Identify risk and resilience in children and how to promote.docx

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1) The document provides guidance for an assignment analyzing the main character in the novel "The Perks of Being a Wallflower" using concepts from developmental psychology. 2) Students are asked to critically discuss at least four connections between the character's experiences and topics covered in the course like Bronfenbrenner's ecological model and theories of cognitive and social development. 3) They must also creatively break down the character based on these connections and problem solve how the author could have altered the story to better depict learning and development.

Education

Identify risk and resilience in children and how to promote
A report on perks of being a wallflower analyzing the main character and psychological
concepts regarding developmentThe purpose of this assignment is to use critical, analytical,
and creative thinking to provide an informed discussion on the main character of “Perks of
Being a Wallflower” by Stephen Chobsky, by applying the main ideas and concepts of:
bronfrenbernners ecological model, importance of biological, social, psychological
development during ages 6-14, theories of behaviorism and social cognition and its role in
development, cognitive psychology, knowledge construction and processing, Identify risk
and resilience in children and how to promote positive youth development, and memory
model in developing ages, while problem solving how learning and development can be
more accurately depicted through the main character as the premise unfolds. Critically
think and provide an informed reaction to the novel based on the information learned in the
course including how this information impacts their understanding of the main character’s
learning and development. Reactions must be based on the guided questions
provided.Expectations for this assignment:1.) Critically and analytically discuss a minimum
of four applications made between the topics reviewed throughout the semester and the
character’s experiences by comprehensively exploring issues, ideas, artifacts, and events
before accepting or formulating opinions or conclusions.2.) Creatively break down the main
character’s persona based on these applications including examples of specific times
throughout the novel when the author’s portrayal of the character coincides with the
knowledge obtained in this course. Students will (1) combine or synthesize existing ideas,
images, or expertise in original ways and (2) think, react, and work in imaginative ways,
characterized by innovation, divergent thinking, and risk taking.3.) Problem solve how the
author could have altered the premise of the book to incorporate a more accurate depiction
of learning and development by providing alternate solutions to the character development
and considering how the outcome might differ as a result of this change. Students will
design, evaluate, and implement a strategy to achieve the desired goals.4.) Produce well-
organized, well- developed statements that reflect appropriate use of language to clearly
present these specific ideas/concepts. The reflection should be a minimum of four pages
long (double-spaced, one-inch margins, Time New Romans 12-point font). It must be
evident that the guided questions were reflected on for each of the topics discussed and
evidence from the material reviewed during the course must be used in support of the
reaction and character break down. It is expected that students be working on this

assignment throughout the semester. Quality of writing will be assessed. It is expected that
grammar, spelling, and punctuation be reviewed prior to submission

This document outlines a proposed 2-3 week lesson plan for a 4th-5th grade mixed gender English Language Arts class examining gender roles in media. The lesson plan includes analyzing gender portrayals in fairy tales and comparing them to modern advertisements. Students will then work in groups to create their own advertisement challenging stereotypes. The culminating project and peer assessments aim to help students think critically about gender messaging in media.

Research Paper Options and GuidelinesFor the individual final pa.docx

mandygoatesxio0

Research Paper Options and Guidelines For the individual final paper, students can choose one of the following four options (A, B, C, and D). All papers should be a minimum of (6) typed pages and a maximum of (10) pages. In addition to your 6-10 pages, please include a title page, a table of contents, and reference pages. At least 2/3 of the references should have been published within the last 5 years. Papers should be in APA format, double-spaced using Times New Roman, size 12 for the font. Option A: The purpose of this final paper is to enhance your knowledge and understanding of normal development during adolescence or adulthood. You should select a developmental task (or tasks) appropriate for either adolescence or adulthood. For example, the development of an identity is a task that typically occurs during adolescence in Erickson’s theory of psychosocial development. You should review the literature related to this developmental task and write a comprehensive literature review that addresses not only the traditional views and theoretical explanations for this task, but also explores non-traditional explanations as well. For example, if you choose the issue of spousal abuse, you must address the traditional views outlined in the literature which define the cause and role of battering in interpersonal relationships including the alternative view of some theorists that violence in relationships can be viewed as acceptable behavior. In so doing, you must identify the value systems underlying both traditional and alternative views on the issues. Your literature review may focus on normal development in adolescence or adulthood, or abnormal development. Illustrating your literature with case examples, either from your field experiences or the literature is required. For example, you may focus on abnormal development in adolescence, providing a case example of how teenage pregnancy, substance abuse, or depression may derail the normal development process. Additionally, each student will be responsible for interviewing a MSW faculty member who has experience with your topic to learn how the individual applies and integrates knowledge and values relating to human behavior and the social environment in their practice with clients with your selected developmental task. The student must also discuss the implications of the research for social work practice and social policy. (See Objectives 1, 7, 8, 11, 12). If you should use a work experience or field experience, please protect the identity of all individuals involved by changing the names, dates, and locales to protect the innocent persons involved. Option B: Use developmental/ecological theory to address a psychosocial problem. Problem description : Identify a psychosocial problem, e.g., a phenomenon of psychosocial pain or distress, experienced in a particular population group, in particular individuals, or in families. Based on 5-10 background readings, articl.

throughout your time as a CAS student, you have been exposed to va

TakishaPeck109

throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk. Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages: 1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population. · Ages can range from 4 year old's to 18 year old's · Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.) · Overarching goal of the space you are creating 2. The visual (3 points) representation of the space you created with each area labeled · You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you. · You can label using letters or numbers or short label names/descriptors 3. The index (4 points) for each area with · a full name of the area & its goals · the developmental aspect it is targeting · through what processes specifically it is targeting that area of development · Finally, how is it serving a buffer or protective factor for children and adolescents at risk 4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources. · What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier? *** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development. ***There are no file format restrictions given that this is more than a writing assignment. Research Paper Project Guidelines This project is an exercise in the social scientific study of public administration, Students are expected to perform the following tasks: (a) Choose a substantive, empirical issue pertaining to the topic of the class. The topic may certainly have normative implications, but it should be fundamentally an empirical issue. The paper should not be an advocacy document. (b) Examine a substantial portion of the social scientific or scholarly literature analyzing that issue. (c) Select one or more explanations or perspectives from t ...

Spring colloquium eds 379 c

Ashlyf

The document summarizes Ashly Fysh's final presentation reflecting on her teaching experience during her credential year. It includes three sections: 1) An example connecting educational theory to classroom instruction involving scaffolding and collaborative learning. 2) An example connecting content standards to curriculum and instruction involving analyzing characters and delivering oral responses to literature. 3) An example illustrating the author's growth as a teacher in making lessons more engaging by incorporating more creative assessments.

Teaching secondary english learners to understand, analyze, and write interpr...

Sriwijaya University

This document discusses a project between UC Irvine and Santa Ana Unified School District that aims to help students develop academic literacy skills. It does this by providing explicit instruction on reading strategies like tapping prior knowledge, visualizing, and monitoring comprehension. Teachers model these strategies by reading texts aloud and having students discuss themes. Students learn to distinguish between topics and themes, analyze characters, and write analytical essays on themes. Assessment involves a pretest and posttest on theme analysis, and color-coding and revising their own essays. The goal is to improve students' ability to interpret themes and write effective analytical essays.

edTPA LP 1

Kelley McDonald

This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.

Reflexive Diary Introduction

citizensustainability

This module focuses on encouraging individual behavior change to promote sustainable development through qualitative research methods. Students will use a carbon footprint tracker and participate in focus groups to reflect on their environmental behaviors and attitudes. They will then produce a reflective journal no more than 3,000 words with six 500-word entries reflecting on their experiences, thoughts, attitudes, and feelings on sustainability issues over the course of the semester. The goal is to generate data for analysis by future students while allowing students to privately reflect on their understanding and responses to these issues through introspection.

Journal: Evaluating Resources Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work. In this Journal Assignment, you explore the concept Discovery as it relates your group's research on a social topic. To prepare for this Assignment: Consider the assigned readings from the first 3 weeks of this course. Review the explanation of DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus. Consider “ Discovery” as it relates to the work you are doing in this course. Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics. The Assignment: Write a 2- to 3-paragraph journal entry in which you address the following questions: What appropriate sources of information will be used to support your group's claims about your topic? At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic? In what ways does the ability to conduct research strengthen your group's approach? General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. .

Red slideshare

Chris McIntyre

The document discusses various strategies that teachers can use before, during, and after reading to improve student comprehension of nonfiction texts. It describes several "before reading" strategies like think-pair-share, KWL charts, previewing text, and identifying keywords to activate student background knowledge. "During reading" strategies mentioned include response sheets, literature circles, guided reading, and reciprocal teaching. "After reading" strategies outlined are literature-based thematic units, learning logs, exit slips, retelling, and oral reports. The document emphasizes that using these research-based strategies can help motivate students and develop their reading proficiency.

Red slideshare

Chris McIntyre

The document discusses various strategies that teachers can use before, during, and after reading to improve student comprehension of nonfiction texts. It provides examples of five strategies that can be used before reading, such as think-pair-share and KWL charts, to activate student background knowledge and set a purpose for reading. During reading strategies like response sheets, literature circles, and graphic organizers are meant to aid comprehension. After reading strategies like learning logs, exit slips, and oral reports help solidify concepts and assess understanding. The document emphasizes that using research-based strategies in this manner can motivate students and develop proficiency in reading skills.

Tech Unit The Lightning Thief

E. Fukushima

The teacher, Erlyn Fukushima, is creating a 5 week unit on the novel "The Lightning Thief" that incorporates Greek mythology. Students will read the novel and myths, learn about different gods, and create a PowerPoint presentation on a god of their choice. The unit goals are for students to understand Greek mythology in the novel and how the gods impact characters. It will require computers, PowerPoint, and the computer lab. Accommodations include assisting struggling readers and providing additional challenges for gifted students. Standards addressed include English language arts standards on literary analysis and writing, as well as ISTE technology standards.

Aiou.pptx

MuhammadBoota15

The document discusses various models for designing lessons for textbooks at different educational levels, including Woolfok's model for general education, Dr. Durrani's model for middle school, the Singapore model, and a model developed by GTZ in Peshawar. It provides details on the key features and organization of these models, such as their focus on student-centered learning, inclusion of pre-reading and post-reading activities, and illustration of concepts through examples and exercises. The models aim to effectively convey content while developing students' skills through engaging lessons and multi-sensory learning experiences.

Literate environment analysis for week 7

Valerie Robinson

Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.

Course scaffolding

cjhill12

This document outlines the major assignments for an English 102 course with a theme of place and space. The assignments are designed to build skills through analysis and reflection on environments and issues. The first assignment asks students to write a personal narrative about an important place from their childhood. The second is a research narrative essay arguing how a place relates to a social problem or crisis. The third assignment requires students to create a multi-genre/modal project analyzing the rhetoric of the University of Idaho campus. The final assignment has students design their ideal learning environment and give a presentation pitching their proposed design.

1 Requirements for the Term Paper Psychology 2.docx

honey725342

1 Requirements for the Term Paper Psychology 209: Life Cycle Development TOPIC: The topic of the paper must be related to one of the issues discussed in the area of human life cycle development. RESEARCH: (1) The student needs to propose a theme or an argument for this paper and explain how the chosen topic reflects, or is related to, an important issue in the area of human life cycle development. (2) Your paper must address one of these two Student Learning Outcomes: (a) Identify the specific genetic and environmental influences (such as socio-economic status, gender, race, ethnicity, English language learners, special needs, culture, religion, schools, media, peers, and family) on physical, cognitive, social, and emotional development. (b) Describe variables underlying socio- economic status, racial, ethnic, and gender differences in lifespan development The student is expected to do some original literature research, which means the student cannot simply quote studies reported in a textbook or someone else’s paper (even though they can serve as good leads for your own research). The student is expected to read and summarize two original research psychology journal articles, published within the last 15 years, on a topic chosen by the student. The references should be listed in the References section at the end of the paper (on a separate page), following the APA format. The best place to find peer-reviewed articles for your paper is through HACC’s eLibary: You can go to: www.hacc.edu  Library  Find : Articles & Databases  “PsycArticles” or “ProQuest” or “PsycINFO”, etc. (You will need to enter your HACC id and PIN at this point.). In PsycArticles, you should “Limit Your Results” by selecting “Full text”, and “Scholarly (Peer Reviewed) Journals. HACC’s eLibrary also has a psychology guide for psychology students: http://libguides.hacc.edu/psychologyguide You will find the APA format information under the “APA Citations” tab. LENGTH & FORMAT: The paper must be typed, double-spaced, and at least 6 pages in length (not counting the cover page and References page, but no more than 8 pages). The print font used should be either size 10 or size 12. The margins on all four sides should be one inch. The general organization of the paper and the citations of references should follow the APA format (copy of APA Manual is available in our library). In the APA format, the paper should consist of sections such as synopsis, method, results, and discussion. These sections (except synopsis) should be clearly labeled, and follow the right sequence. Please see the sample outline on p.2. In the final Discussion section of the paper, the student is expected to summarize the two studies cited, evaluate the findings, state your own views/suggestions, and draw some conclusions, which should be relevant to the ...

The Constructivism Approach To Learning: Reforming the

mlegan31

The document discusses the constructivism approach to teaching and learning. Constructivism believes that students actively construct knowledge through experiences and interactions. It emphasizes higher-order thinking, critical analysis, and problem-solving. Lesson plans follow the "5Es" model - engage, explore, explain, elaborate, and evaluate - to promote active, student-guided inquiry and meaning-making. An example lesson plan walks through applying the 5Es to teach story elements using the story of Little Red Riding Hood.

The Constructivism Approach To Learning: Reforming the

mlegan31

The document discusses the constructivism approach to teaching and learning. Constructivism believes that students actively construct knowledge through experiences and interactions. It emphasizes higher-order thinking, critical analysis, and problem-solving. Lesson plans follow the "5Es" model - engage, explore, explain, elaborate, and evaluate - to encourage inquiry-based learning and promote understanding. An example lesson plan uses the story of Little Red Riding Hood to teach students to identify story elements like characters, plot, conflict, and theme.

Lesson Plan

sbaker11688

This lesson plan aims to have high school students analyze character interactions in the novel Chanda's Secrets through a RAFT writing activity and reflective essay. Students will choose a role, audience, format, and topic, then produce a creative writing piece that combines their choices while citing examples from the text. They will also write a reflective essay justifying their creative decisions. The plan provides instructional methods including direct instruction, modeling, guided practice, and independent practice to scaffold the activity. It also includes a rubric to assess student work.

VCE English 2016

Debbie Oliver

This document provides information about the VCE English Units 1 & 2 course. It outlines the key areas of study, including reading and responding to texts, analysing and comparing texts, and analysing and presenting arguments. It describes some of the texts and assessments students will encounter in each unit. Unit 1 involves analytical and creative responses to texts, while Unit 2 focuses on comparing themes across two texts. Developing language analysis skills is important for understanding persuasive techniques used in arguments. Public speaking skills are also practised as part of the course.

Personal experience and perception lend a great deal to addressing a.docx

rosacrosdale

Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work. In this Journal Assignment, you explore the concept Discovery as it relates your group's research on a social topic. To prepare for this Assignment: Consider the assigned readings from the first 3 weeks of this course. Review the explanation of Walden University's DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus. Consider “ Discovery” as it relates to the work you are doing in this course. Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics. The Assignment: Write a 2- to 3-paragraph journal entry in which you address the following questions: What appropriate sources of information will be used to support your group's claims about your topic? At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic? In what ways does the ability to conduct research strengthen your group's approach? General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. THIS ASSIGNMENT IS DUE ON TOMORROW BY 8PM EST .

Comics co op transform bullies

Jeffrey Barbanell

This document provides a lesson plan template for using graphic novels and comics to improve reading comprehension and skills in English language arts and social studies. The template outlines warm-up, individual, small group, and whole class activities centered around analyzing comics using concepts like Bloom's Taxonomy and Gardner's Multiple Intelligences. Key elements of the plan include using graphic organizers to summarize comics, collaborative poster projects, and discussion circles to build literacy and engagement with textual concepts.

Learning module 4

cswstyle

This module provides an overview of assignments and readings for the week, including posting rough drafts of literacy narratives, completing a writing activity about advising a sibling on college literacy, and discussing chapters and strategies around using literacy in all content areas. Key strategies discussed are reciprocal teaching, graphic organizers like KWL charts, and the gradual release of responsibility model for teaching comprehension. Students are also asked to read supplemental articles on close reading and using social media to engage adolescents.

Porter s infolitassignment

savannahporter1

This lesson plan outlines a unit for 4th grade students focused on choosing a book to base a dramatic production on in small groups. The teacher will be reading Where the Red Fern Grows aloud daily and discussing story elements. The media specialist will help groups choose an appropriate book based on their interests and teach research skills. Students will work in groups to design a script and performance based on their chosen book. The media specialist will provide lessons on effective group work and researching books before guiding individual group work. Students will be assessed on their ability to identify challenges in adapting texts, use the catalog to research, and final group presentations of their dramatic productions.

A historical analysis of psychological models for understanding.docx

write30

This document provides instructions for a term essay assignment in a history of psychology course. Students must write an 8-13 page essay using APA format selecting a topic related to the history of psychology. The essay should investigate and argue a position on the topic, demonstrating independent research beyond what was covered in class. Examples of potential topics are provided, and the essay will be graded based on the introduction, content, argument, and proper use of APA format.

Literate environment analysis

Kirstyn Goncalves

The document provides guidance for lesson planning to develop students' literacy skills. It discusses assessing students at the beginning, middle, and end of the year to guide instruction. Throughout the year, teachers should incorporate daily reading, writing, and opportunities to access different types of books. Lessons should use developmentally appropriate practices, texts matched to students' levels, and instructional methods that address cognitive and affective needs. The document also provides an example lesson sequence that uses a matrix to compare elements across four stories by Leo Lionni.

Literate environment analysis

Kirstyn Goncalves

The document provides guidance for lesson planning to develop students' literacy skills. It discusses assessing students at the beginning, middle, and end of the year to guide instruction. Throughout the year, teachers should incorporate daily reading, writing, and opportunities to access different types of books. Lessons should use developmentally appropriate practices, texts matched to students' levels, and instructional methods that address cognitive and affective needs. The document also provides an example lesson sequence that incorporates vocabulary, comprehension questions, and a summary assessment.

9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)

DrHelenBond

you interviewed the CEO and evaluated the organization to gain.docx

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