Liberty University Integrated Program Learning Discussion Question

Liberty University

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I don’t understand this Writing question and need help to study.

The purpose of Discussion Board Forums is to generate interaction among students in regard to relevant current course topics. You are required to post 1 thread of at least 300 words with reference including biblical reference

Please follow rubric reference not included in word count

Imagine that you have been asked to be the chair of a committee tasked with integrating multidisciplinary units for eighth grade. In your thread, discuss a plan of action for your committee. Include a timeline for meetings, planning, etc. with the goal of integrating multidisciplinary units at the eighth grade level by the end of the school year. Reply to 2 classmates’ threads suggesting a technology to implement related to his or her plan, and explain its benefits and appropriateness.

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EDUC 656 DISCUSSION BOARD FORUM GRADING RUBRIC Criteria Content 70% Levels of Achievement Advanced Proficient 17 to 18 points 15 to 16 points Thread Content All key components of the Most of the components of the Discussion Board Forum prompt are Discussion Board Forum prompt answered in the thread. The thread are answered in the thread. The has a clear, logical flow. Major thread has a logical flow. Major points are stated clearly. Major points are stated reasonably well. points are supported by good Major points are supported by examples or thoughtful analysis. good examples or thoughtful analysis. 10 points 8 to 9 points Replies Content Each reply focuses on a meaningful Most replies focus on a meaningful point made in another candidate’s point made in another student’s thread. Each reply provides thread. Most replies provide substantive additional thoughts substantive additional thoughts regarding the thread and an regarding the thread and an explanation of why the student explanation of why the student agrees or disagrees with the idea likes or dislikes the idea presented presented in the thread. Each reply is in the thread. Most replies are clear clear and coherent. and coherent. Structure 30% Advanced Proficient 8 points 7 points Grammar, Spelling and grammar are correct. Some spelling and grammar errors. Spelling, and Sentences are complete, clear, and Sentences are presented as well. Current APA concise. Paragraphs contain Paragraphs contain some varied Format appropriately varied sentence sentence structures. Where structures. Where applicable, applicable, references are cited references are cited in current APA with some current APA format. formatting. Developing 1 to 14 points The Discussion Board Forum prompt is addressed minimally. The thread lacks flow or content. Major points are unclear or confusing. Major points are not supported by examples or thoughtful analysis. 1 to 7 points Some replies focus on a point made in another student’s thread. Replies could be more substantive regarding the thread. Replies lack clarity and coherence. Not Present 0 points Not present. 0 points Not present. Developing Not Present 1 to 6 points 0 points Spelling and grammar errors Not present. distract. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format. Page 1 of 2 EDUC 656 Word Count and Citation Requirements 4 points The thread minimum word count of 400-500 words is met, but not exceeded by more than 100 words. At least 2 replies are present, and a minimum word count of 150-250 words each is met but not exceeded by more than 100 words. Thread and replies include the required number of citations. 3 points The thread word count is 350-399 words. At least 2 replies are present and are 100 words each. Thread and replies do not include the required number of citations. 1 to 2 points The thread word count is 300349 words. At least 1 reply is present, or a minimum word count of 1-99 words is met. Thread and replies do not include citations. 0 points Not present. Page 2 of 2 Chapter 7 Implementing Instruction—Methods and Materials Objectives After reading and thinking about this chapter on appropriate implementation of instruction, you should be able to examine block scheduling and how it can be most effectively implemented; identify a number of instructional methods and strategies; explain how teaching in block schedules differs from the traditional five- or six-period day; identify and explain effective instructional behaviors; discuss what research says about effective teachers; provide reasons for developmentally responsive teaching methods and strategies that reflect young adolescents’ physical, psychosocial, and cognitive developmental characteristics; and discuss several methods of addressing the needs of students who need accelerative or remedial instruction. Scenario A First-Year Teacher Needs Help It was 8:30 on a Wednesday evening in November when Jarrold Southworth, a first-year eighth-grade mathematics teacher at Long View Middle School, called Bria Royster-Gregory. Bria had been Jarrold’s cooperating teacher when he had done his student teaching the previous spring in an award-winning middle school in a neighboring district. As the telephone rang at Bria’s house, Jarrold tried to focus on what he needed to tell her. He’d put this off as long as possible, but he had to face the facts. He just was not cut out to be a middle school teacher. Jarrold was about ready to give up when Bria answered. Her joy at hearing Jarrold’s voice faded as Jarrold told her, “I’m leaving the teaching profession in December.” “But why?” was Bria’s immediate response. “You did a great job in student teaching, and I’ve heard good things from my friends over at Long View Middle. What happened?” Jarrold tried to keep his voice calm as he talked about the problems he was having with instruction. “I just can’t seem to find a way to provide effective instruction to so many students, especially considering their tremendous diversity. On top of the cultural and gender differences, there are the really bright students and the ones who seem to take forever to learn something. Plus I have some students with diagnosed learning disabilities and some English language learners. How can I meet all of their needs all day, every day? Sure, I coped with these things when I student taught, but that was sixth grade and I’m teaching eighth grade. I’ve tried some of the things you did, but they didn’t work.” “Have you talked to anyone on your team or in your school?” Bria asked. “Yes, I shared my concerns with two teachers in the school. The first, Robbie Van Davier, the social studies teacher on my team, just shrugged off my concerns by saying, ‘I’m sure you can do it!’ The second teacher I talked to, Logan McCambridge, on the seventh-grade Panther Team, was a little more sympathetic and offered encouraging advice.” “I know Logan—he’s a good teacher. What did he tell you?” “Oh, he gave me a pep talk about not working alone, sharing more of my concerns with other members of the team, talking to Rachel Benson in the school library to locate a variety of instructional materials, and asking some of the other specialists for assistance,” replied Jarrold. “He also mentioned something about planning differently for the block schedule, but I didn’t get him to explain what he meant.” “Well,” Bria responded, “what’s wrong with that advice? What’s happened that’s so horrible that you’re thinking about quitting? You’re a good teacher, a little green, but that’s expected in your first year. Why not take Logan’s advice and get some help?” “That’s just it. I’m supposed to be a teacher now and I’m supposed to know how to handle these instructional problems. If I ask for help, I’ll just show that I’m . . . I’m not a good teacher.” “Jarrold, listen to me! You are a good teacher. And you have the potential to be a great one, but all of us need advice at times. Yes, even with my experience, I rely on others for help with a lot of things, including instruction. You saw that when you student taught. Now, I notice that you talked to Robbie and Logan but not to the others on your own team. Why?” Jarrold hesitated and then replied, “Because I didn’t want to appear stupid in front of the women on my team. They seem to expect so much from me, and they’re so good themselves.” “Jarrold!” interjected Bria. “You didn’t seem to have trouble talking to me last year. And you called me tonight. You know, I think you need some good old-fashioned motherly advice, so here it is. First, follow Logan’s advice and talk to your team members and to Rachel in the library. You can’t isolate yourself from people who can help you. Paige Faulk is your gifted specialist. Ask her for assistance with the faster students and ask your remedial resource teacher for help with the students experiencing difficulty. Now let’s see . . . it’s here somewhere in this stack by my chair. Oh, here it is. Get the January 2010 issue of the Middle School Journal on celebrating cultural diversity and read it! And doesn’t your school have a first-year mentor program?” “Yes,” Jarrold replied. “My mentor is Logan McCambridge. That’s why I talked to him.” “Go back to Logan and really talk to him. Tell him about your problems. I’ll bet he had some of the same students in math last year in seventh grade. And don’t even think of turning in your resignation. I never thought you were a quitter.” “Okay, you win,” Jarrold said. “I’ll try what you suggested, and I’ll put my letter of resignation on hold for now.” Bria laughed. “Put that letter of resignation on hold for a long time, Jarrold. Teaching is a challenge, but it’s one you can handle.” Overview In Chapter 6, you read about the process of planning instruction, especially IDI, in the middle school. Now, in Chapter 7, you will turn your attention to the actual implementation of instruction. We hope you have some familiarity with instructional practices from a general methodology of teaching class and can relate this information on teaching young adolescents to the general instructional practices that you already know. This chapter is based on three premises that we hope will permeate all facets of instruction. First, we believe that the instructional methods you use to teach middle school students should demonstrate an understanding of the early adolescence developmental period and should show your commitment to the education of young adolescents. In addition, your instruction should be implemented for heterogeneous groups, with accommodations made for the varying levels of student abilities. This means that you must keep in mind the unique abilities; interests; multiple intelligences; and language, culture, and gender differences of young adolescents. Third, we believe that effective instruction in middle schools must place emphasis on individual young adolescents’ academic achievement and overall well-being, provide instruction for groups of various sizes, and ensure some degree of success for all young adolescents. Organizing for Instruction “Time is one of the most challenging constraints a teacher faces in trying to achieve curricular goals and meet the needs of all students” (Stronge, 2007, p. 53). In fact, the use of instructional time is one of the most important variables affecting student achievement in middle schools (Fisher & Frey, 2007). One factor affecting instructional time in a school is the schedule. Flexible Scheduling In an attempt to avoid the rigid scheduling found in junior high schools, middle level educators have looked at various types of flexible schedules. These schedules organize classes and educational experiences to allow for daily variations, thus reflecting a sound middle school concept and ensuring more equal access to all instructional programs and student support services. For example, flexible schedules permit the allocation of time and effort according to the needs of students and the nature of the course content (Murray, 2008). When combined with other middle school concepts such as interdisciplinary teaming and mixed-ability grouping, flexible schedules also provide opportunities for the use of a variety of instructional strategies, including both whole-group and small-group instruction and integrated interdisciplinary instruction. In a middle school, flexible schedules should accommodate the diversity of students’ cognitive and affective abilities as well as their need for exercise and rest. This means allowing time for exploratory programs, advisor–advisee programs, extended blocks of uninterrupted instructional time in which a variety of activities can occur, teacher-planning time, integration of subjects, varied lengths of instructional time, and innovation and experimentation with varied time schedules. Block Schedules One type of flexible schedule is the block schedule, which is frequently found in high schools. Within this schedule, large blocks of time, typically 90 minutes or more, are allocated for each class, with fewer classes each day and fewer class changes. Almost any class in the core disciplines, the related domains, or exploratories, can be held within the large blocks of time. Fisher and Frey (2007) found that a block schedule along with consistent peer groups in classes can have a direct favorable impact on the transition from elementary to middle school and on overall student achievement. Block scheduling can take several forms. During a day at Bell Middle School, students on a 4 × 4 block schedule have four classes each day, whereas teachers have three classes (Fisher & Frey, 2007). Students may take classes that last the entire year or ones that last only one semester. A Copernican schedule includes seminars on topics of student interest and classes on a trimester basis. Both the 4 × 4 fo and the Copernican modifications allow students to enroll in more courses than would be possible under traditional six- or seven-period schedules. Table 7–1 shows a flexible interdisciplinary block schedule with a team core in the mornings and directly after lunch and then three afternoon class periods that can be used for the related domains (art, music, health/physical education), specialized studies (reading, foreign language), and exploratories. Then, Table 7–2 provides a look at suggestions for effectively implementing block scheduling. The trend toward block scheduling has resulted in teachers voicing mixed feelings. Some teachers think block scheduling contributes to instruction by giving them more time for experiments, demonstrations, simulations, and class discussions. Other teachers believe that students need instruction and practice every day and find that students’ attention spans make short periods of instruction ideal. Keeping Current with Technology 7–1 provides additional resources for information about scheduling. Undoubtedly, teaching in the block schedule requires teachers to change their instructional plans as well as their instructional methods. Teachers who adopt the attitude of “I will do the same things I have always done—I will just cover more information” are likely to feel frustrated, as will their students! Case Study 7–1 looks at a school that adopted block scheduling and shows how some teachers experienced success, whereas, unfortunately, others did not. Keeping Current with Technology 7–1 Visit the following Web sites to answer the following questions: What are some forms of scheduling for a middle school? How do schedules take into consideration the developmental needs of young adolescents? How are exploratories and advisories included? How are the related domains included? What are the reactions of teachers to block scheduling? How must teachers adapt to be successful with block scheduling? How does a block schedule affect students? A discussion of block scheduling http://www.middleweb.com/ INCASEblkschd.html Block scheduling: A solution or a problem? http://www.educationworld.com/a_admin/admin/admin029.shtml Effect of block scheduling on middle school students’ mathematics achievement http://www.principals.org/Portals/0/Content/50245.pdf Effects of 4 × 4 block scheduling. http://epaa.asu.edu/ojs/article/view/538 Four-block middle school schedule http://www.schoolschedulingassociates.com/notes/?p=10 Middle school block scheduling—Dr. David H. Vawter, Winthrop University http://coe.winthrop.edu/vawterd/ Presentations/Middle%20School%20Block% 20Scheduling.pdf National Middle School Association on block scheduling http://www.nmsa.org/Publications/OnTarget/BlockScheduling/tabid/296/Default.aspx Implementing Interdisciplinary Team Teaching Definitions It is important to define what we mean by team teaching and interdisciplinary team teaching (ITT). Team teaching, a teaming approach developed several decades ago, can be defined as two or more teachers working together to provide instruction to a group of students. The term is often used to describe a situation in which two or more teachers on the same grade level share students and common planning time. Sometimes, ITT is confused with team teaching. ITT involves a team of two or more subject teachers who share students and planning time and who work to draw connections between their subjects. Although these teachers might sometimes teach together, it is not a requirement for ITT. The real distinction between team teaching and ITT is a curricular one; Case Study 7–1 Brookside Adopts a Block Schedule When Brookside Junior High School was switching to the middle school concept, the Organization Committee, chaired by Cheryl Walker, realized the problems and pitfalls (i.e., the lack of flexibility) associated with their six-period day. After careful deliberations, the committee recommended a switch to flexible interdisciplinary block scheduling. However, because the magnitude of such a change would require careful planning, the committee also recommended hiring a consultant. Inviting their colleagues to join them, the committee members also planned visits to middle schools to talk with teachers who had firsthand experiences with block scheduling. Question 1: Before reading further, what things do you think the Organization Committee should do before implementing block scheduling? After the switch was approved by the Brookside faculty and the administrators, Cheryl and her committee worked with the consultant to develop a model for planning the flexible block schedule and a detailed implementation plan. Approximately 12 of the 48 Brookside teachers, including 4 of the members of Cheryl’s committee, received training in flexible scheduling and its implementation. Then, these 12 teachers (in many cases, former grade-level or subject leaders) worked with and trained the remaining 36 teachers. Parts of both faculty meetings and the new interdisciplinary team meetings were devoted to discussions of flexible block scheduling, its advantages, and the potential problems to consider and address. Two PTA meetings were devoted to the possible implementation of block scheduling, and the input of both parents and young adolescents was actively sought. Building a schedule to meet the needs of as many students as possible was not easy, but Cheryl and 2 other teachers of the initial 12 worked with the assistant principal. The next year, flexible interdisciplinary block scheduling was implemented in a format similar to that in Table 7–1, with times for exploratories and advisory programs. It reflected This We Believe: Keys to Educating Young Adolescents (NMSA, 2010) in that it provided flexibility to use enrichment groups, cooperative learning, and independent study groups; and it allowed teachers to design and use educational experiences, to collaborate across teaching specialties, and to share responsibility for literacy development, guidance and advocacy, and student life. Two years later, most teachers at Brookside agreed that the implementation of flexible interdisciplinary block scheduling was successful, but even with the careful planning, problems did exist that had to be addressed. For example, teachers had to plan differently, and some teachers felt uncomfortable teaching without formally structured class periods. They were overshadowed, however, by the teachers who liked the longer periods of time and the accompanying flexibility. In addition, the flexibility and the heterogeneous groupings that accompanied the new schedule had a positive impact on student attitudes and performance. Question 2: Using the information in Table 7–2, identify the instructional strategies you would suggest the teachers at Brookside consider ...
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Final Answer




Integrated Program
Institution Affiliation



An integrated program at the eight-level of learning will be necessary as the teaching
fraternity seeks to ensure a holistic way of learning without having many boundaries on subjects.
Multidisciplinary interrelatedness across the curriculum areas will help children to acquire the
necessary knowledge as well as improve the essential learning at this level. The team that will
develop inte...

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