Assignment Format Format Requirements Use the following format requirements on a

Assignment Format
Format Requirements
Use the following format requirements on all submissions.
Writing Style APA (American Psychological Association)
Note: To find detailed information on APA manuscript style guidelines on the Internet, go to www.apastyle.org.
Margins 1” all sides
Paragraphs The entire document should be double-spaced on standard-sized paper (8.5″ x 11″)
Headings Bold
Type Style and Size Times New Roman, 12 point
Software MS Word

Goal: to develop a personal teaching philosophy of early childhood education bas

Goal: to develop a personal teaching philosophy of early childhood education based on research and analysis.
Purpose: If someone asked you to explain your philosophy of teaching young children, what would you say? How would you begin to formulate a statement that captures the essence of your belief about teaching and learning? Teacher candidates are increasingly being asked to articulate their philosophy of teaching. This request is often in conjunction with the submission of a teaching portfolio for seeking teaching positions.
A teaching philosophy is a statement of reflection about what you will do as a teacher. Your beliefs influence your action. It has been recognized by many teachers that the process of identifying a personal teaching philosophy and continuously examining, testifying, and verifying this philosophy can lead to change of teaching behaviors and ultimately enhance professional and personal growth.
Instructions: Toward the end of the semester, you are required to write a 4+ page paper on your personal teaching philosophy (see notes on paper length, below). Use the following questions to help you think about your beliefs regarding teaching young children. It is not necessary to respond to each of these questions in your written philosophy. You may also decide to comment on additional issues as well. Take some time to think about each one in some depth.
How do you view young children? What is the child’s role in their education? What do you believe about how young children learn?
How do you view the role of the teacher? How will your views influence your teaching?
What kind of environment do you hope to create in your future classroom? How does this relate to your basic beliefs about young children and learning?
What do you hope young children will become? What do you want them to achieve, accomplish, learn, feel, etc.?
What kind of feedback will you offer your children as they play and work? What kind of assessment will you use to be sure that children have met objectives or milestones?
Looking back at the history of early childhood education, who or what approaches or theories have the greatest impression on you, and why?
How are you different now from the beginning of the term?
Paper Format Guidelines:
Your paper will be a minimum of 4 pages in length (See notes on paper length below), 12 point font, double spaced, with 1-inch margins. If you need writing support, please utilize Smartthinking Online Tutoring or the TRR with Lytha Roddy.
Use present tense, in most cases. Write the paper in first-person (which is the most common and easiest for your audience to read).
Write in language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may help to consider a school administrator (e.g., school principal) as your audience.
Write a paper that will let your audience know where you stand in regard to important educational theories and practices. By including specific examples of teaching theories and approaches, you are able to let your reader take a mental “peek” of your classroom.
Make the paper memorable and unique. Think of this teaching philosophy as part of a job application where your readers are seeing many of these statements. What is going to set you apart from others? What about you are they going to remember? Create a vivid portrait of yourself as someone who is intentional about teaching and committed to their career.
A minimum of 3 references must be cited in your paper.
Be sure to use proper citations. Refer to Citations – A How to Guide for guidance. Citing an assignment is listed down below:
Citing in a Discussion Assignment
Anytime you refer to an author’s ideas or words in your discussion post or peer responses, even if it is not a direct quote, you must cite your source.
To cite our textbook in the body of your discussion or peer response, put the authors’ last names and the page number(s) where you got the information: (Lally & Valentine-French, p. 42).
Using a “Direct Quote” (copied text)
If you are using the author’s exact words, you must let us know by using quotation marks around the copied information. For example: “Language shock results when children suddenly discover that their native language is not understood by others (Lally & Valentine-French, p. 416).”
Another way to cite a direct quote looks like this: According to Trawick-Smith (p. 419), “Language shock results when children suddenly discover that their native language is not understood by others.”
Borrowing Other’s Ideas (in your own words)
If you are rephrasing someone else’s ideas into your own words, you still need to give them proper credit.
For example: When children who do not speak the dominant language enter group care for the first time, they often experience language shock when they realize that their classmates do not understand what they are saying (Lally & Valentine-French, p. 416).
Citing a Website
The same general rules apply. If the original ideas or words are not your own, you want to give credit to the author. If your source is a website and you can’t identify an author, then you can provide us with the link to the page.
For example: “Language shock results when children suddenly discover that their native language is not understood by others (insert the web page address between parenthesis)”

Instructions: Include each question before each answer. Write the actual word

Instructions:
Include each question before each answer.
Write the actual word count for each answer.
This lab requires you to observe the same plant or animal on 4 different days.
Choose a plant or animal that you have access to on 4 different days.
Each observation will be 20 minutes. Take notes during your observation.
After each observation, for 20-30 minutes, you will use different art materials to represent what you have learned about the plant or animal.
You do not have to buy any art materials. You can use what you already have. Examples of art materials: pencils, color pencils, pens, markers, crayons, chalk, paint, oil pastels, playdough, clay, various kinds of paper, collage materials, and other art materials.
Each day will deepen your knowledge of the plant or animal as you learn more about it through your observations and representations over 4 different days.
Student’s Name: _________________
ECE 321 – Spring Semester 2021
Day 1
What plant or animal did you choose to observe and represent?
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Day 2
What plant or animal did you choose to observe and represent? This should be the same plant or animal from Day 1.
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used. Use different art materials than Day 1.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Day 3
What plant or animal did you choose to observe and represent? This should be the same plant or animal from Day 1 & 2.
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used. Use different art materials than Day 1 & 2.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Day 4
What plant or animal did you choose to observe and represent? This should be the same plant or animal from Day 1, 2, & 3.
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used. Use different art materials than Day 1, 2, & 3.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Lab Hours Instructions:
The required lab hours are 6 hours and 45 minutes for Module 11 Lab.
If you spend less than 6 hours and 45 minutes, you will be missing lab hours which can affect your grade. You cannot make up missing lab time.
If you have completed your lab assignment but have spent less than 6 hours and 45 minutes, spend more time observing, representing, and/or adding more description and reflection to your answers.
If you spend more than the required time, write down how much time you spent, but you will only receive credit for a maximum of 6 hours and 45 minutes.
Answer the following questions (honestly and accurately):
How much time did you spend observing and representing?
How much time did you spend answering the questions?
What is the total amount of hours and minutes that you spent on Module 11 Lab?

Instructions: Include each question before each answer. Write the actual word

Instructions:
Include each question before each answer.
Write the actual word count for each answer.
This lab requires you to observe the same plant or animal on 4 different days.
Choose a plant or animal that you have access to on 4 different days.
Each observation will be 20 minutes. Take notes during your observation.
After each observation, for 20-30 minutes, you will use different art materials to represent what you have learned about the plant or animal.
You do not have to buy any art materials. You can use what you already have. Examples of art materials: pencils, color pencils, pens, markers, crayons, chalk, paint, oil pastels, playdough, clay, various kinds of paper, collage materials, and other art materials.
Each day will deepen your knowledge of the plant or animal as you learn more about it through your observations and representations over 4 different days.
Student’s Name: _________________
ECE 321 – Spring Semester 2021
Day 1
What plant or animal did you choose to observe and represent?
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Day 2
What plant or animal did you choose to observe and represent? This should be the same plant or animal from Day 1.
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used. Use different art materials than Day 1.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Day 3
What plant or animal did you choose to observe and represent? This should be the same plant or animal from Day 1 & 2.
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used. Use different art materials than Day 1 & 2.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Day 4
What plant or animal did you choose to observe and represent? This should be the same plant or animal from Day 1, 2, & 3.
Take a photo of the plant or animal on the day of your observation. Insert the photo.
Date and time (beginning and end of the observation).
Objective Observations: Write 5 objective, factual, detailed observations of the plant or animal. (minimum: 5 complete sentences)
List the art materials you used. Use different art materials than Day 1, 2, & 3.
Use the art materials to represent your new knowledge of the plant or animal.
Take a photo of the art you created. Insert the photo.
In your own words, describe how the process of using art materials to represent your observations of the plant or animal deepened your knowledge and understanding of the plant or animal. (minimum: 100 words)
Lab Hours Instructions:
The required lab hours are 6 hours and 45 minutes for Module 11 Lab.
If you spend less than 6 hours and 45 minutes, you will be missing lab hours which can affect your grade. You cannot make up missing lab time.
If you have completed your lab assignment but have spent less than 6 hours and 45 minutes, spend more time observing, representing, and/or adding more description and reflection to your answers.
If you spend more than the required time, write down how much time you spent, but you will only receive credit for a maximum of 6 hours and 45 minutes.
Answer the following questions (honestly and accurately):
How much time did you spend observing and representing?
How much time did you spend answering the questions?
What is the total amount of hours and minutes that you spent on Module 11 Lab?

Plan a read-aloud using a culturally relevant text and justify the choice of tex

Plan a read-aloud using a culturally relevant text and justify the choice of text for the read aloud based on the criteria in the course readings and state standards.
Chapter 2 – Read-Aloud: Giving Students a Reason to Learn to Read (pp. 29-52) from Who’s Doing the Work? by Jan Burkins and Kim Yaris
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html Grade 4

Plan a read-aloud using a culturally relevant text and justify the choice of tex

Plan a read-aloud using a culturally relevant text and justify the choice of text for the read aloud based on the criteria in the course readings and state standards.
Chapter 2 – Read-Aloud: Giving Students a Reason to Learn to Read (pp. 29-52) from Who’s Doing the Work? by Jan Burkins and Kim Yaris
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html Grade 4

Plan a read-aloud using a culturally relevant text and justify the choice of tex

Plan a read-aloud using a culturally relevant text and justify the choice of text for the read aloud based on the criteria in the course readings and state standards.
Chapter 2 – Read-Aloud: Giving Students a Reason to Learn to Read (pp. 29-52) from Who’s Doing the Work? by Jan Burkins and Kim Yaris
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html Grade 4

Plan a read-aloud using a culturally relevant text and justify the choice of tex

Plan a read-aloud using a culturally relevant text and justify the choice of text for the read aloud based on the criteria in the course readings and state standards.
Chapter 2 – Read-Aloud: Giving Students a Reason to Learn to Read (pp. 29-52) from Who’s Doing the Work? by Jan Burkins and Kim Yaris
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html Grade 4