ED 599 01 SPRING 2022: COMPREHENSIVE EXIT EXAM INFORMATION and STUDY GUIDE3-9-2022

Note:

1. The Comprehensive Examination is schedule for Saturday, April 16, 2022, at the O. P. Lowe

Education Building on MVSU Campus. Expect details to follow in a later date.

2. Below information is the STUDY GUIDE for the examination. The order of the actual examination

may vary from the order of the study guide.

3. Candidates are expected to demonstrate competence in the courses of the program.

4. RESPOND TO TEST ITEMS #1 to 3 and RESPOND TO ONE TOPIC UNDER TEST ITEM #4

a) Your responses must be legible, appropriately paragraphed, and sequenced, at

least 2 pages long, and with adequate supporting references.

b) You must address all issues raised in the test item.

c) Please pay attention to organization, coherence, and grammatical correctness.

d) Please proofread all work before submitting.

e) Each page of responses must have your ID#, Test Item Topic and page number at

the top right.

5. Should you have any question(s), contact one of the graduate faculty in a timely manner. Do not wait until April 16, 2022, to seek help.

STUDY GUIDE

RESEARCH IN EDUCATION:

1. Describe the importance of developing a good research topic. Identify a researchable topic, formulate, and state the hypothesis that might result to an actionable educational practice.

2. Compare the characteristics of six steps in the process of quantitative and qualitative research. Of the types of research which is best suited for the classroom teacher?

Assessment:

1. What is the purpose of RTI? Graphically illustrate the essential components of RTI. Discuss the role and responsibilities of a special educator in implementing RTI for eligibility of Special Education placement in the public school.

2. Discuss the importance of using a variety of assessments to enhance classroom teaching and learning.  Give two examples of how assessment results may be used to improve teaching and learning.

Reading:

1. What does the National Reading Panel say about literacy in the classroom? Discuss the Simple View of Reading, Ehri’s Phases of Word Reading Development, the Four-Part Processor, and The Scarborough Rope as it pertains to the significance of teaching children to read. Please provide documented research Cite the research. 

2. Use the following theories as a guide: Schema theory, cognitive structures by Piaget, social context of learning by Vygotsky, and their implications for learning a language to discuss how children become readers and writers. The examination should focus on language development, literacy acquisition, and stages of literacy development.    

 

3. In considering multicultural education in today’s classroom, describe why culturally and linguistically different students fail in reading? Define culture and explain the linguistic differences. Examine one or two approaches to promote reading success for these students.  

Social Studies:

There are numerous current trends that have shaped our Social Studies curriculum. Using documented research discuss how these trends have affected teaching the social studies curriculum in today’s society. Provide documented research and cite your information.

TECHNOLOGY:

Technology Question 1 Study Guide/ Preparation Resources (Spring 2022)

COMMENT: It is not necessary to review or refer to all of the resources below. Students have the option to select those resources that are informative based on individual preference and prior knowledge.

Article 1: Digital Use Divide (Website Article Link: Click )

Article 2: What Four Divides Teach About Digital Equity, An Analysis (Website Link: Click )

Article 3: Learning Unleased On ISTE Radio:

Using Ed-Tech with purpose: The Pandemic Made it More Possible, Here’s How to Make it Happen with Every Student (9:02 Minutes) Link Click

Article 4: The K-12 Educational Technology Handbook 3.2 Digital Equity (Vikram Ravi) Link: Click

Article 5: Learning in the Digital Age (Tutaleni Asino) Book Link Click

Chapter 9: The Digital Divide (Wilmon Brown) Chapter 9 Link Click

Article 6: The Digital Use Divide (ISTE Connect) Website Article Link Click

Article 7: (Report 3 Looking Back, Looking Forward: What will it Take to Permanently Close the Digital Divide

(Link Click )

Article 8: (Report 2) Connect All students: How States and School Districts can close the Digital Divide (Link Click )

Article 9: (Report 1 Closing the K-12 Digital Divide in the Age of Distance Learning (Link Click )

Article 10: Connect All Students: Understanding the Digital Divide (All 3 Reports/Common Sense) Link Click

Article 11: SAMR Model Video Link Click

Article 12: What does the SAMR Model Look like in School Video Link Click

Direct Link Video 12:

Article 13: The SAMR Model Explained by Students Video Link Click

Direct Link to Video 13:

Article 14: Pic-Rat Matrix Website Link Click

Article 15: Pic-Rat Technology Integration Model Website Link Click

Article 16: The Pic-Rat Model Webinar Click

Direct Link to Article 16:

Technology Question 2 Study Guide Resources/Preparation Resources (Spring 2022)

Article 1: ISTE Website Link Click

Article 2: ISTE Standards for Students Link Click

Article 3: Introducing the ISTE Standards for Students Video Link Click

Direct Link to Article 3: Video

Article 4: Seven Ways: ISTE Standards for Students Video Link Click

Direct Link to Article 4:

Technology Question 3 Study Guide Resources/Preparation Resources (Spring 2022)

Article 1: The concept of Digital Resilience : Child’s ability to adjust positively when faced with online adversity. Article Video Link Click (Refer to Text Box 2.2 Facing Risks to Build Resilience)

Article 2: Book Review “Digital for Good: Raising Kids to Thrive in an Online World” by Richard Culatta Link Click

Article 3: Make Digital Learning about the Do’s and not the Don’ts Video Link Click

Direct Link to Article 3: (Video)

Article 4: Commit to Digital Citizenship (5 Competencies of Digital Citizenship) Video Link Click

Direct Link to Article 4 Video:

Article 5: The New Digital Citizenship Video Link Click

Direct Link to Article 5 Video:

Article 6: Digital Citizenship Lesson Plans (Common Sense) Link Click

Article 7: Don’t Feed the Phish Lesson Plan (Common Sense) Example Link Click

EFFECTIVE TEACHING STRATEGIES:

1. When developing an interdisciplinary thematic unit on the solar system, what are at least THREE integrated activities that you would include within instruction to ensure that students are learning about the solar system/science and at least one other content area? In other words, each of the THREE activities you describe below must be based on the solar system while also incorporating at least one other content area. These activities must be strong instructional activities that develop content knowledge of the solar system and at least one other content area while also being challenging and engaging/interactive for students.

2. Imagine you are teaching a class consisting of 12 boys and 13 girls. Of the 25 students in your classroom, 5 have ADHD-inattentive Subtype (Attention Deficit Hyperactive Disorder-Inattentive Subtype), 4 have IEPs (Individualized Education Plans) where they receive modifications for assignments due to one student having a hearing issue, one student having a severe vision issue, one student who is unable to walk on his own, and one student who cannot read, and you typically have about 5-7 students who need some type of differentiation for instruction. Describe at least THREE instructional strategies you could use to teach such a diverse class of students. Make sure you focus these THREE instructional strategies on the specific needs of this class (ADHD-Inattentive Subtype, students with the specific disabilities listed above/IEPs, need for differentiation). In other words, what THREE instructional strategies could you use to hold students’ attention that have ADHD, meet the needs of students who have the special instructional needs listed above with IEPs, and meet the needs of students who require a different way to learn what you are teaching?

3. If you were teaching an interdisciplinary thematic unit on animal habitats, what are at least THREE ways you could incorporate technology within your instruction? In other words, what types of technology would you utilize with students during instruction or that students would use on their own to engage in learning about animal habitats? This technology can not include vague, basic technologies such as: a smart board, power point presentations that you create as a basis of instruction, or a computer/Chromebook. You must be specific about a particular app students could use, a particular program you or students could use when teaching and/or learning about animal habitats, or an instructional/learning strategy that is driven by technology. Provide evidence that you know how to engage 21st Century learners through citing at least THREE technologies that engage learners in understanding animal habitats.

Mathematics:

1. Suppose that after a vote in the US Senate on a proposed health care bill, the following table shows the breakdown of the votes by party.

If a lobbyist stops a random senator after the vote, what is the probability that this senator will either be a Republican or have voted against the bill?

2. A booth at the state fair has rubber ducks floating in water. For each ticket, you get two chances to pick a duck from those floating by. In order to win a small stuffed animal, you must pick a duck that has a star drawn on the bottom. If you manage to choose two ducks that both have stars drawn on them, you win the extra-large stuffed animal. After your first pick, the rubber duck is placed back in the water for your second pick. If there are 50 floating ducks and 3 that have stars drawn on them, what is the probability of choosing 2 ducks that both have stars on them?