14 Jun Activities, Artifacts, and Behaviors? ?explain how your clinical practice activities demonstrate mastery of the chosen specialization outcomes. Describe the activit
Activities, Artifacts, and Behaviors
explain how your clinical practice activities demonstrate mastery of the chosen specialization outcomes.
Describe the activities, artifacts, or behaviors that demonstrate how you accomplished your tasks outlined above. The definitions or descriptions should also indicate the degree to which you mastered the specialization outcome. Refer to the Assessment Categories (see below) to find out how the tasks are to be assessed.
Assessment
From your perspective, assess how well you mastered each specialization outcome using the ED5450 Assessment Categories listed below. Justify your response by referring to the definition that you gave in Section 3.
Section 3: Activities, Artifacts, and Behaviors
You will complete sections 3 and 4 in Unit 9 to explain how your clinical practice activities demonstrate mastery of the chosen specialization outcomes.
Describe the activities, artifacts, or behaviors that demonstrate how you accomplished your tasks outlined above. The definitions or descriptions should also indicate the degree to which you mastered the specialization outcome. Refer to the Assessment Categories (see below) to find out how the tasks are to be assessed.
Specialization Outcome 1: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 2: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 3: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 4: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 5: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Section 4: Assessment
From your perspective, assess how well you mastered each specialization outcome using the ED5450 Assessment Categories listed below. Justify your response by referring to the definition that you gave in Section 3.
Specialization Outcome 1: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 2: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 3: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 4: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome 5: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
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Clinical Practice Portfolio Proposal
Introduction to Outcome 1: This outcome identifies the artifacts that support social and emotional development during early childhood education and the rationale for each. Children acquire emotional and social skills such as sharing with other, following instructions, or regulating emotions in the early years of life. Thus, the artifacts mentioned in this outcome lay the foundation of enhancing the literacy, numeracy, and cognitive abilities crucial for higher academic achievement from the early school years.
Outcome #1: Social and Emotional Development
Artifact 1-Play
1a. before and after stacking and building games
1b. before and after setting rules (chart to show improvement of behavior after rules were introduced to play)
1c. Observation analysis (observed before and after play)
1d. Interactions tracking (chart to show how interaction improved after play was introduced)
Artifact 2-Age appropriate materials for modeling
2a. List of groups that will be participating the play
2b. Copy of my few examples for modeling (observe throughout to explore children’s emotions)
2c. List of the simulation activities that I will use.
2d. Give learners simulation exercises to be completed in groups
Artifact 3: Communication Activity Boards
3a. List of nouns that will be listed on the boards
3b. List of roles for the communication board users
3c. Observation analysis (observed after the activity)
3d. Reflection on what I could or could not say using the two communication boards
Artifact 4- Opportunities for experimentation and problem-solving
4a. Outline of the problem to be solved
4b. Copy of the steps and items to solve the problem (have an artificial pond, fish, and challenge learners on ways they can get water to the pond for the fish)
4c. Observation analysis (observed before and after)
4c. Emotion Analysis (Chart to show how emotion improved after the problem was successfully solved)
Introduction to Outcome # 2: This learning outcome supports effective and appropriate learning environments. Children require flexible and transparent learning environments wherein they can have easy access to the required resources to promote optimal learning.
Outcome #2: Learning Environment
Artifact 1-Openness, flexibility, access to resources
1a. Combine two classes into one for team-teaching (Observe flexibility in learning)
1b. Flexible learning spaces, movable walls, and effective use of common learning area
1c. adequate resources including technology such as computers
1d. List of resources that the learners will use
Artifact 2: Clean and Sanitized classrooms
2a. Assess before and after sanitizing
2b. before and after cleaning windows, floor, opening doors and windows
2c. Observation analysis (observed before any changes)
2d. behavior tracking (chart to show how behavior improved after the room was cleaned and freshened)
Artifact 3: Safe and secure classrooms
3a. Appropriate designing of the learning space
3b. List of tables and chairs to be arranged in the classroom
3c. Copy of pictures, charts, and items to be placed on the walls
3d. Created plan of the classroom layout after designing
Artifact 4: Developmentally appropriate
4a. appropriate furniture to match learners’ age
4b. List of the learners’ age ranges
4c. Measure the right height of chairs and tables
4d. Created checklist for developmentally appropriate items and materials
Introduction to Outcome #3: This outcome promotes development of developmentally appropriate curriculum and age-appropriate instruction. Developmentally appropriate curriculum is crucial in reducing learning outcomes and enhances achievement for all learners. It allow students to engage and share in the learning process while solving their own problems and learning new information.
Outcome # 3: Curriculum and Instruction
Artifact 1: Age-Appropriate Instruction
1a. Copy of the instruction materials
1b. List of resources to meet the instructional needs
1c. List of activities that will be drawn from the instruction materials
1d. Reflection on what I learned
Artifact 2: Using differentiated instruction
2a. Identify key objectives
2b. List of key skills and knowledge areas
2c. Steps of how students will become more independent learners
2d. Copy of the progress form to monitor learners
Artifact 3: Individualized Instruction
3a. Identify key objectives
3b. List the expected learning outcomes
3c. Steps of how the students will adopt individualized learning
3d. Copy of the progress form to monitor individual learners
Artifact 4: Positive learning experiences
4a. Use of age-appropriate learning materials
4b. List of instruction methods to be used to promote optimal learning
4c. List of engagement activities that will be used
4d. Created form of obtaining learners’ feedback
Introduction to Outcome #5: These are artifacts that promote learning and inclusion in the classroom and the rationale for each. The artifacts described include promote diversity and inclusion, collaboration, use of appropriate play, toys and celebration, and interactions and attitudes. It helps students to recognize the differences in cultural backgrounds, genders, or physical abilities will help them become more considerate citizens and tackle issues such as discrimination and injustices as they grow.
Outcome #4: Equity and Inclusion
Artifact 1-Promote Diversity and inclusion
4a. Use diverse teaching methods and instructional methods
4b. List of learners’ diverse needs to be addressed by using diverse instructional strategies
4c. Observational analysis (observe before and after)
4c. Created form for monitoring achievement of learners’ diverse needs
Artifact 2: Collaboration
4b. Foster diverse and positive behaviors based on the learners’ races, genders, and ethnicities
4b. Outline the expected interactions and attitudes
4c. List of interaction activities that will be used
4c. Created form of the learners’ diverse needs met
Artifact 3: Use appropriate play, toys, and celebration
3a. Use of dolls, toys, play, and snacks that represent all genders, races, and ethnicities in the classroom
3b. List of cultural values, and attitudes to be reflected in play, toys, and celebrations
3c. the diverse array of skin tone colors that should be reflected in the crayons and other crafting materials
3d. Reflection of the different cultural values and attitudes I have learned
Artifact 4: Interactions and attitudes
3a. Promote positive interactions that account for all races, genders, and ethnicities in the classroom
3b. Give unbiased activities for fostering diverse learners’ interactions
3c. Copy of the learners’ feedback about the positive impact of interactions among diverse interactions
3d. Behavior analysis (Chart to show how learning improved after diverse learners’ interactions)
Introduction to Outcome #5: This outcome supports effective and appropriate assessment in early childhood learning. Having proper assessment plan outlining when, where, how, and what will be assessed ensures the correct learning outcomes are assed and the correct criteria is adopted during the assessment.
Outcome #5: Assessment
Artifact 1: Learner-centered
1a. Proper identification of when, how, where, and what will be assessed
1b. List of learner outcomes that will be assessed
1c. Copy of the criteria that will be used to measure learner outcomes
1d. Observation analysis (Observe after learner outcomes are met)
Artifact 2: Transparency
2a. Relevant and appropriate assessment for learners
2b. A record of outcomes in all development areas, including language, cognitive, approaches to learning, social, and physical/motor.
2c. A list of possible strengths and weaknesses in individual learners
2d. Copy of strategies to improve identified weaknesses
Artifact 3: Inclusiveness
3a. Culturally responsive to all learners
3b. Incorporate multiple aspects of culture in the assessment
3c. A selection of the effective modalities for each learner
3d. A copy of culturally inclusive aspects to be measured based on their cultural background
Artifact 4: Student-focused
4a. Use synonymous tests and assessments with each other
4b. Include reliable information regarding individual performance via the lens of scores or marks
4c. a list of the existing levels of skills and knowledge to be assessed
4d. List of student feedback about the students’ learning
Section 2: Tasks and Responsibilities
Specialization Outcome #1: Child Development and Well-being
Tasks and Responsibilities
· Create stacking and developing games
· Develop movement activities that give children time to balance, jump, run, gallop, and others
· Create simple music activities such as learning simple poems and nursery rhymes
Specialization Outcome #2: Learning Environment
Tasks and Responsibilities
· Install proper air conditioning in the classroom
· Ensure proper arrangement of chairs and tables to create a common learning area
· Install safety equipment such as fire extinguishers to ensure a safe and secure learning environment
Specialization Outcome #3: Curriculum and Instruction
Tasks and Responsibilities
· Create differentiated instruction materials and instruction approaches to meet diverse learner’s needs
· Develop individualized instruction to achieve individual learner needs
· Develop a range of effective engagement activities to foster positive learning experiences
Specialization Outcome # 4: Equity and Inclusion
Tasks and Responsibilities
· Develop instructional approaches and methods that are culturally appropriate
· Use culturally diverse play materials and items such as toys, dolls and games to ensure culture in the classroom in the classroom is well-represented.
· Develop learning and discussion activities that incorporate the diverse cultural attitudes, values, and beliefs of the diverse learners
Specialization Outcome #5: Assessment
Tasks and Responsibilities
· Develop the learning outcomes that will be assessed
· Identify the criteria that will be used to measure if the student has achieved particular outcomes in learning
· Develop the skills and knowledge that will be assessed
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Clinical Practice Portfolio Proposal Template
This proposal will help you make the most of what you learn from your clinical practice experience. In composing your proposal, consider the areas where you believe growth is needed.
Your first step is to complete sections 1 and 2, with guidance from your site supervisor. Once you complete these sections, you will discuss your proposal with your fellow learners and revise it according to their feedback and suggestions (Unit 2).
Then you will submit your proposal to your instructor at least 48 hours prior to your conference call so your instructor can evaluate your choices and make recommendations for changes. You will then meet with your professional practicum committee to get approval for the specialization outcomes and activities that you have selected (Unit 3).
You will complete sections 3 and 4 in Unit 9 to explain how your clinical practice activities demonstrate mastery of the chosen specialization outcomes.
Once you have completed your 45 hours of clinical practice experience, you will submit your final portfolio to your Capella Instructor. In the portfolio, you will assess the degree of proficiency you have attained for each specialization outcome.
Section 1: Goals
Based on your self-assessment of specialization outcomes in the second discussion of Unit 1 using the portfolio rubric and the current state of your portfolio, identify the specialization outcome areas that you plan to further develop during your practicum. Select at least five of Capella’s 10 Early Childhood Education Specialization Outcomes.
Step 1: Select the five or more specialization outcomes that will become the basis of your practicum and paste them below Step 2 in Section 2. Then, proceed to follow the directions in Section 2: Tasks and Responsibilities.
Specialization Outcome 1—Child Development and Well-being: Understand the stages of child development and how children learn.
Specialization Outcome 2—Learning Environment: Create learning environments that support and nurture the development, learning, and self-esteem of all children.
Specialization Outcome 3—Curriculum and Instruction: Design developmentally appropriate curriculum and instruction that encourage individual as well as group learning, skill development, reflection, critical thinking, and inquiry.
Specialization Outcome 4—Equity and Inclusion: Provide equitable, inclusive education in which each student has the opportunity and encouragement to reach his or her potential.
Specialization Outcome 5—Assessment: Design assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
Specialization Outcome 6—Content Knowledge: Comprehend early childhood content knowledge, its evolution, and its application.
Specialization Outcome 7—Community: Support and empower the young child’s relationships within and outside of the school setting.
Specialization Outcome 8—Ethics and Professionalism: Uphold ethical and professional standards in conduct as an early childhood professional.
Specialization Outcome 9—Reflection and Continuous Learning: Engage in continued professional growth.
Specialization Outcome 10—Theory and Research: Apply critical knowledge of current research and theory to the improvement of instructional and leadership practices.
Section 2: Tasks and Responsibilities
Identify two or three tasks or activities that will help you acquire or develop each of the specialization outcomes on which you will be focusing. To help you identify appropriate administrative tasks or activities, that is, to assist you in selecting tasks that truly demonstrate your proficiency in the specialization outcomes you have identified, you are encouraged to discuss the tasks or activities you plan to address with your site supervisor, faculty, or your classmates. Ask them for ideas about tasks or responsibilities that are related to the specialization outcomes you will be addressing in this proposal.
Step 2: For each of the five or more specialization outcomes listed below, identify and describe the two or three tasks or activities you will complete during your internship to demonstrate your proficiency in that specialization outcome area.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Section 3: Activities, Artifacts, and Behaviors
You will complete sections 3 and 4 in Unit 9 to explain how your clinical practice activities demonstrate mastery of the chosen specialization outcomes.
Describe the activities, artifacts, or behaviors that demonstrate how you accomplished your tasks outlined above. The definitions or descriptions should also indicate the degree to which you mastered the specialization outcome. Refer to the Assessment Categories (see below) to find out how the tasks are to be assessed.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Section 4: Assessment
From your perspective, assess how well you mastered each specialization outcome using the ED5450 Assessment Categories listed below. Justify your response by referring to the definition that you gave in Section 3.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
Specialization Outcome XX: Insert Specialization Outcome Statement.
Tasks and Responsibilities
1. Insert Task or Responsibility.
2. Insert Task or Responsibility.
3. Insert Task or Responsibility.
ED5450 Assessment Categories
Distinguished
· Articulates the knowledge, skills, and applications, and makes connections to the results in student behavior.
· Demonstrates assessment based on data collected.
· Identifies areas of strengths and weaknesses of theories, and connects these areas to research and past experience.
· Develops and follows through with a plan of implementation.
· Demonstrates reflection and encourages reflection in others.
· Demonstrates knowledge, action, and reflection in decision making.
Proficient
· Can fluently identify the parts, basic theories, and processes taught, and make some connections to student behavior.
· Identifies strengths and weaknesses for using information, which increases understanding.
· Identifies two or three suggestions for implementation in daily practice.
· Develops a plan for a follow-up and/or assessment.
Apprentice
· Identifies major concepts, but does not make the connection to practice.
· Can talk about content or process but not make the connection.
· Identifies one or two areas of usefulness of information.
· Knows the need for follow-up, but does not plan for implementation.
Novice
· Cannot identify or articulate concepts from course work or discussions.
· Cannot identify strengths or weaknesses for use of concepts.
· Makes no suggestions for implementation.
· Does not identify the need for follow-up nor discuss assessment.
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