Tag: Pedagogical Methods & Classroom Assessment

[Solved] 560- mathematical discourse

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Executive Solution Overview

Mathematical discourse is the mathematical communication that takes place in the classroom. Effective discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play an important …

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Assignment Prompt & Instructions

Mathematical discourse is the mathematical communication that takes place in the classroom. Effective discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play an important role in facilitating such discourse through questioning and other strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”

**Part 1: FAQ Document**

For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it promotes mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote effective mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:

– Questioning strategies
– Math vocabulary development
– Classroom discussion norms

**Part 2: Mathematical Discourse Reflection**

In 250 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:

– Teacher-to-student
– Student-to-student

Support the assignment with 3-5 scholarly resources.

Please make the faq sheet creative

November 6, 2026
[Solved] D & A 1a

✓ Verified Academic Solution Available

Executive Solution Overview

See attached there are 2 pages. **files (1)** – ## danda1a.pdf **## danda1a.pdf** Overview In six course modules, you will compose a reflective journal entry detailing your individual learning experiences, readings and technology explorations. As you will learn more about later in this course, educa…

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Assignment Prompt & Instructions

See attached there are 2 pages.

**files (1)**

– ## danda1a.pdf

**## danda1a.pdf**

Overview

In six course modules, you will compose a reflective journal entry detailing your individual
learning experiences, readings and technology explorations. As you will learn more about
later in this course, educators use a reflective journal as an alternative assessment form.

Your Learning Reflections Journal is an e ective way to create a digital compilation of your
new competencies. Your entries may serve as resources for your future portfolios. You will
reflect on your practices, beliefs and applications of assessment and di erentiation.
During the course, you will create 6 detailed entries about your chosen assessment and
di erentiation strategies, learning experiences, technology tools and their potential
e icacy for strategic application.

To set the stage for quality writing within a reflective journal, educators should ensure that
1) the classroom environment cultivates honesty in reflections, 2) clear prompts are
provided, seeking specific reflective responses, and 3) clear communication exists
between the learner and the evaluator.

Citation:

Cronenberg, S. (2022). Is the edTPA a portfolio assessment?: Applying academic language
in teacher education. Arts Education Policy Review, 123(2), 70–83.

Course Learning Objective (CLO) Addressed:

 CLO listed

Information

Instructions

1. Use the prompts below to guide you, but not to limit you, while writing a cohesive
essay:

a. Compile a log of questions used in teaching to self-assess the variety,
relevance and rigor of assessment strategies (5 minimum)

b. How does assessment a ect student learning?

c. How often are assessments conducted in your work environment?

d. How do you create assessments that are aligned with standards?

2. Remember that your entries may also serve as resources for future portfolios

3. Incorporate supplemental media to further evidence your learning. For example, in
addition to your writing, you may incorporate sample works, images, documents,
lesson plans and so on. Use APA 7th edition formatting guidelines and references to
support your writing.

Requirements

 Your assignment should be 500 words in length.

 Each reflective journal entry should include APA 7th edition in-text citations and a
reference list that includes, at a minimum, 2 Module 1 required resources.

 This assignment is subject to review by Turnitin.

 Any use of sources, including required readings, must be appropriately cited.

**## danda1a.pdf**

Overview

In six course modules, you will compose a reflective journal entry detailing your individual
learning experiences, readings and technology explorations. As you will learn more about
later in this course, educators use a reflective journal as an alternative assessment form.

Your Learning Reflections Journal is an e ective way to create a digital compilation of your
new competencies. Your entries may serve as resources for your future portfolios. You will
reflect on your practices, beliefs and applications of assessment and di erentiation.
During the course, you will create 6 detailed entries about your chosen assessment and
di erentiation strategies, learning experiences, technology tools and their potential
e icacy for strategic application.

To set the stage for quality writing within a reflective journal, educators should ensure that
1) the classroom environment cultivates honesty in reflections, 2) clear prompts are
provided, seeking specific reflective responses, and 3) clear communication exists
between the learner and the evaluator.

Citation:

Cronenberg, S. (2022). Is the edTPA a portfolio assessment?: Applying academic language
in teacher education. Arts Education Policy Review, 123(2), 70–83.

Course Learning Objective (CLO) Addressed:

 CLO listed

Information

Instructions

1. Use the prompts below to guide you, but not to limit you, while writing a cohesive
essay:

a. Compile a log of questions used in teaching to self-assess the variety,
relevance and rigor of assessment strategies (5 minimum)

b. How does assessment a ect student learning?

c. How often are assessments conducted in your work environment?

d. How do you create assessments that are aligned with standards?

2. Remember that your entries may also serve as resources for future portfolios

3. Incorporate supplemental media to further evidence your learning. For example, in
addition to your writing, you may incorporate sample works, images, documents,
lesson plans and so on. Use APA 7th edition formatting guidelines and references to
support your writing.

Requirements

 Your assignment should be 500 words in length.

 Each reflective journal entry should include APA 7th edition in-text citations and a
reference list that includes, at a minimum, 2 Module 1 required resources.

 This assignment is subject to review by Turnitin.

 Any use of sources, including required readings, must be appropriately cited.

November 6, 2026
[Solved] CHFD212

✓ Verified Academic Solution Available

Executive Solution Overview

**files (2)** – ## Rubric_CHFD212Week4Assignment.pdf – CHFD212I001Week4Assignment4.html **## Rubric_CHFD212Week4Assignment.pdf** CHFD212 A1: Childcare Center Business Plan Course: CHFD212 I001 Summer 2026 Criteria Exemplary Accomplished Developing Beginning Did Not Attempt Criterion Score Criteria…

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Assignment Prompt & Instructions

**files (2)**

– ## Rubric_CHFD212Week4Assignment.pdf

– CHFD212I001Week4Assignment4.html

**## Rubric_CHFD212Week4Assignment.pdf**

CHFD212 A1: Childcare Center Business Plan
Course: CHFD212 I001 Summer 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Childcar

e

Center

Descrip

tion

/ 2525 points

A detailed

description

of the child-

care center

is given and

includes

each of the

following:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

21.25 points

A general

description

of the child-

care center

is given and

includes

each of the

following:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

Some details

may be

missing but

the gaps in

information

are minor.

18.75 points

A description of

the childcare cen-

ter is given and in-

cludes most of the

elements below:

• Physical space

• Staffing

• Who the cen-

ter will serve?

• Furniture and

materials

• Hours of

operation

Information pro-

vided is limited.

Much more is

needed.

16.25 points

Childcare

center de-

scription in-

cludes only

2 or 3 of the

elements

listed below:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

OR

Information

provided is

extremely

limited in

detail and

contains sig-

nificant

gaps.

0 points

Did not

attempt

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Licensin

g and

Operati

ng

Require

ments

/ 2020 points

A detailed

description

is given for

each of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

17 points

A general

description

is given for

each of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

Some details

may be

missing but

the gaps in

information

are minor.

15 points

A description is

given for MOST of

the following:

• License re-

quirements (state

and local)

• Permits

• Insurance

• Training

requirements

Information pro-

vided is limited.

Much more is

needed.

13 points

A descrip-

tion is given

for only 1 or

2 of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

OR

Information

provided is

extremely

limited and

contains sig-

nificant

gaps.

0 points

Did not

attempt

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Additio

nal

Childcar

e

Center

Details

/ 20

Goals

and

Objecti

ves for

the

Childcar

e

Center

/ 10

20 points

A detailed

description

is given for

each of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

17 points

A general

description

is given for

each of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

Some details

may be

missing but

the gaps in

information

are minor.

15 points

A description is

given for MOST of

the following:

• Target market

• Marketing

• Benefits of en-

rolling

• Safety

Information pro-

vided is limited.

Much more is

needed.

13 points

A descrip-

tion is given

for only 1 or

2 of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

OR

Information

provided is

extremely

limited and

contains sig-

nificant gaps

0 points

Did not

attempt

10 points

Goals and

objectives

are clearly

identified,

are realistic

and are

attainable.

8.5 points

Goals and

objectives

are identi-

fied. There

may be

some lack of

clarity, but it

is not

significant.

7.5 points

At least 1 goal and

objective are listed

but it is very lim-

ited in nature and

more clarity is

needed.

6.5 points

An attempt

is made at

creating

goals and

objectives,

but they are

not clear or

realistic.

Goals are

poorly

developed.

0 points

Did not

attempt

OR

No goals

and objec-

tives listed

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Evidenc

e of re-

search

and use

of APA

format-

ted cita-

tions

and

refer-

ences

/ 1515 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan. APA

formatted

citations and

a reference

page are in-

cluded. (If

submitting a

power point

presenta-

tion, an APA

reference

slide and ci-

tations are

included.)

12.75 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan.

APA format-

ted citations

and refer-

ences are in-

cluded but

there are

some minor

formatting

errors.

11.25 points

Information from

the internet and

other sources is in-

cluded to support

various elements

of the business

plan.

APA formatted ci-

tations OR refer-

ences may be

missing from the

paper/presentation

or there are signifi-

cant errors in

formatting.

9.75 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan but

there is no

attempt at

APA

formatting.

0 points

Did not

attempt

OR

No evi-

dence of

research

Total / 100

Overall Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Mechan

ics and

Writing

Structur

e

/ 1010 points

Written

work is

clearly pre-

sented.

There are no

major errors

in word se-

lection or

use.

Spelling,

grammar,

and punctu-

ation are ap-

propriate

with few or

no errors.

8.5 points

Written

work is ade-

quately pre-

sented.

There are no

major errors

in word se-

lection or

use.

Spelling,

grammar,

punctuation

contain a

few errors,

but they do

not interfere

with clarity.

7.5 points

Written work

meets some but

not all the writing

standards. Paper

is not well orga-

nized. Clarity is an

issue in some

places. Numerous

spelling, grammar

and punctuation

errors are evident.

6.5 points

Significant

errors in or-

ganizational

structure,

writing me-

chanics or

spelling,

grammar or

punctuation

are noted.

Writing is

below col-

lege level

expecta-

tions.

0 points

Did not

attempt

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**CHFD212I001Week4Assignment4.html**

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**CHFD212I001Week4Assignment4.html**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chfd212i001week4assignment4-html)

**## Rubric_CHFD212Week4Assignment.pdf**

CHFD212 A1: Childcare Center Business Plan
Course: CHFD212 I001 Summer 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Childcar

e

Center

Descrip

tion

/ 2525 points

A detailed

description

of the child-

care center

is given and

includes

each of the

following:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

21.25 points

A general

description

of the child-

care center

is given and

includes

each of the

following:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

Some details

may be

missing but

the gaps in

information

are minor.

18.75 points

A description of

the childcare cen-

ter is given and in-

cludes most of the

elements below:

• Physical space

• Staffing

• Who the cen-

ter will serve?

• Furniture and

materials

• Hours of

operation

Information pro-

vided is limited.

Much more is

needed.

16.25 points

Childcare

center de-

scription in-

cludes only

2 or 3 of the

elements

listed below:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

OR

Information

provided is

extremely

limited in

detail and

contains sig-

nificant

gaps.

0 points

Did not

attempt

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Licensin

g and

Operati

ng

Require

ments

/ 2020 points

A detailed

description

is given for

each of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

17 points

A general

description

is given for

each of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

Some details

may be

missing but

the gaps in

information

are minor.

15 points

A description is

given for MOST of

the following:

• License re-

quirements (state

and local)

• Permits

• Insurance

• Training

requirements

Information pro-

vided is limited.

Much more is

needed.

13 points

A descrip-

tion is given

for only 1 or

2 of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

OR

Information

provided is

extremely

limited and

contains sig-

nificant

gaps.

0 points

Did not

attempt

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Additio

nal

Childcar

e

Center

Details

/ 20

Goals

and

Objecti

ves for

the

Childcar

e

Center

/ 10

20 points

A detailed

description

is given for

each of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

17 points

A general

description

is given for

each of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

Some details

may be

missing but

the gaps in

information

are minor.

15 points

A description is

given for MOST of

the following:

• Target market

• Marketing

• Benefits of en-

rolling

• Safety

Information pro-

vided is limited.

Much more is

needed.

13 points

A descrip-

tion is given

for only 1 or

2 of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

OR

Information

provided is

extremely

limited and

contains sig-

nificant gaps

0 points

Did not

attempt

10 points

Goals and

objectives

are clearly

identified,

are realistic

and are

attainable.

8.5 points

Goals and

objectives

are identi-

fied. There

may be

some lack of

clarity, but it

is not

significant.

7.5 points

At least 1 goal and

objective are listed

but it is very lim-

ited in nature and

more clarity is

needed.

6.5 points

An attempt

is made at

creating

goals and

objectives,

but they are

not clear or

realistic.

Goals are

poorly

developed.

0 points

Did not

attempt

OR

No goals

and objec-

tives listed

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Evidenc

e of re-

search

and use

of APA

format-

ted cita-

tions

and

refer-

ences

/ 1515 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan. APA

formatted

citations and

a reference

page are in-

cluded. (If

submitting a

power point

presenta-

tion, an APA

reference

slide and ci-

tations are

included.)

12.75 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan.

APA format-

ted citations

and refer-

ences are in-

cluded but

there are

some minor

formatting

errors.

11.25 points

Information from

the internet and

other sources is in-

cluded to support

various elements

of the business

plan.

APA formatted ci-

tations OR refer-

ences may be

missing from the

paper/presentation

or there are signifi-

cant errors in

formatting.

9.75 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan but

there is no

attempt at

APA

formatting.

0 points

Did not

attempt

OR

No evi-

dence of

research

Total / 100

Overall Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Mechan

ics and

Writing

Structur

e

/ 1010 points

Written

work is

clearly pre-

sented.

There are no

major errors

in word se-

lection or

use.

Spelling,

grammar,

and punctu-

ation are ap-

propriate

with few or

no errors.

8.5 points

Written

work is ade-

quately pre-

sented.

There are no

major errors

in word se-

lection or

use.

Spelling,

grammar,

punctuation

contain a

few errors,

but they do

not interfere

with clarity.

7.5 points

Written work

meets some but

not all the writing

standards. Paper

is not well orga-

nized. Clarity is an

issue in some

places. Numerous

spelling, grammar

and punctuation

errors are evident.

6.5 points

Significant

errors in or-

ganizational

structure,

writing me-

chanics or

spelling,

grammar or

punctuation

are noted.

Writing is

below col-

lege level

expecta-

tions.

0 points

Did not

attempt

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**CHFD212I001Week4Assignment4.html**

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**## Rubric_CHFD212Week4Assignment.pdf**

CHFD212 A1: Childcare Center Business Plan
Course: CHFD212 I001 Summer 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Childcar

e

Center

Descrip

tion

/ 2525 points

A detailed

description

of the child-

care center

is given and

includes

each of the

following:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

21.25 points

A general

description

of the child-

care center

is given and

includes

each of the

following:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

Some details

may be

missing but

the gaps in

information

are minor.

18.75 points

A description of

the childcare cen-

ter is given and in-

cludes most of the

elements below:

• Physical space

• Staffing

• Who the cen-

ter will serve?

• Furniture and

materials

• Hours of

operation

Information pro-

vided is limited.

Much more is

needed.

16.25 points

Childcare

center de-

scription in-

cludes only

2 or 3 of the

elements

listed below:

• Physical

space

• Staffing

• Who the

center will

serve

•

Furniture

and materi-

als

• Hours of

operation

OR

Information

provided is

extremely

limited in

detail and

contains sig-

nificant

gaps.

0 points

Did not

attempt

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Licensin

g and

Operati

ng

Require

ments

/ 2020 points

A detailed

description

is given for

each of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

17 points

A general

description

is given for

each of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

Some details

may be

missing but

the gaps in

information

are minor.

15 points

A description is

given for MOST of

the following:

• License re-

quirements (state

and local)

• Permits

• Insurance

• Training

requirements

Information pro-

vided is limited.

Much more is

needed.

13 points

A descrip-

tion is given

for only 1 or

2 of the

following:

• License

require-

ments (state

and local)

• Permits

•

Insurance

• Training

require-

ments

OR

Information

provided is

extremely

limited and

contains sig-

nificant

gaps.

0 points

Did not

attempt

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Additio

nal

Childcar

e

Center

Details

/ 20

Goals

and

Objecti

ves for

the

Childcar

e

Center

/ 10

20 points

A detailed

description

is given for

each of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

17 points

A general

description

is given for

each of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

Some details

may be

missing but

the gaps in

information

are minor.

15 points

A description is

given for MOST of

the following:

• Target market

• Marketing

• Benefits of en-

rolling

• Safety

Information pro-

vided is limited.

Much more is

needed.

13 points

A descrip-

tion is given

for only 1 or

2 of the

following:

• Target

market

•

Marketing

• Benefits

of enrolling

• Safety

OR

Information

provided is

extremely

limited and

contains sig-

nificant gaps

0 points

Did not

attempt

10 points

Goals and

objectives

are clearly

identified,

are realistic

and are

attainable.

8.5 points

Goals and

objectives

are identi-

fied. There

may be

some lack of

clarity, but it

is not

significant.

7.5 points

At least 1 goal and

objective are listed

but it is very lim-

ited in nature and

more clarity is

needed.

6.5 points

An attempt

is made at

creating

goals and

objectives,

but they are

not clear or

realistic.

Goals are

poorly

developed.

0 points

Did not

attempt

OR

No goals

and objec-

tives listed

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Evidenc

e of re-

search

and use

of APA

format-

ted cita-

tions

and

refer-

ences

/ 1515 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan. APA

formatted

citations and

a reference

page are in-

cluded. (If

submitting a

power point

presenta-

tion, an APA

reference

slide and ci-

tations are

included.)

12.75 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan.

APA format-

ted citations

and refer-

ences are in-

cluded but

there are

some minor

formatting

errors.

11.25 points

Information from

the internet and

other sources is in-

cluded to support

various elements

of the business

plan.

APA formatted ci-

tations OR refer-

ences may be

missing from the

paper/presentation

or there are signifi-

cant errors in

formatting.

9.75 points

Information

from the in-

ternet and

other

sources is

included to

support vari-

ous ele-

ments of the

business

plan but

there is no

attempt at

APA

formatting.

0 points

Did not

attempt

OR

No evi-

dence of

research

Total / 100

Overall Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Mechan

ics and

Writing

Structur

e

/ 1010 points

Written

work is

clearly pre-

sented.

There are no

major errors

in word se-

lection or

use.

Spelling,

grammar,

and punctu-

ation are ap-

propriate

with few or

no errors.

8.5 points

Written

work is ade-

quately pre-

sented.

There are no

major errors

in word se-

lection or

use.

Spelling,

grammar,

punctuation

contain a

few errors,

but they do

not interfere

with clarity.

7.5 points

Written work

meets some but

not all the writing

standards. Paper

is not well orga-

nized. Clarity is an

issue in some

places. Numerous

spelling, grammar

and punctuation

errors are evident.

6.5 points

Significant

errors in or-

ganizational

structure,

writing me-

chanics or

spelling,

grammar or

punctuation

are noted.

Writing is

below col-

lege level

expecta-

tions.

0 points

Did not

attempt

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

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**files (2)**

– ## CHFD210I002Week4Assignment.pdf

– ## CHFD210Week4_EarlyChildhoodAssignment.pdf

**## CHFD210I002Week4Assignment.pdf**

Week 4 – Assignment: Early Childhood Education Program Review – Due

Aug 30, 2026 11:55 PM

CHFD210 I002 Summer 2026

CHFD210 I002 Summer 2026

Today and tomorrow Week 4 – Assignment: Early Childhood Education Program Review – Due

Print Settings

Assignment Directions
This assignment assesses CO-2, 5 [content page].

Purpose

The purpose of this assignment is to summarize the concepts of

contemporary Early Childhood Education models and child care programs.

(CO2)n and Describe the characteristics of an early childhood

professional using the NAEYC standards of professional development.

(CO5)

Directions

There are many videos available on the Internet that depicts models of

early childhood education. For this assignment, you are to:

1. Find a video clip for each of these models: Montessori, High Scope,

Reggio Emilia and Head Start. YouTube [website] is an excellent

resource.

2. After you review each video, describe five characteristics you

observed about how each program is conducted. The

[https://myclassroom.apus.edu/d2l/home/1422869](https://myclassroom.apus.edu/d2l/home/1422869)

[https://myclassroom.apus.edu/d2l/le/calendar/1422869/home/list?day=20&month=8&year=2026](https://myclassroom.apus.edu/d2l/le/calendar/1422869/home/list?day=20&month=8&year=2026)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1025289&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1025289&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

[https://www.youtube.com/](https://www.youtube.com/)

characteristics should be listed as complete sentences. Please

include a working URL link for each video you review.

3. In addition, write a 500 word essay about which program you

prefer and why. Your essay should be well supported.

Citation and Reference Style Resources
Please use the most current edition of APA Style. Resources for APA
formatting can be found here. APA Style [website]

The American Psychological Association states, "The Publication Manual

of the American Psychological Association is the style manual of choice

for writers, editors, students, and educators in the social and behavioral

sciences. It provides invaluable guidance on all aspects of the writing

process, from the ethics of authorship to the word choice that best

reduces bias in language. Well-known for its authoritative and easy-to-

use reference and citation system, the Publication Manual also offers

guidance on choosing the headings, tables, figures, and tone that will

result in strong, simple, and elegant scientific communication."

IMPORTANT NOTE: All writing for this assignment must be original.
Content generated by Artificial Intelligence is not permitted and will be

addressed via the Student Code of Conduct.

To support academic integrity and writing development, this assignment

will be reviewed using the university’s approved academic integrity

support tool. The tool provides originality and similarity feedback,

including potential Gen-AI indicators, and may provide writing mechanics

feedback to help students review source use, citation, and writing clarity.

The Five-Paragraph Essay: Three Formulas for Writing the Basic

Academic Essay [website]

Please also see the Grading Rubric for more information on how your

assignment will be graded.

CHFD210 Week 4: Early Childhood Program Reviews Grading Rubric

[content]

[https://apastyle.apa.org/](https://apastyle.apa.org/)

[https://www.youtube.com/watch?v=GwjmMtTVO1g](https://www.youtube.com/watch?v=GwjmMtTVO1g)

[https://www.youtube.com/watch?v=GwjmMtTVO1g](https://www.youtube.com/watch?v=GwjmMtTVO1g)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562)

Week 4 – Assignment: Early Childhood Education Program Review

Due August 30 at 11:55 PM

Copyright 2026 American Public University System ALL RIGHTS RESERVED

Tasks

Add a task…

[https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1422869&db=706048](https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1422869&db=706048)

**## CHFD210Week4_EarlyChildhoodAssignment.pdf**

CHFD210 Week 4: Early Childhood Program

Reviews
Course: CHFD210 I002 Summer 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Content / 4040 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

and de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

34 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

but may not

be described

using full

sentences

and rich de-

tailed infor-

mation about

what was

observed in

the video.

30 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), three

(3) to four (4)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Five (5) char-

acteristics

for EACH

program are

listed but are

limited in

their descrip-

tion.

26 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), one

(1) or two (2)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Not all

Program

types are ad-

dressed

OR

Descriptions

are ex-

tremely lim-

ited and in-

clude just a

few words.

0 points

Did not

attempt.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Video

Clips

/ 1515 points

One (1) rele-

vant video

clip (with a

working URL

Link) is iden-

tified FOR

EACH of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

12.75 points

One (1) rele-

vant video

clip (with a

URL address

but no link)

is identified

FOR EACH

of the fol-

lowing pro-

grams: Head

Start,

Montessori,

Reggio

Emilia, and

High Scope.

11.25 points

One (1) rele-

vant video

clip (with a

URL Link

and/or URL

address) is

identified

FOR 3 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

9.75 points

One (1) rele-

vant video

clip (with a

URL Link and

/or URL ad-

dress) is

identified

FOR 2 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

OR

Video clips

are included

but they are

not relevant

to the as-

signment.

0 points

Did not at-

tempt

Or

No video

clips

identified.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Essay / 30

Writing

Mechanic

s and

Structure

/ 15

30 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer AND

why. Details

are very well

developed

and sup-

ported.

Essay meets

or exceeds

the 500-

word

requirement.

25.5 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer

AND/OR

why. Details

need some

additional

development

and/or sup-

port. Essay

meets the

500-word

require-

ment.

22.5 points

Essay is in-

cluded that

somewhat

details a pro-

gram you

prefer

AND/OR

why. Details

need addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

500 word

but more

than 350

words.

19.5 points

Essay is in-

cluded that

doesn't fully

detail a pro-

gram you

prefer

AND/OR

why. Details

need signifi-

cant addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

350 words.

0 points

Did not

attempt.

15 points

Written

work is

clearly pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

and punctua-

tion are ap-

propriate

with few or

no errors.

12.75 points

Written

work is ade-

quately pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

punctuation

contain a

few errors,

but they do

not interfere

with clarity.

11.25 points

Written

work meets

some but not

all the writ-

ing stan-

dards. Paper

is not well

organized.

Clarity is an

issue in

some places.

Numerous

spelling,

grammar and

punctuation

errors are

evident.

9.75 points

Significant

errors in or-

ganizational

structure,

writing me-

chanics or

spelling,

grammar or

punctuation

are noted.

Writing is

below col-

lege level

expecta-

tions.

0 points

Did not

attempt.

Total / 100

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**## CHFD210Week4_EarlyChildhoodAssignment.pdf**

CHFD210 Week 4: Early Childhood Program

Reviews
Course: CHFD210 I002 Summer 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Content / 4040 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

and de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

34 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

but may not

be described

using full

sentences

and rich de-

tailed infor-

mation about

what was

observed in

the video.

30 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), three

(3) to four (4)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Five (5) char-

acteristics

for EACH

program are

listed but are

limited in

their descrip-

tion.

26 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), one

(1) or two (2)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Not all

Program

types are ad-

dressed

OR

Descriptions

are ex-

tremely lim-

ited and in-

clude just a

few words.

0 points

Did not

attempt.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Video

Clips

/ 1515 points

One (1) rele-

vant video

clip (with a

working URL

Link) is iden-

tified FOR

EACH of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

12.75 points

One (1) rele-

vant video

clip (with a

URL address

but no link)

is identified

FOR EACH

of the fol-

lowing pro-

grams: Head

Start,

Montessori,

Reggio

Emilia, and

High Scope.

11.25 points

One (1) rele-

vant video

clip (with a

URL Link

and/or URL

address) is

identified

FOR 3 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

9.75 points

One (1) rele-

vant video

clip (with a

URL Link and

/or URL ad-

dress) is

identified

FOR 2 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

OR

Video clips

are included

but they are

not relevant

to the as-

signment.

0 points

Did not at-

tempt

Or

No video

clips

identified.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Essay / 30

Writing

Mechanic

s and

Structure

/ 15

30 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer AND

why. Details

are very well

developed

and sup-

ported.

Essay meets

or exceeds

the 500-

word

requirement.

25.5 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer

AND/OR

why. Details

need some

additional

development

and/or sup-

port. Essay

meets the

500-word

require-

ment.

22.5 points

Essay is in-

cluded that

somewhat

details a pro-

gram you

prefer

AND/OR

why. Details

need addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

500 word

but more

than 350

words.

19.5 points

Essay is in-

cluded that

doesn't fully

detail a pro-

gram you

prefer

AND/OR

why. Details

need signifi-

cant addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

350 words.

0 points

Did not

attempt.

15 points

Written

work is

clearly pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

and punctua-

tion are ap-

propriate

with few or

no errors.

12.75 points

Written

work is ade-

quately pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

punctuation

contain a

few errors,

but they do

not interfere

with clarity.

11.25 points

Written

work meets

some but not

all the writ-

ing stan-

dards. Paper

is not well

organized.

Clarity is an

issue in

some places.

Numerous

spelling,

grammar and

punctuation

errors are

evident.

9.75 points

Significant

errors in or-

ganizational

structure,

writing me-

chanics or

spelling,

grammar or

punctuation

are noted.

Writing is

below col-

lege level

expecta-

tions.

0 points

Did not

attempt.

Total / 100

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**## CHFD210I002Week4Assignment.pdf**

Week 4 – Assignment: Early Childhood Education Program Review – Due

Aug 30, 2026 11:55 PM

CHFD210 I002 Summer 2026

CHFD210 I002 Summer 2026

Today and tomorrow Week 4 – Assignment: Early Childhood Education Program Review – Due

Print Settings

Assignment Directions
This assignment assesses CO-2, 5 [content page].

Purpose

The purpose of this assignment is to summarize the concepts of

contemporary Early Childhood Education models and child care programs.

(CO2)n and Describe the characteristics of an early childhood

professional using the NAEYC standards of professional development.

(CO5)

Directions

There are many videos available on the Internet that depicts models of

early childhood education. For this assignment, you are to:

1. Find a video clip for each of these models: Montessori, High Scope,

Reggio Emilia and Head Start. YouTube [website] is an excellent

resource.

2. After you review each video, describe five characteristics you

observed about how each program is conducted. The

[https://myclassroom.apus.edu/d2l/home/1422869](https://myclassroom.apus.edu/d2l/home/1422869)

[https://myclassroom.apus.edu/d2l/le/calendar/1422869/home/list?day=20&month=8&year=2026](https://myclassroom.apus.edu/d2l/le/calendar/1422869/home/list?day=20&month=8&year=2026)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1025289&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1025289&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

[https://www.youtube.com/](https://www.youtube.com/)

characteristics should be listed as complete sentences. Please

include a working URL link for each video you review.

3. In addition, write a 500 word essay about which program you

prefer and why. Your essay should be well supported.

Citation and Reference Style Resources
Please use the most current edition of APA Style. Resources for APA
formatting can be found here. APA Style [website]

The American Psychological Association states, "The Publication Manual

of the American Psychological Association is the style manual of choice

for writers, editors, students, and educators in the social and behavioral

sciences. It provides invaluable guidance on all aspects of the writing

process, from the ethics of authorship to the word choice that best

reduces bias in language. Well-known for its authoritative and easy-to-

use reference and citation system, the Publication Manual also offers

guidance on choosing the headings, tables, figures, and tone that will

result in strong, simple, and elegant scientific communication."

IMPORTANT NOTE: All writing for this assignment must be original.
Content generated by Artificial Intelligence is not permitted and will be

addressed via the Student Code of Conduct.

To support academic integrity and writing development, this assignment

will be reviewed using the university’s approved academic integrity

support tool. The tool provides originality and similarity feedback,

including potential Gen-AI indicators, and may provide writing mechanics

feedback to help students review source use, citation, and writing clarity.

The Five-Paragraph Essay: Three Formulas for Writing the Basic

Academic Essay [website]

Please also see the Grading Rubric for more information on how your

assignment will be graded.

CHFD210 Week 4: Early Childhood Program Reviews Grading Rubric

[content]

[https://apastyle.apa.org/](https://apastyle.apa.org/)

[https://www.youtube.com/watch?v=GwjmMtTVO1g](https://www.youtube.com/watch?v=GwjmMtTVO1g)

[https://www.youtube.com/watch?v=GwjmMtTVO1g](https://www.youtube.com/watch?v=GwjmMtTVO1g)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562)

Week 4 – Assignment: Early Childhood Education Program Review

Due August 30 at 11:55 PM

Copyright 2026 American Public University System ALL RIGHTS RESERVED

Tasks

Add a task…

[https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1422869&db=706048](https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1422869&db=706048)

**## CHFD210Week4_EarlyChildhoodAssignment.pdf**

CHFD210 Week 4: Early Childhood Program

Reviews
Course: CHFD210 I002 Summer 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Content / 4040 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

and de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

34 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

but may not

be described

using full

sentences

and rich de-

tailed infor-

mation about

what was

observed in

the video.

30 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), three

(3) to four (4)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Five (5) char-

acteristics

for EACH

program are

listed but are

limited in

their descrip-

tion.

26 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), one

(1) or two (2)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Not all

Program

types are ad-

dressed

OR

Descriptions

are ex-

tremely lim-

ited and in-

clude just a

few words.

0 points

Did not

attempt.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Video

Clips

/ 1515 points

One (1) rele-

vant video

clip (with a

working URL

Link) is iden-

tified FOR

EACH of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

12.75 points

One (1) rele-

vant video

clip (with a

URL address

but no link)

is identified

FOR EACH

of the fol-

lowing pro-

grams: Head

Start,

Montessori,

Reggio

Emilia, and

High Scope.

11.25 points

One (1) rele-

vant video

clip (with a

URL Link

and/or URL

address) is

identified

FOR 3 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

9.75 points

One (1) rele-

vant video

clip (with a

URL Link and

/or URL ad-

dress) is

identified

FOR 2 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

OR

Video clips

are included

but they are

not relevant

to the as-

signment.

0 points

Did not at-

tempt

Or

No video

clips

identified.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Essay / 30

Writing

Mechanic

s and

Structure

/ 15

30 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer AND

why. Details

are very well

developed

and sup-

ported.

Essay meets

or exceeds

the 500-

word

requirement.

25.5 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer

AND/OR

why. Details

need some

additional

development

and/or sup-

port. Essay

meets the

500-word

require-

ment.

22.5 points

Essay is in-

cluded that

somewhat

details a pro-

gram you

prefer

AND/OR

why. Details

need addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

500 word

but more

than 350

words.

19.5 points

Essay is in-

cluded that

doesn't fully

detail a pro-

gram you

prefer

AND/OR

why. Details

need signifi-

cant addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

350 words.

0 points

Did not

attempt.

15 points

Written

work is

clearly pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

and punctua-

tion are ap-

propriate

with few or

no errors.

12.75 points

Written

work is ade-

quately pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

punctuation

contain a

few errors,

but they do

not interfere

with clarity.

11.25 points

Written

work meets

some but not

all the writ-

ing stan-

dards. Paper

is not well

organized.

Clarity is an

issue in

some places.

Numerous

spelling,

grammar and

punctuation

errors are

evident.

9.75 points

Significant

errors in or-

ganizational

structure,

writing me-

chanics or

spelling,

grammar or

punctuation

are noted.

Writing is

below col-

lege level

expecta-

tions.

0 points

Did not

attempt.

Total / 100

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**## CHFD210I002Week4Assignment.pdf**

Week 4 – Assignment: Early Childhood Education Program Review – Due

Aug 30, 2026 11:55 PM

CHFD210 I002 Summer 2026

CHFD210 I002 Summer 2026

Today and tomorrow Week 4 – Assignment: Early Childhood Education Program Review – Due

Print Settings

Assignment Directions
This assignment assesses CO-2, 5 [content page].

Purpose

The purpose of this assignment is to summarize the concepts of

contemporary Early Childhood Education models and child care programs.

(CO2)n and Describe the characteristics of an early childhood

professional using the NAEYC standards of professional development.

(CO5)

Directions

There are many videos available on the Internet that depicts models of

early childhood education. For this assignment, you are to:

1. Find a video clip for each of these models: Montessori, High Scope,

Reggio Emilia and Head Start. YouTube [website] is an excellent

resource.

2. After you review each video, describe five characteristics you

observed about how each program is conducted. The

[https://myclassroom.apus.edu/d2l/home/1422869](https://myclassroom.apus.edu/d2l/home/1422869)

[https://myclassroom.apus.edu/d2l/le/calendar/1422869/home/list?day=20&month=8&year=2026](https://myclassroom.apus.edu/d2l/le/calendar/1422869/home/list?day=20&month=8&year=2026)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1025289&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1025289&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

[https://www.youtube.com/](https://www.youtube.com/)

characteristics should be listed as complete sentences. Please

include a working URL link for each video you review.

3. In addition, write a 500 word essay about which program you

prefer and why. Your essay should be well supported.

Citation and Reference Style Resources
Please use the most current edition of APA Style. Resources for APA
formatting can be found here. APA Style [website]

The American Psychological Association states, "The Publication Manual

of the American Psychological Association is the style manual of choice

for writers, editors, students, and educators in the social and behavioral

sciences. It provides invaluable guidance on all aspects of the writing

process, from the ethics of authorship to the word choice that best

reduces bias in language. Well-known for its authoritative and easy-to-

use reference and citation system, the Publication Manual also offers

guidance on choosing the headings, tables, figures, and tone that will

result in strong, simple, and elegant scientific communication."

IMPORTANT NOTE: All writing for this assignment must be original.
Content generated by Artificial Intelligence is not permitted and will be

addressed via the Student Code of Conduct.

To support academic integrity and writing development, this assignment

will be reviewed using the university’s approved academic integrity

support tool. The tool provides originality and similarity feedback,

including potential Gen-AI indicators, and may provide writing mechanics

feedback to help students review source use, citation, and writing clarity.

The Five-Paragraph Essay: Three Formulas for Writing the Basic

Academic Essay [website]

Please also see the Grading Rubric for more information on how your

assignment will be graded.

CHFD210 Week 4: Early Childhood Program Reviews Grading Rubric

[content]

[https://apastyle.apa.org/](https://apastyle.apa.org/)

[https://www.youtube.com/watch?v=GwjmMtTVO1g](https://www.youtube.com/watch?v=GwjmMtTVO1g)

[https://www.youtube.com/watch?v=GwjmMtTVO1g](https://www.youtube.com/watch?v=GwjmMtTVO1g)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562)

[https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1422869&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-560562)

Week 4 – Assignment: Early Childhood Education Program Review

Due August 30 at 11:55 PM

Copyright 2026 American Public University System ALL RIGHTS RESERVED

Tasks

Add a task…

[https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1422869&db=706048](https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1422869&db=706048)

**## CHFD210Week4_EarlyChildhoodAssignment.pdf**

CHFD210 Week 4: Early Childhood Program

Reviews
Course: CHFD210 I002 Summer 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Content / 4040 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

and de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

34 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), five

(5) charac-

teristics are

identified

but may not

be described

using full

sentences

and rich de-

tailed infor-

mation about

what was

observed in

the video.

30 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), three

(3) to four (4)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Five (5) char-

acteristics

for EACH

program are

listed but are

limited in

their descrip-

tion.

26 points

For EACH

program

type (Head

Start,

Montessori,

Reggio

Emilia, High

Scope), one

(1) or two (2)

characteris-

tics are iden-

tified and

may or may

not be de-

scribed using

full sen-

tences and

rich detailed

information

about what

was ob-

served in the

video.

OR

Not all

Program

types are ad-

dressed

OR

Descriptions

are ex-

tremely lim-

ited and in-

clude just a

few words.

0 points

Did not

attempt.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Video

Clips

/ 1515 points

One (1) rele-

vant video

clip (with a

working URL

Link) is iden-

tified FOR

EACH of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

12.75 points

One (1) rele-

vant video

clip (with a

URL address

but no link)

is identified

FOR EACH

of the fol-

lowing pro-

grams: Head

Start,

Montessori,

Reggio

Emilia, and

High Scope.

11.25 points

One (1) rele-

vant video

clip (with a

URL Link

and/or URL

address) is

identified

FOR 3 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

9.75 points

One (1) rele-

vant video

clip (with a

URL Link and

/or URL ad-

dress) is

identified

FOR 2 of the

following

programs:

Head Start,

Montessori,

Reggio

Emilia, and

High Scope.

OR

Video clips

are included

but they are

not relevant

to the as-

signment.

0 points

Did not at-

tempt

Or

No video

clips

identified.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Essay / 30

Writing

Mechanic

s and

Structure

/ 15

30 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer AND

why. Details

are very well

developed

and sup-

ported.

Essay meets

or exceeds

the 500-

word

requirement.

25.5 points

Essay is in-

cluded that

details which

specific pro-

gram you

prefer

AND/OR

why. Details

need some

additional

development

and/or sup-

port. Essay

meets the

500-word

require-

ment.

22.5 points

Essay is in-

cluded that

somewhat

details a pro-

gram you

prefer

AND/OR

why. Details

need addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

500 word

but more

than 350

words.

19.5 points

Essay is in-

cluded that

doesn't fully

detail a pro-

gram you

prefer

AND/OR

why. Details

need signifi-

cant addi-

tional devel-

opment

and/or sup-

port. Essay

is less than

350 words.

0 points

Did not

attempt.

15 points

Written

work is

clearly pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

and punctua-

tion are ap-

propriate

with few or

no errors.

12.75 points

Written

work is ade-

quately pre-

sented.

There are no

major errors

in word se-

lection or

use. Spelling,

grammar,

punctuation

contain a

few errors,

but they do

not interfere

with clarity.

11.25 points

Written

work meets

some but not

all the writ-

ing stan-

dards. Paper

is not well

organized.

Clarity is an

issue in

some places.

Numerous

spelling,

grammar and

punctuation

errors are

evident.

9.75 points

Significant

errors in or-

ganizational

structure,

writing me-

chanics or

spelling,

grammar or

punctuation

are noted.

Writing is

below col-

lege level

expecta-

tions.

0 points

Did not

attempt.

Total / 100

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

November 6, 2026
[Solved] AIT 1

✓ Verified Academic Solution Available

Executive Solution Overview

See Attached **files (2)** – ## template.pdf – ## AIT1.docx **## template.pdf** Lesson Scenario Redesign: Template Delete any text in blue General Information General Information Lesson Scenario: Copy and paste the scenario that you have chosen to redesign here. Selected Technology/Resource Name: Gr…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

See Attached

**files (2)**

– ## template.pdf

– ## AIT1.docx

**## template.pdf**

Lesson Scenario Redesign: Template

Delete any text in blue

General Information

General Information

Lesson Scenario:

Copy and paste the scenario that you have chosen to redesign here.

Selected Technology/Resource Name:

Grade Level(s):

Technology/Resource Type Highlight your choice(s) in yellow

o Application
o Software
o Device
o Extension
o Website

Source (Web Address, Company name, etc.)

Associated ISTE Learning Standard(s):
List any ISTE student standards that align with the selected resource and redesign.

Details

Resource(s) Description

Give a brief description of the technology/resource. This is an overview of the tool(s) and not
your redesign.

Lesson Redesign

How will you redesign the lesson using the chosen technology resource(s)? Be very detailed in
your explanation.

Reflection

How does your redesign relate to the chosen ISTE standard? How does technology enhance
the lesson? Why did you make these changes?

**## AIT1.docx**

**AIT 1**

Based on the articles you have read (see at the bottom for readings) and the TedTalk you have watched, reflect on the purpose of educational technology. Think about how technology can be utilized to enhance classroom lessons. Technology should not be used to simply use technology. It should be intentionally implemented to promote student interaction with both the technology and the teacher for creativity, collaboration, critical thinking and communication.

This activity will challenge you to move beyond traditional teaching methods and harness the transformative potential of educational technology. Nine scenarios representing traditional techniques serve as the starting point for this assignment. You will choose one scenario that resonates with you and connect it to one of the ISTE Standards for Students to redesign the lesson. The redesign process requires you to use your knowledge of educational technology to identify and incorporate appropriate tools.

This activity requires you to go beyond the traditional teaching methods and reimagine these methods using intentional and transformative technology tools. After this assignment, you will have a deeper understanding of how technology can enhance the learning process.

The goal for this lesson is to move into the M (modification) or R (redefinition) portions of the model.

**Course Learning Objective (CLO) Addressed:**

· CLO 5

**Information**

**Instructions**

There are nine scenarios below that use traditional methods of teaching but can be redesigned according to ISTE student standards. First, read through the scenarios below, and choose one to redesign.

Scenarios:

1. Students are working on a research project in small groups, using traditional library resources and printed materials for their research.

2. Students read a book and are required to complete a book report.

3. The teacher delivers content and lessons through lectures and presentation materials while students take notes on paper.

4. Frequent paper-based quizzes are used to assess students’ learning.

5. Students conduct a science experiment while collecting and analyzing data.

6. Students study famous works of art through textbooks.

7. In a geography class, students memorize facts and look at static maps.

8. Literature discussions are conducted through the use of verbal conversations and written text.

9. The majority of students’ assignments are through worksheets.

**Requirements**

· Use the
[Lesson Scenario Redesign Template](https://lms.augusta.edu/content/enforced/481552-2024-SP-EDTD-6416-AUO/Module%201/Module%201%20Documents/Lesson%20Scenario%20Redesign.docx?isCourseFile=true&ou=481552)

to redesign your lesson, deleting any text in blue and replacing it with your writing.

· If you have any hyperlinks in your lesson, ensure they are active.

· This assignment is subject to review by Turnitin.

· Any use of sources, including required readings, must be appropriately cited.

![](https://www.sweetstudy.com/questions/ait-1)

Reading and Multimedia

**ISTE Standards Transform Teaching, Learning, and Administration**

This article provides a basic overview of the ISTE standards and details some ways you could implement each standard into your teaching practices.

**Read:** [_ISTE Standards Transform Teaching, Learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration)

As you read, consider the following question:

1. How do the ISTE standards guide educators to move education beyond the confines of the classroom walls?

**Citation:**

Mittha, C. (n.d.).
[_Using ISTE standards to transform teaching, learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration). Welcome to the Adobe Blog.

**How Important is Technology in Education? Benefits, Challenges, and Impacts on Students**

This reading details some of the challenges and benefits of using educational technology. Technology is everywhere, and it can be overwhelming to find ways to use technology to transform learning experiences.

**Read:** [_How Important is Technology in Education? Benefits, Challenges, and Impacts on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm)

As you read, consider the following questions:

1. What are your personal experiences with educational technology?

2. Has technology been more of a benefit or a challenge to you?

3. What is the importance of technology in education?

**Citation:**

_american.edu_. (2020, June 25).
[_How Important Is Technology in Education? Benefits, Challenges, and Impact on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm) _._ American University.

**Why Technology Can’t Fix Education**

With an abundance of technology at our fingertips, it is important to learn how we can use educational technology intentionally to enhance learning experiences. This video provides guidance as to why technology should not be used as a replacement tool, but as a way to enhance learning.

**View:** [_Why Technology Can’t Fix Education_](https://youtu.be/Lqjh24uq9tM?feature=shared) (10:54) | The video is closed-captioned

As you view, consider the following questions:

1. What challenges have arisen due to the increase of educational technology?

2. Why does Mary Jo Madda say technology can’t fix education?

3. What does she mean by this statement?

**Citation:**

TEDx Talks. (2017, December 11).
[_Why technology can’t fix education_](https://www.youtube.com/watch?v=Lqjh24uq9tM) [Video]. YouTube.

**Empowered Learner 1a: Learning Goals (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1a: “Students set personal learning goals, develop strategies leveraging educational technology to achieve them, and reflect on the learning process itself.” Watch how this can be used in a third-grade classroom.

**View:** [_Empowered Learner 1a: Learning Goals (ISTE Standards for Students)_](https://youtu.be/w_QVv-VVx68) (1:07) | The video is closed-captioned

As you view, consider the following questions:

1. How can I use personalized learning goals in my teaching practice?

2. What would this look like?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1a: Learning goals (ISTE Standards for Students)_](https://www.youtube.com/watch?v=w_QVv-VVx68) [Video]. YouTube.

**Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1b: “Students build networks and customize their learning environments in ways that support the learning process.” Watch how this standard is incorporated into a middle school classroom.

**View:** [_Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)_](https://youtu.be/3R-cd_YfdkE)(1:04) | The video is closed-captioned

As you view, consider the following questions:

1. How have I used customized learning environments in my teaching practice?

2. How can I support this standard with students?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1b: Customized learning environments (ISTE Standards for Students)_](https://www.youtube.com/watch?v=3R-cd_YfdkE) [Video]. YouTube.

**Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1c: “Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.” Watch how this standard is incorporated into a middle school classroom to teach slope-intercept form.

**View:** [_Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)_](https://youtu.be/Ungjlb03Z0c)(1:21) | The video is closed-captioned

As you view, consider the following questions:

1. In what ways do the videos demonstrate how students assess their own learning progress and reflect on their learning experiences?

2. What insights can be drawn from student self-assessment and reflection?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1c: Feedback to improve practice (ISTE Standards for Students)_](https://www.youtube.com/watch?v=Ungjlb03Z0c) [Video]. YouTube.

**Empowered Learner 1d: Technology Operations (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1d: “Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.” Watch how this standard is incorporated into a middle school classroom to learn more about computer operations and repair.

**View:** [_Empowered Learner 1d: Technology Operations (ISTE Standards for Students)_](https://youtu.be/bdQJuAWE9rA)(1:11) | The video is closed-captioned

As you view, consider the following question:

1. How can using hands-on exploration contribute to the student learning process?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1d: Technology operations (ISTE Standards for Students)_](https://www.youtube.com/watch?v=bdQJuAWE9rA) [Video]. YouTube.

## image1.png

**## AIT1.docx**

**AIT 1**

Based on the articles you have read (see at the bottom for readings) and the TedTalk you have watched, reflect on the purpose of educational technology. Think about how technology can be utilized to enhance classroom lessons. Technology should not be used to simply use technology. It should be intentionally implemented to promote student interaction with both the technology and the teacher for creativity, collaboration, critical thinking and communication.

This activity will challenge you to move beyond traditional teaching methods and harness the transformative potential of educational technology. Nine scenarios representing traditional techniques serve as the starting point for this assignment. You will choose one scenario that resonates with you and connect it to one of the ISTE Standards for Students to redesign the lesson. The redesign process requires you to use your knowledge of educational technology to identify and incorporate appropriate tools.

This activity requires you to go beyond the traditional teaching methods and reimagine these methods using intentional and transformative technology tools. After this assignment, you will have a deeper understanding of how technology can enhance the learning process.

The goal for this lesson is to move into the M (modification) or R (redefinition) portions of the model.

**Course Learning Objective (CLO) Addressed:**

· CLO 5

**Information**

**Instructions**

There are nine scenarios below that use traditional methods of teaching but can be redesigned according to ISTE student standards. First, read through the scenarios below, and choose one to redesign.

Scenarios:

1. Students are working on a research project in small groups, using traditional library resources and printed materials for their research.

2. Students read a book and are required to complete a book report.

3. The teacher delivers content and lessons through lectures and presentation materials while students take notes on paper.

4. Frequent paper-based quizzes are used to assess students’ learning.

5. Students conduct a science experiment while collecting and analyzing data.

6. Students study famous works of art through textbooks.

7. In a geography class, students memorize facts and look at static maps.

8. Literature discussions are conducted through the use of verbal conversations and written text.

9. The majority of students’ assignments are through worksheets.

**Requirements**

· Use the
[Lesson Scenario Redesign Template](https://lms.augusta.edu/content/enforced/481552-2024-SP-EDTD-6416-AUO/Module%201/Module%201%20Documents/Lesson%20Scenario%20Redesign.docx?isCourseFile=true&ou=481552)

to redesign your lesson, deleting any text in blue and replacing it with your writing.

· If you have any hyperlinks in your lesson, ensure they are active.

· This assignment is subject to review by Turnitin.

· Any use of sources, including required readings, must be appropriately cited.

![](https://www.sweetstudy.com/questions/ait-1)

Reading and Multimedia

**ISTE Standards Transform Teaching, Learning, and Administration**

This article provides a basic overview of the ISTE standards and details some ways you could implement each standard into your teaching practices.

**Read:** [_ISTE Standards Transform Teaching, Learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration)

As you read, consider the following question:

1. How do the ISTE standards guide educators to move education beyond the confines of the classroom walls?

**Citation:**

Mittha, C. (n.d.).
[_Using ISTE standards to transform teaching, learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration). Welcome to the Adobe Blog.

**How Important is Technology in Education? Benefits, Challenges, and Impacts on Students**

This reading details some of the challenges and benefits of using educational technology. Technology is everywhere, and it can be overwhelming to find ways to use technology to transform learning experiences.

**Read:** [_How Important is Technology in Education? Benefits, Challenges, and Impacts on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm)

As you read, consider the following questions:

1. What are your personal experiences with educational technology?

2. Has technology been more of a benefit or a challenge to you?

3. What is the importance of technology in education?

**Citation:**

_american.edu_. (2020, June 25).
[_How Important Is Technology in Education? Benefits, Challenges, and Impact on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm) _._ American University.

**Why Technology Can’t Fix Education**

With an abundance of technology at our fingertips, it is important to learn how we can use educational technology intentionally to enhance learning experiences. This video provides guidance as to why technology should not be used as a replacement tool, but as a way to enhance learning.

**View:** [_Why Technology Can’t Fix Education_](https://youtu.be/Lqjh24uq9tM?feature=shared) (10:54) | The video is closed-captioned

As you view, consider the following questions:

1. What challenges have arisen due to the increase of educational technology?

2. Why does Mary Jo Madda say technology can’t fix education?

3. What does she mean by this statement?

**Citation:**

TEDx Talks. (2017, December 11).
[_Why technology can’t fix education_](https://www.youtube.com/watch?v=Lqjh24uq9tM) [Video]. YouTube.

**Empowered Learner 1a: Learning Goals (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1a: “Students set personal learning goals, develop strategies leveraging educational technology to achieve them, and reflect on the learning process itself.” Watch how this can be used in a third-grade classroom.

**View:** [_Empowered Learner 1a: Learning Goals (ISTE Standards for Students)_](https://youtu.be/w_QVv-VVx68) (1:07) | The video is closed-captioned

As you view, consider the following questions:

1. How can I use personalized learning goals in my teaching practice?

2. What would this look like?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1a: Learning goals (ISTE Standards for Students)_](https://www.youtube.com/watch?v=w_QVv-VVx68) [Video]. YouTube.

**Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1b: “Students build networks and customize their learning environments in ways that support the learning process.” Watch how this standard is incorporated into a middle school classroom.

**View:** [_Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)_](https://youtu.be/3R-cd_YfdkE)(1:04) | The video is closed-captioned

As you view, consider the following questions:

1. How have I used customized learning environments in my teaching practice?

2. How can I support this standard with students?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1b: Customized learning environments (ISTE Standards for Students)_](https://www.youtube.com/watch?v=3R-cd_YfdkE) [Video]. YouTube.

**Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1c: “Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.” Watch how this standard is incorporated into a middle school classroom to teach slope-intercept form.

**View:** [_Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)_](https://youtu.be/Ungjlb03Z0c)(1:21) | The video is closed-captioned

As you view, consider the following questions:

1. In what ways do the videos demonstrate how students assess their own learning progress and reflect on their learning experiences?

2. What insights can be drawn from student self-assessment and reflection?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1c: Feedback to improve practice (ISTE Standards for Students)_](https://www.youtube.com/watch?v=Ungjlb03Z0c) [Video]. YouTube.

**Empowered Learner 1d: Technology Operations (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1d: “Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.” Watch how this standard is incorporated into a middle school classroom to learn more about computer operations and repair.

**View:** [_Empowered Learner 1d: Technology Operations (ISTE Standards for Students)_](https://youtu.be/bdQJuAWE9rA)(1:11) | The video is closed-captioned

As you view, consider the following question:

1. How can using hands-on exploration contribute to the student learning process?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1d: Technology operations (ISTE Standards for Students)_](https://www.youtube.com/watch?v=bdQJuAWE9rA) [Video]. YouTube.

## image1.png

**## template.pdf**

Lesson Scenario Redesign: Template

Delete any text in blue

General Information

General Information

Lesson Scenario:

Copy and paste the scenario that you have chosen to redesign here.

Selected Technology/Resource Name:

Grade Level(s):

Technology/Resource Type Highlight your choice(s) in yellow

o Application
o Software
o Device
o Extension
o Website

Source (Web Address, Company name, etc.)

Associated ISTE Learning Standard(s):
List any ISTE student standards that align with the selected resource and redesign.

Details

Resource(s) Description

Give a brief description of the technology/resource. This is an overview of the tool(s) and not
your redesign.

Lesson Redesign

How will you redesign the lesson using the chosen technology resource(s)? Be very detailed in
your explanation.

Reflection

How does your redesign relate to the chosen ISTE standard? How does technology enhance
the lesson? Why did you make these changes?

**## AIT1.docx**

**AIT 1**

Based on the articles you have read (see at the bottom for readings) and the TedTalk you have watched, reflect on the purpose of educational technology. Think about how technology can be utilized to enhance classroom lessons. Technology should not be used to simply use technology. It should be intentionally implemented to promote student interaction with both the technology and the teacher for creativity, collaboration, critical thinking and communication.

This activity will challenge you to move beyond traditional teaching methods and harness the transformative potential of educational technology. Nine scenarios representing traditional techniques serve as the starting point for this assignment. You will choose one scenario that resonates with you and connect it to one of the ISTE Standards for Students to redesign the lesson. The redesign process requires you to use your knowledge of educational technology to identify and incorporate appropriate tools.

This activity requires you to go beyond the traditional teaching methods and reimagine these methods using intentional and transformative technology tools. After this assignment, you will have a deeper understanding of how technology can enhance the learning process.

The goal for this lesson is to move into the M (modification) or R (redefinition) portions of the model.

**Course Learning Objective (CLO) Addressed:**

· CLO 5

**Information**

**Instructions**

There are nine scenarios below that use traditional methods of teaching but can be redesigned according to ISTE student standards. First, read through the scenarios below, and choose one to redesign.

Scenarios:

1. Students are working on a research project in small groups, using traditional library resources and printed materials for their research.

2. Students read a book and are required to complete a book report.

3. The teacher delivers content and lessons through lectures and presentation materials while students take notes on paper.

4. Frequent paper-based quizzes are used to assess students’ learning.

5. Students conduct a science experiment while collecting and analyzing data.

6. Students study famous works of art through textbooks.

7. In a geography class, students memorize facts and look at static maps.

8. Literature discussions are conducted through the use of verbal conversations and written text.

9. The majority of students’ assignments are through worksheets.

**Requirements**

· Use the
[Lesson Scenario Redesign Template](https://lms.augusta.edu/content/enforced/481552-2024-SP-EDTD-6416-AUO/Module%201/Module%201%20Documents/Lesson%20Scenario%20Redesign.docx?isCourseFile=true&ou=481552)

to redesign your lesson, deleting any text in blue and replacing it with your writing.

· If you have any hyperlinks in your lesson, ensure they are active.

· This assignment is subject to review by Turnitin.

· Any use of sources, including required readings, must be appropriately cited.

![](https://www.sweetstudy.com/questions/ait-1)

Reading and Multimedia

**ISTE Standards Transform Teaching, Learning, and Administration**

This article provides a basic overview of the ISTE standards and details some ways you could implement each standard into your teaching practices.

**Read:** [_ISTE Standards Transform Teaching, Learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration)

As you read, consider the following question:

1. How do the ISTE standards guide educators to move education beyond the confines of the classroom walls?

**Citation:**

Mittha, C. (n.d.).
[_Using ISTE standards to transform teaching, learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration). Welcome to the Adobe Blog.

**How Important is Technology in Education? Benefits, Challenges, and Impacts on Students**

This reading details some of the challenges and benefits of using educational technology. Technology is everywhere, and it can be overwhelming to find ways to use technology to transform learning experiences.

**Read:** [_How Important is Technology in Education? Benefits, Challenges, and Impacts on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm)

As you read, consider the following questions:

1. What are your personal experiences with educational technology?

2. Has technology been more of a benefit or a challenge to you?

3. What is the importance of technology in education?

**Citation:**

_american.edu_. (2020, June 25).
[_How Important Is Technology in Education? Benefits, Challenges, and Impact on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm) _._ American University.

**Why Technology Can’t Fix Education**

With an abundance of technology at our fingertips, it is important to learn how we can use educational technology intentionally to enhance learning experiences. This video provides guidance as to why technology should not be used as a replacement tool, but as a way to enhance learning.

**View:** [_Why Technology Can’t Fix Education_](https://youtu.be/Lqjh24uq9tM?feature=shared) (10:54) | The video is closed-captioned

As you view, consider the following questions:

1. What challenges have arisen due to the increase of educational technology?

2. Why does Mary Jo Madda say technology can’t fix education?

3. What does she mean by this statement?

**Citation:**

TEDx Talks. (2017, December 11).
[_Why technology can’t fix education_](https://www.youtube.com/watch?v=Lqjh24uq9tM) [Video]. YouTube.

**Empowered Learner 1a: Learning Goals (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1a: “Students set personal learning goals, develop strategies leveraging educational technology to achieve them, and reflect on the learning process itself.” Watch how this can be used in a third-grade classroom.

**View:** [_Empowered Learner 1a: Learning Goals (ISTE Standards for Students)_](https://youtu.be/w_QVv-VVx68) (1:07) | The video is closed-captioned

As you view, consider the following questions:

1. How can I use personalized learning goals in my teaching practice?

2. What would this look like?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1a: Learning goals (ISTE Standards for Students)_](https://www.youtube.com/watch?v=w_QVv-VVx68) [Video]. YouTube.

**Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1b: “Students build networks and customize their learning environments in ways that support the learning process.” Watch how this standard is incorporated into a middle school classroom.

**View:** [_Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)_](https://youtu.be/3R-cd_YfdkE)(1:04) | The video is closed-captioned

As you view, consider the following questions:

1. How have I used customized learning environments in my teaching practice?

2. How can I support this standard with students?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1b: Customized learning environments (ISTE Standards for Students)_](https://www.youtube.com/watch?v=3R-cd_YfdkE) [Video]. YouTube.

**Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1c: “Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.” Watch how this standard is incorporated into a middle school classroom to teach slope-intercept form.

**View:** [_Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)_](https://youtu.be/Ungjlb03Z0c)(1:21) | The video is closed-captioned

As you view, consider the following questions:

1. In what ways do the videos demonstrate how students assess their own learning progress and reflect on their learning experiences?

2. What insights can be drawn from student self-assessment and reflection?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1c: Feedback to improve practice (ISTE Standards for Students)_](https://www.youtube.com/watch?v=Ungjlb03Z0c) [Video]. YouTube.

**Empowered Learner 1d: Technology Operations (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1d: “Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.” Watch how this standard is incorporated into a middle school classroom to learn more about computer operations and repair.

**View:** [_Empowered Learner 1d: Technology Operations (ISTE Standards for Students)_](https://youtu.be/bdQJuAWE9rA)(1:11) | The video is closed-captioned

As you view, consider the following question:

1. How can using hands-on exploration contribute to the student learning process?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1d: Technology operations (ISTE Standards for Students)_](https://www.youtube.com/watch?v=bdQJuAWE9rA) [Video]. YouTube.

## image1.png

**## template.pdf**

Lesson Scenario Redesign: Template

Delete any text in blue

General Information

General Information

Lesson Scenario:

Copy and paste the scenario that you have chosen to redesign here.

Selected Technology/Resource Name:

Grade Level(s):

Technology/Resource Type Highlight your choice(s) in yellow

o Application
o Software
o Device
o Extension
o Website

Source (Web Address, Company name, etc.)

Associated ISTE Learning Standard(s):
List any ISTE student standards that align with the selected resource and redesign.

Details

Resource(s) Description

Give a brief description of the technology/resource. This is an overview of the tool(s) and not
your redesign.

Lesson Redesign

How will you redesign the lesson using the chosen technology resource(s)? Be very detailed in
your explanation.

Reflection

How does your redesign relate to the chosen ISTE standard? How does technology enhance
the lesson? Why did you make these changes?

**## AIT1.docx**

**AIT 1**

Based on the articles you have read (see at the bottom for readings) and the TedTalk you have watched, reflect on the purpose of educational technology. Think about how technology can be utilized to enhance classroom lessons. Technology should not be used to simply use technology. It should be intentionally implemented to promote student interaction with both the technology and the teacher for creativity, collaboration, critical thinking and communication.

This activity will challenge you to move beyond traditional teaching methods and harness the transformative potential of educational technology. Nine scenarios representing traditional techniques serve as the starting point for this assignment. You will choose one scenario that resonates with you and connect it to one of the ISTE Standards for Students to redesign the lesson. The redesign process requires you to use your knowledge of educational technology to identify and incorporate appropriate tools.

This activity requires you to go beyond the traditional teaching methods and reimagine these methods using intentional and transformative technology tools. After this assignment, you will have a deeper understanding of how technology can enhance the learning process.

The goal for this lesson is to move into the M (modification) or R (redefinition) portions of the model.

**Course Learning Objective (CLO) Addressed:**

· CLO 5

**Information**

**Instructions**

There are nine scenarios below that use traditional methods of teaching but can be redesigned according to ISTE student standards. First, read through the scenarios below, and choose one to redesign.

Scenarios:

1. Students are working on a research project in small groups, using traditional library resources and printed materials for their research.

2. Students read a book and are required to complete a book report.

3. The teacher delivers content and lessons through lectures and presentation materials while students take notes on paper.

4. Frequent paper-based quizzes are used to assess students’ learning.

5. Students conduct a science experiment while collecting and analyzing data.

6. Students study famous works of art through textbooks.

7. In a geography class, students memorize facts and look at static maps.

8. Literature discussions are conducted through the use of verbal conversations and written text.

9. The majority of students’ assignments are through worksheets.

**Requirements**

· Use the
[Lesson Scenario Redesign Template](https://lms.augusta.edu/content/enforced/481552-2024-SP-EDTD-6416-AUO/Module%201/Module%201%20Documents/Lesson%20Scenario%20Redesign.docx?isCourseFile=true&ou=481552)

to redesign your lesson, deleting any text in blue and replacing it with your writing.

· If you have any hyperlinks in your lesson, ensure they are active.

· This assignment is subject to review by Turnitin.

· Any use of sources, including required readings, must be appropriately cited.

![](https://www.sweetstudy.com/questions/ait-1)

Reading and Multimedia

**ISTE Standards Transform Teaching, Learning, and Administration**

This article provides a basic overview of the ISTE standards and details some ways you could implement each standard into your teaching practices.

**Read:** [_ISTE Standards Transform Teaching, Learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration)

As you read, consider the following question:

1. How do the ISTE standards guide educators to move education beyond the confines of the classroom walls?

**Citation:**

Mittha, C. (n.d.).
[_Using ISTE standards to transform teaching, learning, and Administration_](https://blog.adobe.com/en/publish/2021/07/26/iste-standards-transform-teaching-learning-administration). Welcome to the Adobe Blog.

**How Important is Technology in Education? Benefits, Challenges, and Impacts on Students**

This reading details some of the challenges and benefits of using educational technology. Technology is everywhere, and it can be overwhelming to find ways to use technology to transform learning experiences.

**Read:** [_How Important is Technology in Education? Benefits, Challenges, and Impacts on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm)

As you read, consider the following questions:

1. What are your personal experiences with educational technology?

2. Has technology been more of a benefit or a challenge to you?

3. What is the importance of technology in education?

**Citation:**

_american.edu_. (2020, June 25).
[_How Important Is Technology in Education? Benefits, Challenges, and Impact on Students_](https://www.american.edu/soe/graduate/articles/technology-in-education.cfm) _._ American University.

**Why Technology Can’t Fix Education**

With an abundance of technology at our fingertips, it is important to learn how we can use educational technology intentionally to enhance learning experiences. This video provides guidance as to why technology should not be used as a replacement tool, but as a way to enhance learning.

**View:** [_Why Technology Can’t Fix Education_](https://youtu.be/Lqjh24uq9tM?feature=shared) (10:54) | The video is closed-captioned

As you view, consider the following questions:

1. What challenges have arisen due to the increase of educational technology?

2. Why does Mary Jo Madda say technology can’t fix education?

3. What does she mean by this statement?

**Citation:**

TEDx Talks. (2017, December 11).
[_Why technology can’t fix education_](https://www.youtube.com/watch?v=Lqjh24uq9tM) [Video]. YouTube.

**Empowered Learner 1a: Learning Goals (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1a: “Students set personal learning goals, develop strategies leveraging educational technology to achieve them, and reflect on the learning process itself.” Watch how this can be used in a third-grade classroom.

**View:** [_Empowered Learner 1a: Learning Goals (ISTE Standards for Students)_](https://youtu.be/w_QVv-VVx68) (1:07) | The video is closed-captioned

As you view, consider the following questions:

1. How can I use personalized learning goals in my teaching practice?

2. What would this look like?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1a: Learning goals (ISTE Standards for Students)_](https://www.youtube.com/watch?v=w_QVv-VVx68) [Video]. YouTube.

**Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1b: “Students build networks and customize their learning environments in ways that support the learning process.” Watch how this standard is incorporated into a middle school classroom.

**View:** [_Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)_](https://youtu.be/3R-cd_YfdkE)(1:04) | The video is closed-captioned

As you view, consider the following questions:

1. How have I used customized learning environments in my teaching practice?

2. How can I support this standard with students?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1b: Customized learning environments (ISTE Standards for Students)_](https://www.youtube.com/watch?v=3R-cd_YfdkE) [Video]. YouTube.

**Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1c: “Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.” Watch how this standard is incorporated into a middle school classroom to teach slope-intercept form.

**View:** [_Empowered Learner 1c: Feedback to Improve Practice (ISTE Standards for Students)_](https://youtu.be/Ungjlb03Z0c)(1:21) | The video is closed-captioned

As you view, consider the following questions:

1. In what ways do the videos demonstrate how students assess their own learning progress and reflect on their learning experiences?

2. What insights can be drawn from student self-assessment and reflection?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1c: Feedback to improve practice (ISTE Standards for Students)_](https://www.youtube.com/watch?v=Ungjlb03Z0c) [Video]. YouTube.

**Empowered Learner 1d: Technology Operations (ISTE Standards for Students)**

This video will provide more detailed information about Standard 1d: “Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.” Watch how this standard is incorporated into a middle school classroom to learn more about computer operations and repair.

**View:** [_Empowered Learner 1d: Technology Operations (ISTE Standards for Students)_](https://youtu.be/bdQJuAWE9rA)(1:11) | The video is closed-captioned

As you view, consider the following question:

1. How can using hands-on exploration contribute to the student learning process?

**Citation:**

ISTE. (2020, January 10).
[_Empowered learner 1d: Technology operations (ISTE Standards for Students)_](https://www.youtube.com/watch?v=bdQJuAWE9rA) [Video]. YouTube.

## image1.png

November 6, 2026
[Solved] U.S. Constitution

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“ [Road to the U.S. Constitution](https://multimedia.phoenix.edu/cms/202229008)” module for a brief overview of what led to the creation of the United States Constitution. **Complete** Parts 1 and 2 this week. **Create** a timeline using Microsoft® PowerPoint® or Word that puts five events, policies…

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Assignment Prompt & Instructions

“ [Road to the U.S. Constitution](https://multimedia.phoenix.edu/cms/202229008)” module for a brief overview of what led to the creation of the United States Constitution.

**Complete** Parts 1 and 2 this week.

**Create** a timeline using Microsoft® PowerPoint® or Word that puts five events, policies, and laws that led to the development of the United States Constitution in order (e.g., July 4, 1776: Declaration of Independence—a document that details what it means to be an American and what our government stands for). Choose events, policies, and laws that take place no later than Shay's Rebellion. Do NOT choose the Articles of Confederation as they are in Part 2.

**Include** a date, title, and description for each event, policy, or law. There should be no less than five bullets or sentences for **each** event.

**Consider** the following as you create your timeline:

– The ideas and events that led to the development of the United States Constitution
– The impact of the Articles of Confederation on the United States Constitution
– The importance of the United States Constitution as an evolving document and how it’s amended

**Review** the resource “ [Create a Timeline](https://support.microsoft.com/en-us/office/create-a-timeline-9c4448a9-99c7-4b0e-8eff-0dcf535f223c)” that lists the steps to create a timeline using MS PowerPoint.

##### **Part 2: Summary**

**Write** a 350- to 525-word summary in which you:

– Discuss the transition of the Articles of Confederation to the current United States Constitution and why this transition was necessary.
– Describe how the Constitution is an evolving document.
– Describe the Constitution amendment process.

**Submit** Parts 1 and 2 of your assignment in Week 1 in a Word document or PDF in one comprehensive document in APA 7

November 6, 2026
[Solved] AIT 1- H

✓ Verified Academic Solution Available

Executive Solution Overview

See attached **files (1)** – ## AIT1-H.pdf **## AIT1-H.pdf** AIT 1- H 2.3. Citizen Educators inspire students to positively contribute and responsibly participate in the digital world. Educators: 2.3.a. Create experiences for learners to make positive, socially responsible contributions and build in…

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Assignment Prompt & Instructions

See attached

**files (1)**

– ## AIT1-H.pdf

**## AIT1-H.pdf**

AIT 1- H

2.3. Citizen
Educators inspire students to positively contribute and responsibly
participate in the digital world. Educators:
2.3.a. Create experiences for learners to make positive, socially
responsible contributions and build inclusive communities
online.
2.3.b. Foster digital literacy by encouraging curiosity, reflection,
and the critical evaluation of digital resources.
2.3.c. Mentor students in safe, legal, and ethical practices with
digital tools and content.
2.3.d. Model and promote management of personal data, digital
identity, and protection of student data.

Use 1.7, 2.2, and 2.3

1. Read the article ISTE Standards in Hypothes.is.

o Access the article/webpage by navigating to the next page in D2L.

2. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.

3. Respond to your peers by asking thoughtful questions or building upon their ideas.

Course Learning Objective (CLO) Addressed:

 CLO 2

 CLO 5

 CLO 6

Information

Instructions

1. Use Hypothes.is to dissect the language of the ISTE Standards for Students and Educators..
Participants should engage in constructive conversations regarding the standards.

2. Read the article ISTE Standards in Hypothes.is.

o Access the article/webpage by navigating to the next page in D2L.

3. Use Hypothes.is to annotate the ISTE Standards for Students and the ISTE Standards for
Educators, found on pages 3–6. There are a total of 14 standards, with 7 Standards for Students
and 7 Standards for Educators.

4. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.

5. Engage in conversation with your group members to note areas of agreement or disagreement
within the standards. Di ering viewpoints are welcomed, but it is vital to maintain an open mind

and respect others’ ideas and insights. Just create this

6. Respond to your peers by asking thoughtful questions or building upon their ideas.

Requirements

 You should actively engage in the activity by providing annotations on at least 3 di erent calendar
days.

 Provide a minimum of 3 original annotations and respond to a minimum of 3 of your peers.

Respond to Hannah

2.4. Collaborator Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems. Educators: 2.4.a.
Dedicate planning time to collaborate with colleagues to create authentic learning experiences
that leverage technology. 2.4.b. Collaborate and co-learn with students to discover and use new
digital resources and diagnose and troubleshoot technology issues. 2.4.c. Use collaborative tools
to expand students’ authentic, real-world learning experiences by engaging virtually with experts,
teams and students, locally and globally. 2.4.d. Educators use technology to convene and

empower a broad community including families, school leaders, and mentors to help students
achieve their learning goals.

More

Verbs: dedicate, collaborate, improve, discover, share, solve, create, leverage, co-learn, use,
diagnose, troubleshoot, expand, engage, convene, empower, help, achieve.

Educators should be able to collaborate with colleagues and students to improve their teaching
practices, share resources and ideas, and solve problems. They should also work alongside
students to explore digital resources, troubleshoot technology issues, and create authentic
learning experiences using technology. All in all, educators should use collaborative tools to
connect students with experts, teams, families, school leaders, mentors, and others students
both locally and globally to support meaningful learning and help students achieve their goals.

Nouns: educators, time, colleagues, students, practice, resources, ideas, problems, planning
time, learning experiences, technology, digital resources, technology issues, collaborative tools,
experts, teams, community, families, school leaders, mentors, learning goals

Educators should understand the importance of collaboration and how it can strengthen teaching
and student learning. In addition, they should know how to e ectively use digital resources and
collaborative tools to create authentic, real-world learning experiences and address technology
challenges. All in all, educators should understand how connections with colleagues, students,
families, experts, and the broader community can support students in reaching their learning
goals.

RESPOND O Amber

p. 6

2.6. Facilitator Educators facilitate learning with technology to support student achievement of the
2016 ISTE Standards for Students. Educators: 2.6.a. Foster a culture where students take
ownership of their learning goals and outcomes in both independent and group settings. 2.6.b.
Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field. 2.6.c. Create learning opportunities that
challenge students to use a design process and/or computational thinking to innovate and solve
problems. 2.6.d. Model and nurture creativity and creative expression to communicate ideas,
knowledge or connections

More

The verbs in Standard 2.6—facilitate, support, foster, manage, create, challenge, use, model,
nurture, and communicate—emphasize that educators are not simply delivering content but are
actively guiding and designing meaningful learning experiences. For example, foster (2.6.a)
highlights the role of building a classroom culture where students take ownership of their learning,
both independently and collaboratively. The verb manage (2.6.b) reflects the teacher’s

responsibility to structure and oversee how technology and learning strategies are used across
digital and physical environments. In 2.6.c, create and challenge position educators as designers
of rigorous learning opportunities that promote critical thinking through design processes and
computational thinking. Finally, model and nurture (2.6.d) indicate that educators must
demonstrate creativity and support students in expressing their ideas. Overall, these verbs show
that teachers are expected to design environments, guide learning, and model e ective practices
that empower students.

The nouns in Standard 2.6—such as learning, technology, student achievement, goals, outcomes,
culture, strategies, platforms, environments, makerspaces, design process, computational
thinking, innovation, problems, creativity, expression, ideas, knowledge, and connections—
highlight the key concepts educators must understand. Terms like learning goals, outcomes, and
student achievement emphasize intentional, measurable learning, while digital platforms, virtual
environments, and makerspaces reflect diverse learning settings. Concepts such as design
process and computational thinking point to structured problem-solving, and creativity,
expression, and connections emphasize innovation and meaning making. Together, these nouns
suggest that educators must understand both the environments and cognitive processes that
support student growth.

The strands show a progression in complexity: from fostering student ownership (2.6.a), to
managing tools and environments (2.6.b), to designing rigorous, problem-solving experiences
(2.6.c), and finally to modeling and nurturing creativity for communication (2.6.d).

Respond to Krystle

p. 5

2.1. Learner Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.
Educators: 2.1.a. Set professional learning goals to apply teaching practices made possible by
technology, explore promising innovations, and reflect on their e ectiveness. 2.1.b. Pursue
professional interests by creating and actively participating in local and global learning networks.
2.1.c. Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.

More

 verbs: improve, learning, exploring, set, apply, reflect, pursue, creating, participating, stay,
supports

These actions show that teachers are expected to keep learning throughout their careers. They
should look for new knowledge, think about how they teach, and use technology to help students
learn better. The guidelines also encourage teachers to work together with others, take part in
training and professional development, and stay current with the latest research and new teaching
ideas.

 nouns: educators, practice, technology, student learning, professional learning goals, teaching
practices, innovations, e ectiveness, professional interests, learning networks, research, learning
outcomes, findings, learning sciences

The nouns in 2.1 show how important it is for teachers to keep learning new things, work together,
and use proven methods. Overall, the words focus on the tools and knowledge teachers need to
constantly get better at teaching and help students learn better.

 Any use of sources, including required readings, must be appropriately cited. Plagiarism of any
type, including unacknowledged use of AI

Citation:

ISTE (2024). ISTE Standards. ISTE.

**## AIT1-H.pdf**

AIT 1- H

2.3. Citizen
Educators inspire students to positively contribute and responsibly
participate in the digital world. Educators:
2.3.a. Create experiences for learners to make positive, socially
responsible contributions and build inclusive communities
online.
2.3.b. Foster digital literacy by encouraging curiosity, reflection,
and the critical evaluation of digital resources.
2.3.c. Mentor students in safe, legal, and ethical practices with
digital tools and content.
2.3.d. Model and promote management of personal data, digital
identity, and protection of student data.

Use 1.7, 2.2, and 2.3

1. Read the article ISTE Standards in Hypothes.is.

o Access the article/webpage by navigating to the next page in D2L.

2. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.

3. Respond to your peers by asking thoughtful questions or building upon their ideas.

Course Learning Objective (CLO) Addressed:

 CLO 2

 CLO 5

 CLO 6

Information

Instructions

1. Use Hypothes.is to dissect the language of the ISTE Standards for Students and Educators..
Participants should engage in constructive conversations regarding the standards.

2. Read the article ISTE Standards in Hypothes.is.

o Access the article/webpage by navigating to the next page in D2L.

3. Use Hypothes.is to annotate the ISTE Standards for Students and the ISTE Standards for
Educators, found on pages 3–6. There are a total of 14 standards, with 7 Standards for Students
and 7 Standards for Educators.

4. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.

5. Engage in conversation with your group members to note areas of agreement or disagreement
within the standards. Di ering viewpoints are welcomed, but it is vital to maintain an open mind

and respect others’ ideas and insights. Just create this

6. Respond to your peers by asking thoughtful questions or building upon their ideas.

Requirements

 You should actively engage in the activity by providing annotations on at least 3 di erent calendar
days.

 Provide a minimum of 3 original annotations and respond to a minimum of 3 of your peers.

Respond to Hannah

2.4. Collaborator Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems. Educators: 2.4.a.
Dedicate planning time to collaborate with colleagues to create authentic learning experiences
that leverage technology. 2.4.b. Collaborate and co-learn with students to discover and use new
digital resources and diagnose and troubleshoot technology issues. 2.4.c. Use collaborative tools
to expand students’ authentic, real-world learning experiences by engaging virtually with experts,
teams and students, locally and globally. 2.4.d. Educators use technology to convene and

empower a broad community including families, school leaders, and mentors to help students
achieve their learning goals.

More

Verbs: dedicate, collaborate, improve, discover, share, solve, create, leverage, co-learn, use,
diagnose, troubleshoot, expand, engage, convene, empower, help, achieve.

Educators should be able to collaborate with colleagues and students to improve their teaching
practices, share resources and ideas, and solve problems. They should also work alongside
students to explore digital resources, troubleshoot technology issues, and create authentic
learning experiences using technology. All in all, educators should use collaborative tools to
connect students with experts, teams, families, school leaders, mentors, and others students
both locally and globally to support meaningful learning and help students achieve their goals.

Nouns: educators, time, colleagues, students, practice, resources, ideas, problems, planning
time, learning experiences, technology, digital resources, technology issues, collaborative tools,
experts, teams, community, families, school leaders, mentors, learning goals

Educators should understand the importance of collaboration and how it can strengthen teaching
and student learning. In addition, they should know how to e ectively use digital resources and
collaborative tools to create authentic, real-world learning experiences and address technology
challenges. All in all, educators should understand how connections with colleagues, students,
families, experts, and the broader community can support students in reaching their learning
goals.

RESPOND O Amber

p. 6

2.6. Facilitator Educators facilitate learning with technology to support student achievement of the
2016 ISTE Standards for Students. Educators: 2.6.a. Foster a culture where students take
ownership of their learning goals and outcomes in both independent and group settings. 2.6.b.
Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field. 2.6.c. Create learning opportunities that
challenge students to use a design process and/or computational thinking to innovate and solve
problems. 2.6.d. Model and nurture creativity and creative expression to communicate ideas,
knowledge or connections

More

The verbs in Standard 2.6—facilitate, support, foster, manage, create, challenge, use, model,
nurture, and communicate—emphasize that educators are not simply delivering content but are
actively guiding and designing meaningful learning experiences. For example, foster (2.6.a)
highlights the role of building a classroom culture where students take ownership of their learning,
both independently and collaboratively. The verb manage (2.6.b) reflects the teacher’s

responsibility to structure and oversee how technology and learning strategies are used across
digital and physical environments. In 2.6.c, create and challenge position educators as designers
of rigorous learning opportunities that promote critical thinking through design processes and
computational thinking. Finally, model and nurture (2.6.d) indicate that educators must
demonstrate creativity and support students in expressing their ideas. Overall, these verbs show
that teachers are expected to design environments, guide learning, and model e ective practices
that empower students.

The nouns in Standard 2.6—such as learning, technology, student achievement, goals, outcomes,
culture, strategies, platforms, environments, makerspaces, design process, computational
thinking, innovation, problems, creativity, expression, ideas, knowledge, and connections—
highlight the key concepts educators must understand. Terms like learning goals, outcomes, and
student achievement emphasize intentional, measurable learning, while digital platforms, virtual
environments, and makerspaces reflect diverse learning settings. Concepts such as design
process and computational thinking point to structured problem-solving, and creativity,
expression, and connections emphasize innovation and meaning making. Together, these nouns
suggest that educators must understand both the environments and cognitive processes that
support student growth.

The strands show a progression in complexity: from fostering student ownership (2.6.a), to
managing tools and environments (2.6.b), to designing rigorous, problem-solving experiences
(2.6.c), and finally to modeling and nurturing creativity for communication (2.6.d).

Respond to Krystle

p. 5

2.1. Learner Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.
Educators: 2.1.a. Set professional learning goals to apply teaching practices made possible by
technology, explore promising innovations, and reflect on their e ectiveness. 2.1.b. Pursue
professional interests by creating and actively participating in local and global learning networks.
2.1.c. Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.

More

 verbs: improve, learning, exploring, set, apply, reflect, pursue, creating, participating, stay,
supports

These actions show that teachers are expected to keep learning throughout their careers. They
should look for new knowledge, think about how they teach, and use technology to help students
learn better. The guidelines also encourage teachers to work together with others, take part in
training and professional development, and stay current with the latest research and new teaching
ideas.

 nouns: educators, practice, technology, student learning, professional learning goals, teaching
practices, innovations, e ectiveness, professional interests, learning networks, research, learning
outcomes, findings, learning sciences

The nouns in 2.1 show how important it is for teachers to keep learning new things, work together,
and use proven methods. Overall, the words focus on the tools and knowledge teachers need to
constantly get better at teaching and help students learn better.

 Any use of sources, including required readings, must be appropriately cited. Plagiarism of any
type, including unacknowledged use of AI

Citation:

ISTE (2024). ISTE Standards. ISTE.

November 6, 2026
[Solved] AIT 1-afolio

✓ Verified Academic Solution Available

Executive Solution Overview

See attached **files (1)** – ## AIT1-afolio.pdf **## AIT1-afolio.pdf** AIT 1-afolio For the first part of your Digital Portfolio Project, you will focus on ISTE Standard 1-1: Empowered Learner. Refer back to the ISTE Standards Unpacking Activity to note what the students should know to do and how to…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Order on TutorsGallery →

Assignment Prompt & Instructions

See attached

**files (1)**

– ## AIT1-afolio.pdf

**## AIT1-afolio.pdf**

AIT 1-afolio
For the first part of your Digital Portfolio Project, you will focus on ISTE Standard 1-1: Empowered Learner.
Refer back to the ISTE Standards Unpacking Activity to note what the students should know to do and
how to do it. While watching the assigned videos, identify examples and strategies that resonate with you
and your teaching style.

An empowered learner is one who actively engages with their education by taking an active role in their
learning process. They may use technology to enhance their learning experiences and set specific
learning goals for themselves. As such, educators should e ectively utilize technology practices that
allow students to become empowered learners.

Within Part I of your portfolio, you will assemble resources that directly correlate to ISTE Student
Standard 1-1. As you curate this section of your portfolio, you will gain a deeper understanding of how
di erent technology resources can contribute to the empowerment of learners. This assignment gives
you a comprehensive understanding of Standard 1-1 and equips you with a variety of tools and strategies
for your own digital teaching toolkit.

Course Learning Objective (CLO) Addressed:

 CLO 2

 CLO 5

 CLO 6

Information

Instructions

1. First, you will use a platform or website builder such as Google Sites or another similar platform to
set up your portfolio.

2. Divide your portfolio into 7 sections plus a homepage. On the homepage, write a brief description
of yourself, and include any relevant information about the ISTE Student Standards. This could be
a description of ISTE, the evolution of the standards or videos describing the organization or
standards.

3. Title the rest of the sections for each standard, in sequential order. The section name should
include the standard number and title.

a. For example, Part 1 would be 1-1: Empowered Learner.

4. Watch the YouTube playlist provided by ISTE on Standard 1-1: Empowered Learner, located in the
assigned media for this module. While you watch, reflect on how the videos demonstrated ways
for students to become empowered learners. What stood out to you in these videos that you
would like to take back to your teaching practice?

5. Begin building your portfolio with your resources that connect back to the ISTE Student Standard
1-1. Below each resource, provide a description (150 words or less) that describes how the
resource aligns with the standard. These resources will encompass a wide range of materials,
from articles and journals to videos, lesson activities, and websites.

6. At the bottom of the page, provide a brief reflection (500 words or less) about your takeaways from
Part 1. What have you learned about empowering learners with technology? Is there anything you
would like to incorporate into your practice?

7. Students must provide at least 7 resources.

8. Include an APA Reference List below your reflection.

This assignment is subject to review by Turnitin.

Any use of sources, including required readings, must be appropriately cited. Plagiarism of any type,
including unacknowledged use of AI, will result in a zero for the assignment and further disciplinary
action.

**## AIT1-afolio.pdf**

AIT 1-afolio
For the first part of your Digital Portfolio Project, you will focus on ISTE Standard 1-1: Empowered Learner.
Refer back to the ISTE Standards Unpacking Activity to note what the students should know to do and
how to do it. While watching the assigned videos, identify examples and strategies that resonate with you
and your teaching style.

An empowered learner is one who actively engages with their education by taking an active role in their
learning process. They may use technology to enhance their learning experiences and set specific
learning goals for themselves. As such, educators should e ectively utilize technology practices that
allow students to become empowered learners.

Within Part I of your portfolio, you will assemble resources that directly correlate to ISTE Student
Standard 1-1. As you curate this section of your portfolio, you will gain a deeper understanding of how
di erent technology resources can contribute to the empowerment of learners. This assignment gives
you a comprehensive understanding of Standard 1-1 and equips you with a variety of tools and strategies
for your own digital teaching toolkit.

Course Learning Objective (CLO) Addressed:

 CLO 2

 CLO 5

 CLO 6

Information

Instructions

1. First, you will use a platform or website builder such as Google Sites or another similar platform to
set up your portfolio.

2. Divide your portfolio into 7 sections plus a homepage. On the homepage, write a brief description
of yourself, and include any relevant information about the ISTE Student Standards. This could be
a description of ISTE, the evolution of the standards or videos describing the organization or
standards.

3. Title the rest of the sections for each standard, in sequential order. The section name should
include the standard number and title.

a. For example, Part 1 would be 1-1: Empowered Learner.

4. Watch the YouTube playlist provided by ISTE on Standard 1-1: Empowered Learner, located in the
assigned media for this module. While you watch, reflect on how the videos demonstrated ways
for students to become empowered learners. What stood out to you in these videos that you
would like to take back to your teaching practice?

5. Begin building your portfolio with your resources that connect back to the ISTE Student Standard
1-1. Below each resource, provide a description (150 words or less) that describes how the
resource aligns with the standard. These resources will encompass a wide range of materials,
from articles and journals to videos, lesson activities, and websites.

6. At the bottom of the page, provide a brief reflection (500 words or less) about your takeaways from
Part 1. What have you learned about empowering learners with technology? Is there anything you
would like to incorporate into your practice?

7. Students must provide at least 7 resources.

8. Include an APA Reference List below your reflection.

This assignment is subject to review by Turnitin.

Any use of sources, including required readings, must be appropriately cited. Plagiarism of any type,
including unacknowledged use of AI, will result in a zero for the assignment and further disciplinary
action.

November 6, 2026
[Solved] Research Documentation

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Research Documentation.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] HIS/518: U.s. Constitution

✓ Verified Academic Solution Available

Executive Solution Overview

**Reflect** on the information you read in Ch. 1 of _Constitutional Law: Governmental Powers and Individual Freedoms_. **Consider** the following eras of the Supreme Court: – Early Court – Marshall Court – Taney Court – Reconstruction Era – Pre-New Deal Era – New Deal Era – Warren Court – Burger Cou…

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Assignment Prompt & Instructions

**Reflect** on the information you read in Ch. 1 of _Constitutional Law: Governmental Powers and Individual Freedoms_.

**Consider** the following eras of the Supreme Court:

– Early Court
– Marshall Court
– Taney Court
– Reconstruction Era
– Pre-New Deal Era
– New Deal Era
– Warren Court
– Burger Court
– Rehnquist Court
– Roberts Court

**Choose** 2 of the eras above and **write** your reflection in 225 to 350 words on the significance of these eras of the Supreme Court.

**Consider** the impact they had on the U.S. judicial system and **include** this in your reflection.

**Submit** your reflection assignment. This should not be submitted as a link. See the Center for Writing Excellence (linked below) for guidance on APA 7 (You should have an APA 7 Title Page,

November 6, 2026