EDU 620 Enhance teaching - snaptutorial.com

EDU 620 Entire Course (2 Paper for each
Assignment)
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This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2
PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2
Papers)
EDU 620 Week 3 Discussion 1 Introduction To Udl
EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And
Resources
EDU 620 Week 4 Discussion 2 Minimizing Modifications For
Individual Students
EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2
Papers)
EDU 620 Week 5 Discussion 1 Career And Technical EDUcation
EDU 620 Week 6 Discussion 1 Course Reflection
EDU 620 Week 6 Final Project Community Event (2 Set)
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EDU 620 Week 1 Assignment Technology
Changes Everything (2 PPT)

This Tutorial contains 2 PPT
Technology Changes Everything. This assignment provides another
opportunity for you to evaluate a variety of digital and assistive
technologies for supporting diverse learners. For this assignment, you
will create a presentation using Microsoft PowerPoint or other
presentation software of your choice. To prepare for this assignment,
it is recommended that in addition to reading Edyburn (2013) Chapter
1 that you also review the Week One Instructor Guidance.
Additionally, be sure to view the TEDx Talks (2012) video Can
Technology Change EDUcation? Yes!: Raj Dhingra at TEDxBend.
While you watch the video, pay particular attention to the story
Dhingra tells about the Firefly Mobile Learning Bus utilized in
Turkey and how students are connecting to technology for teaching
and learning in rural parts of the world.
Next, watch the Conscious EDUcating (2011) videoMicrosoft Vision
of the Classroom of the Future, which shows how technology might
affect a classroom in the future while considering how much
technology has changed in such a short period of time. Finally, watch
the TED (2010) videoThe Child-Driven EDUcation in which Sugata
Mitra discusses how the best teachers and the schools that need them
the most can connect through effective use of technology.
The purpose of this assignment is to showcase how technology has
evolved with regard to teaching and learning and to show the
influence it has on supporting all learners and encouraging student
independence. The videos listed above provide numerous examples to
inform the presentation requirements. It is recommended that you take
some time to consider what will occur in the Week Six Final Project

and how the work completed in this assignment could inform the
Final Project. Create your presentation using the content and written
communication instructions below. Use the Grading Rubric to review
your presentation before submission to ensure you have met the
distinguished performance for each of the components described
below. For additional assistance, review the Week One Instructor
Guidance and, if needed, contact the instructor for further
clarifications using the “Ask Your Instructor” discussion forum.
******************************************************
EDU 620 Week 2 Assignment Games In The
Classroom (2 Papers)
This Tutorial contains 2 Papers
Games in the Classroom. Recall that one of the major benefits of
using technology in the classroom is the ability to differentiate
instruction to meet the needs of every student in every lesson. Just as
each student grows and develops at different rates, research tells us
that students also learn in different ways. Jane McGonagall is an
expert at differentiation through the use of games, which is sometimes
described as a form of gamification. As featured in her engaging TED
Talk (2010), Gaming can make a better world; she discusses
gamification in classroom contexts.
Create your assignment using the content and written communication
instructions below. Use the Grading Rubric to review your
assignment before submission to ensure you have met the

below. For additional assistance, review the Week Two Instructor
Guidance page and, if needed, contact the instructor for further
Compose a formal written response that addresses the following;
Content Instructions
· Gamification Influences (1 point): Evaluate the potential
influences gamification can have on teaching and learning.
· Gamification and Motivation (1 point): Evaluate the science
behind learner motivation and its connection with gamification.
· Differentiation Support (2 points): Analyze how gamifying
supports differentiated ways to teach and learn.
Technologies (1 point): Discuss how specific technologies and
gamification are being used to enhance teaching and learning and
motivate learners
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EDU 620 Week 2 Discussion 1 Student
Motivation And Technology
Student Motivation and Technology.
1st Post Due by Day 3. This discussion provides an opportunity to
evaluate a variety of digital and assistive technologies for supporting
diverse learners. Based on the required readings from Housand &
Housand (2012), McCombs (2000), and Page (2002), you know that
research shows that effective technology integration can support
student motivation, engagement, and interest in learning.

Furthermore, research has shown that through thoughtful integration
of audio, video, and other media, instruction can be differentiated,
ultimately increasing a student’s motivation to learn. To explore this
research, in this discussion you will analyze how technology
integration can be used as a method of intervention to meet the needs
of diverse learners. To prepare for this discussion, review the Week
Two Instructor Guidance and the Required Resources for the week.
Next, access either The Teaching Channel or Edutopia and conduct a
search using the key words “using technology for learning
motivation” or similar. Select one video that can inform your response
to the discussion points below. If for some reason you are unable to
support your response to this discussion using the video option, please
contact your instructor for an alternative way to complete this
discussion.
Initial Post: Respond with an initial post that includes the following
components:
a. Provide a link to the video you viewed and a succinct description of
the video’s focus, such as the grade-level of students, the educator(s)
involved, and the subject being taught (e.g., science or language arts).
b. In at least one paragraph, describe how the technology is being
used in the video and describe what you observed in the video that
informs you that students’ motivation is increased or otherwise
supported due to the use of the technology.
c. Next, succinctly describe how the use of the technology promotes
students’ engagement during the learning process.
d. Finally, describe the extent to which the use of technology and its
motivating factors outweighs the potential challenges the educator
might face in acquiring the technology and learning how to
effectively implement it.
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EDU 620 Week 3 Assignment Udl/Cast
Instructional Plan Analysis (2 Papers)

UDL/CAST Instructional Plan Analysis
This assignment provides the opportunity for you to apply the
principles of universal design for learning (UDL) in the design of
instruction and assessment. Recall that UDL provides access to the
curriculum for students with a wide variety of abilities and
background. Therefore, UDL aligns with inclusionary practices found
in today’s schools. Furthermore, assistive technology supports the
UDL framework to provide a means of learning for students with
disabilities. To prepare for this assignment, review the CAST (2010)
video, UDL at a glance and review the Explore model UDL lesson
plans (2011) web page, both of which are listed in the Week Three
Required Resources. Be sure to also review the Week Three Instructor
Guidance page for additional intellectual elaboration on UDL and
assistance with this assignment.
Begin preparing for this assignment by selecting a specific model
lesson from the Explore Model UDL Lesson Plans (2011) page of the
CAST.org website. Analyze the lesson for the points described in the
Content Instructions included with this assignment, below. Click on
the “UDL Connections” buttons located at various points in the lesson
to analyze how UDL principles have been integrated. Next, create
your assignment to meet the content and written communication

below. For additional assistance with this assignment, review the
Week Three Instructor Guidance page and, if needed, contact the
instructor for further clarifications using the “Ask Your Instructor”
discussion forum.
a.
a. Lesson Description (1 point): Include the title of the model
lesson, the subject, and grade levels, and a one-paragraph introduction
of the lesson.
a.
a. Principle 1 (1 point): In one to three paragraphs, describe ways
that multiple means of representation are included in the model
lesson.
a.
a. Principle 2 (1 point): In one-to-three paragraphs, describe ways
that multiple means of action and expression are included in the
model lesson.
a.
a. Principle 3 (1 point): In one to three paragraphs, describe ways
that multiple means of engagement are included in the model lesson.
a. Reflection (2 points): Close your essay with a personal
reflection that addresses the following four areas:
o A description of at least two concepts or strategies from the lesson
that serve as a means to motivate learners
o A description of how, overall, the lesson models differentiated
instruction
o A discussion of how your understanding of and appreciation for
instructional planning has changed as a result of your analysis,

o At least one specific concept or strategy from the lesson that you
would consider applying to your own practice and the potential
impact it may have on the population you serve.
Written Communication Instructions
a.
a. Length Requirement (0.5 point): Four to seven pages including
the title and references pages.
a.
a. Syntax and Mechanics (0.5 point): Display meticulous
comprehension and organization of syntax and mechanics, such as
spelling and grammar.
a.
a. Source Requirement (0.5 point): Utilize at least two sources in
addition the model lesson plan and the Edyburn (2013) textbook. All
sources on the references page need to be used and cited correctly
within the body of the assignment.
a. APA Formatting (0.5 points): Use APA formatting
consistently throughout the assignment. Refer to the Ashford
University Writing Center for assistance with APA style and
formatting or your copy of the APA Style Manual.
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EDU 620 Week 3 Discussion 1 Introduction To
Udl

This discussion is an opportunity for you to apply the principles of
Universal Design for Learning (UDL) in the design of instruction and
assessment. In essence, UDL provides a blueprint for creating
instructional goals, methods, materials, and assessments that work for
all learners. To prepare for this discussion, in addition to reviewing
the Required Resources for Week Three, view the CAST (2010) video
UDL at a Glance and the Week Three Instructor Guidance where
additional assistance for excelling in this discussion and intellectual
elaboration about UDL is provided.
Initial Post: Create an initial response that addresses the following
areas.
a. Provide a succinct summary, in your own words, of the key
concepts that make up UDL.
b. Discuss how UDL and the incorporation of technology can be used
to individualize learning for students with varied backgrounds,
learning styles, and abilities and thereby create increased
opportunities for learning.
c. Discuss the impact that using UDL may have on your current or
anticipated teaching or professional role.
d. Share an idea; including what you learned to inform your initial
response to this discussion, how might you include what you’ve
learned about UDL in your plan for the Week Six Final Project:
Community Event?
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EDU 620 Week 4 Discussion 1 Udl Guidelines
Examples And Resources

UDL Guidelines: Examples and Resources. [CLO3]
This discussion is an opportunity to further demonstrate your ability
to apply the principles of Universal Design for Learning (UDL) to the
design of instruction and assessment. As you learned last week from
reading Edyburn (2013) Chapter 5 and viewing the CAST (2010)
video UDL at a Glance, the three main principles supporting UDL are
to Provide Multiple Means of (a) Representation (the “what of
learning), (b) Action and Expression (the “how” of learning), and (c)
Engagement (the “why” of learning). For this discussion you will
review technology checkpoints as they relate to the three main
principles of UDL. IT may be helpful to review the Week Three
Instructor Guidance page where UDL is explored in the intellectual
elaboration and to take time now to review your feedback from the
Week Three assessments as well. Then, to prepare for this discussion,
read the Week Four Instructor Guidance and then visit the UDL
Guidelines - Version 2.0: Examples and Resources (2014) website. At
the website, select the principle you have been assigned based on your
last name using the list below. You will then choose one checkpoint
from the principle you have been assigned to review.
• If your last name begins with A-J: Choose one checkpoint from any
of the three guidelines from Principle 1. Provide Multiple Means of
Representation.
• If your last name begins with K-O: Choose one Checkpoint from
any of the three guidelines from Principle 2 Provide Multiple Means
of Action and Expression.
• If your last name begins with P-Z: Choose one checkpoint from any
of the three guidelines from Principle 3 Provide Multiple Means of
Engagement
Within the checkpoint there are several examples and/or resources
that support the principle and checkpoint. Next, choose one
example/resource that interests you to explore, interact with, and
evaluate. You may also choose
to consider examples geared toward the grade level you are currently
teaching, have experience in, or intend to teach.

Initial Post: Create a Jing tutorial or other multimedia-based
presentation with software such as Present.me to showcase the
specific UDL checkpoint example selected. Include the link to your
Jing tutorial or presentation featuring the example/resource selected
as well as written responses to the discussion points below. Your
written response needs to be between one and two paragraphs in
length. One of the ways to make your discussion engaging and
effective is by including audio of your voice alongside a presentation
of the information you have investigated. You can talk through these
points during your tutorial. Keep in mind, the maximum length of a
Jing video is five minutes so it will help to create a presentation in
PowerPoint first that is five slides long with each slide covering one
of the five points below. If for some reason you are unable to
complete this discussion using the recommended technology, please
contact your instructor for an alternative way to respond.
a. State the principle and checkpoint (number and description)
analyzed.
b. Describe the specific example or resource selected (title given), the
age group intended for, and the content area it covers.
c. Describe the example/resource explored explaining how it works
d. Address each of the “Key Considerations” for the checkpoint.
e. Share an idea you have for how this resource might be used
effectively during instruction or assessment opportunities in your
current classroom or your future practice.
Guided Response: Respond to two peers by first choosing two peers
with a different last name grouping then your own. View their
multimedia presentation and reflect on how their example relates to
the three principles of UDL. Provide specific feedback for the “Key
Considerations” as well as their idea of how the example/resource
featured could be effectively used for instruction. Though two replies
is the basic expectation, for deeper engagement and learning, you are
encouraged to provide responses to any comments or questions others
have given to you to further the conversation. The continued
conversation also gives you further opportunities to demonstrate your
content expertise, critical thinking, and real world experiences with
the topic of UDL.

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EDU 620 Week 4 Discussion 2 Minimizing
Modifications For Individual Students
Minimizing modifications for individual students. [CLO 3]. 1st Post
Due by Day 3.This discussion is an opportunity for you to apply the
principles of Universal Design for Learning (UDL) in relationship to
constructivism and meeting the needs of all students. To prepare for
this discussion, aside from reviewing the Week Four Instructor
Guidance, you will need to view the video UDL Minimizes
modifications for individual students at the CAST website. To view
the video, you will need to sign up for a free CAST account.
Initial Post: Create an initial response that addresses the following
areas.
a. Evaluate how the video has strengthened or otherwise changed your
views about differentiated instruction? Do you have a deeper
understanding and appreciation for differentiated instruction now?
Why/ Why not?
b. Analyze the benefits for both students and the teacher when
instruction follows the UDL framework when compared to the
practice of isolating learners and planning for specific modifications
for individual students.
c. Discuss what you learned in the video about setting up a non-
threatening learning environment that does not isolate students. For
example, what connections can you make between this and what you
observed when analyzing the lesson during Week Three and when
evaluating the example or resource in the Week Four Discussion 1.

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EDU 620 Week 5 Assignment Creating A Udl
Instructional Plan (2 Papers)
Creating a UDL Instructional Plan.This assignment is another
opportunity to apply the principles of universal design for learning
(UDL) in the design of instruction and assessment. In this assignment,
you develop a lesson plan that incorporates UDL and effectively
leverages educational technologies in the classroom. Specifically,
using the Cast UDL Lesson Builder (2011) website (see instructions
below on how to access this website), you will create a lesson in
either English/language arts (ELA) or mathematics that includes the
components listed in the content expectations, below.
below. For additional assistance, review the Week Five Instructor
There are two parts to this assignment: Part I is an actual instructional
plan and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson
Builder (2011) website. Create a free account. Next, click on “Create,
Save & Edit My Own UDL Lesson Plans” and begin constructing
single lesson for a specific grade level focusing on either

reading/language arts or math only. Each respective portion of the
plan is inserted by selecting “Edit” and are detailed below in the Part I
Content Expectations. For more information on each part of the lesson
plan, click on the “More Information” button located in the lesson
plan builder.
1. Lesson Overview (1 point): Include the title, author, subject,
grade level(s), and duration of the lesson. (Lesson should be 30 to 90
minutes long, depending on your population.)
2. Lesson Description for the Day (0.5 point): Include a brief
description of the essential learning to be experienced by students and
practiced during the lesson. Include the approximate duration of the
lesson (30 to 90 minutes total).
3. State Standard/s (1 point): Include the state grade-level standard
this lesson aligns with. Include the whole standard rather than just its
label (see Instructor Guidance for an example). You may use a
standard from the Common Core State Standards or your own state
standards.
4. Lesson Goals (1 point): Also known as the lesson objectives.
Construct one to two content-specific objectives for lesson. The
objectives should be written in student terms and contain a single,
observable, and measurable verb indicating the skill in students will
be assessed for during instruction.
5. Teaching Methods:
o Describe the anticipatory set (1 point)
o Address how you will introduce and model new knowledge (1
point)
o Describe the guided practice (1 point)
o Describe the independent practice (1 point)
o Wrap-Up (Closing) (1 point): Explain how you will close the
lesson and in what manner students will debrief from the learning
experience.
6. Assessment (1.5 points): Describe what you will assess during
the lesson (formative assessment) as described in either or both the
guided practice and/or independent practice stages of the lesson.

7. Save your instructional plan as a doc. file and upload it along
with Part II to the classroom for evaluation.
1. Syntax and Mechanics (1 point): Display meticulous
Part Two – Analysis/Summary Content Instructions
1. Reflection (3 points): In a separate two-to-three page Word
document, include a reflection in which you address the following
questions:
o How does your lesson serve as motivation for learners?
o How does your lesson stimulate critical thinking in your students?
o How does the lesson model a non-threatening environment
providing differentiated learning opportunities without isolating
students?
1. Length Requirement (0.5 point): Two to three pages not
including the title and references pages.
2. Syntax and Mechanics (0.5 points): Display meticulous
3. Source Requirement (0.5 points): Utilize at least two scholarly
resources and the Edyburn (2013) textbook. All sources on the
references page need to be used and cited correctly within the body of
the assignment.
4. APA Formatting (1 point): Use APA formatting consistently
throughout the assignment. Refer to the Ashford University Writing
Center for assistance with APA style and formatting or your copy of
the APA Style Manual.
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EDU 620 Week 5 Discussion 1 Career And
Technical EDUcation

Career and Technical EDUcation [CLO 1]. 1st Post Due by Day
3.This discussion is an opportunity for you to evaluate how the
purposeful integration of technology in instruction and assessment
supports student acquisition of 21st-century skills and more
importantly career and technical education (CTE). In the past few
weeks, you have had the opportunity to consider the inclusion of
technology in teaching and learning as well as the principles of UDL
in practice. Now, we consider how UDL supports the acquisition of
21st-century skills as these relate to career and technical education.
To prepare your response for this discussion, you will review Chapter
5 from the Edyburn text (2013), the 21st-century skills videos, and the
ACTE website section on career and technical education and then
evaluate them in relation to the principles of UDL. As always,
reviewing the Instructor Guidance for the week is strongly
encouraged for intellectual elaboration on the topics for the week and
additional assistance for all assessments.
When contemplating 21st-century skills, associations must be made
with respect to creativity, critical thinking, problem solving and
metacognition and a host of relevant life skills. Keeping in mind your
knowledge gained thus far on UDL and 21st century skills. You will
review three sources to inform your initial response to the discussion
including the ACTE website on Career and Technical EDUcation
(CTE), a short video by Inside Schools titled High School: What is
Career and Technical EDUcation?, and your own state’s Department
of EDUcation website or local school district website, specifically,
information pertaining to Career and Technical EDUcation (CTE).
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EDU 620 Week 6 Discussion 1 Course
Reflection

Course Reflection. This discussion is an opportunity to analyze the
impact that technological competency has on your own professional
development. Consider that the role of the classroom teacher is the
crucial factor in the full development and use of technology adoption
in schools. As a result, to reach the goal of preparing teachers for
effective technology use, a well-designed professional development
program is essential. Professional development as it relates to best
practices of technology use in the classroom must be viewed as an
ongoing and integral part of teachers' professional lives.
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EDU 620 Week 6 Final Project Community
Event (2 Set)
This Tutorial contains 2 Set of Final
Community Event. The Final Project is your opportunity to
demonstrate what you have learned throughout the course in a

summative and comprehensive assignment. Begin preparing for this
assignment by reading the Week Six Instructor Guidance and by
imagining the following scenario:
In just two months, members of your community will vote on an $18
million educational technology bond intended to update the
technology infrastructure of both the school district and local
community center. The passing of the bond would provide upgraded
technology to improve learning for Pre-Kindergarten through 12th
grade students enrolled in the school district as well as adult learners
enrolled in the community’s blended adult learning programs. The
leadership teams of both the school district and community have
decided to join forces in an effort to encourage voter participation.
The leaders believe that by raising awareness and interest in
technology as a teaching and learning tool, voters will have a better
understanding of and appreciation for the issues pertaining to the
bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community
center, you will assume the role of either an educator in the district, or
a representative of the community center and plan a portion of a local
event involving community members. Your goal for the Final Project
is to get residents of your community into the doors of your school
and/or community center to raise awareness of and interest in
technology integration in the learning environment. As such, this
event will need to provide opportunities for attendees to be exposed to
and interact with various types of technology. In essence, your event
will showcase current examples of technology use in your respective
learning environment as well as feature the impact that the bond
money would have (i.e., how teaching and learning would improve) if
passed.
Once a written plan is drafted, you will propose your event plan to
either the school board or community center administrative team
through a professional presentation detailing your plan along with a
written synopsis of the event plans provided to your audience. Select
from one of the two roles shared in the content expectations below
and include each component in your Community Event Plan.

below. For additional assistance, review the Week Six Instructor
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