Wk 4 Individual Self-Assessment Top of FormBottom of FormAs.docxlefrancoishazlett
Wk 4 Individual: Self-Assessment
Top of Form
Bottom of Form
Assignment Content
Top of Form
Personal evaluation and self-assessment are key elements in counseling development. This assignment will allow you to see how your skills have progressed from one week to another, and it will also allow you to self-assess your progress.
Watch your counseling role-play videos submitted in Weeks 2 and 3.
Assess your counseling skills demonstrated in these videos using the self-assessment rubric. Both videos should be assessed on the same rubric.
Write a 700- to 1,050-word summary of your self-assessment.
Include the following:
· Describe how you maintained professional boundaries in the counseling role-plays and provide specific examples.
· Identify areas in which you performed well.
· Identify areas that need improvement.
· Describe your plan for improving those areas.
Format your summary according to APA guidelines.
Submit your self-assessment rubric and summary.
Bottom of Form
Title
ABC/123 Version X
1
Counseling Skills Assessment Rubric
CCMH/511 Version 3
6
University of Phoenix MaterialCounseling Skills Assessment Rubric
Evaluation Criteria
Advanced (4)
Proficient (3)
Developing (2)
Beginning (1)
Rating and Justification
Professionalism
Maintains consistent and appropriate attempts to develop a positive, professional climate during skills development process (e.g., works effectively with others; shows respect of and consideration for the thoughts and feelings of others; and contributes to a positive climate in the skills development process). Maintains professional dress.
Adequately demonstrates professionalism during the skills development process. Contributes to a positive climate during skills development. Maintains professional dress. Demonstrates actions toward improving in this area based on feedback.
May struggle with demonstrating professionalism in the skills development process. May not work effectively with others. May struggle showing respect and consideration for thoughts and feelings of others. Needs improvement in professional dress. Demonstrates a willingness to improve in this area based on feedback.
Does not consistently participate actively and or appropriately in the skills development process. May not work effectively with others. May struggle showing respect and consideration for thoughts and feelings of others. May not dress appropriately for a professional setting. Lacks the ability/desire to improve in this area based on feedback.
Week 2 Video:
Week 3 Video:
Body Language and Eye Contact
Maintains consistent and appropriate attention to/use of body language and eye contact to facilitate the therapeutic process (e.g., open, relaxed, and confident posture; appropriate eye contact; leans forward when talking; leans back when client talks on target; and uses head nods and body gestures to encourage client talk)
Adequately demonstrates use of body language and eye contact to facilitate the therapeutic process. Adequately u.
*Three-level course series designed to assist young learners of English in improving their English listening comprehension skills
*Exposure to a range of everyday topics relevant to the student’s own lives
*Also uses high frequency expressions common for beginning level students of English
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docxdickonsondorris
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
Wk 4 Individual Self-Assessment Top of FormBottom of FormAs.docxlefrancoishazlett
Wk 4 Individual: Self-Assessment
Top of Form
Bottom of Form
Assignment Content
Top of Form
Personal evaluation and self-assessment are key elements in counseling development. This assignment will allow you to see how your skills have progressed from one week to another, and it will also allow you to self-assess your progress.
Watch your counseling role-play videos submitted in Weeks 2 and 3.
Assess your counseling skills demonstrated in these videos using the self-assessment rubric. Both videos should be assessed on the same rubric.
Write a 700- to 1,050-word summary of your self-assessment.
Include the following:
· Describe how you maintained professional boundaries in the counseling role-plays and provide specific examples.
· Identify areas in which you performed well.
· Identify areas that need improvement.
· Describe your plan for improving those areas.
Format your summary according to APA guidelines.
Submit your self-assessment rubric and summary.
Bottom of Form
Title
ABC/123 Version X
1
Counseling Skills Assessment Rubric
CCMH/511 Version 3
6
University of Phoenix MaterialCounseling Skills Assessment Rubric
Evaluation Criteria
Advanced (4)
Proficient (3)
Developing (2)
Beginning (1)
Rating and Justification
Professionalism
Maintains consistent and appropriate attempts to develop a positive, professional climate during skills development process (e.g., works effectively with others; shows respect of and consideration for the thoughts and feelings of others; and contributes to a positive climate in the skills development process). Maintains professional dress.
Adequately demonstrates professionalism during the skills development process. Contributes to a positive climate during skills development. Maintains professional dress. Demonstrates actions toward improving in this area based on feedback.
May struggle with demonstrating professionalism in the skills development process. May not work effectively with others. May struggle showing respect and consideration for thoughts and feelings of others. Needs improvement in professional dress. Demonstrates a willingness to improve in this area based on feedback.
Does not consistently participate actively and or appropriately in the skills development process. May not work effectively with others. May struggle showing respect and consideration for thoughts and feelings of others. May not dress appropriately for a professional setting. Lacks the ability/desire to improve in this area based on feedback.
Week 2 Video:
Week 3 Video:
Body Language and Eye Contact
Maintains consistent and appropriate attention to/use of body language and eye contact to facilitate the therapeutic process (e.g., open, relaxed, and confident posture; appropriate eye contact; leans forward when talking; leans back when client talks on target; and uses head nods and body gestures to encourage client talk)
Adequately demonstrates use of body language and eye contact to facilitate the therapeutic process. Adequately u.
*Three-level course series designed to assist young learners of English in improving their English listening comprehension skills
*Exposure to a range of everyday topics relevant to the student’s own lives
*Also uses high frequency expressions common for beginning level students of English
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docxdickonsondorris
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
Visit Englishpost.org to get more information and to get a donwload link for this document, visit the following URL
https://englishpost.org/2013/12/26/teaching-grammar-prefixes-and-suffixes/
Visit Englishpost.org for more information and to get a download link for this worksheet:
https://englishpost.org/2014/09/27/life-and-achievements-of-famous-athletes-and-musicians/
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Linguistic Objectives Mediation activities Evaluation of learning outcomes Chronogram
Describing food procedures for
cooking some recipes by using
cooking verbs and language
structures.
Presentation
Teacher activates SS background by presenting a
cooking show; eliciting from Ss utensils,
ingredients, quantities, verbs.
Teacher introduces vocabulary, phrases, and
language structures related to cooking and
describing food procedures.
Teacher reinforces the articulation of all aspects
such as vocabulary, phrases, expressions, and LS
by …….
Practice
SS complete a filling gap activity about a food
recipe using vocabulary, phrases, and verbs.
SS drill vocabulary and language structures.
SS write cooking procedures using phrases
Production
Give Ss different verbs, phrases, and expressions
in order to describe cooking procedures.
Give Ss language structures to describe
procedures during a recipe using ingredients.
Present during a “Simulation Activity” a healthy
dish to the rest of the class where Ss describe the
ingredients and procedures of a recipe using the
vocabulary, expressions, phrases and language
structures.
The teacher by means of rubric will
evaluate Ss describing food procedures
during a simulation activity. Appendix
1
From February 29th
to March 4th
3. Linguistic Objective: Describing food procedures for cooking some recipes
by using cooking verbs and language structures.
Indicators:
A. Uses the vocabulary, expressions, phrases, verbs about
cooking procedures during the simulation activity
B.Articulates/Pronounces vocabulary, expressions, phrases,
verbs about cooking procedures during the simulation activity
C. Describes the steps of the recipe during the simulation activity.
D.Applies the language structrures about récipes in a simulation activity.
4. Scale Criteria
Excellent 3 A. Uses accurately the vocabulary, expressions, phrases, verbs about cooking procedures
during the simulation activity
B. Articulates/Pronounces accurately vocabulary, expressions, phrases, verbs about cooking
procedures during the simulation activity
C. Describes accurately the steps of the recipe during the simulation activity.
D. Applies accurately the language structrures about récipes in a simulation activity.
Very Good 2 A. Uses the vocabulary, expressions, phrases, verbs about cooking procedures during the
simulation activity
B. Articulates/Pronounces vocabulary, expressions, phrases, verbs about cooking
procedures during the simulation activity
C. Describes the steps of the recipe during the simulation activity.
D. Applies the language structrures about récipes in a simulation activity.
Good 1 A. Uses the vocabulary, expressions, phrases, verbs about cooking procedures with
difficulty during the simulation activity
B. Articulates/Pronounces vocabulary, expressions, phrases, verbs about cooking
procedures with difficulty during the simulation activity
C. Describes the steps of the recipe with difficulty during the simulation activity.
D. Applies the language structrures about récipes with difficulty in a simulation activity.