Imagine  you are a consultant for a company that uses psychological tests to  predict how successful job applicants might be on the job. The test is  being challenged in the courts.  Discuss the types of evidence you would  use to defend the test. In your response, consider the concepts of  reliability and validity, and how they are related to one another.  

Watch one hour of television directed at young children. Choose from Nick, Jr.(Cable), PBS Kids (Local Channel), or Disney, Jr (Cable). Evaluate it based on the following:

1. How does it stimulate critical thinking? (EXPLAIN) If it doesn’t stimulate critical thinking, how could the network do better?
2. How does it encourage communication/conversation? (EXPLAIN) If it doesn’t encourage communication/conversation, how could the network do better?
3. What morals or values were implied or taught? (EXPLAIN) If it doesn’t imply or teach any morals or values, how could the network do better?

At the beginning of your summary be sure to include the name of the network that you chose from the options above and to include the actual time that you watched. For example, “I chose to watch Nick, Jr. from 10am-11am on Wednesday, April 12th. The shows that were airing during that time were Dora the Explorer and Doc McStuffins. There were various commercials that focused on showing kindness and caring for your friends.” 

Assessment Description

An asset-based approach to teaching focuses on the strengths of students and recognizes they come to the learning process with knowledge, backgrounds, and experiences that can contribute to their continued learning and growth. Teachers who take the time to gather information on their ELLs and tap into their funds of knowledge can design effective instruction that builds on their rich cultural and linguistic resources.

Part 1: Mentor Interview
Interview your mentor teacher about how information is gathered on ELLs and used to leverage their cultural and linguistic assets. Include the following in your interview:

• What are examples of cultural and linguistic assets or funds of knowledge your ELLs possess?
• How do you collect ELL student data and information related to their knowledge, backgrounds, experiences, and interests? What type of student data/information do you have access to when you have a new student that is an ELL? How might student data/information differ based on special population or ELL typology (e.g., newcomer, student with limited or interrupted formal education, refugee, long-term English learner)?
• What laws or special considerations for your state or school district must you adhere to regarding the collection and use of student data/information?
• What are examples of how you use ELL student data/information in your classroom to build on the background knowledge of your ELLs?
• How do you use multicultural or multilingual resources in your classroom to connect ELLs to the curriculum and what benefits have you seen from their use?
• How do you cultivate an understanding of the larger community that your ELLs belong to in order to develop an asset-based perspective?
• How do you support other teachers and staff in developing an asset-based approach to teaching and working with ELLs?

Part 2: Inventory Tool and Mentor Discussion

With your mentor, review and identify inventory tools for evaluating culturally responsive curriculum or multicultural resources in a classroom or school library (e.g., textbook Figure 6.6 Assessing Multicultural Resources Tool, Culturally Responsive Curriculum Scorecard in topic Resources, a tool found online or provided by your mentor teacher).

Collaborate with your mentor to select and complete an inventory tool and discuss areas of strength and opportunities for improvement in ensuring the curriculum is culturally responsive or multicultural resources in the classroom or school are accessible to students.

Part 3: Reflection

In 250-500 words, reflect on your mentor interview and the time spent evaluating resources in collaboration with your mentor teacher. Include the following in your reflection:

• How you plan to collect and use student data and background information to learn about the personal, cultural, and linguistic assets of your ELLs and tap into their funds of knowledge.
• Key criteria you will look for to ensure curriculum or resources are culturally responsive and leverage the backgrounds of ELLs in your classroom/school.

1. How does the integration of STEM (science, technology, engineering, and mathematics) lessons and activities develop the skills of problems solving and critical thinking? Provide an example of one integrated STEM activity and how it promotes higher-order thinking. ONE RESOURCE FOR THIS QUESTION

2. Discuss a collaboration activity you might use in your classroom. How does giving the students the opportunity to work together foster problem solving and critical thinking? ONE RESOURCE FOR THIS QUESTION

Assume Student A and Student B are in your classroom. Apply what you have learned from the IRIS Center Module and our text to reflect on the following student behavior scenarios:

discuss the following:

• Which interventions or actions could you use to influence the student to behave appropriately? Explain your choices.
• Which logical consequences would be appropriate?
• Which domains of Social-Emotional Learning could be utilized in your instruction to support the student’s appropriate behavior in the future? Explain how the SEL domains will help.
• How would you use your relationships with the student, family members, or professional colleagues to prevent this behavior from reoccurring?