Why does the United States still use the English system?

Assignment 1

Instructions

Instructions

Research on the web and summarize your findings:

· Why does the United States still use the English system?

· When was the last attempt to officially move to the metric system?

· Does the use of English measurement units put U.S. companies at a disadvantage when competing on international contracts?

· How has software solved the challenge? Give examples of engineering software that resolves this challenge. 

This two-page essay must be:

· Written to include a title page (Name, Course Name, Title of Homework Assignment, Instructor Name, and Due Date).

Assignment 2

1. Review each unit based on your 5-4-3-2-1 responses and feedback you have received from your instructor and your peers.

2. Review your peers’ responses as well.

3. Look for patterns in what you learned about your students and what you learned about your actions as a teacher.

4. Make an infographic or PowerPoint detailing the following:

· Describe what to expect regarding students at an age/grade level of your choice including cognitive, social-emotional, and moral development as well as motivation and higher-level thinking ability.

· Support each of these expectations with theories or theorists we learned about during the course.

· Summarize research-supported teacher actions in the classroom based on the patterns you found in your 5-4-3-2-1 assignments.

· Support each teacher action with theories or theorists we learned about during the course.

5. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.

6. Access your Turnitin report by reviewing your Submission Details for this assignment. Revise your work as needed based on the feedback.

7. Post a copy of your completed project to the  Discussion 8 Final Project  by Wednesday. You are welcome to post constructive feedback on others’ work; however, posting feedback is not required.

8. By the due date indicated, re-submit the final version of your work.

I have attached and example for use and also my work from week 1 until know.

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EDUC 220 Case Study Responses

At the beginning of each unit in the text, there are 4 different case studies based on specific learners: Early Childhood, Elementary School, Middle School, and High School. You are to choose one level of learner in each unit and respond to the following.

· After reading your case study, read the modules in the assigned unit. As you are reading make at least 5 connections between the case study you read and the module content for all the modules you are assigned to read in the unit. The connections can be examples or non-examples of the theories or suggested practices in each unit.

· After reading all the assigned modules in the unit, respond to the “Reflect and Evaluate” questions for only the module listed in the assignment title in Canvas.

Please use the following format for your responses: [Adjust number of responses where needed; this is a model, and the number of responses in text may change from one unit to the next]

Course: EDUC 220

Unit # and Title: Unit 1 Personal Development

Case Study level and title: Elementary School: Team

· Connections

· 1. The different parenting styles can affect how students act in the classroom.

· 2. Family issues and divorce can often affect students who have emotional problems and struggle, causing lousy behavior.

· 3. Students often find friendship where they belong and sometimes have problems isolating themselves from friends and family

· 4. I have seen students act out if their parents are not there for them, especially if they are working long hours and not paying attention to their children.

· 5. This can lead to poor performance and academic.

· Module # and Title

· Reflect & Evaluate Responses

· 1. Kashi recently relocated to a new school and neighborhood; her parents divorced. Being the only African American in first grade, she must establish new acquaintances. Bronfenbrenner's bioecological theory states that a child's relationships with their parents, teachers, schools, and neighborhoods can affect their development.

· 2. Mary, Patricia's mother, seems to be an authoritarian parent. She is involved with her child on an emotional level and establishes boundaries in addition to having rules.

· 3. Since her parents are separated, Kashi probably spends more time with one parent than the other. Kashi could have trouble adjusting at school if family discord between the parents. Kashi's academic performance may also suffer if the family's financial situation has altered.

· 4. In my opinion, Kashi's term "team" use alludes to friends and peers who hang out together. They could be a "normal" or "popular" peer group member.

· 5. I don't believe Bill can be classified as a bully based on this one case study and encounter. It appears that both lads are acting cruelly toward one another. I would be even more confident that Bill is a bully if similar incidents included other pupils happened frequently. It's hard to rate it just on this one instance. I believe the teacher should keep a careful eye on the students in the future to determine if bullying occurs.

· 6. In both instances, Ms. Barone, in my opinion, intervenes appropriately, but she also continues the conversation with the boys. Because boys are more inclined to act out physically and aggressively than girls, she does this to ensure.

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EDUC 220 Case Study Responses

At the beginning of each unit in the text, there are 4 different case studies based on specific learners: Early Childhood, Elementary School, Middle School, and High School. You are to choose one level of learner in each unit and respond to the following.

· After reading your case study, read the modules in the assigned unit. As you are reading make at least 5 connections between the case study you read and the module content for all the modules you are assigned to read in the unit. The connections can be examples or non-examples of the theories or suggested practices in each unit.

· After reading all the assigned modules in the unit, respond to the “Reflect and Evaluate” questions for only the module listed in the assignment title in Canvas.

Please use the following format for your responses: [Adjust number of responses where needed; this is a model, and the number of responses in text may change from one unit to the next.]

Course: EDUC 220

Unit # and Title: Unit 2 The Developing Learner

Case Study level and title: Middle School: Frogs

· Connections

· 1. According to Piaget, social interaction is crucial for older children's and adolescents' development of reasoning.

· 2. The formal operational stage's second stage, when children learn to think in a way that enables them to solve problems without concrete representations, is about to begin for middle schoolers.

· 3. According to Vygotsky, children learn about the wider world when interacting with other children.

· 4. The zone of proximal development can assist teachers in determining what a pupil is capable of learning alone and what learning assistance they will require.

· 5. When preparing activities for pupils, teachers should consider their developmental stage.

· Module # and Title

· Reflect & Evaluate Responses

In my opinion, Ms. Thesdale should determine the student's learning level. Some students might still be in the concrete operational stage. However, the majority are likely only beginning their formal operational stage.

2. Before starting the dissection process, Ms. Thesdale could ask her students to explain how they think the frog would be similar to or different from a human. This will allow them to examine the frog and confirm or deny their initial observations.

3. Students can develop at a greater level when they work in a group because they receive guidance from peers who are further along in their development. Pairing lower-level pupils with peers who will push them to get better scores is crucial. Some pupils will welcome this assignment and wish to assist others, while others will not.

4. I do not believe Jay and Vincent were ready to assist Tyler in advancing his learning. They focused more on finishing the task than preventing him from learning. Alanna, Yumi, and Keon would have made better partners for Tyler. They could have kept him on track by assigning him a new activity, like dissection. If someone had given Tyler advice on what to write, he may have also taken notes. Tyler could advance to a higher level with a companion operating at a higher developmental level.

5. Ms. Thesdale could inspire the pupils by having them write about what they hope to discover during the frog's dissection before getting started. She could explain to them how their bodies can help us determine what would be in a frog's body. Zygotsky argued that "teachers should present students with problem-solving activities that allow them to use scientific concepts in practical ways" (Durwin, 2020). She might also show them a schematic of a frog and ask them to name the various parts instead of using a book to tell them the names of the listed body parts.

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EDUC 220 Case Study Responses

At the beginning of each unit in the text, there are 4 different case studies based on specific learners: Early Childhood, Elementary School, Middle School, and High School. You are to choose one level of learner in each unit and respond to the following.

· After reading your case study, read the modules in the assigned unit. As you are reading make at least 5 connections between the case study you read and the module content for all the modules you are assigned to read in the unit. The connections can be examples or non-examples of the theories or suggested practices in each unit.

· After reading all the assigned modules in the unit, respond to the “Reflect and Evaluate” questions for only the module listed in the assignment title in Canvas.

Please use the following format for your responses: [Adjust number of responses where needed; this is a model, and the number of responses in text may change from one unit to the next]

Course: EDUC 220

Unit # and Title: Unit 3 Learning Theories: Early Childhood Pinch Page 152

Case Study level and title: Module 9 Social Cognitive Theory

· Connections

· 1. Observational Learning- In the given case study, Reagan is able to demonstrate desirable behaviour during art time and rug time through positive reinforcement and modeling by both the teacher and her peers. This is in accordance with the Social Cognitive Learning Theory whereby people learn by observing and imitating their peers.

· 2. Self-efficacy- Emily's initial reluctance and self-doubt during art activities indicate the importance of self-efficacy in the Social Cognitive Learning Theory. Miss Rana's encouragement and Reagan's positive comments boost Emily's self-efficacy, influencing her belief in her ability to complete the task.

· 3. Social Reinforcement- In the case study, Emily begins to behave in a positive manner after positive reinforcement from teachers and classmates.

· 4. Attention and retention- When Miss Amber asks the students to clap everything they hear the word leaf, it shows attention and retention.

· 5. Reciprocal determinism- The interactions between Reagan and Emily during art class illustrates reciprocal determinism as their behaviors, thoughts and environment influence each other.

· Module # and Title

· Reflect & Evaluate Responses

· 1. Vicarious enforcement is a technique for managing behaviour in which people see the results of another person's activities and modify their own behaviour accordingly. When Miss Rana compliments Reagan for keeping her hands on her lap during circle time in this preschool classroom, we can see an instance of vicarious enforcement in action. Reagan's behaviour is openly praised by Miss Rana as being admirable, which inadvertently inspires other kids to do the same. By showing the kids that sitting during circle time with their hands in their laps is the preferred behaviour, this gesture of praise acts as a potent social reinforcer. Particularly with young children, vicarious reinforcement can be a powerful technique for behaviour modification. It makes use of the influence and strength of social learning. Children are inspired to imitate positive behaviour when they see their classmates being praised for it in the hopes of getting the same treatment. This kind of reinforcement is especially crucial in a diverse school like this one, where kids have different backgrounds and behavioural styles. Vicarious enforcement is a technique that instructors can use to create a positive social norm in the classroom. This will assist kids understand what is expected of them and create a welcoming environment for learning.

· 2. In some circumstances, choosing to disregard inappropriate behaviour can be a wise choice, but in Reagan's case, it just served to encourage more pinching on the part of other children. There are various causes for this counterintuitive result. First of all, kids are very perceptive of social cues and peer pressure. They could consider a behaviour as socially acceptable or even desirable if they witness it going unnoticed or unpunished. When Reagan's pinching was disregarded in the scenario, other kids began to copy her and began to see it as acceptable behaviour, which led to an increase in pinching events. Second, the original approach taken by the teachers—ignorance—failed to address the root causes of Reagan's pinching. It's important to understand the motivation behind any bad behaviour, as with any bad behaviour. Reagan may have been pinching in an effort to get attention, make friends, or express herself in this instance. Ignoring her behaviour did not give her other, more acceptable methods to satisfy these demands, which is a necessary component of successful behaviour adjustment. The social learning component is important, too. In a preschool context, young children frequently learn by watching and copying their peers. If one child's behaviour attracts notice or receives praise, others may imitate it to get the same reactions. To ensure that undesirable behaviours are addressed and corrected as soon as possible while also ensuring that positive behaviours are acknowledged.

· 3. Both Miss Rana and Miss Amber gave the kids detailed directions with illustrations on how to use the sponge for painting. Demonstrations are an effective teaching method, particularly in the early years of education. Here's why they chose this strategy:

· A. Clarity: Instructions are made clearer and easier to understand through demonstrations. Children can better understand how to approach an activity when they observe their teachers participating in it physically. Visual cues are especially useful for young children who might not completely understand verbal instructions.

· B. Imitation: Kids naturally copy people they admire, including their teachers. The teachers urge the kids to mimic their activities by showing them how to use the sponge and paint properly, which reinforces the right behaviour.

· C. Engagement: Learning becomes more dynamic and engaging when demonstrations are used. Children actively engage in learning rather than only listening to instructions. In this instance, teaching the kids how to do something rather than just telling them what to do can be a more successful method of information transfer.

· D. Visual Learning: Some kids could be visual learners, which means they learn and remember knowledge better when they can see it being done. Demonstrations accommodate this learning style, making the subject understandable to a wider spectrum of kids.

· 4.Emily had trouble using the art materials, as evidenced by her statement, "I can't do it." Her struggles have a number of causes:

· A. Lack of self-efficacy: Self-efficacy is the belief that one is able to complete a particular task. Emily's claim that "I can't do it" indicates a lack of confidence in her ability to use the sponge and paint. Her lack of faith in her artistic ability could be the result of previous events or a worry about making mistakes.

· B. The Development of Fine Motor abilities: Children's fine motor abilities, including grip strength and hand coordination, mature at various rates. It's possible that Emily was having difficulties with these abilities, making it difficult for her to regulate the amount of paint on the sponge and spread it out evenly over the paper.

· C. Performance anxiety: Emily may be afraid of making a mistake or drawing criticism because of her unwillingness to participate in art following a past occurrence. Her ability to use the art supplies efficiently may be hampered by her nervousness.

· It's essential for teachers to provide a friendly and motivating environment in order to address these issues. Teachers can increase a child's self-efficacy by providing constructive criticism, as Miss Rana did when she commended Emily's efforts. Teachers can also lessen performance anxiety and promote a more positive attitude towards art by focusing on the process of creating art rather than the finished product.

· 5. Self-efficacy is crucial in determining how people approach activities and obstacles. The following are some ways Emily's self-efficacy affected her art project:

· Emily's increasing self-efficacy was a result of the encouraging remarks and positive feedback she received from her teachers, notably Miss Rana and Miss Amber. They encouraged Emily by complimenting her efforts and referring to her as a "little artist," which made her feel more confident about her capacity to contribute to the art project successfully.

· Peer Support and Self-Efficacy: Emily's self-efficacy increased when she was paired with Reagan, who was passionate and encouraging. Emily probably felt more confident and encouraged to participate because of Reagan's support and shared interest for art.

· Emily's self-efficacy can be increased by Miss Rana and Miss Amber continuing to:

· Provide specific praise: Giving Emily particular praise for her participation in the art project, such as the way she handles the sponge or blends the colours, might help her feel more capable. Children learn what they are doing well when they receive specific praise.

· Set Achievable Goals: Emily can gain confidence by breaking down the art endeavour into manageable goals. Teachers can lead her through simpler tasks and progressively move up to more difficult ones, ensuring she succeeds at each stage.

· Encourage Creativity: Art is a means of expression, and encouraging a spirit of imaginative exploration can boost self-confidence. In order to encourage Emily to express herself freely, teachers might stress the fact that there is no one "right" method to create art.

· In conclusion, this situation shows how teaching and behaviour control in a preschool classroom are dynamic processes. To create an environment that is conducive to learning for kids, teachers use a variety of techniques, such as vicarious enforcement, examples, and positive reinforcement. In order to customise teaching strategies and support students in overcoming obstacles and thriving in school, it is essential to understand individual needs, such as self-efficacy.

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EDUC 220 Case Study Responses

At the beginning of each unit in the text, there are 4 different case studies based on specific learners: Early Childhood, Elementary School, Middle School, and High School. You are to choose one level of learner in each unit and respond to the following.

· After reading your case study, read the modules in the assigned unit. As you are reading make at least 5 connections between the case study you read and the module content for all the modules you are assigned to read in the unit. The connections can be examples or non-examples of the theories or suggested practices in each unit.

· After reading all the assigned modules in the unit, respond to the “Reflect and Evaluate” questions for only the module listed in the assignment title in Canvas.

Please use the following format for your responses: [Adjust number of responses where needed; this is a model, and the number of responses in text may change from one unit to the next]

Course: EDUC 220

Unit # and Title: Unit 4 Cognitive Processes

Case Study level and title: Case Study Early Childhood 100th day (Module 12, transfer of skills and knowledge) Page 210

· Connections

· 1. Counting and Number concepts- The case study centres on the celebration of the 100th day, which calls for counting and a knowledge of number ideas. This is in line with how young children learn to count, sequence events, and group objects as they develop their numeracy skills.

· 2. Literacy and Knowledge Transfer- Ms. Prendergast reads a novel on counting and invites kids to make predictions or write summaries of what happens next. The reading and discussion of the book shows how knowledge from literature may be used to the comprehension of mathematical ideas, demonstrating the transferability of cognitive abilities across topic areas.

· 3. Critical Thinking and Problem Solving: Liam's ability to solve problems is demonstrated by his swift responses of "100" to numerous queries. The following inquiry from Ms. Prendergast asks pupils to think critically about the number of fingers, promoting critical thinking skills and the transfer of these skills to different scenarios.

· 4. Strategy Development- Using a strategy to arrive at the right answer, Aubrey's response to the question regarding the number of fingers displays her usage of one, displaying strategy development. It indicates the transfer of cognitive skills and is a valuable skill that may be used in a variety of contexts.

· 5. Creativity and Knowledge transfer- James' innovative approach to the 100th-day project, in which he asks other students to count fingers, is an illustration of how knowledge transfer and creativity can be related. He uses his knowledge of numbers and counting in an original way, demonstrating the transfer of cognitive abilities to produce an original product.

· Module # and Title

· Reflect & Evaluate Responses

· 1. The 100th-day events involved the students in practical, real-world problem-solving while encouraging introspective practise of mathematical concepts. For their 100th day tasks, they had to count and group things, which required them to comprehend number concepts and do sequencing and grouping. Reflective practise helps students apply their knowledge in many contexts and get a deeper grasp of mathematical topics, which makes it simpler to adapt that understanding to new circumstances. This helps low-road transfer.

· 2. The children's 100th-day crafts are an illustration of almost transferring. The projects ask students to count and group things in order to reach the number 100, directly using the arithmetic concepts they have been studying in class. The transfer closely resembles the original environment and academic skills.

· 3. The actions from the 100th day can be regarded as valuable learning. They force students to use their math skills in practical and imaginative ways, which improves their comprehension of mathematical ideas. Transfer is positively impacted by this meaningful learning since it makes concepts more memorable and applicable, increasing the possibility that they will be used in many contexts.

· 4. The kids originally found it difficult to relate the idea of counting and grouping from their 100th-day projects to the new issue of distributing stickers equitably, which prevented them from understanding that Lily's red plastic cups were a solution to the sticker dilemma. This challenge of connecting the dots is related to high road transfer, where pupils frequently struggle to apply their information to new contexts since they haven't yet mastered the necessary generalisation and abstract thinking abilities.

· 5. The four guidelines for aiding transfer are all present in Ms. Prendergast's instruction:

· a. Giving a variety of examples She gave them a variety of 100th-day projects to work on as she pushed them to be imaginative and use their maths skills in novel ways. These assignments allowed students to experiment with several methods of getting to the number 100 by counting safety pins, buttons, and coins. Students were able to build a flexible grasp of counting and grouping because to the range of examples used.

· b. Encouragement of student reflection: During the 100th-day celebration, Ms. Prendergast urged students to reflect on their learning and think critically. She posed open-ended inquiries like, "What do you think this book is about?" and "What might happen next?" These inquiries encouraged students to reflect on their learning, which is crucial for promoting low-road transfer. Ms. Prendergast made sure that the pupils were actively thinking about the material and drawing connections by summarising the story and talking about the preceding pages.

· c. Foster deep understanding: Ms. Prendergast's method of teaching arithmetic concepts placed a strong emphasis on helping students develop a profound understanding of numbers and counting. She urged kids to apply ways to find solutions rather than just memorise facts by heart. When Liam rapidly exclaimed "100" in response to the query regarding the number of fingers raised, Ms. Prendergast pushed the pupils to consider their answers more carefully. She commended Aubrey for her insightful response, demonstrating her thorough knowledge of fractions and the idea of halves. The goal of Ms. Prendergast's instructional approach was to provide pupils a solid grounding in mathematics, which would be essential for any knowledge transfer.

· d. Making learning meaningful: The pupils found the 100th day events to be very significant. They were applying their knowledge to actual situations, not just solving abstract arithmetic problems. The learning process was more interesting and remembered because of the context. Students did more than just count things when they made their 100th-day projects; they also used mathematics to exhibit their creativity. It is crucial for promoting transfer that there be a link between what is learned and practical situations. The sticker distribution issue posed a challenge that called for pupils to put their knowledge of grouping into practise. The chore became more bearable thanks to Ms. Prendergast's astute allusion to Lily's red cups, which related the current issue to their prior experiences.

· In conclusion, Ms Prendergast's classroom's 100th-day activities successfully promoted reflective practise of mathematics ideas, especially through a variety of examples, inspiring student reflection, fostering a deep grasp of the material, and giving learning a purpose. The projects that the kids finished show nearly transfer because they used their maths skills in relevant contexts. Ms. Prendergast's instructional techniques follow the transfer principles to guarantee that students gain a solid foundation in mathematics and the abilities to use what they have learned in new contexts. The celebration of the 100th day was a worthwhile educational opportunity that deepened the students' comprehension and equipped them for prospective application of mathematical ideas to new problems.

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