This document provides an overview of creative interventions that school counselors can use with high school students, including in classroom guidance lessons and individual/group counseling. It discusses interventions using art, props, reading, writing, music, play, and sandtray. Specific examples are provided for each intervention, such as using music to start classroom lessons, drawing activities to promote diversity discussions, and adventure-based counseling for groups. The benefits of creative interventions for high school students are that they can build relationships, encourage self-expression, and provide therapeutic tools for counselors.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
ย
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a โtraditional, conventional even conservativeโ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: โToday cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their โelementโโ.
Barnes (2012, p.239-240) argued that: โโฆneuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.โ
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a โsharingโ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task โ teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: โโฆspurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.โ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piagetโs work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Childrenโs Minds โ embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: โNarrative is a powerful tool for teaching a ...
Secondary school learners are comfortable with school routines and beginning to develop interests in real-world issues and abstract concepts. They are fascinated by extremes and look for role models demonstrating courage and creativity. As teachers, we should design engaging lessons using content that arouses students' curiosity and helps broaden their horizons. Thinking skills are important for effective learning and include skills like reasoning, problem solving, and decision making. Teachers face the challenge of developing programs that help all students become effective thinkers.
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
ย
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmatesโ posts and respond to at least two classmates. ย Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, childrenโsโ brains are like sponges. They are watching and learning everything in their environment. This age group brings a โwide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year oldโs need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: โCurriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. ย When implemented in the classroom, these components contribute to less discipline problems and a smoother dayโ (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment thatโs design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:ย
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".ย
ย The physical domain ...
Culturally responsive classrooms through art integrationukhtihanaz
ย
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
20. The Transformative Potential of Creative Assignments in Higher Education.pdfCarrie Tran
ย
This paper encourages incorporating creativity into higher education assignments to deepen student learning experiences. It provides an example from a Community Studies course where students created representations of their worldviews, such as a drawing. This "disorienting" creative assignment facilitated transformative learning as it prompted personal insights and critical examination of dominant norms. Student surveys showed increased motivation and confidence through creative assignments. While challenging to assess creativity, separating process from product and including reflection can help evaluate student engagement and understanding.
Teaching visual arts putting theory into practiceLina In
ย
This document summarizes the key theories underpinning early childhood visual arts education and argues for a shift towards current socio-cultural theories. It discusses how theories have evolved from a child-centered approach emphasizing free expression to a socio-anthropological approach teaching visual culture. The author describes undertaking professional development and realizing their practice did not align with socio-cultural constructivist principles. They advocate for professional development to shift teachers' pedagogy and ensure practices are culturally relevant.
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
ย
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
ย
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a โtraditional, conventional even conservativeโ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: โToday cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their โelementโโ.
Barnes (2012, p.239-240) argued that: โโฆneuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.โ
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a โsharingโ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task โ teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: โโฆspurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.โ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piagetโs work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Childrenโs Minds โ embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: โNarrative is a powerful tool for teaching a ...
Secondary school learners are comfortable with school routines and beginning to develop interests in real-world issues and abstract concepts. They are fascinated by extremes and look for role models demonstrating courage and creativity. As teachers, we should design engaging lessons using content that arouses students' curiosity and helps broaden their horizons. Thinking skills are important for effective learning and include skills like reasoning, problem solving, and decision making. Teachers face the challenge of developing programs that help all students become effective thinkers.
Respond to 8 students - due in 2 hours - 50 words each - I have put mickietanger
ย
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmatesโ posts and respond to at least two classmates. ย Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, childrenโsโ brains are like sponges. They are watching and learning everything in their environment. This age group brings a โwide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year oldโs need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: โCurriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. ย When implemented in the classroom, these components contribute to less discipline problems and a smoother dayโ (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment thatโs design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:ย
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".ย
ย The physical domain ...
Culturally responsive classrooms through art integrationukhtihanaz
ย
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
20. The Transformative Potential of Creative Assignments in Higher Education.pdfCarrie Tran
ย
This paper encourages incorporating creativity into higher education assignments to deepen student learning experiences. It provides an example from a Community Studies course where students created representations of their worldviews, such as a drawing. This "disorienting" creative assignment facilitated transformative learning as it prompted personal insights and critical examination of dominant norms. Student surveys showed increased motivation and confidence through creative assignments. While challenging to assess creativity, separating process from product and including reflection can help evaluate student engagement and understanding.
Teaching visual arts putting theory into practiceLina In
ย
This document summarizes the key theories underpinning early childhood visual arts education and argues for a shift towards current socio-cultural theories. It discusses how theories have evolved from a child-centered approach emphasizing free expression to a socio-anthropological approach teaching visual culture. The author describes undertaking professional development and realizing their practice did not align with socio-cultural constructivist principles. They advocate for professional development to shift teachers' pedagogy and ensure practices are culturally relevant.
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
ย
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
- The document discusses the concept of heutagogy, which is defined as self-determined learning. It originated from the idea that people are naturally very efficient learners and current education systems do not fully utilize this.
- Heutagogy is based on humanism and constructivism, which emphasize the learner being at the center of the educational experience. It draws from theories like andragogy and focuses on the learner determining the process and taking control of their own learning.
- Recent advances in neuroscience have provided new insights into how learning occurs in the brain, which challenges traditional definitions of learning that focus more on knowledge acquisition than cognitive processes. Understanding brain plasticity and how neuronal pathways are formed supports a model
2
Modern Childhood Classroom
The Curriculum of the Modern Early Childhood Classroom
Lisa Bertie
ECE/311
Instructor Amanda Dixon
April 2, 2012
The Curriculum of the Modern Early Childhood Classroom
The age group that this curriculum is designed for is Kindergarten. The age range for kindergarten is five through seven.
There are many learning styles for example there are auditory leaners, visual learners, tactile learners, and those who learn best through reading the information. As teachers we must take this into account when developing a curriculum. It is important to begin teaching kindergarten age children the beginning skills of math, reading, science, music, and art. By making sure that the content is age appropriate and that the information is presented in a variety of ways so that students of different learning styles have the opportunity to absorb the information in the way that is easiest for them to learn. If we look at the different learning theories we will find one that makes the most sense to us as individuals for example I find the developmental theories of Jean Piaget to be very meaningful and will incorporate his theories into how I present information to the students.
I plan on including time for learning through play, circle time, and traditional teaching methods to communicate information and teach skills to the students. I think it is also important to make sure that the classroom is a safe learning environment. When dealing with a large group of individuals there are many different personalities in play and there can be conflict as a result. I feel it is important the make sure that the students understand that they do not have to like everyone in the class but they need to show each other respect.
My plan for a productive classroom environment includes making sure all learning styles are addressed and students have a safe interesting classroom.
References
Barnett, W. S. (2008). Growing and learning in preschool [Video file]. Retrieved from http://www.youtube.com/watch?v=or10f-YcM8Q
First School. (n.d.). Music theme preschool activities and crafts. Retrieved from http://www.first-school.ws/THEME/music.htm
Ginsburg, H.P., Lee, J.S., Boyd, J.S. (2008). Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved from http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf
Thomas, A.M. (2011). Hands-on science with squishy circuits.ย Retrieved from http://www.ted.com/talks/annmarie_thomas_squishy_circuits.html
225
5Dynamic Curriculum and Instruction in the
21st Century
Ulrich Baumgarten/Getty Images
Learning Objectives
After reading this chapter, you should be able to:
1. Identify elements of creativity in existing face-to-face and online learning curriculum.
2. Implement problem-based learning experiences with students that incorporate real-world
audiences.
3. Prepare an argument to integrate the nine elements of d ...
1 Professional Educators using reflection and proble.docxsmithhedwards48727
ย
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
childโs cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piagetโs cognitive developmental theory
states that, โchildren actively construct knowledge as they manipulate and explore their
worldโ (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a childโs development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed โcognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challengesโ (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person โas developing within a complex system of relationships affected by multiple
levels of the surrounding environmentโ (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in studentโs lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our studentsโ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
Evidence-Based Teaching Strategies
131345
Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains
In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address
Explanation of how each teaching strategy creates effective learning to foster the development of learners
Explanation of how each teaching strategy aligns to learning styles
An explanation of how each teaching strategy can be used to implement generational lessons
An explanation of how each teaching strategy can be used to implement culturally diverse lessons
A nurse educator may to foster learnersโ cognitive development by equipping them with problem-solving and questioning skills, doing research and information processing to help them to actively learn, search for new information, solve problems, and review previous experiences to have a better understanding (Wilson, 2016). They may use this process to know learnersโ ability to recall information, assess learnersโ ability to understand, see how learners can apply the knowledge and skills in a current situation, analyze skills how they can differentiate opinions and facts, how they combine different concepts and form a good structure to help develop new meaning, and evaluate the learner's ability to perceive vital concepts.
Lecture teaching strategy is an effective and straightforward way of quickly impacting students with knowledge and is effective when introducing new material (Xu, 2016). It addresses cognitive domain.
Lecture teaching strategy becomes effective because the instructor gives elaborate details of the course and engage student. Through student and teacher interaction, educator is able to explain, demonstrate, and answer learnersโ question hence foster their learning.
For learners who prefer to listen to information, lecture teaching strategy and aural learning style would be appropriate. This is because a student may learn better through hearing and responding to the lecturer rather than using notes. Also, learners may read loudly to improve their understanding (Ocepek et al., 2013).
The lecture strategy may be implemented by clearly stating the instructorโs expectation from learners, be prepared to highlight the key concept to enable learners to keenly follow, ask a question to engage the student as well as ask for their feedback.
Educators can use a language that is understood by all learners when using the lecture teaching strategy to pass information to learners. Effective cross-cultural communication would be essential to promote cultural sensitivity by avoiding slangs, and avoiding cultural biases (Ladha et al., 2018).
The psychomotor domain can be developed by creating learning activities such as acquiring tools and master learning objectives or outcomes (Wilson, 2016). This domain may be used to develop good learning and teaching skills as well as resources compatible to a lea ...
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
The document discusses several topics related to teaching methods and problem solving strategies. It begins by providing an overview of children's literature and its evolution from oral traditions to the printed works of the Golden Age. It then discusses public speaking and values education, noting debates around different approaches. The document proceeds to outline various teaching methods like explaining, demonstrating, collaborating, and learning by teaching. Finally, it details the problem solving process, including defining the problem, analyzing it from different perspectives, and checking that the problem definition still fits after analysis.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
ย
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
ย
Donavon's story provides three key lessons for schools based on his experience as an urban high school student. First, listening to student voices can provide valuable perspectives on improving teaching and learning. Second, supportive relationships with caring teachers who have high expectations can help students build resilience. Third, including student voices in school decision-making can strengthen student engagement and school climate.
This paper elaborates the importance of Cooperative Learning in the present world context of globalisation in language classes. See http://beyondelt.blogfa.com
Hands-on learning is an effective strategy for closing the engagement gap and improving student achievement. The document discusses how many students lose interest in school between kindergarten and high school, leading to disengagement and lower performance. This engagement gap has a particularly strong negative impact on struggling learners. However, hands-on activities can rekindle students' love of learning by making abstract concepts more concrete and connecting them to the real world. The document then outlines several benefits of hands-on teaching, including improving critical thinking, communication skills, engagement, outcomes for disadvantaged students, teamwork abilities, and the teaching experience itself. Educators who use hands-on methods often continue doing so because of increased student enthusiasm and
Kinley Lit Review and Research Write UpShana Kinley
ย
This document provides a literature review for a research project on the effects of grouping on educators. It summarizes research on different classroom grouping strategies such as whole group, small group, and individual instruction. It also reviews literature on personality characteristics and assessments, including the Myers-Briggs Type Indicator and True Color Inventory. The study aims to combine research on grouping strategies and personality to improve grouping structures and enhance the classroom environment.
CH 10 Social Constructivist Approaches.pptVATHVARY
ย
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
childrenโs learning.
Discuss effective
decisions in structuring small-group work.
Exploring A Holistic Multicultural Approach to Problem Solving in Education P...Innocence Smith
ย
This document discusses holistic and multicultural approaches to problem solving in education. It examines both traditional and holistic models of problem solving, noting that traditional models may not enhance learner skills as directly. A holistic model takes a more multidimensional approach, considering physical, mental, social and cultural aspects. Several studies are reviewed that explore learning styles, bibliotherapy, project-based learning and other techniques from a holistic perspective. The overall aim is to empower educators to use holistic, multicultural problem solving approaches more effectively with diverse learners.
This document discusses several theories and theorists related to multicultural counseling. It introduces Alfred Adler, Albert Ellis, and William Glasser's theories. Adler focused on social equality and the social context of individuals. Ellis' cognitive behavioral approach works well with diverse groups by not questioning values. Glasser's reality therapy focuses on choice and responsibility. The document also discusses applying these theories in school counseling and the advantages and disadvantages of each approach. It provides background on Adler's life experiences and how they influenced his theory development.
School of Education and Human Development at the University of.docxanhlodge
ย
School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [emailย protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[emailย protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/785?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
mailto:[emailย protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret studentsโ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
Educational Resources for E-Learning in Urban Life-Long Learning (Richter 2012)Richter Thomas
ย
Pre-Publish version of invited keynote at: Richter, T. (2012). Educational Resources for E-Learning in Urban Life-Long Learning. In: Yangpu Society Construction and Life-Long Education Promotion Committee Office (Eds.), Proceedings of the Forum on Construction of Urban Lifelong Education and Learning Community, Shanghai, Oct. 2012, pp.59-80.
Running head PROGRAM AND MISSION ALIGNMENT .docxtodd581
ย
Running head: PROGRAM AND MISSION ALIGNMENT 1
PROGRAM AND MISSION ALIGNMENT 4
Program and Mission Alignment
Student Name
Institutional Affiliation
Winthrop University aims at offering personalized challenging, graduate, and continuing professional education programs of national caliber. Doing a degree in communication sciences and disorder does not align to the universityโs mission since the program is not offered at the university anymore. The program started its closure while I was still in school, which was an indication of its coming to extinction. The program in communication sciences and disorders is also not part of the long-term mission of the university of achieving national stature as a competitive and distinctive, co-educational, public, residential comprehensive, and value-oriented institution. The program has been closed, which is an implication of the failure to meet the required standards to provide competitive skills to its students. Communication sciences and disorders program does not meet the studentsโ needs of meeting the challenges of the contemporary world by offering them the ability to synthesize knowledge to solve complex challenges.
Winthrop University prides itself in offering value-based education, which has shaped the success of the university. Closing the program shows that it does not contribute to the overall mission of the university, which contradicts the provisions of the university, which means that the program does not contribute to the values of the university. Any program that does not contribute towards the achievement of the universityโs mission should be scrapped off so that only those programs that have a bearing on the university mission are considered.
However, the university needs to evaluate the contribution of the course towards the overall mission of the university. A speech pathologist is concerned with treating speech disorders among people suffering from such problems. The university, on the other hand, is concerned with training people who can treat speech disorders in society. The university, therefore, is a bridge between the prevailing challenge in society and the possible solutions. As such, speech pathologist is an important program that the university should reestablish.
References
Website: https://www.winthrop.edu/
Journal of Creativity in Mental Health, 7:107, 2012
Copyright ยฉ Taylor & Francis Group, LLC
ISSN: 1540-1383 print/1540-1391 online
DOI: 10.1080/15401383.2012.657597
CREATING SPACE FOR CONNECTION:
A COLUMN FOR CREATIVE PRACTICE
This column is designed to underscore relationally based creative inter-
ventions used by counselors and psychotherapists in their practices. Our
intention is to provide examples of novel, innovative ways of working with
clients in their efforts to deepen self-awareness and their con.
Running head PROGRAM AND MISSION ALIGNMENT .docxglendar3
ย
Running head: PROGRAM AND MISSION ALIGNMENT 1
PROGRAM AND MISSION ALIGNMENT 4
Program and Mission Alignment
Student Name
Institutional Affiliation
Winthrop University aims at offering personalized challenging, graduate, and continuing professional education programs of national caliber. Doing a degree in communication sciences and disorder does not align to the universityโs mission since the program is not offered at the university anymore. The program started its closure while I was still in school, which was an indication of its coming to extinction. The program in communication sciences and disorders is also not part of the long-term mission of the university of achieving national stature as a competitive and distinctive, co-educational, public, residential comprehensive, and value-oriented institution. The program has been closed, which is an implication of the failure to meet the required standards to provide competitive skills to its students. Communication sciences and disorders program does not meet the studentsโ needs of meeting the challenges of the contemporary world by offering them the ability to synthesize knowledge to solve complex challenges.
Winthrop University prides itself in offering value-based education, which has shaped the success of the university. Closing the program shows that it does not contribute to the overall mission of the university, which contradicts the provisions of the university, which means that the program does not contribute to the values of the university. Any program that does not contribute towards the achievement of the universityโs mission should be scrapped off so that only those programs that have a bearing on the university mission are considered.
However, the university needs to evaluate the contribution of the course towards the overall mission of the university. A speech pathologist is concerned with treating speech disorders among people suffering from such problems. The university, on the other hand, is concerned with training people who can treat speech disorders in society. The university, therefore, is a bridge between the prevailing challenge in society and the possible solutions. As such, speech pathologist is an important program that the university should reestablish.
References
Website: https://www.winthrop.edu/
Journal of Creativity in Mental Health, 7:107, 2012
Copyright ยฉ Taylor & Francis Group, LLC
ISSN: 1540-1383 print/1540-1391 online
DOI: 10.1080/15401383.2012.657597
CREATING SPACE FOR CONNECTION:
A COLUMN FOR CREATIVE PRACTICE
This column is designed to underscore relationally based creative inter-
ventions used by counselors and psychotherapists in their practices. Our
intention is to provide examples of novel, innovative ways of working with
clients in their efforts to deepen self-awareness and their con.
1) The document discusses employing Siegler's Overlapping Waves Theory to gauge learning in a balanced reading instruction framework. It asserts that Siegler's theory, which focuses on cognitive variability and the use of multiple strategies, can help explain how children learn to read using a balanced approach.
2) Key aspects of Siegler's theory discussed include the five dimensions of learning, the extensive cognitive variability that occurs both within and across individuals, and the use of microgenetic analysis to closely observe learning as it occurs.
3) The theory aims to better explain learning by focusing on variability rather than specific stages, and sees learning as a gradual process involving the acquisition, mapping, strengthening, and refinement of
The document provides instructions for submitting a paper writing request to the website HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attach a sample work.
3. Writers will bid on the request and the customer will choose a writer based on qualifications.
4. The customer will receive the paper and authorize payment if satisfied or request revisions.
5. HelpWriting.net guarantees original, high-quality content and full refunds for plagiarism.
13 Original Colonies Essay. Online assignment writing service.Darian Pruitt
ย
The document provides instructions for using a writing assistance website to have papers written. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a form with assignment details and attach samples. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The purpose is to outline the process for having assignments written by third parties on the site.
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- Heutagogy is based on humanism and constructivism, which emphasize the learner being at the center of the educational experience. It draws from theories like andragogy and focuses on the learner determining the process and taking control of their own learning.
- Recent advances in neuroscience have provided new insights into how learning occurs in the brain, which challenges traditional definitions of learning that focus more on knowledge acquisition than cognitive processes. Understanding brain plasticity and how neuronal pathways are formed supports a model
2
Modern Childhood Classroom
The Curriculum of the Modern Early Childhood Classroom
Lisa Bertie
ECE/311
Instructor Amanda Dixon
April 2, 2012
The Curriculum of the Modern Early Childhood Classroom
The age group that this curriculum is designed for is Kindergarten. The age range for kindergarten is five through seven.
There are many learning styles for example there are auditory leaners, visual learners, tactile learners, and those who learn best through reading the information. As teachers we must take this into account when developing a curriculum. It is important to begin teaching kindergarten age children the beginning skills of math, reading, science, music, and art. By making sure that the content is age appropriate and that the information is presented in a variety of ways so that students of different learning styles have the opportunity to absorb the information in the way that is easiest for them to learn. If we look at the different learning theories we will find one that makes the most sense to us as individuals for example I find the developmental theories of Jean Piaget to be very meaningful and will incorporate his theories into how I present information to the students.
I plan on including time for learning through play, circle time, and traditional teaching methods to communicate information and teach skills to the students. I think it is also important to make sure that the classroom is a safe learning environment. When dealing with a large group of individuals there are many different personalities in play and there can be conflict as a result. I feel it is important the make sure that the students understand that they do not have to like everyone in the class but they need to show each other respect.
My plan for a productive classroom environment includes making sure all learning styles are addressed and students have a safe interesting classroom.
References
Barnett, W. S. (2008). Growing and learning in preschool [Video file]. Retrieved from http://www.youtube.com/watch?v=or10f-YcM8Q
First School. (n.d.). Music theme preschool activities and crafts. Retrieved from http://www.first-school.ws/THEME/music.htm
Ginsburg, H.P., Lee, J.S., Boyd, J.S. (2008). Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved from http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf
Thomas, A.M. (2011). Hands-on science with squishy circuits.ย Retrieved from http://www.ted.com/talks/annmarie_thomas_squishy_circuits.html
225
5Dynamic Curriculum and Instruction in the
21st Century
Ulrich Baumgarten/Getty Images
Learning Objectives
After reading this chapter, you should be able to:
1. Identify elements of creativity in existing face-to-face and online learning curriculum.
2. Implement problem-based learning experiences with students that incorporate real-world
audiences.
3. Prepare an argument to integrate the nine elements of d ...
1 Professional Educators using reflection and proble.docxsmithhedwards48727
ย
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
childโs cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piagetโs cognitive developmental theory
states that, โchildren actively construct knowledge as they manipulate and explore their
worldโ (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a childโs development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed โcognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challengesโ (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person โas developing within a complex system of relationships affected by multiple
levels of the surrounding environmentโ (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in studentโs lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our studentsโ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
Evidence-Based Teaching Strategies
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Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains
In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address
Explanation of how each teaching strategy creates effective learning to foster the development of learners
Explanation of how each teaching strategy aligns to learning styles
An explanation of how each teaching strategy can be used to implement generational lessons
An explanation of how each teaching strategy can be used to implement culturally diverse lessons
A nurse educator may to foster learnersโ cognitive development by equipping them with problem-solving and questioning skills, doing research and information processing to help them to actively learn, search for new information, solve problems, and review previous experiences to have a better understanding (Wilson, 2016). They may use this process to know learnersโ ability to recall information, assess learnersโ ability to understand, see how learners can apply the knowledge and skills in a current situation, analyze skills how they can differentiate opinions and facts, how they combine different concepts and form a good structure to help develop new meaning, and evaluate the learner's ability to perceive vital concepts.
Lecture teaching strategy is an effective and straightforward way of quickly impacting students with knowledge and is effective when introducing new material (Xu, 2016). It addresses cognitive domain.
Lecture teaching strategy becomes effective because the instructor gives elaborate details of the course and engage student. Through student and teacher interaction, educator is able to explain, demonstrate, and answer learnersโ question hence foster their learning.
For learners who prefer to listen to information, lecture teaching strategy and aural learning style would be appropriate. This is because a student may learn better through hearing and responding to the lecturer rather than using notes. Also, learners may read loudly to improve their understanding (Ocepek et al., 2013).
The lecture strategy may be implemented by clearly stating the instructorโs expectation from learners, be prepared to highlight the key concept to enable learners to keenly follow, ask a question to engage the student as well as ask for their feedback.
Educators can use a language that is understood by all learners when using the lecture teaching strategy to pass information to learners. Effective cross-cultural communication would be essential to promote cultural sensitivity by avoiding slangs, and avoiding cultural biases (Ladha et al., 2018).
The psychomotor domain can be developed by creating learning activities such as acquiring tools and master learning objectives or outcomes (Wilson, 2016). This domain may be used to develop good learning and teaching skills as well as resources compatible to a lea ...
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
The document discusses several topics related to teaching methods and problem solving strategies. It begins by providing an overview of children's literature and its evolution from oral traditions to the printed works of the Golden Age. It then discusses public speaking and values education, noting debates around different approaches. The document proceeds to outline various teaching methods like explaining, demonstrating, collaborating, and learning by teaching. Finally, it details the problem solving process, including defining the problem, analyzing it from different perspectives, and checking that the problem definition still fits after analysis.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
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Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
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This paper elaborates the importance of Cooperative Learning in the present world context of globalisation in language classes. See http://beyondelt.blogfa.com
Hands-on learning is an effective strategy for closing the engagement gap and improving student achievement. The document discusses how many students lose interest in school between kindergarten and high school, leading to disengagement and lower performance. This engagement gap has a particularly strong negative impact on struggling learners. However, hands-on activities can rekindle students' love of learning by making abstract concepts more concrete and connecting them to the real world. The document then outlines several benefits of hands-on teaching, including improving critical thinking, communication skills, engagement, outcomes for disadvantaged students, teamwork abilities, and the teaching experience itself. Educators who use hands-on methods often continue doing so because of increased student enthusiasm and
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CH 10 Social Constructivist Approaches.pptVATHVARY
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Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
childrenโs learning.
Discuss effective
decisions in structuring small-group work.
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This document discusses holistic and multicultural approaches to problem solving in education. It examines both traditional and holistic models of problem solving, noting that traditional models may not enhance learner skills as directly. A holistic model takes a more multidimensional approach, considering physical, mental, social and cultural aspects. Several studies are reviewed that explore learning styles, bibliotherapy, project-based learning and other techniques from a holistic perspective. The overall aim is to empower educators to use holistic, multicultural problem solving approaches more effectively with diverse learners.
This document discusses several theories and theorists related to multicultural counseling. It introduces Alfred Adler, Albert Ellis, and William Glasser's theories. Adler focused on social equality and the social context of individuals. Ellis' cognitive behavioral approach works well with diverse groups by not questioning values. Glasser's reality therapy focuses on choice and responsibility. The document also discusses applying these theories in school counseling and the advantages and disadvantages of each approach. It provides background on Adler's life experiences and how they influenced his theory development.
School of Education and Human Development at the University of.docxanhlodge
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School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [emailย protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[emailย protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/785?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
mailto:[emailย protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret studentsโ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
Educational Resources for E-Learning in Urban Life-Long Learning (Richter 2012)Richter Thomas
ย
Pre-Publish version of invited keynote at: Richter, T. (2012). Educational Resources for E-Learning in Urban Life-Long Learning. In: Yangpu Society Construction and Life-Long Education Promotion Committee Office (Eds.), Proceedings of the Forum on Construction of Urban Lifelong Education and Learning Community, Shanghai, Oct. 2012, pp.59-80.
Running head PROGRAM AND MISSION ALIGNMENT .docxtodd581
ย
Running head: PROGRAM AND MISSION ALIGNMENT 1
PROGRAM AND MISSION ALIGNMENT 4
Program and Mission Alignment
Student Name
Institutional Affiliation
Winthrop University aims at offering personalized challenging, graduate, and continuing professional education programs of national caliber. Doing a degree in communication sciences and disorder does not align to the universityโs mission since the program is not offered at the university anymore. The program started its closure while I was still in school, which was an indication of its coming to extinction. The program in communication sciences and disorders is also not part of the long-term mission of the university of achieving national stature as a competitive and distinctive, co-educational, public, residential comprehensive, and value-oriented institution. The program has been closed, which is an implication of the failure to meet the required standards to provide competitive skills to its students. Communication sciences and disorders program does not meet the studentsโ needs of meeting the challenges of the contemporary world by offering them the ability to synthesize knowledge to solve complex challenges.
Winthrop University prides itself in offering value-based education, which has shaped the success of the university. Closing the program shows that it does not contribute to the overall mission of the university, which contradicts the provisions of the university, which means that the program does not contribute to the values of the university. Any program that does not contribute towards the achievement of the universityโs mission should be scrapped off so that only those programs that have a bearing on the university mission are considered.
However, the university needs to evaluate the contribution of the course towards the overall mission of the university. A speech pathologist is concerned with treating speech disorders among people suffering from such problems. The university, on the other hand, is concerned with training people who can treat speech disorders in society. The university, therefore, is a bridge between the prevailing challenge in society and the possible solutions. As such, speech pathologist is an important program that the university should reestablish.
References
Website: https://www.winthrop.edu/
Journal of Creativity in Mental Health, 7:107, 2012
Copyright ยฉ Taylor & Francis Group, LLC
ISSN: 1540-1383 print/1540-1391 online
DOI: 10.1080/15401383.2012.657597
CREATING SPACE FOR CONNECTION:
A COLUMN FOR CREATIVE PRACTICE
This column is designed to underscore relationally based creative inter-
ventions used by counselors and psychotherapists in their practices. Our
intention is to provide examples of novel, innovative ways of working with
clients in their efforts to deepen self-awareness and their con.
Running head PROGRAM AND MISSION ALIGNMENT .docxglendar3
ย
Running head: PROGRAM AND MISSION ALIGNMENT 1
PROGRAM AND MISSION ALIGNMENT 4
Program and Mission Alignment
Student Name
Institutional Affiliation
Winthrop University aims at offering personalized challenging, graduate, and continuing professional education programs of national caliber. Doing a degree in communication sciences and disorder does not align to the universityโs mission since the program is not offered at the university anymore. The program started its closure while I was still in school, which was an indication of its coming to extinction. The program in communication sciences and disorders is also not part of the long-term mission of the university of achieving national stature as a competitive and distinctive, co-educational, public, residential comprehensive, and value-oriented institution. The program has been closed, which is an implication of the failure to meet the required standards to provide competitive skills to its students. Communication sciences and disorders program does not meet the studentsโ needs of meeting the challenges of the contemporary world by offering them the ability to synthesize knowledge to solve complex challenges.
Winthrop University prides itself in offering value-based education, which has shaped the success of the university. Closing the program shows that it does not contribute to the overall mission of the university, which contradicts the provisions of the university, which means that the program does not contribute to the values of the university. Any program that does not contribute towards the achievement of the universityโs mission should be scrapped off so that only those programs that have a bearing on the university mission are considered.
However, the university needs to evaluate the contribution of the course towards the overall mission of the university. A speech pathologist is concerned with treating speech disorders among people suffering from such problems. The university, on the other hand, is concerned with training people who can treat speech disorders in society. The university, therefore, is a bridge between the prevailing challenge in society and the possible solutions. As such, speech pathologist is an important program that the university should reestablish.
References
Website: https://www.winthrop.edu/
Journal of Creativity in Mental Health, 7:107, 2012
Copyright ยฉ Taylor & Francis Group, LLC
ISSN: 1540-1383 print/1540-1391 online
DOI: 10.1080/15401383.2012.657597
CREATING SPACE FOR CONNECTION:
A COLUMN FOR CREATIVE PRACTICE
This column is designed to underscore relationally based creative inter-
ventions used by counselors and psychotherapists in their practices. Our
intention is to provide examples of novel, innovative ways of working with
clients in their efforts to deepen self-awareness and their con.
1) The document discusses employing Siegler's Overlapping Waves Theory to gauge learning in a balanced reading instruction framework. It asserts that Siegler's theory, which focuses on cognitive variability and the use of multiple strategies, can help explain how children learn to read using a balanced approach.
2) Key aspects of Siegler's theory discussed include the five dimensions of learning, the extensive cognitive variability that occurs both within and across individuals, and the use of microgenetic analysis to closely observe learning as it occurs.
3) The theory aims to better explain learning by focusing on variability rather than specific stages, and sees learning as a gradual process involving the acquisition, mapping, strengthening, and refinement of
Similar to Adding To The Toolbox Using Creative Interventions With High School Students (20)
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2. Complete a 10-minute order form providing instructions, sources, deadline, and attach a sample work.
3. Writers will bid on the request and the customer will choose a writer based on qualifications.
4. The customer will receive the paper and authorize payment if satisfied or request revisions.
5. HelpWriting.net guarantees original, high-quality content and full refunds for plagiarism.
13 Original Colonies Essay. Online assignment writing service.Darian Pruitt
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John Stuart Mill was a British philosopher born in 1806 in London. He was educated from a very young age by his father James Mill, a noted philosopher and economist who introduced him to the school of thought known as Utilitarianism. John Stuart studied languages, mathematics, science, and history extensively as a child, often tutoring his younger siblings as well. He was heavily influenced by his father's philosophies of scientific foundation for philosophy and humanist approach to politics and economics.
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The document discusses using the heat shock method to perform genetic transformation, which involves implanting a segment of DNA from one organism (a jellyfish) into another organism (E. coli bacteria) to make the recipient organism express the donor's genes. Specifically, it describes an experiment where heat shock was used to genetically transform a piece of DNA from a jellyfish into a sample of E. coli bacteria in order to observe the effects on the bacteria. The goal was to integrate the foreign jellyfish DNA into the E. coli genome and have the bacteria display characteristics specified by the new genetic material.
1. Social learning theory posits that violence is learned through observation and reinforcement. By witnessing violence, people learn aggressive behaviors which may be repeated, especially if rewarded.
2. Impulsivity and poor self-control have been linked to violence according to traits theories. Those with difficulties regulating emotions and impulses may act violently when angry or frustrated.
3. Attachment theory suggests that children who experience neglect, abuse or inconsistent caregiving are more likely to develop mental representations of relationships as distrustful and aggressive. This can influence the use of violence in future relationships.
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400 Words Essay On Security Threats In IndiaDarian Pruitt
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The document discusses beech forest ecosystems. It describes their main characteristics and distribution pre-human and currently. Beech forests support diverse vegetation structures and native fauna. Environmental factors like altitude, latitude, rainfall and soil drainage affect beech forest composition. Human activity also impacts ecological processes and species composition within beech forests. Specific examples of New Zealand beech species and their typical environments are provided.
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The document discusses comparing American zoos and aquariums. It notes that over 140 million people in North America visit zoos annually, more than various sports combined. However, some believe zoos and aquariums are unethical. It provides background on the issues, noting zoos aim to educate the public and conserve species, while critics argue animals are not suited to captivity and their needs cannot be met. The document examines both perspectives on the ethics of zoos and aquariums.
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The document provides instructions for creating a paper writing request on the HelpWriting.net site in 5 steps: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
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How Long Should A Introduction Paragraph Be.Darian Pruitt
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The passage discusses how the Great Depression and harsh weather conditions during the 1930s caused extreme hardship for many Americans, especially migrant farmers. The Great Depression led to bankruptcies and destitution as farmers struggled to survive. Photographer Dorothea Lange documented the struggles of migrant farmers through her photos from this era.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Main Java[All of the Base Concepts}.docxadhitya5119
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
ย
Adding To The Toolbox Using Creative Interventions With High School Students
1. Adding to the Toolbox: Using Creative Interventions With High School Students
Laura Bruneau
Adams State College
Jake J. Protivnak
Youngstown State University
2. 2
Abstract
This article provides a comprehensive overview of creative interventions used with
adolescents in the secondary school setting. School counselors who incorporate
creative interventions along with traditional counseling methods will increase their
effectiveness with high school students. Creative interventions that can be delivered
through classroom guidance and/or individual and group counseling will be discussed,
including the use of art, props, reading, writing, music, play, and sandtray. Specific
examples of ways to utilize each intervention are also provided to assist school
counselors with implementation of these methods.
3. 3
Adding to the Toolbox: Using Creative Interventions With High School Students
Professional school counselors are on the front line of providing care to address
the developmental challenges of adolescence. The American School Counselor
Association (ASCA) National Model supports school counselors using developmentally
based interventions to assist students with academic, career, and personal / social
issues and provides a helpful framework for delivering these services (ASCA, 2005). Of
this delivery system, classroom guidance lessons and individual/ small group
counseling are easily amenable to creative interventions.
The high school years are an intense period within human development in which
many adolescents struggle to develop a sense of self (Erikson, 1963). Adolescence is
characterized by extreme developmental shifts which include; a) experiencing physical
changes, b) developing abstract thought, c) facing existential dilemmas, including
needing a sense of meaning and purpose, d) experiencing a need for both
independence and support from adults, and e) desiring intimacy and connection with
others, in particular from their peer group (Broderick & Blewitt, 2010). From this
intensity, however, comes an opportunity for creativity and self-expression (Emunah,
1990). Adolescents are naturally drawn to creative mediums, such as music, art, and
play; these mediums provide a "means of expressing the inner explosion of
adolescence" (Emunah, p 102).
There are many advantages for school counselors to use creative interventions
(e.g., art, music, play) with high school students. These interventions can help build the
counseling relationship and promote communication between the school counselor and
student, help students recognize their own complexity, encourage self-expression, and
4. 4
provide the school counselor with a variety of therapeutic tools (Gladding, 2011).
Creative interventions can be used with most high school students. They may be
particularly useful when working with gifted students (Peterson, 2006) or when working
with adolescents who lack the ability or interest to participate in a traditional
conversation with a school counselor (Paisley & Young, 1998).
Within the professional counseling literature, there are several resources for
counselors who use creative interventions with adolescents in outpatient, community
settings. Within the past decade, more attention has been focused on implementing
these techniques in the school setting, and more specifically, within the secondary
school setting. This article will provide a review of the scholarly literature on using
creative interventions with adolescents and how these interventions can be
implemented.
Guidance Curriculum
Classroom guidance lessons are the most efficient way for school counselors to
address a large number of students. However, there is a paucity of research regarding
the use of creative interventions in classroom guidance curriculum at the secondary
level. In a personal reflection piece, Vines (2005) described using music as a way to
begin classroom guidance lessons at the middle school level. Through this creative
intervention, students were exposed to a wide variety of music styles. Students were led
in a discussion about the song lyrics and encouraged to consider how the words related
to the life skills taught within the lesson.
In a recent work, Roaten and Schmidt (2009) proposed including experiential
learning activities on diversity into classroom guidance lessons. Through activity-based
5. 5
discussions, high school students were able to think more critically about multicultural
issues. In one such activity titled, "drawing a house" (Pedersen, 2000), students were
paired up with a student different from themselves. These student pairs were asked to
hold one pen and draw a house together, without verbal communication. During the
processing phase of the lesson, the students explored the way they communicated with
each other as well as similarities/differences among the drawings (Roaten & Schmidt).
This lesson allowed students to consider how their own culture influenced their
cooperation with their partner and the drawing that they collaboratively created.
Young (2005) discussed a strategy to engage students during guidance lessons
by using character portrayal. School counselors can create guidance lessons on a
variety of developmental issues by incorporating notable contemporary and historical
individuals. Positive role models chosen for character portrayal could be selected due to
their career or character traits (e.g., Barrack Obama, Bill Gates, etc.), while anti-role
models (e.g., Heath Ledger, Barry Bonds, etc.) could be selected for students to
understand the consequences of making poor choices. These role-models may be more
meaningful if generated by the students rather than the school counselor. This activity
could further be modified for students with disabilities to focus on positive role models
who had physical or mental challenges (Lockhart, 2003).
In addition, packaged guidance curriculum materials are relying more on creative
interventions. A well known product, The Why Try Program, uses visual analogies to
demonstrate social and emotional principles. With the variety of materials readily
available, well developed, and largely used, it is likely that school counselors will use
more creative interventions in classroom guidance lessons.
6. 6
Individual and Group Counseling
In contrast to classroom guidance curriculum, there was more written on using
creative interventions with adolescents in individual and group counseling. Much of this
literature adopted interventions used within the clinical mental health setting and
modified them for appropriate use within the school system. Creative interventions are a
good fit for the school environment because they are both "positive and productive" as
these interventions are often economical and can impact students in a short amount of
time (Veach & Gladding, 2007, p. 71). Additionally, many creative interventions rely on
brief therapy approaches (e.g., solution-focused or rational-emotive therapy), which are
helpful considering the time constraints many school counselors face. Many are
applicable to developmental issues of students (Littrell, Malia, & Vanderwood, 1995).
Since counseling groups are economical and time efficient, small group work can
be especially useful in the school setting. Group counseling fosters a sense of
belonging and connection; both of these outcomes are useful for adolescents who are
searching for a sense of connection and purpose (Skudrzyk, Zera, McMahon, Schmidt,
Boyne, & Spannaus, 2009). Additionally, many adolescents enjoy participating in
counseling groups and are often invested in creative activities; thus, combining group
work and creativity seems reasonable (Veach & Gladding, 2007). There are many
potential opportunities for creative interventions in group work. Veach and Gladding
presented a useful overview of creative group work at the secondary level, including
how music, arts, movement, literature, drama, play, and humor can be incorporated into
group work.
7. 7
Adventure-based counseling (ABC) is a group counseling intervention (Nassar-
McMillan & Cashwell, 1997) that can easily take place within a school building. The
main principle behind ABC includes being in a new or different situation that includes
some type of physical/emotional challenge. Examples that are appropriate for school-
based applications include: group juggling (e.g., circle of participants tossing a ball by a
set sequence), blind maze (e.g., leader verbally directs group through a maze), or a
team task (e.g., group challenge) (Nassar-McMillan & Cashwell). Link Crew, a high
school transition program of the Boomerang project has numerous group activities
based on ABC concepts.
The following sections describe art, prop, reading, writing, music, and play
interventions that school counselors can utilize in individual, small group counseling,
classroom guidance, or other school counseling settings.
Art Interventions
It is relatively easy for high school counselors to implement art into the school
counseling program (Kahn, 1999). The use of art is an appropriate intervention for
adolescents who present with academic, career, and personal/ social issues. Art
interventions are useful when working with adolescents as they serve a variety of
developmentally appropriate functions: a) provide a sense of control over emotional
expression, b) enhance overall creativity, c) provide enjoyment and pleasure, d) use
popular media/ images that fits both personal and social symbols, and e) increase
physical and emotional energy (Kahn). Art can be easily integrated with an assortment
of theoretical approaches, including solution-focused, person-centered, and cognitive-
behavior therapy.
8. 8
According to Kahn (1999), it is important for school counselors to a) explain the
value and process of using art with students, faculty, and parents, b) encourage others
(e.g. teachers) to experience the process of art interventions, and c) respect the privacy
of the studentsโ created art work. Finally, school counselors will want to remind students
that art interventions focus on the process (e.g. expressing self through art) rather than
the actual product. When possible, school counselors should also create an easily
accessible and permanent art station within their counseling office that includes a
variety of media, such as pencils, crayons, clay, drawing paper, scissors, etc. (Kahn).
The author suggested a variety of directives to be used during counseling, based
on the stage model of Entry, Exploration, and Action-taking (Kahn, 1999). The purpose
of the entry stage is to introduce students to art and to build rapport. As such, a directive
may be, "draw a picture of your neighborhood." As the student becomes more
comfortable, exploration directives may begin, such as: "draw how you see yourself in
your group of friends and then how you see yourself as an individual." Finally, action-
taking directives; "draw yourself in a scene 15 years from now. What goals will you need
to reach during this time?" are useful in helping students define a preferred self and
vision for their future. During each of these phases, processing is essential. Simple
statements such as "tell me about this" can lead to productive discussions. As trust
builds and the student feels more comfortable with the process, the counselor can ask
more in-depth questions about the artwork (Kahn).
Examples of other art interventions include activities titled, About Me and
Decorating My Bag, involved students decorating a piece of paper, poster, or bag with
pictures or art that expresses and reveals something about themselves. Other activities
9. 9
such as, Feel Wheel and Volcano, encourages students to draw their feelings while
Road Map directs students to plot their life goals (Newsome, 2003).
Finally, Kahn (1999) provides a number of ideas for school counselors who seek
to learn more about the use of art interventions. School counselors can learn directly by
experimenting with the process on their own (e.g., drawing, painting, sculpting, etc.) as
well as utilizing packaged guidance materials that include art components. Collaborating
with an art teacher and art therapists may also enhance a school counselorโs overall
understanding of different art mediums and processes.
Prop Interventions
The use of props can have a powerful impact on students and can be a helpful
way of engaging students to participate in counseling (Schimmel, 2007). Props are
defined as physical objects that illustrate a concept and/ or facilitate the counseling
process. It is important to note that props are not the same as toys, and the process be
confused with play therapy interventions (Schimmel). Through the use of props, school
counselors can help students gain perspective on their issues, including stress, self-
esteem, anger, and decision making.
For example, a dollar bill can be used to explore self-esteem. A school counselor
can show a student a one dollar bill and ask the student how much it is worth. After the
studentโs response, the school counselor can crumble the bill and step on it. The school
counselor then asks, "How much is it now?" The student inevitably realizes that the
worth has remained the same. Through this intervention, the student will learn that their
worth will not change based on what has happened to them in the past or what will
happen to them in the future (Schimmel, 2007). Prop interventions can be conducted
10. 10
with other, easy to find objects such as rubber bands (Schimmel, 2007) (explore
tension) and paper weights (explore anger, guilt, etc. that may be weighing the student
down).
In a final example, a handheld video game controller can be a powerful prop
intervention. With a game controller, students can show the school counselor a series of
"moves" used when navigating a video game; for example, with a PlayStation controller,
a student may hold down the X and the O button simultaneously to produce an action.
The school counselor could have the following dialogue with the student by encouraging
them to imagine that they need to jump over a canyon in a video game in order to get to
the next level. The school counselor asks, "What happens if every time you went to
jump over the canyon, you hit the X and the O buttons, but you missed the jump and
fell?" The student may reply, "Well I would do something different!" The school
counselor would clarify, "You would do a new or different move, something that would
get you what you want?"
After the student responds "Yes," the counselor then can ask, "How is doing the
same moves over and over again in your own life working out for you?" This realization
of doing the same thing over and over again while expecting different results (e.g., a
solution focused principle) can be very powerful for students. The school counselor
could then ask the student, "Discuss the moves that you seem to be choosing to do
over and over again in your own life, and what actions could you do differently?"
Overall, the use of props makes the discussions more memorable and emphasizes the
concepts discussed.
11. 11
Reading Interventions
Bibliotherapy is defined as the use of literature for therapeutic value (Hynes &
Hynes-Berry, 1986). Pardeck (1994) found that reading interventions provided both
information and insight for the reader. When working with high school students, reading
can also enhance or stimulate the therapeutic conversation. Reading has been found to
help adolescents; a) gain new attitudes and beliefs about the self and world, b) develop
awareness of how others have coped with similar issues, and c) consider possibilities
for problems (Pardeck).
When using reading interventions with adolescents, counselors should select
books that bring about a sense of connection to authors, characters or ideas between
the student and the book as having this connection maximizes the helpfulness of the
reading process (Bruneau, Bubenzer, & McGlothlin, 2010). There are several resources
for choosing books. For example, the Bibliotherapy Education Project is an online
database that helps connect counselors to resources on bibliotherapy. Visitors can read
reviews of books by various age levels and topic areas as well as evaluate books for
review by others. Another resource, Authoritative Guide to Self-Help Resources in
Mental Health, is a comprehensive listing of self-help resources for a variety of clinical
concerns and developmental challenges, including depression and anxiety (Norcross,
Santrock, Campbell, Smith, Sommer, & Zuckerman, 2003).
While simply reading a book has merit, the discussion about the book often
brings about the most insight and change. School counselors can lead discussions that
encourage a thoughtful reflection of the reading process, while highlighting connections
and personal insights gained along the way. Pardeck (1994) recommended several
12. 12
creative interventions including creative writing (e.g., synopsis from a character view
point), art activities (e.g., a collage about the book), and role-playing (e.g., mock trial
between characters).
Finally, school counselors are very influential in determining the types of books
that are available to the students. By building a professional library, school counselors
can ensure that students have access to books that are developmentally appropriate
and useful for bibliotherapy and/or self-guided reading. In particular, school counselors
should have books on issues relevant to adolescents (e.g., relationships, depression,
suicide, academic issues, career choice) and specific to certain groups, such as the
needs of LGBTQ youth (Frank & Cannon, 2009).
Writing Interventions
Just as books can be powerful to read and reflect upon, the actual writing
process can also be useful. When working with adolescents, writing usually takes four
forms: poetry, letters, journaling, and storytelling. Poetry can be a safe and powerful
form of self-expression (Alexander, 1990). Bowman (1992) provided a rationale for
using poetry therapy with students who were experiencing an identity crisis or seeking
intimacy and independence. Often, poetry writing can help the adolescent grow into a
more mature individual through the process of self-discovery (Bowman).
Therapeutic letter writing can be used in two separate ways. When working
directly with students, school counselors can have students write a variety of letters to
themselves; this form of letter writing may assist students in self-exploration and self-
change (Kress, Hoffman, & Thomas, 2008). In particular, future-based letter writing
involves a student writing a letter to his view of himself months or years into the future.
13. 13
Three examples of future-based letters include the personal accomplishment letter (to
be read after a big event such as graduation), the rainy day letter (imagining when the
student is doing well in the future), and the older, wiser self letter (written from the
perspective of having more life experience) (Kress, Gimenez Hinkle, Protivnak, 2011).
Overall, these creative letter writing interventions help students imagine themselves in a
different place, literally and figuratively.
Oliver, Nelson, Cade, and Cueva (2007) suggested using therapeutic letter
writing as a way of maximizing the effectiveness of direct service with students. With
this narrative therapy based approach, letters are written to the students as part of the
counseling process, and may be written to the parents to strengthen ties with the family.
Letters may be used to affirm positive changes made, to provide support to the student
or family, and strengthen the counseling relationship.
Journaling is another writing technique that can be a helpful school counseling
intervention (Zyromski, 2007). Journaling may involve students writing when they feel
particularly stressed or something that they do daily regardless of their mood. It can be
as structured (e.g., compiling reports of their day, responding to counseling prompts) or
unstructured (e.g., writing for the next ten minutes about anything) as it fits the student
(Newsome, 2003). Additionally, the use of blogging, an electronic version of journaling,
may fit for students who have an interest in both writing and technology (Lent, 2009).
School counselors can also develop online journaling sites that supplement individual
counseling, group counseling, and guidance counseling lessons (Zyromski).
For those students who do not enjoy writing, an alternative option would be to
participate in storytelling. Storytelling involves the school counselors asking the
14. 14
adolescent to create a story that has a moral lesson (Newsome, 2003). While typically
appropriate for younger ages, there are some high school students who may enjoy
playing with puppets or action figures. The student and school counselor can choose to
create and act out a story through the use of puppets or action figures. This creative
intervention adds humor to the counseling session and makes the intervention
memorable while helping the school counselor understand the student more clearly.
Music Interventions
High school students are significantly influenced by music (Gladding, 2011;
Hendricks, Robinson, Bradley, & Davis, 1999), and they may use music as a way to
express themselves, cope with stress, and to relax and have fun (Campbell, Connell, &
Beegle, 2007). Additionally, music may play an important role in shaping how
adolescents perceive and experience their world (Glass, Curtis, & Thomas, 2005).
Within school counseling, music can be used in several ways. Kimbel and
Protivnak (2010) provided several examples of music interventions for school
counselors to use with high school students including; music listening/sharing, lyric
revision, improvisation, and music interventions incorporated into classroom guidance
lessons. Hendricks, Robinson, Bradley, and Davis (1999) stated that incorporating
music into group counseling could be useful in reducing the amount of depression
among adolescents. In these groups, adolescents chose a song that was important to
them, shared it with the group, and discussed why they selected the song.
Gladding et al. (2008) found that using song lyrics can be very helpful in
counseling. School counselors could utilize song lyrics interventions by; 1) listening to
lyrics with students and discussing the importance of the lyrics, 2) relating the lyrics to
15. 15
the studentโs experiences, 3) helping students connect lyrics to other lyrics, 4) asking
students to rewrite lyrics to familiar melodies, 5) developing a list of fun songs to help
students when feeling down, and 6) helping students create a playlist of songs/ lyrics
that are soothing or enjoyable (Gladding, Hendricks, Robinson, Bradley, & Davis, 1999).
Finally, school counselors need to develop culturally diverse interventions to
utilize with an increasingly multicultural population of high school students. Elligan
(2000) proposed that rap therapy (e.g., a five-stage process for creating music and
meaning through rap music) was a useful method for school counselors as it used the
language and culture of the adolescents, and helped to build rapport. School counselors
should be aware of the importance of music for the typical adolescent as well as the
received messages. As play is the language of children, music is often a way to connect
and understand the adolescent. Additionally, school counselors should notice the
studentโs musical selections as they may provide helpful information about the nature of
their issues (e.g., isolation, suicidal ideation, etc.; Glass, Curtis, & Thomas, 2005).
Play Interventions
Play is an intervention that is often used with younger children, particularly in the
elementary school setting. However, play is very natural for adolescents (Gladding,
2011). Play interventions assists adolescents in thinking differently about themselves,
their family and friends, and school issues through the use of fun and non-threatening
activities. Play also provides opportunities for socialization and relationship building
skills (Breen & Daigneault, 1998). Play interventions with high school students should
include developmentally appropriate techniques and focus on concerns that are typical
of adolescents, (e.g. family, friends, career, and personal identity) (Breen & Daigneault).
16. 16
Play interventions can provide a way to calm students (Breen & Daigneault,
1998). For example, working with clay can be a useful stress reliever. This intervention
can be used in both a directive and nondirective manner. School counselors could direct
the student to mold themselves, family members, friends, or symbolic figures. Allowing
the student to work with the clay can provide tactile stimulation, which can improve
focus and behavior. Additionally, stuffed animals can provide a sense of comfort and
security to the upset student. The school counselor could encourage the student to self-
sooth by hugging, squeezing, and petting the stuffed animal and then later, processing
the studentโs experience.
Games are a form of play that can be used to establish rapport with the
adolescent and teach socialization skills. Playing packaged games (e.g., Chess, Jenga,
etc.) can help the school counselor and student to build a relationship and learn more
about each other (Newsome & Gladding, 2003). Simple games such as Checkers or
Rummy can also be used with adolescents. School counselors can make comments
about the studentsโ process during the game (e.g., "Itโs hard to decide what to do next"
or "Making decisions is never easy"); games can be a useful medium for making
therapeutic comments (Kottman, 1990). By playing games, rapport can be established
and students are given permission to discuss emotions in the moment.
Sandtray is a popular play intervention that involves the student using miniatures,
or small representations of the world, to create images in a box of sand. During this
process, students select miniatures from a collection, create a sand world in the tray,
and then discuss their creation with the counselor (Draper, Ritter, & Willingham, 2003).
The miniatures represent aspects of the adolescent and his/her world. For example, a
17. 17
student could be asked to make a "scene" in the sandtray that represents their family,
their relationship with a friend, or their career goals; and then have the characters
interact. Specific questions and directions for sandtray work will vary based on
theoretical approach (see Taylor, 2009 for an example of sandtray and solution-focused
therapy), and sandtray can be used in individual or group counseling; refer to Shen and
Armstrong (2008) for an example of group sandtray for improving self-esteem for
adolescent girls.
When doing sandtray work with high school students, school counselors should
allow students to select from a large collection of miniatures (collections are relatively
inexpensive as miniatures can be found at garage sales, thrift shops as well as discount
stores). When the tray is completed, students may be asked to title the tray as this
provides a sense of completion and gives the counselor another way to understand their
scene. Finally, the school counselor can also have the student explore what they would
like to be different about their scene and process these statements.
A final play intervention that may be applicable when working with adolescents is
recreational play or leisure time. In a study that focused on elementary school students,
Powell and Newgent (2008) found significant results when using a disc golf intervention
on disruptive classroom behaviors. An adolescent may be no different. In fact,
adolescents who exhibit defiant or resistant characteristics may be more open and
connected during recreational play (e.g., shooting a basketball, showing skateboard
tricks, etc.). School counselors may be more effective with adolescents when working
outside of the traditional office setting.
18. 18
The Impact of Technology
A discussion of creative interventions is not complete without addressing the use
of technology. School counselors can use a variety of technology to more effectively
connect with high school students (Sabella, 2010b). Media rich school counseling
websites can appeal to high school students, and may help to remove barriers between
the counselor and student (Sabella). Websites may contain various components,
including discussion-based forums, podcasts, videos, tutorials, educational brochures,
information relevant to the studentโs academic success (e.g., calculating GPA),
information relevant to school success (e.g., study tips, choosing a college), and
interactive, web-based school counseling lessons (Sabella, 2010a; 2010b).
School counselors can work with the technology teacher to design an interactive
website specifically to meet the variety of academic, career, and personal/social needs
of students. Daily e-mails on a listserv and/or text messages to students and parents
could be sent to reinforce school counseling related information (e.g., inspirational
messages, information on how to deal with a variety of problems, application deadlines,
group activities, etc.).
Electronic collages or digital photo books may be particularly helpful for this
population. Instead of using magazines to locate images, students can use image
databases (e.g. Google images) or digital photos to select images that are powerful to
them and/ or that represent something meaningful in their lives. Students can then use
a variety of computer programs to create the collage or photo book. Clearly, with
technological advances, school counselors have the ability to connect with high school
students in creative ways.
19. 19
Tips for School Counselors to Get Started in Using Creative Interventions
Creative interventions are easy to implement within the high school setting.
School counselors are only limited by their imagination and their willingness to use
creative methods and interventions. It is the hope of the authors that the interventions
mentioned here will spark a curiosity and a desire to learn more about creative methods
in school counseling. To help the school counselor get started, a number of strategies
may be useful:
1. Consider the types of creative methods mentioned in this article. Are there
specific interventions that appealed to you? What led you to choose those
interventions? How might you be able to begin implementing one of the activities
mentioned in the article?
2. Select one of the creative interventions discussed in this article (e.g., compose a
poem or create a playlist of music) and carry out the intervention on your own.
Afterwards, consider your experience and how this intervention was useful/ not
useful to you. How might this insight help you when using creative interventions?
3. Select one of the creative interventions discussed in this article and practice
leading a coworker through the intervention, including the processing component.
4. Create your own creative intervention that either focuses on writing, play, music,
reading, prop, or the visual arts. Provide an outline that includes the following:
goals, time, materials, target population, directions, and process questions.
5. Consider how to incorporate creative interventions that blend well with your
theoretical orientation (e.g., solution-focused, person centered).
6. Research possible ethical considerations when using creative interventions
within the high school setting.
20. 20
In addition to these activities, school counselors should stay current on the
research and consider ways to incorporate creative methods into their practice. Often,
creative methods used in clinical mental health settings and/ or the elementary school
level can be easily adapted to the high school setting. School counselors can also
consider additional training on creative approaches in counseling, such as play, art,
music, etc. as well as becoming involved with the American Counseling Associationโs
division for creative counselors, the Association for Creativity in Counseling.
Conclusion
Engaging and working with high school students can be a challenge. Using
creative interventions during individual counseling, group counseling, or classroom
guidance lessons can create an environment where students are able to express their
thoughts and feelings in new and exciting ways. Creative interventions help school
counselors meet the developmental needs of high school students, help counselors
connect with students, and help keep students engaged in the counseling process.
These interventions can have a powerful impact on the student, thus, making
counseling more memorable for the student.
Finally, creative interventions are easy to implement and may help to speed up
the counseling process, which is particularly useful for a busy counselor. The creative
interventions presented in this article provide a brief introduction to the world of creative
counseling. These interventions provide the school counselor with a variety of "tools"
that may increase their efficacy in addressing the unique needs of high school students.
21. 21
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Biographical Statements
Laura Bruneau is an assistant professor of counselor education at Adams State
College. She is a Licensed Professional Counselor and a Licensed School Counselor
and has worked primarily with adults, adolescents, children and their families in the
clinical mental health agency setting. Her scholarly interests include creative
approaches in counseling, with an special interest in therapeutic reading.
Jake J. Protivnak is an associate professor in the Department of Counseling and
Special Education at Youngstown State University. He is a Licensed Professional
Clinical Counselor and a Licensed School Counselor who has worked in the clinical,
school, and college settings. His scholarly interest include counseling approaches with
children, career counseling, and counselor development.
Correspondence concerning this article should be addressed to: Laura Bruneau,
Department of Counselor Education, Adams State College, 208 Edgemont Blvd.,
Alamosa, CO 81102 (email: lbruneau@adams.edu).