FLE+Matrix 2
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This document outlines various family life education courses and experiences mapped to 10 content areas. It provides brief descriptions of 6 courses, including Global Ecology of the Family, which covers Urie Bronfenbrenner's ecological systems theory. It describes an internship at Parent to Parent of Southwest Michigan where the author interacted with families. It also outlines courses on human sexuality, intimate relationships, effective parenting, and teaching family life education. Experiences included attending family court cases and creating an educational program.
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Quality in Action - March 2011
March 2, 2011 - Ongoing Training for Mentors, part of monthly Quality In Action webinar series hosted by the Mentoring Partnership of Minnesota.
Standard 5 of the Elements of Effective Practice for Mentoring™, Third Edition outlines benchmarks for providing quality monitoring and support for matches. One of those benchmarks is that programs provide "one or more opportunities per year for post-match mentor training." Join this webinar to learn and share ongoing training resources, ideas for training topics, and strategies for getting mentors to show up. Amy Cannata from the National Mentoring Center will talk about their new FREE resource, Talking it Through: Communication Skills for Mentors, an interactive website that uses video stories and other tools to enhance ongoing mentor training.
53 Part Two This section presents two sets of guid.docx
53
Part Tw
o
This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/
Toddler Programs,” applies to the entire program, providing relationship-based care and orga-
nizing the early care and education environment. The guidelines in Chapter 5 provide a sound
basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is
necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines,
Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,”
focuses on particular domains or areas of infant/toddler development and also describes a curricu-
lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to help programs and teachers
to attain the guideline. Every infant/toddler center and family child care home will have unique
ways of achieving guidelines. The practices provide a starting place to help programs find ways
to work toward each guideline. They are presented in categories so that recommendations on spe-
cific topics can be easily found. Many program leaders will recognize practices that they already
have in place to provide high-quality care for infants and toddlers. Teachers and program leaders
will be able to go beyond these recommendations as they use this publication to guide program
improvement.
The guidelines set forth in this publication relate to the California Department of Education’s
(CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment
of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus
only on learning and development Desired Results. Additional detailed information on these con-
nections appears in the chart in Appendix C, which maps the links between guidelines and the
Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in the field toward continu-
ous quality improvement that will support the complementary goals of high-quality care and the
Desired Results system.
Part Two: The Guidelines
54
55
“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system where the
children and the adults not only are formally initiated into an organiza-
tion, a form of our culture, but also have the possibility to create culture.
The creative act is much more possible when educational creativity
involves not only the children, not only the teachers, but also the
parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care
Chapter 5
Guidelines for Operating
Infant/Toddler Programs
C
h
a
p
t
er
5
...
53 Part Two This section presents two sets of guid.docx
53
Part Tw
o
This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/
Toddler Programs,” applies to the entire program, providing relationship-based care and orga-
nizing the early care and education environment. The guidelines in Chapter 5 provide a sound
basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is
necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines,
Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,”
focuses on particular domains or areas of infant/toddler development and also describes a curricu-
lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to help programs and teachers
to attain the guideline. Every infant/toddler center and family child care home will have unique
ways of achieving guidelines. The practices provide a starting place to help programs find ways
to work toward each guideline. They are presented in categories so that recommendations on spe-
cific topics can be easily found. Many program leaders will recognize practices that they already
have in place to provide high-quality care for infants and toddlers. Teachers and program leaders
will be able to go beyond these recommendations as they use this publication to guide program
improvement.
The guidelines set forth in this publication relate to the California Department of Education’s
(CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment
of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus
only on learning and development Desired Results. Additional detailed information on these con-
nections appears in the chart in Appendix C, which maps the links between guidelines and the
Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in the field toward continu-
ous quality improvement that will support the complementary goals of high-quality care and the
Desired Results system.
Part Two: The Guidelines
54
55
“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system where the
children and the adults not only are formally initiated into an organiza-
tion, a form of our culture, but also have the possibility to create culture.
The creative act is much more possible when educational creativity
involves not only the children, not only the teachers, but also the
parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care
Chapter 5
Guidelines for Operating
Infant/Toddler Programs
C
h
a
p
t
er
5
.
53 Part Two This section presents two sets of guid.docx
53
Part Tw
o
This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/
Toddler Programs,” applies to the entire program, providing relationship-based care and orga-
nizing the early care and education environment. The guidelines in Chapter 5 provide a sound
basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is
necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines,
Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,”
focuses on particular domains or areas of infant/toddler development and also describes a curricu-
lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to help programs and teachers
to attain the guideline. Every infant/toddler center and family child care home will have unique
ways of achieving guidelines. The practices provide a starting place to help programs find ways
to work toward each guideline. They are presented in categories so that recommendations on spe-
cific topics can be easily found. Many program leaders will recognize practices that they already
have in place to provide high-quality care for infants and toddlers. Teachers and program leaders
will be able to go beyond these recommendations as they use this publication to guide program
improvement.
The guidelines set forth in this publication relate to the California Department of Education’s
(CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment
of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus
only on learning and development Desired Results. Additional detailed information on these con-
nections appears in the chart in Appendix C, which maps the links between guidelines and the
Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in the field toward continu-
ous quality improvement that will support the complementary goals of high-quality care and the
Desired Results system.
Part Two: The Guidelines
54
55
“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system where the
children and the adults not only are formally initiated into an organiza-
tion, a form of our culture, but also have the possibility to create culture.
The creative act is much more possible when educational creativity
involves not only the children, not only the teachers, but also the
parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care
Chapter 5
Guidelines for Operating
Infant/Toddler Programs
C
h
a
p
t
er
5
.
Individual Focused Learning for Better Memory Retention Through
Individual Focused Learning for Better Memory Retention Through Experience
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
10/9/2019
Cognitive theory focuses on experiences in three looping processes, comprehension, memory, and application
According to Goossens (2020), cognitive theories in learning is affected by biology, environment, and social constructs
Bottom-up and top-down influences define experience of learning and thus memory and its retention (Tyng et al., 2017)
Comprehension is interpretative with different people and methodologies of gaining skills require support for better retention of knowledge (Ford et al., 2020)
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem - Historically, memory retention is dependent on biology, social determinants, and educational roles (Berger et al., 2012)
Present findings from prior research related to the history of the problem space – individual are unique by circumstances, cognition development is different for each person hence memory retention and its experiences are unique. In education sector today, curriculum caters to meeting outcomes of the larger group with less focus on individual pace of learning.
Focus on:
When the problem started – generalization of education and learning environment through general curriculum tends to segregate some learners
What has been discovered about the problem - According to Tyng et al. (2017), “the effects of emotion on learning and memory are not always univalent” it points to the fact that progression is a personal journey such that how learning is understood is directly linked to how it is taught, the environment it is taught in, and the emotional attachments of information processing. Therefore, productivity in learning can only be attained by training and task definition which can be versatile form one person to another.
The current state of the problem – Development of separate special classes for students with learning challenge is beneficial but with poor education systems, the program could be detrimental for the future especially in self teaching learners. With guidance for retention of knowledge being a taught skill, ineffective environments and lack of support could be detrimental especially to disadvantaged communities
Support information with APA compliant in-text citations in your slide, and then make sure to include the full reference for the citation in the List of References slide (last slide of this presentation)
2
Literature Review: Problem Space
10/9/2019
Perception plays a very important role in motivating learners
It is build on the foundation of the dynamics of instructor-student relationship hence role ...
Individual Focused Learning for Better Memory Retention Through
Individual Focused Learning for Better Memory Retention Through Experience
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
10/9/2019
Cognitive theory focuses on experiences in three looping processes, comprehension, memory, and application
According to Goossens (2020), cognitive theories in learning is affected by biology, environment, and social constructs
Bottom-up and top-down influences define experience of learning and thus memory and its retention (Tyng et al., 2017)
Comprehension is interpretative with different people and methodologies of gaining skills require support for better retention of knowledge (Ford et al., 2020)
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem - Historically, memory retention is dependent on biology, social determinants, and educational roles (Berger et al., 2012)
Present findings from prior research related to the history of the problem space – individual are unique by circumstances, cognition development is different for each person hence memory retention and its experiences are unique. In education sector today, curriculum caters to meeting outcomes of the larger group with less focus on individual pace of learning.
Focus on:
When the problem started – generalization of education and learning environment through general curriculum tends to segregate some learners
What has been discovered about the problem - According to Tyng et al. (2017), “the effects of emotion on learning and memory are not always univalent” it points to the fact that progression is a personal journey such that how learning is understood is directly linked to how it is taught, the environment it is taught in, and the emotional attachments of information processing. Therefore, productivity in learning can only be attained by training and task definition which can be versatile form one person to another.
The current state of the problem – Development of separate special classes for students with learning challenge is beneficial but with poor education systems, the program could be detrimental for the future especially in self teaching learners. With guidance for retention of knowledge being a taught skill, ineffective environments and lack of support could be detrimental especially to disadvantaged communities
Support information with APA compliant in-text citations in your slide, and then make sure to include the full reference for the citation in the List of References slide (last slide of this presentation)
2
Literature Review: Problem Space
10/9/2019
Perception plays a very important role in motivating learners
It is build on the foundation of the dynamics of instructor-student relationship hence role ...
Campus presentation on potential research and my personal teaching learning b...
My September slide presentation at FHSU
FDEI Jun Webinar: Engaging Families to Focus on Intervention Strategies
Young children with disabilities have better outcomes when their families are actively involved in supporting their child’s learning. This session will help Early Interventionists, private therapy providers, and other professionals working with young children with disabilities think about their interactions with the child's family and how those interactions strengthen a family’s ability to support their child’s learning.
In this 90 minute session participants will:
Learn about strategies to increase parent participation in their child’s Early Intervention home visits and/or therapy sessions
Explore possible strategies that can be used to engage a deployed parent in home visits and/or therapy sessions
Observe through video, professionals working with a parent to enhance the parent’s use of effective intervention strategies
Explore the use of tools and strategies that promote reflection on practices being used to engage families
Coaching Metacognition
Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using Connectivist Open Online Learning (COOL) technology tools and techniques.
Presentation at the 2014 Online & Blended Colloquium by Roz Hussin, Bill Lopez, and Jane Hanson, on April 14, 2014.
More Related Content
Similar to FLE+Matrix 2
Quality in Action - March 2011
March 2, 2011 - Ongoing Training for Mentors, part of monthly Quality In Action webinar series hosted by the Mentoring Partnership of Minnesota.
Standard 5 of the Elements of Effective Practice for Mentoring™, Third Edition outlines benchmarks for providing quality monitoring and support for matches. One of those benchmarks is that programs provide "one or more opportunities per year for post-match mentor training." Join this webinar to learn and share ongoing training resources, ideas for training topics, and strategies for getting mentors to show up. Amy Cannata from the National Mentoring Center will talk about their new FREE resource, Talking it Through: Communication Skills for Mentors, an interactive website that uses video stories and other tools to enhance ongoing mentor training.
53 Part Two This section presents two sets of guid.docx
53
Part Tw
o
This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/
Toddler Programs,” applies to the entire program, providing relationship-based care and orga-
nizing the early care and education environment. The guidelines in Chapter 5 provide a sound
basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is
necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines,
Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,”
focuses on particular domains or areas of infant/toddler development and also describes a curricu-
lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to help programs and teachers
to attain the guideline. Every infant/toddler center and family child care home will have unique
ways of achieving guidelines. The practices provide a starting place to help programs find ways
to work toward each guideline. They are presented in categories so that recommendations on spe-
cific topics can be easily found. Many program leaders will recognize practices that they already
have in place to provide high-quality care for infants and toddlers. Teachers and program leaders
will be able to go beyond these recommendations as they use this publication to guide program
improvement.
The guidelines set forth in this publication relate to the California Department of Education’s
(CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment
of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus
only on learning and development Desired Results. Additional detailed information on these con-
nections appears in the chart in Appendix C, which maps the links between guidelines and the
Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in the field toward continu-
ous quality improvement that will support the complementary goals of high-quality care and the
Desired Results system.
Part Two: The Guidelines
54
55
“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system where the
children and the adults not only are formally initiated into an organiza-
tion, a form of our culture, but also have the possibility to create culture.
The creative act is much more possible when educational creativity
involves not only the children, not only the teachers, but also the
parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care
Chapter 5
Guidelines for Operating
Infant/Toddler Programs
C
h
a
p
t
er
5
...
53 Part Two This section presents two sets of guid.docx
53
Part Tw
o
This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/
Toddler Programs,” applies to the entire program, providing relationship-based care and orga-
nizing the early care and education environment. The guidelines in Chapter 5 provide a sound
basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is
necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines,
Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,”
focuses on particular domains or areas of infant/toddler development and also describes a curricu-
lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to help programs and teachers
to attain the guideline. Every infant/toddler center and family child care home will have unique
ways of achieving guidelines. The practices provide a starting place to help programs find ways
to work toward each guideline. They are presented in categories so that recommendations on spe-
cific topics can be easily found. Many program leaders will recognize practices that they already
have in place to provide high-quality care for infants and toddlers. Teachers and program leaders
will be able to go beyond these recommendations as they use this publication to guide program
improvement.
The guidelines set forth in this publication relate to the California Department of Education’s
(CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment
of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus
only on learning and development Desired Results. Additional detailed information on these con-
nections appears in the chart in Appendix C, which maps the links between guidelines and the
Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in the field toward continu-
ous quality improvement that will support the complementary goals of high-quality care and the
Desired Results system.
Part Two: The Guidelines
54
55
“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system where the
children and the adults not only are formally initiated into an organiza-
tion, a form of our culture, but also have the possibility to create culture.
The creative act is much more possible when educational creativity
involves not only the children, not only the teachers, but also the
parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care
Chapter 5
Guidelines for Operating
Infant/Toddler Programs
C
h
a
p
t
er
5
.
53 Part Two This section presents two sets of guid.docx
53
Part Tw
o
This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/
Toddler Programs,” applies to the entire program, providing relationship-based care and orga-
nizing the early care and education environment. The guidelines in Chapter 5 provide a sound
basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is
necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines,
Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,”
focuses on particular domains or areas of infant/toddler development and also describes a curricu-
lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to help programs and teachers
to attain the guideline. Every infant/toddler center and family child care home will have unique
ways of achieving guidelines. The practices provide a starting place to help programs find ways
to work toward each guideline. They are presented in categories so that recommendations on spe-
cific topics can be easily found. Many program leaders will recognize practices that they already
have in place to provide high-quality care for infants and toddlers. Teachers and program leaders
will be able to go beyond these recommendations as they use this publication to guide program
improvement.
The guidelines set forth in this publication relate to the California Department of Education’s
(CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment
of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus
only on learning and development Desired Results. Additional detailed information on these con-
nections appears in the chart in Appendix C, which maps the links between guidelines and the
Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in the field toward continu-
ous quality improvement that will support the complementary goals of high-quality care and the
Desired Results system.
Part Two: The Guidelines
54
55
“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system where the
children and the adults not only are formally initiated into an organiza-
tion, a form of our culture, but also have the possibility to create culture.
The creative act is much more possible when educational creativity
involves not only the children, not only the teachers, but also the
parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care
Chapter 5
Guidelines for Operating
Infant/Toddler Programs
C
h
a
p
t
er
5
.
Individual Focused Learning for Better Memory Retention Through
Individual Focused Learning for Better Memory Retention Through Experience
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
10/9/2019
Cognitive theory focuses on experiences in three looping processes, comprehension, memory, and application
According to Goossens (2020), cognitive theories in learning is affected by biology, environment, and social constructs
Bottom-up and top-down influences define experience of learning and thus memory and its retention (Tyng et al., 2017)
Comprehension is interpretative with different people and methodologies of gaining skills require support for better retention of knowledge (Ford et al., 2020)
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem - Historically, memory retention is dependent on biology, social determinants, and educational roles (Berger et al., 2012)
Present findings from prior research related to the history of the problem space – individual are unique by circumstances, cognition development is different for each person hence memory retention and its experiences are unique. In education sector today, curriculum caters to meeting outcomes of the larger group with less focus on individual pace of learning.
Focus on:
When the problem started – generalization of education and learning environment through general curriculum tends to segregate some learners
What has been discovered about the problem - According to Tyng et al. (2017), “the effects of emotion on learning and memory are not always univalent” it points to the fact that progression is a personal journey such that how learning is understood is directly linked to how it is taught, the environment it is taught in, and the emotional attachments of information processing. Therefore, productivity in learning can only be attained by training and task definition which can be versatile form one person to another.
The current state of the problem – Development of separate special classes for students with learning challenge is beneficial but with poor education systems, the program could be detrimental for the future especially in self teaching learners. With guidance for retention of knowledge being a taught skill, ineffective environments and lack of support could be detrimental especially to disadvantaged communities
Support information with APA compliant in-text citations in your slide, and then make sure to include the full reference for the citation in the List of References slide (last slide of this presentation)
2
Literature Review: Problem Space
10/9/2019
Perception plays a very important role in motivating learners
It is build on the foundation of the dynamics of instructor-student relationship hence role ...
Individual Focused Learning for Better Memory Retention Through
Individual Focused Learning for Better Memory Retention Through Experience
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
10/9/2019
Cognitive theory focuses on experiences in three looping processes, comprehension, memory, and application
According to Goossens (2020), cognitive theories in learning is affected by biology, environment, and social constructs
Bottom-up and top-down influences define experience of learning and thus memory and its retention (Tyng et al., 2017)
Comprehension is interpretative with different people and methodologies of gaining skills require support for better retention of knowledge (Ford et al., 2020)
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem - Historically, memory retention is dependent on biology, social determinants, and educational roles (Berger et al., 2012)
Present findings from prior research related to the history of the problem space – individual are unique by circumstances, cognition development is different for each person hence memory retention and its experiences are unique. In education sector today, curriculum caters to meeting outcomes of the larger group with less focus on individual pace of learning.
Focus on:
When the problem started – generalization of education and learning environment through general curriculum tends to segregate some learners
What has been discovered about the problem - According to Tyng et al. (2017), “the effects of emotion on learning and memory are not always univalent” it points to the fact that progression is a personal journey such that how learning is understood is directly linked to how it is taught, the environment it is taught in, and the emotional attachments of information processing. Therefore, productivity in learning can only be attained by training and task definition which can be versatile form one person to another.
The current state of the problem – Development of separate special classes for students with learning challenge is beneficial but with poor education systems, the program could be detrimental for the future especially in self teaching learners. With guidance for retention of knowledge being a taught skill, ineffective environments and lack of support could be detrimental especially to disadvantaged communities
Support information with APA compliant in-text citations in your slide, and then make sure to include the full reference for the citation in the List of References slide (last slide of this presentation)
2
Literature Review: Problem Space
10/9/2019
Perception plays a very important role in motivating learners
It is build on the foundation of the dynamics of instructor-student relationship hence role ...
Campus presentation on potential research and my personal teaching learning b...
My September slide presentation at FHSU
FDEI Jun Webinar: Engaging Families to Focus on Intervention Strategies
Young children with disabilities have better outcomes when their families are actively involved in supporting their child’s learning. This session will help Early Interventionists, private therapy providers, and other professionals working with young children with disabilities think about their interactions with the child's family and how those interactions strengthen a family’s ability to support their child’s learning.
In this 90 minute session participants will:
Learn about strategies to increase parent participation in their child’s Early Intervention home visits and/or therapy sessions
Explore possible strategies that can be used to engage a deployed parent in home visits and/or therapy sessions
Observe through video, professionals working with a parent to enhance the parent’s use of effective intervention strategies
Explore the use of tools and strategies that promote reflection on practices being used to engage families
Coaching Metacognition
Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using Connectivist Open Online Learning (COOL) technology tools and techniques.
Presentation at the 2014 Online & Blended Colloquium by Roz Hussin, Bill Lopez, and Jane Hanson, on April 14, 2014.
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FDEI Jun Webinar: Engaging Families to Focus on Intervention Strategies
FLE+Matrix 2
- 1. This matrix is to be used in conjunction with the Family LifeEducation Content Areas: Content and PracticeGuidelines (2009) availableat http://www.ncfr.org/sites/default/files/downloads/news/cfle_content_and_practice_guidelines_2014.pdf FLE CONTENT AREA/PRACTICE GUIDELINES MATRIX 1. Families and Individuals in Societal Contexts 2. Internal Dynamics ofFamilies 3. HumanGrowthandDevelopment Across the Lifespan 4. HumanSexuality 5. Interpersonal Relationships Courses: FCS 3150:Global Ecologyof the Family In Global Ecologyof the Family, the discussion of the ecological system theorypronounced byUrie Bronfenbrenner, delivers an understanding that all systems of societyare intertwined andeffect each other. Experiences(includes Assignments, Internships, or Practicums): Courses Experiences(includes Assignments, Internships, or Practicums): FCS 4190:Internship My internship was at Parent to Parent of Southwest Michigan, I was able to observe and interact with families onwhat their strengths and weaknesses are andhow theyrelate to one another throughParent Network Meetings such as night of self-care, caregivers night out and finding your voice night. Courses: FCS 4130:Later Life Family Relationships In Later Life FamilyRelationship, I was able to understand familytiesas theyprogressto later life through course content information, videos and a life historyinterview. Experiences(includes Assignments, Internships, or Practicums): Courses: FCS 2100: HumanSexuality In HumanSexuality, I was able to understand the physiological, psychological andsocialaspects of sexual development, hardships of not fittingintosociety’s sexualitybox and decision makingskillson safer partners throughcourse content and speakers. Experiences(includes Assignments, Internships, or Practicums): Courses: FCS 3180:intimate Relationships In Intimate Relationships, I was able to utilize effective communication and listeningskills through the Styles of Communication Mapwhich recognizes ineffective andeffective ways of talking and listening. Experiences(includes Assignments, Internships, or Practicums):
- 2. This matrix is to be used in conjunction with the Family LifeEducation Content Areas: Content and PracticeGuidelines (2009) availableat http://www.ncfr.org/sites/default/files/downloads/news/cfle_content_and_practice_guidelines_2014.pdf 6. FamilyResource Management 7. Parenting Educationand Guidance 8. FamilyLaw andPublic Policy 9. ProfessionalEthics andPractice 10. FamilyLife Education Methodology Courses Experiences(includes Assignments, Internships, or Practicums): Courses: FCS 4150: Effective Parenting In Effective Parenting, I was able to utilize systemtheoriesandhowthe relate to the parent-child relationship. Experiences(includes Assignments, Internships, or Practicums): FCS 4290: Internship Interning at Parent to Parent, I was able to go onhome visits andmake a behavioral planfor families to enhance the parent-childrelationship as theyprogress throughdifferent stages ofdiscipline. Courses: FCS 3170:Crisisand ResiliencyinFamilies In Crisis and ResiliencyinFamilies, I was able to understand familylaw and policythrough twocases I was able to attendat the Kalamazoo FamilyCourt. Experiences(includes Assignments, Internships, or Practicums): Courses Experiences(includes Assignments, Internships, or Practicums): Courses: FCS 4190:Teaching Family Life Education In Teaching FamilyLife Education, I completed a workbook where I had to plan, implement, andevaluate an educationalprogram. Experiences(includes Assignments, Internships, or Practicums):