multicultural viewpoints and builds bridges between cultures. According to Brown University, “Instruction is culturally mediated when it incorporates and integrates diverse ways of knowing, understanding, and representing information” (2017, para 1). This type of instruction creates a learning that is relevant to the students. Furthermore, implementing culturally mediated instruction is beneficial to all culturally diverse students and students from the cultural majority. However, the focus of this paper will mainly address the challenges that affect learning for Native Americans and the many benefits culturally mediated instruction has to offer this culture.

This quiz consist of 20 multiple choice questions and covers the material in chapters 1 through 4. There are five questions from each chapter. Be sure you are in the correct Chapter when you take the quiz.

This Sample Final Exam is provided as a resource to help familiarize students with the content areas and types of questions that they may encounter when they complete the comprehensive BUS/475 Final Exam in Week Five. The student version of the sample Final does not include the correct answers (as marked below in red). Please feel free to share the sample final questions and answers with your students.

The Department currently is planning to support programs that develop culturally-relevant curricula and evidence-based activities that work for Indigenous students and is committed to improving education infrastructure in First Nations communities. While elementary and secondary education are a provincial or territorial responsibility, the Department funds elementary and secondary education for Indigenous students residing on reserve. There is funding support for post-secondary education for eligible students. The role of the Department in this area is to work with willing partners to advance the work on education for Indigenous students and help improve educational outcomes. It also aims to build the capacity of First Nations to provide educational services and improve education service delivery.

This artifact is all of the materials on the micro-teaching lesson plan I completed in my assessment course based on an article titled, Fair and Square Assessments for ELLs. This lesson explained all the key points in the article. The main focus of this article was how to make assessments fair for English language learners, by using the strategies discussed in the article. This artifact would fit under standard #2: learning differences, since it is discussing how English language learners learn differently and need guidance with assessments. By having this background on English language learners will allow me to have a better understand of how to effectively teach and assess English language learners. This is a representation of my best work

Castagno and Brayboy (2008) said, “Culturally responsive schooling (CRS) for Indigenous youth has been widely viewed as a promising strategy for improving the education and increasing the academic achievement of American Indians and Alaskan Natives student’s in U.S. schools”

The appropriate framework developed by Chris Garner, i.e. Potential of the students multiplied by their Efforts is equal to Success for normal students whereas for the Indigenous people, it is the same formula further adding the most important element such as the “Relevance to own Context.” Therefore, this strategy will make indigenous students to be motivated and engaged in pursuing their career. The three main terms to be considered while understanding this framework are Cultural awareness, Cultural respect and Cultural competence. Cultural awareness is defined as the “sensitivity to the similarities and differences that exist between two different cultures and the use of this sensitivity in effective communication with members of another cultural group.” Whereas cultural competence, explained earlier means “becoming aware of the cultural differences that exist, appreciating and having an understanding of those differences and accepting them. It also means being prepared to guard

To be identified as a student in need of services to support learning English, a student needs to be referred. One way students are identified for referral purposes is through home language surveys which are sent home with registration packets when a student enrolls and at the beginning of each school year. Once a referral is received, the student is screened using a test designed to screen the student’s level of need, if any. This is one element used to decide the level of service the student may qualify to receive. If the screener does indicate a potential need for services, the student will be given the Tennessee designated test. Currently, this is the WIDA Access 2.0 language proficiency test and the Tennessee English Language Proficiency Assessment (TELPA). These tests and others are then used for progress monitoring and to identify current level of need for services.

Celebrations and rewards will build respect for the mentor or coach and help employees see that the individual is not only there to criticize but also to share in employee success.