Final Paper and Folio Guidelines Please Follow

I work at the  DuBard School for Language Disorders as a teachers assistant

Program Learning Outcomes (PLOs) for the

Master of Arts in Education

  1. The MAED graduate will design appropriate, challenging, and diverse learning experiences informed contemporary, research-based theory and practice.
  • The MAED graduate will design a variety strategies and experiences to elicit evidence of learner growth and responsive instructional decisions. 
  • The MAED graduate will analyze research that generates positive social change along with evidence-based practices and academic writing.  
  • The MAED graduate will develop innovative actions serving as advocates and change agents within communities by engaging in continuous professional growth. 
  • The MAED graduate will construct effective methods of collaboration, communication, and partnership with colleagues, community, and stakeholders.
  • The MAED graduate will apply confidence, competence, and purpose around digital citizenship, consuming, creating, and communicating information and ideas using technology.  

You will create a Folio that includes redesigned activities from prior coursework in your program (MACI, MAECEL, MAED, MASE, or MATLT)  that demonstrate your competency with your Programs Learning Outcomes, which are also the Course Learning Outcomes for EDU 696. Additionally, you will write a narrative reflection of your experience with the program and the Folio construction. The overarching goal of this Final Paper and Folio assignment is to showcase learning from your Master’s Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. Within this Folio, you will tell the story of your educational journey and value of your personal Master’s experience as it applies to the labor market.

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Creating the Final Paper and Folio

Please include a link to the Folio within the paper portion of this assignment. As needed, refer to your Program Learning Outcomes (PLOs) list (MACI, MAECEL, MAED, MASE, or MATLT). Then, create your final assignment to meet the content and written communication expectations below.

Content Expectations

  • Folio Components (5 Points): Include at least one artifact demonstrating mastery for each of your Program Learning Outcomes (PLOs) (MACI, MAECEL, MASE, or MATLT).
  • Folio Design (3 Points): Design the Folio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the Folio logically organized in a visually appealing way.
  • Narrative – Ranking (5 Points): In no more than one paragraph for each Program Learning Outcomes, rank and discuss the importance of each PLOs to your individual work setting, including an explanation of each ranking and its value to you in your learning environment or your position. Discuss how you currently use each PLO in your work setting and, if PLOs are not used, discuss ways you might begin to use them in your current or future work setting. If you are unemployed or otherwise do not work in a teaching role, you can either (a) use a previous work location, or (b) imagine the perfect work location (e.g., your dream job), and use that fictional work center to rank and discuss each PLO. The overall goal of this section of the narrative is to rank each PLO according to its importance to you as an educator or potential educator, starting by listing the most important PLO to you first.
  • Narrative – Challenges and Solutions (5 Points): In no more than two paragraphs discusses the design and development challenges experienced while creating the Folio and how challenges were overcome.

Written Communication Expectations

  • Page Requirement (.5 points): Include one paragraph for each of the Program Learning Outcomes for a total of two to three pages (not including the title and reference pages).
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook.
  • All sources on the references page need to be used and cited correctly within the body of the assignment.

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Final Paper and Folio

Introduction

            The MAED program has been one of my best learning experiences I have ever had. Dealing with students of language disorder is a challenge by itself but it generally becomes a more daunting task to incorporate technology into the teaching practices in the syllabus. Teaching needs to make teaching enjoyable and captivating or the students will lose interest in the learning process. The diversity of the MAED courses has been very beneficial in my teaching practice as an assistant teacher in a school of language disorders. The following learning outcomes for the MAED program have really helped know which areas need to be addressed and which ones are more important and should be incorporated into the teaching curriculum.

PLO 1: The MAED graduate will apply confidence, competence, and purpose around digital citizenship, consuming, creating, and communicating information and ideas using technology

This has been one of the most beneficial PLOs in that it emphasized on the important of technology. One of the 21st century learning skills that is a must to acquire is technological literacy. This would entail the usage of media and information to pass on important messages more easily (Anagün, 2018). This has been made easier by the diverse applications and devices that can be used today to teach such as laptops, online courses and presentations. I have also come to understand that there are different specific technologies that can be used in teaching disabled students such as Assistive listening systems, low tech handouts and text to speech assistive tools. I see much more incorporation of these aspects of technology in my future teaching practice.

PLO 2: The MAED graduate will analyze research that generates positive social change along with evidence-based practices and academic writing

Promoting a positive social change encourages the creating of results that will cause a better society and positively change people’s ideas and actions in the real world situations. Being involved in students with learning disabilities demands a lot of patience and use of the right strategies when dealing with them. The MAED courses have impacted me with a great deal of knowledge that will help me teach these students more effectively and in turn have a positive impact in how they communicate and interact with the general population without much difficulties. I could not ask for a better result than seeing everyone getting along especially those with some disabilities.

PLO 3: The MAED graduate will construct effective methods of collaboration, communication, and partnership with colleagues, community, and stakeholders.

The most important aspects of developing effective methods of collaboration and partnership is by investing the individuals and acknowledging that each person is unique just the way they are and that they need specialized attention. By concentrating on the important skills that a teacher or instructor must acquire in order to ensure proper passage of information and ideas to the students, MAED program has enhanced communication and collaboration in the workplace and community. By investing time into the students with language disabilities, it only shows the willingness to learn and the patience to promote proper communication between them and the society at large (Shawer, 2017). I must say that the MAED program has taught me well in that investing and passing knowledge to others is the ultimate goal.

PLO 4: The MAED graduate will design appropriate, challenging, and diverse learning experiences informed contemporary, research-based theory and practice.   

Inclusion is whereby an instructor allows the interaction of those students with some learning disability or difficulties with other students. This would mean even at home and in the society in general. Dealing with students with disabilities requires that programs are designed in the easiest and most appropriate way so that the students can maximize their intake and help them learn easier. With the help of the lesson plans that the MAED program helped us create, I believe this has been a major step towards creating inclusivity of all students and the society in general.

PLO 5: The MAED graduate will design a variety strategies and experiences to elicit evidence of learner growth and responsive instructional decisions. 

The best way to help a student in the learning process is to ensure that you understand where the student is in terms of knowledge content and where he needs to be by the end of the lesson (Kwon, Hong & Jeon 2017). The MAED program has brought to light that a small pre-lesson assessment will do well in directing the teaching method. Grouping will also help in this as students with some weaknesses can be helped by others who have excelled in the same area.

PLO 6: The MAED graduate will develop innovative actions serving as advocates and change agents within communities by engaging in continuous professional growth. 

            By building trust, confidence and long term collaboration with parents, teachers and the general public, positive change can be achieved very fast especially when it comes to dealing with students with learning disabilities. The course has made me appreciate the fact that everyone deserves a chance in life. Therefore through continuous advocacy of literacy among children with disabilities, I will ensure that change in the community is appreciated. I will continue impacting the lives of different tutors and students in line with the 21st century skills.

Challenges and Solutions

            One of the major challenge that I experienced was articulating the lesson plans with all the requirements that would make the lesson inclusive and suitable for a diverse class. I have come to learn that there is a very thin line between understanding the key concepts and completely misunderstanding the concepts. This is because each student learns at his or her own pace and they have different strategies. I really tried my best research each and every aspect of the core CCSS and aligning the learning content with the 21st century learning outcomes. All in all, the process was worth the while and was very involving to say the least.

Conclusion

            In conclusion, the learning experience has been very educative and diverse in that it has brought to light various aspects of curriculum that will definitely make my teaching experience better. The courses were very informative and I will definitely recommend the course to others. I will also make sure that I pass along some of the variable and practical lessons to other teachers and positively impact the lives of the students I teach.

References

Anagün, S. S. (2018). Teachers’ Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments. International Journal of Instruction11(4), 825-840.

Kwon, K. A., Hong, S. Y., & Jeon, H. J. (2017). Classroom readiness for successful inclusion: Teacher factors and preschool children’s experience with and attitudes toward peers with disabilities. Journal of Research in Childhood Education31(3), 360-378.

Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education63, 296-313.