Explore this sample chapter from my practical workbook for students, parents and teachers.
Available from Amazon
https://www.amazon.co.uk/Planning-Transitions-People-Special-Disabilities/dp/1910179930
Copyright Dr. Alison Doyle 2016
Published by Caerus Education www.caerus.ie
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
This module helps students analyze career choices by having them interview people in fields they are interested in and create career roadmaps. It includes activities where students gather information about beliefs, attitudes and skills needed for different jobs through informational interviews. They then evaluate this data and identify common traits. Students also reflect on their progress and create diagrams or illustrations depicting their plans and goals for the future. The module aims to help students affirm their career decisions and develop plans to achieve their goals.
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
This module discusses helping learners discover their "Version 2.0" self and their future career. It involves learners doing an activity where they draw symbols representing their current track, future job, and other career-related aspects on a drawing of their hand. This allows them to reflect on how prepared they are for the future. The module emphasizes developing skills like work ethics, personality, and understanding rights/responsibilities for both employees and employers. It discusses intrinsic and extrinsic motivators and how learners' goals and personalities can help meet societal needs through their chosen careers. Learners are guided to recognize factors that will help them transition successfully from school to work.
This document provides information about interpreting a SmarterMeasure assessment score. It explains that SmarterMeasure evaluates readiness for online or technology-enhanced learning and provides strengths in different areas. It is not intended to determine success, but rather inform about support resources. The document outlines results in areas like learning style, typing speed, life factors, and academic skills. It emphasizes communicating scores to access institutional support and improving areas of concern.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
This module helps students analyze career choices by having them interview people in fields they are interested in and create career roadmaps. It includes activities where students gather information about beliefs, attitudes and skills needed for different jobs through informational interviews. They then evaluate this data and identify common traits. Students also reflect on their progress and create diagrams or illustrations depicting their plans and goals for the future. The module aims to help students affirm their career decisions and develop plans to achieve their goals.
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
This module discusses helping learners discover their "Version 2.0" self and their future career. It involves learners doing an activity where they draw symbols representing their current track, future job, and other career-related aspects on a drawing of their hand. This allows them to reflect on how prepared they are for the future. The module emphasizes developing skills like work ethics, personality, and understanding rights/responsibilities for both employees and employers. It discusses intrinsic and extrinsic motivators and how learners' goals and personalities can help meet societal needs through their chosen careers. Learners are guided to recognize factors that will help them transition successfully from school to work.
This document provides information about interpreting a SmarterMeasure assessment score. It explains that SmarterMeasure evaluates readiness for online or technology-enhanced learning and provides strengths in different areas. It is not intended to determine success, but rather inform about support resources. The document outlines results in areas like learning style, typing speed, life factors, and academic skills. It emphasizes communicating scores to access institutional support and improving areas of concern.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
The document provides a summary of Module 1 from the Grade 11 Career Guidance Manual. It discusses the following key points in 3 paragraphs:
[1] The module introduces students to different career clusters and professions through an activity where they design costumes representing different tracks. It aims to help students identify factors that affect their career choices.
[2] The main activity discusses a story where the main character's career choices were influenced by personal factors like interests and abilities as well as family influences. The students reflect on how these factors may affect their own choices.
[3] A lecturette then outlines various personal, family, and social factors that can influence career decisions according to different career theories. It also explains the
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
This document provides an overview of a module that aims to help learners identify their personal values and how those values influence career goals and decisions. It outlines several activities for students, including games to uncover their top values and evaluate how their values align or conflict with others. The module also discusses how values are developed based on environmental and cultural factors and can sometimes conflict within individuals or between groups. Students are guided in reflecting on their values and making plans to resolve conflicts to better achieve their career objectives. The goal is for learners to gain self-awareness of their values and understand how to navigate values in their lifelong career journey.
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
CARRIER DECISIONS OF SENIOR HIGH SCHOOL STUDENTS AND THEIR CHOICE OF ACADEMIC...AMPOFO AGYEI JUSTICE
This document discusses a study on how senior high school students' career decisions affect their choice of academic programs. The study used questionnaires and interviews to collect data from 80 first-year students at Kadjebi-Asato Senior High School in Ghana. The findings showed that students' career decisions strongly influence their program selection. Factors like interests, abilities, parental and peer influence, values, teacher advice, and parents' occupations were considered in students' career decisions. The study recommends that schools provide more career guidance services like guidance counseling, career fairs and clubs to help students make realistic career and program choices.
This module introduces Grade 12 learners to the different curriculum exits available after graduating from senior high school. It aims to help learners identify their interests and personality traits through a National Career Assessment Examination to help them choose the best-suited exit. The module contains activities for learners to reflect on their goals, interests, experiences and potential exits. It also provides information on the different exits - employment, entrepreneurship, higher education, and middle-level skills development - to help learners appreciate the options and make an informed choice based on their interests and abilities.
This module guides students in formulating personal mission statements to help direct their career decisions and contribute to national development. Students complete a worksheet to develop their mission statement, considering their values, goals, strengths, dreams and how they can help others. A personal mission statement clarifies one's purpose and direction as they embark on their post-secondary path. It should reflect not only personal fulfillment but also positive impact on community and country. The module aims to help students craft clear mission statements to align their careers with the needs of industries and national development goals.
This document discusses strategies for developing executive functioning skills, or "superpowers", in students. It begins with an outline describing the goal of understanding how to strengthen skills managed by the frontal lobes. It then discusses the structure and functions of the brain, basics of information processing, and two types of executive skills - cognitive and behavioral. The document emphasizes using a strengths-based approach to identify assets and challenges, and providing interventions to support development of skills like planning, organization and flexibility. It warns that assumptions within college and career standards may not account for deficits in higher-order thinking, and stresses assessing skills before engaging students in complex cognitive tasks. The document provides resources for screening, formal assessments, informal assessments and intervention strategies.
This document provides an overview of a career guidance module for grade 11 learners. The module aims to help students identify different career professions and life choices, as well as factors that influence these decisions. It includes activities for students to explore career tracks and reflect on how personal, family, and social factors shape their own choices. The module also lists senior high school curriculum exits and regulated professions to help guide students in planning their next steps after graduation.
Handouts from the presentation by Dr. Linda Rush on the topic of Challening the advanced learner given as part of the ADIBF Academy Certificate Future Proof Teacher 2015.
As a teacher, headteacher, university academic, educational consultant and researcher Dr Linda Rush worked with a wide range of learners in a wide variety of contexts. Her research in the areas of teacher education and public / private partnerships has led to presentation at international conferences and publication in books and journals. More recently in her role as Director of Teacher Training for GEMS Education, a vital part for her is to explore the concept of a ‘global’ and ‘state of the art’ UAE based Teacher Training Institute. The overarching intention of the Institute will be to change the way teacher education meets the future; to foster interdisciplinary, integrated thinking and innovative leadership; to engage fully in the global community; and to facilitate lifelong learning. To this end, GEMS Education is looking to working with national and international outstanding universities to develop challenging programmes of global teacher education.
This module, “Beginning the Journey Where I Am” is about the process towards strategic implementation leading to the realization of the learner’s chosen profession or more career goal.
This part will help learners learn more about their interests, values, and skills in relation to their current situation which is vital to their profession in the future. This session will also guide learners in exploring occupations that are applicable to them and in learning to decide on the best choice.
- The document is a resume and cover letter for Molly Kristene Edde, who is graduating from Central Washington University in Spring 2015 with a major in Communication Studies and a minor in Environmental Studies.
- Molly took several years to determine her major, initially considering Global Wine Studies and Business before discovering her passion for Communication Studies through an introductory class.
- Her goal is to work for a nonprofit environmental group focused on water quality or food issues in the Seattle area, applying her communication skills and knowledge of group work, leadership, and environmental issues.
- Molly believes her combination of degrees has prepared her with skills that will help nonprofits advocate for environmental causes and inform the public about important issues.
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...David Wicks
David Denton (Seattle Pacific University, USA)
David Wicks (Seattle Pacific University, USA)
Vicki Eveland (Seattle Pacific University, USA)
Benjamin Bloom, probably best known for Bloom's Taxonomy, contributed significant research and theory on a wide array of educational topics, including the effects of tutoring on student achievement. In 1984, Bloom wrote an article titled The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Bloom found that one-to-one tutoring improved student performance two standard deviations above the mean on academic measures in comparison to students taught in conventional classrooms.
These findings are unsurprising to most educators. However, the critical question derived from Bloom's (1984) research is whether teachers in conventional classrooms can replicate characteristics of one-to-one tutoring.
The replication question persists today, regardless of level or subject area. A significant pursuit of all educators is to use the most effective instructional practices available in order to raise student achievement. One way to organize effective practice is through characteristics of teaching and learning that replicate one-to-one tutoring. Examples that qualify this pursuit in current terms include differentiated instruction and adaptive learning systems such as Khan Academy (Office of Educational Technology, 2013).
Finding ways to more closely approximate characteristics of one-to-one tutoring in conventional settings inspires educators to experiment with alternative instructional formats. One of these is blended learning, which combines elements of online, classroom, and mobile engagement techniques (Strauss, 2012). However, some have suggested that blended learning is a fad, and subject to the same kind of waning interest as other educational innovations (Strauss, 2012).
Implementing and sustaining educational innovation, such as blended learning, depends on the use of effective instructional strategies. Characteristics of one-to-one tutoring provide a set of benchmark activities for identifying and organizing these types of effective practices within the context of blended learning environments.
Instructors choose from a wide variety of instructional practices to meet their objectives. However, not all practices have the same effect. Selecting and implementing the most effective strategies is critical, regardless of learning venue. One framework for organizing blended learning methods is through one-to-one tutoring, especially since instructional practices characteristic of tutoring have an enormous effect on student achievement.
Presenters in this informational session summarize ways instructors merge characteristics of one-to-one tutoring, along with example strategies to enhance blended learning. Participants integrate preferred methods according to their contexts through discussion and small group collaboration.
There are many career options to choose from, so senior high schoolers like you must learn to manage your choice of career or life goal. When you encounter challenges that somehow affect you from reaching your goal, do not give up. Just as career options are numerous, so are the possible ways of addressing the tests that come along with the preferred career. The same is true when we encounter challenges that hinder us to reach our dreams. For each of the challenges identified in the attainment of your career choice, let us identify possible ways to address them.
This module will guide you in applying your abilities and maximizing your resources in deciding for your career. It will also make you realize that there are many factors that affect and in a way, strengthen you decision making for a career choice.
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
Module 2 of Grade 11 Career Guidance Manual entitled “The Star Power Within” is practically about unleashing the knowledge and skills of every learner. The students will focus on their innate talents, interests, skills, and abilities to help them identify their potential through the different activities and opportunities of learning capsulized in this module. They will be encouraged to explore possibilities of lknowing their skills and abilities and manifest these in related activities as applied in the workplace and in given situations.
This module includes an animated video presentation about the different professions that will help guide the learners in finding the career that fits their knowledge and skills.
A guidance counselor/teacher/career advocate will be assigned to facilitate discussion about the video presentation.
It is recommended that as learners go through this module, the parents and significant others give their support and words of encouragement so that students will be able to realize their goal of becoming a career professional.
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
This six-week course provides training for the resident assistant position at Pace University. Students will learn about the roles and responsibilities of resident assistants, diversity and inclusion, leadership skills, and mental health support. The course involves weekly journal assignments where students reflect on topics like privilege, self-awareness, and developing a leadership philosophy. Students must complete all journal entries, participate fully in class discussions, and achieve a minimum grade of C to pass the course and be eligible for a resident assistant position.
Guidance services provide 3 key functions: 1) individual inventory services to collect and analyze student data, 2) information services to disseminate educational, career, and personal-social resources, and 3) counseling and placement services to help students with academic planning, career exploration, and social-emotional development. The document outlines various guidance activities that fulfill these functions and aim to promote student growth.
Developmental Changes in Middle and Late AdolescenceKokoStevan
This document is a self-learning module on personal development for 11th grade students. It discusses developmental changes that occur in middle and late adolescence. The module is divided into several sections that introduce a topic, provide activities for students to practice and learn, and assess their understanding. It aims to help students understand the developmental tasks and challenges of adolescence, evaluate their own development with input from others, and identify ways to become responsible and prepared for adulthood.
The document provides a summary of Module 1 from the Grade 11 Career Guidance Manual. It discusses the following key points in 3 paragraphs:
[1] The module introduces students to different career clusters and professions through an activity where they design costumes representing different tracks. It aims to help students identify factors that affect their career choices.
[2] The main activity discusses a story where the main character's career choices were influenced by personal factors like interests and abilities as well as family influences. The students reflect on how these factors may affect their own choices.
[3] A lecturette then outlines various personal, family, and social factors that can influence career decisions according to different career theories. It also explains the
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
This document provides an overview of a module that aims to help learners identify their personal values and how those values influence career goals and decisions. It outlines several activities for students, including games to uncover their top values and evaluate how their values align or conflict with others. The module also discusses how values are developed based on environmental and cultural factors and can sometimes conflict within individuals or between groups. Students are guided in reflecting on their values and making plans to resolve conflicts to better achieve their career objectives. The goal is for learners to gain self-awareness of their values and understand how to navigate values in their lifelong career journey.
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
CARRIER DECISIONS OF SENIOR HIGH SCHOOL STUDENTS AND THEIR CHOICE OF ACADEMIC...AMPOFO AGYEI JUSTICE
This document discusses a study on how senior high school students' career decisions affect their choice of academic programs. The study used questionnaires and interviews to collect data from 80 first-year students at Kadjebi-Asato Senior High School in Ghana. The findings showed that students' career decisions strongly influence their program selection. Factors like interests, abilities, parental and peer influence, values, teacher advice, and parents' occupations were considered in students' career decisions. The study recommends that schools provide more career guidance services like guidance counseling, career fairs and clubs to help students make realistic career and program choices.
This module introduces Grade 12 learners to the different curriculum exits available after graduating from senior high school. It aims to help learners identify their interests and personality traits through a National Career Assessment Examination to help them choose the best-suited exit. The module contains activities for learners to reflect on their goals, interests, experiences and potential exits. It also provides information on the different exits - employment, entrepreneurship, higher education, and middle-level skills development - to help learners appreciate the options and make an informed choice based on their interests and abilities.
This module guides students in formulating personal mission statements to help direct their career decisions and contribute to national development. Students complete a worksheet to develop their mission statement, considering their values, goals, strengths, dreams and how they can help others. A personal mission statement clarifies one's purpose and direction as they embark on their post-secondary path. It should reflect not only personal fulfillment but also positive impact on community and country. The module aims to help students craft clear mission statements to align their careers with the needs of industries and national development goals.
This document discusses strategies for developing executive functioning skills, or "superpowers", in students. It begins with an outline describing the goal of understanding how to strengthen skills managed by the frontal lobes. It then discusses the structure and functions of the brain, basics of information processing, and two types of executive skills - cognitive and behavioral. The document emphasizes using a strengths-based approach to identify assets and challenges, and providing interventions to support development of skills like planning, organization and flexibility. It warns that assumptions within college and career standards may not account for deficits in higher-order thinking, and stresses assessing skills before engaging students in complex cognitive tasks. The document provides resources for screening, formal assessments, informal assessments and intervention strategies.
This document provides an overview of a career guidance module for grade 11 learners. The module aims to help students identify different career professions and life choices, as well as factors that influence these decisions. It includes activities for students to explore career tracks and reflect on how personal, family, and social factors shape their own choices. The module also lists senior high school curriculum exits and regulated professions to help guide students in planning their next steps after graduation.
Handouts from the presentation by Dr. Linda Rush on the topic of Challening the advanced learner given as part of the ADIBF Academy Certificate Future Proof Teacher 2015.
As a teacher, headteacher, university academic, educational consultant and researcher Dr Linda Rush worked with a wide range of learners in a wide variety of contexts. Her research in the areas of teacher education and public / private partnerships has led to presentation at international conferences and publication in books and journals. More recently in her role as Director of Teacher Training for GEMS Education, a vital part for her is to explore the concept of a ‘global’ and ‘state of the art’ UAE based Teacher Training Institute. The overarching intention of the Institute will be to change the way teacher education meets the future; to foster interdisciplinary, integrated thinking and innovative leadership; to engage fully in the global community; and to facilitate lifelong learning. To this end, GEMS Education is looking to working with national and international outstanding universities to develop challenging programmes of global teacher education.
This module, “Beginning the Journey Where I Am” is about the process towards strategic implementation leading to the realization of the learner’s chosen profession or more career goal.
This part will help learners learn more about their interests, values, and skills in relation to their current situation which is vital to their profession in the future. This session will also guide learners in exploring occupations that are applicable to them and in learning to decide on the best choice.
- The document is a resume and cover letter for Molly Kristene Edde, who is graduating from Central Washington University in Spring 2015 with a major in Communication Studies and a minor in Environmental Studies.
- Molly took several years to determine her major, initially considering Global Wine Studies and Business before discovering her passion for Communication Studies through an introductory class.
- Her goal is to work for a nonprofit environmental group focused on water quality or food issues in the Seattle area, applying her communication skills and knowledge of group work, leadership, and environmental issues.
- Molly believes her combination of degrees has prepared her with skills that will help nonprofits advocate for environmental causes and inform the public about important issues.
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...David Wicks
David Denton (Seattle Pacific University, USA)
David Wicks (Seattle Pacific University, USA)
Vicki Eveland (Seattle Pacific University, USA)
Benjamin Bloom, probably best known for Bloom's Taxonomy, contributed significant research and theory on a wide array of educational topics, including the effects of tutoring on student achievement. In 1984, Bloom wrote an article titled The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Bloom found that one-to-one tutoring improved student performance two standard deviations above the mean on academic measures in comparison to students taught in conventional classrooms.
These findings are unsurprising to most educators. However, the critical question derived from Bloom's (1984) research is whether teachers in conventional classrooms can replicate characteristics of one-to-one tutoring.
The replication question persists today, regardless of level or subject area. A significant pursuit of all educators is to use the most effective instructional practices available in order to raise student achievement. One way to organize effective practice is through characteristics of teaching and learning that replicate one-to-one tutoring. Examples that qualify this pursuit in current terms include differentiated instruction and adaptive learning systems such as Khan Academy (Office of Educational Technology, 2013).
Finding ways to more closely approximate characteristics of one-to-one tutoring in conventional settings inspires educators to experiment with alternative instructional formats. One of these is blended learning, which combines elements of online, classroom, and mobile engagement techniques (Strauss, 2012). However, some have suggested that blended learning is a fad, and subject to the same kind of waning interest as other educational innovations (Strauss, 2012).
Implementing and sustaining educational innovation, such as blended learning, depends on the use of effective instructional strategies. Characteristics of one-to-one tutoring provide a set of benchmark activities for identifying and organizing these types of effective practices within the context of blended learning environments.
Instructors choose from a wide variety of instructional practices to meet their objectives. However, not all practices have the same effect. Selecting and implementing the most effective strategies is critical, regardless of learning venue. One framework for organizing blended learning methods is through one-to-one tutoring, especially since instructional practices characteristic of tutoring have an enormous effect on student achievement.
Presenters in this informational session summarize ways instructors merge characteristics of one-to-one tutoring, along with example strategies to enhance blended learning. Participants integrate preferred methods according to their contexts through discussion and small group collaboration.
There are many career options to choose from, so senior high schoolers like you must learn to manage your choice of career or life goal. When you encounter challenges that somehow affect you from reaching your goal, do not give up. Just as career options are numerous, so are the possible ways of addressing the tests that come along with the preferred career. The same is true when we encounter challenges that hinder us to reach our dreams. For each of the challenges identified in the attainment of your career choice, let us identify possible ways to address them.
This module will guide you in applying your abilities and maximizing your resources in deciding for your career. It will also make you realize that there are many factors that affect and in a way, strengthen you decision making for a career choice.
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
Module 2 of Grade 11 Career Guidance Manual entitled “The Star Power Within” is practically about unleashing the knowledge and skills of every learner. The students will focus on their innate talents, interests, skills, and abilities to help them identify their potential through the different activities and opportunities of learning capsulized in this module. They will be encouraged to explore possibilities of lknowing their skills and abilities and manifest these in related activities as applied in the workplace and in given situations.
This module includes an animated video presentation about the different professions that will help guide the learners in finding the career that fits their knowledge and skills.
A guidance counselor/teacher/career advocate will be assigned to facilitate discussion about the video presentation.
It is recommended that as learners go through this module, the parents and significant others give their support and words of encouragement so that students will be able to realize their goal of becoming a career professional.
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
This six-week course provides training for the resident assistant position at Pace University. Students will learn about the roles and responsibilities of resident assistants, diversity and inclusion, leadership skills, and mental health support. The course involves weekly journal assignments where students reflect on topics like privilege, self-awareness, and developing a leadership philosophy. Students must complete all journal entries, participate fully in class discussions, and achieve a minimum grade of C to pass the course and be eligible for a resident assistant position.
Guidance services provide 3 key functions: 1) individual inventory services to collect and analyze student data, 2) information services to disseminate educational, career, and personal-social resources, and 3) counseling and placement services to help students with academic planning, career exploration, and social-emotional development. The document outlines various guidance activities that fulfill these functions and aim to promote student growth.
Developmental Changes in Middle and Late AdolescenceKokoStevan
This document is a self-learning module on personal development for 11th grade students. It discusses developmental changes that occur in middle and late adolescence. The module is divided into several sections that introduce a topic, provide activities for students to practice and learn, and assess their understanding. It aims to help students understand the developmental tasks and challenges of adolescence, evaluate their own development with input from others, and identify ways to become responsible and prepared for adulthood.
TitleABC123 Version X1Introduction to Behavioral Scie.docxherthalearmont
Title
ABC/123 Version X
1
Introduction to Behavioral Science
BEH/225 Version 6
1
University of Phoenix Material
Development of Psychology as a Science Worksheet
Part 1
Write your answers in the space adjacent to each description. Each question is worth 2 points.
Description
Answer
1. His book, Principles of Psychology, helped to establish psychology as a separate field of study.
2. The contemporary view that human behavior is the result of chemical and biological processes
3. The theorist who was interested in unconscious processes, especially those concerned with sexual and aggressive impulses
4. Group of theorists who rejected the idea that behavior is ruled by unconscious forces, and instead emphasized the ability to make voluntary choices
5. He was considered the father of psychology.
6. He developed his ideas about learning from working with rats and pigeons.
7. He was the founder of humanistic psychology.
8. He believed introspection was unscientific.
9. The study of human strengths, virtues, and optimal behavior
10. He believed you cannot understand behavior by analyzing separate parts of an experience, but instead must observe the whole pattern.
11. The idea that behavior must be understood within the context of one’s culture
12. A formal trial conducted to confirm or disconfirm a hypothesis about the cause of a behavior
13. Changes in behavior caused by one’s belief about a treatment rather than by the treatment itself
14. A prediction that prompts people to act in ways that make the prediction come true
15. A psychologist wants to identify factors that contribute to bullying on elementary school playgrounds. She sets up a camera that records the activities of children at an elementary school, and then later categorizes the types of behavior that were recorded.
16. A small group of people who participate in a study and are assumed to accurately reflect the views or behavior of the larger population
17. The tendency for survey participants to give polite or socially desirable answers that may not be accurate
18. A psychologist has a large sample of college students keep track of the amount of time they spend studying each week. He collects this data along with the students’ grades on weekly assignments. He finds that there is a relationship between these variables: the more time spent studying, the higher the grades.
19. An experiment is conducted to evaluate the effect of a drug to treat depression. Half of the subjects are given the drug and the other half receives a placebo. The subjects are not told whether they are receiving the actual drug or the placebo. After six weeks, all subjects complete a questionnaire reporting their depression symptoms. The researcher who evaluates the answers on the questionnaire is not told which ones were completed by subjects who took the actual drug and which ones took the placebo.
20. True or False: When a strong positive correlation is observed between two var ...
This document is a self-learning module on personal development for senior high school students in the Division of General Santos City. The module aims to help students better understand themselves and others as they make important career decisions. It uses experiential learning approaches and activities to explore themes of self-concept, personality development, and decision-making. The module is designed to be used independently by students at their own pace. It includes introductory messages, learning objectives, pre-assessments, lesson discussions, independent practice activities, and assessments.
1 - Life Skills Education CPD training .pptcooleyez445
Important elements of Life Skills are:
Interpersonal Skills
Social Skills
Cognitive Skills
Digital Skills
Wellness Skills
Motivation
Self-awareness & Self-esteem
Management
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
University Assignment Literacy Assessmentmforrester
Literacy is described as the ability to communicate effectively through reading, writing, speaking and listening. It allows people to make sense of messages in text, pictures, audio and other formats. Literacy is important for every subject as it is required to perform tasks and improve knowledge. Literacy assessments can help identify areas of concern, though not all are diagnostic. A literacy assessment may reflect issues across subjects depending on how it is designed. Suggestions to improve literacy include focusing more on literacy within subjects, using literacy circles to set goals, and allowing more time for exploring literacy in each subject.
This document contains information about various online courses and discussion questions. It discusses topics like inclusion, accommodations and modifications for students with disabilities, teaching approaches like explicit instruction and differentiation, response to intervention (RTI), and creating supportive classroom environments. The document provides prompts for students to reflect on concepts from their readings and share experiences related to educating students with special needs.
5 components of adult transition programScott Johnny
5 components of an adult transition program for a successful life after high school. These tips can help the support team of young people with disabilities;
The document provides guidance for schools on developing personal, learning and thinking skills (PLTS) in students. It discusses the six areas of the PLTS framework: independent enquirers, creative thinkers, reflective learners, team workers, self-managers, and effective participants. It directs schools to the secondary curriculum website for further resources, including case studies of how schools have embedded PLTS across their curriculums. The guidance is organized around three key questions for developing PLTS: what schools are trying to achieve, how learning will be organized, and how schools will evaluate their success in achieving aims.
The document discusses adult learning, including defining adult learning, characteristics of adult learners, principles for teaching adults, differences between children and adults as learners, barriers to learning, and learning styles. Specifically, it defines adult learning as formal, non-formal, and informal learning activities undertaken by adults after initial education. It identifies characteristics such as adults needing to know why they are learning, learning through doing, and wanting to use life experiences. Principles for teaching adults include motivating learners, informing learners in their preferred style, monitoring learners, and engaging learners through experience.
Sattam Al shamary
HED 6503
Mid-term Exam
Dr. Pratt
1.)Describe the changes that you believe colleges will need to make over the next 3-7 years to adapt to the following groups in order to be effective in facilitating emotional, physical, intellectual, social, and spiritual development: Homelanders, Millenial students, and Adult learners. In the next few years colleges will need to change to the learning styles of new generations such as Homelanders, Millenial students, and adult learners. Virtual assistants, flipped classrooms and the quantified self are three of the six technological developments that will have a significant impact on higher education within the next five years. Instructors have presented information by lecture since Socrates to the benefit only of linguistic learners. If you're visual or hands-on you've been teacher disabled. Helping students learn according to their learning styles and multiple intelligence preference is finally becoming accepted as an instructional strategy. Many students naturally learn how to learn when they realize they learn better from one resource or strategy over another. For many learners, this concept is too refined or it flies in the face of the teacher authority. Young children like to learn with hands-on methods, but the system quickly moves them to learn by listening. Parents try to help by pointing to smart students and suggesting that their offspring emulate the learning strategies that work for others. Following the path set by others won't work. In fact, we all learn differently. It's a wise parent and facilitative instructor who realizes this and helps the student identify their strategies to meet it. As we work extensively in technology, we see that learners now have access to a variety of instructional strategies. In many cases, the learner selects the path to the strategy. The search for knowledge becomes the learner's intrinsic reward, rather than an extrinsic reward provided by external authority. This may make the learner more motivated because they find it easier to learn. Research in learning technologies may eventually show us that students learn more quickly and deeply so that they apply the information and solve problems. A school can be in the worst neighborhood, but a satellite dish on the roof and fast Internet access on ten classroom computers, positively impacts learning. It could be that we're saving generations of children. Many learning style models exist; my favorite is Albert Canfield's. It has a strong research base, uses clear language, reports in percentiles, and helps stude.
Assessment of Future Needs, Costing the Future Needs.pptxDrHafizKosar
A difference between "what is" and "what should be" is referred to as a "need." The term "need" describes the difference between a desired condition (what should be) and the current situation (what is). The space between the present and the future is what is needed. Ideally, needs assessments are initially conducted to determine the needs of the people (service receivers for example parents, students) for whom the organization or system exists. It can be defined specifically as:
“Needs assessment sets priorities and determines criteria for solutions so that planners and managers can make sound decisions for achieving desired goals.”
1.3. What is Need Assessment?
Needs assessments (White, J., & Altschuld, J. 2012) focus more on goals and results than on the steps taken. For example, the goal might be students becoming good readers, and the steps include reading practice and effective teaching. Data is collected using common methods and strategies designed with specific goals in mind. The choice of methods depends on how well they fit the objectives and the specific situation of the need’s assessment. Priorities and criteria for solutions are established to help planners and managers make smart decisions.
1.4.1. Key Components of Assessment of Future Needs:
Here are some key components of future needs Assessment:
1. Demographic Analysis:
Understanding population growth, age distribution, and migration patterns to predict student enrollment and educational infrastructure requirements.
2. Technological Trends:
Evaluating the impact of emerging technologies on education, including the need for digital resources, online learning platforms, and technology infrastructure.
3. Economic Considerations:
Analyze the economic trends to anticipate funding availability and budget.
4. Global and Local Context:
Consider global and local trends in education to ensure alignment with international standards and competitiveness.
5. Societal Changes:
Examine societal shifts and values that may influence educational priorities, such as the emphasis on inclusivity, diversity, and evolving job market demands.
6. Educational Research:
Consider findings from educational research to inform evidence-based decision making and program development.2.7. How To Calculate Cost Analysis?
You can use these steps to calculate a cost analysis ratio:
1. Determine the reason you need a cost analysis:
When you do a cost analysis, how you use it depends on why you're doing it. Figure out why you need the cost analysis to know what things you should consider. For instance, if you're making a project budget, you might look at budget details from past projects.
2. Evaluate cost:
Now, let's look at the costs connected to the project. Make a list of all these costs, so it's handy for what comes next. Think about any surprise costs that might pop up and how the costs might change as time goes on.
This digital artefact provides students with an opportunity to explore issues related to drugs and risk-taking. It allows students to listen to different perspectives on these topics from various characters. However, it does not sufficiently address the ethical issues and risks related to drugs that are required by the PDHPE curriculum. It could be used as an introductory lesson but would need to be supplemented with additional material. The artefact's interactive format allows students to direct their own learning, but it only provides basic information and does not strongly influence students beyond the classroom.
This document provides information about portfolio workshops for people with acquired disabilities held by the Centre for Education and Work in Winnipeg, Manitoba. The workshops are part of a research study exploring how the portfolio process can help people with disabilities redefine their skills to find new work. Participants develop portfolios identifying their transferable skills, complete self-assessments, and practice interview skills. Preliminary findings mirror previous research that the portfolio process is empowering and helps people move past focusing solely on their disability.
This document provides information about the Academic Success Center at Wayne State University. It lists the directors and coordinators of various programs at the center, including tutoring, supplemental instruction, study skills counseling, and math success services. It provides the winter hours of operation for the center and encourages students to take advantage of its resources to improve their academic skills and success as they start the new year. It also provides contact information for the center.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
Similar to Planning Transitions from School for Young People with Special Needs (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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2. 5
Chapter One: Welcome and Introduction 9
What is transition planning? 11
What’s in the workbook? 13
Chapter Two: Six Steps to Using the Workbook 19
Step 1. Talking about transition planning 20
Step 2. Preparing the paperwork 20
Step 3. Deciding on a planning timetable 21
Step 4. Completing the Transition Planning Worksheets 21
Step 5: Using the Transition Goal List 22
Step 6: Talking about progress 23
Chapter Three: Unit 1 Building Personal Skills 27
Unit 1 Building Personal Skills Planning Worksheet 32
Unit 1 Transition Goal List 35
Unit 1 Resource: Make a Plan Template 36
Unit 1 Resource: Make a Plan Template (2) 37
Unit 1 Resource: Understanding Language Use in College, Work and
Daily Living 38
Unit 1 Resource: Making Reasonable Accommodations 46
Unit 1 Resource: Disclosure Script 47
Table of Contents
3. 6
Chapter Four: Unit 2 Developing Learning Skills 49
Unit 2 Developing Study Skills Planning Worksheet 52
Unit 2 Transition Goal List 54
Unit 2 Resource: Revision Template 55
Unit 2 Resource: Revision / Learning Check 56
Chapter Five: Unit 3 Exploring Post-School Options 57
Unit 3 Exploring Post-school Options Planning Worksheet 61
Unit 3 Transition Goal List 63
Unit 3 Resource: Thinking about Interests / Finding Information Online 64
Unit 3 Resource: Course Checker (1) 65
Unit 3 Resource: Course Checker (2) 66
Unit 3 Resource: Campus Visits 67
Unit 3 Resource: Employment Checker 68
Chapter Six: Unit 4 Using Human and Technological Supports 69
Unit 4 Using School Supports and Technologies Planning Worksheet 72
Unit 4 Transition Goal List 74
Unit 4 Resource: Converting Text to Speech 75
Unit 4 Resource: Communication in the Classroom 76
4. 7
Chapter Seven: Unit 5 Learning to be Independent 77
Unit 5 Learning to be Independent Planning Worksheet 80
Unit 5 Transition Goal List 84
Unit 5 Resource: Laundry Care Symbols 85
Unit 5 Resource: Managing Fatigue and Being Mindful 86
Chapter Eight: Unit 6 Managing the Transition Bridge 89
Unit 6 Managing the Transition Bridge Planning Worksheet 95
Unit 6 Resource: Transition to College Pre-entry Checklist 98
Unit 6 Resource: Transition Needs Assessment Document 99
Unit 6 Resource: Assistive Technology (AT) Checklist for College 102
Unit 6 Resource: Needs Assessment Checklist for College 103
Unit 6 Resource: Checklist for Workplace Interviews / HR Meetings 104
Chapter Nine: Encouraging Progress and Moving Forwards 105
Smart Steps to Reaching My Goal (1) 108
Smart Steps to Reaching My Goal (2) 109
Making a Plan to Achieve a Goal 110
6. 28
Many transition planning programmes focus on acquiring practical skills which might
include self-care, learning to drive, managing medication, handling money, and use
of technology. Of course these skills are essential, but they are most successful if they
that self-awareness, self-determination and self-advocacy skills play an important
role in future planning, identifying help and supports, living independently, and
managing post-secondary settings. They include resilience or character-building
such as anxiety. Coping strategies increase the ability to manage daily setbacks or
stressful events.
Talking point. What does self-awareness mean and why is it important?
Self-awareness. Everyone needs to know and understand their strengths and
determine the changes that may need to be made within the environment to help
with achieving goals, and they are a critical part of making realistic choices that
lead to successful outcomes. Being self-aware helps students to develop strategies
Talking point. What is self-determination and how is it different from self-
awareness?
Self-determination. The difference between aspirations and achievements depends
planning and achieving goals in life. Students who develop self-determination link
their interests to their goals, make plans for the future, and are aware of and use
their strengths. Developing the skill and capacity to make plans, review those plans,
and to adjust them where necessary, is essential. You could say it means “I can, and
I will.”
Talking point. What is self-advocacy and does it matter?
Self-advocacy. The ability to ‘take action’ and ‘make things happen’ is the
outcome of becoming self-aware and self-determined. Throughout their formal
education, parents may have advocated on behalf of students, perhaps for exam
accommodations, assistive technologies, medical or psychological interventions,
or supports in the classroom. Moving from school to college or employment means
that, as an adult, your student will need to do this independently. Unexpected
things happen, and young people need the skills to respond to such events with
7. 29
Example. Jack missed the deadline for handing in a written assignment
in college. He thought he might get into trouble and wanted to avoid
the lecturer, so he didn’t attend the next two lectures. Before too long,
he found himself skipping lectures altogether. Before he knew it, he had
received a zero for his written assignment and a deduction in marks for
non-attendance, which would affect his overall end of year grade. If Jack
had approached the lecturer when he realised he would not be able to
submit his essay on time, he could have negotiated a short extension to the
deadline.
Talking point. What is disclosure and what is the best way to go about it?
Disclosure involves telling other people about needs, disabilities, health or mental
health conditions in social situations, at school or college, or in the workplace.
Students need to know about their rights and entitlements, the meaning of
how to do this in a positive and effective manner. It is important for everyone to be
familiar with the language associated with disclosure. This includes understanding
and using vocabulary such as accommodate, barrier, enable, adjust, and modify.
An accommodation is an action or strategy that makes it possible for a person to
participate in the social community, the workplace, college or school. It removes
or reduces barriers or obstructions that prevent people with special needs or
disabilities accessing the same opportunities as everyone else. It enables people to
demonstrate their abilities and manage the physical environment. It means that the
way in which some life activities are achieved need to be adjusted, for example,
studying for a course and taking examinations over two years instead of one year.
It might mean modifying equipment, learning materials, or the workplace, for
example, making changes to a work schedule or ensuring that printed materials are
available in digital or audio versions. There is a legal obligation to do this.
There are advantages and disadvantages to disclosing, but being comfortable
about naming and describing physical and mental challenges and strengths
reduces stress and anxiety. It isn’t always necessary to disclose, that is entirely up to
Advantages:
Getting reasonable accommodations at work, in school or college, and in
the community.
Protection of rights to accommodations under the law.
out’, or making wrong judgements.
Finding out that there are other people who experience the same or similar
challenges.
advocate.
8. 30
Disadvantages:
The possibility of being excluded or being treated differently.
Without practicing how to disclose personal and sensitive information, and
how much of this to disclose, it can be distressing for the young person and
embarrassing for other people.
For people who have limited understanding of medical conditions learning
young person requires far more support than is actually needed.
Example. Beth applied for a job as a veterinary assistant in a clinic on the
outskirts of the city. She was anxious about the interview because she has
sentences. Beth decided not to disclose any additional needs and supports
in her application letter. However, when she received an appointment for
her interview by email, she also explained her concerns, and asked if it
would be possible to have a printed copy of the interview questions, and to
read these before going into the interview.
The planning worksheets in this chapter will assist with thinking about the actions and
goals that are associated with developing these personal skills.
Complete the planning worksheets together.
Photocopy the Transition Goal List and record the initial goals that you need to
begin working on.
Once these have been completed or achieved, you can make a new list for
any outstanding goals from your planning worksheet.
The resource provided for this unit - Understanding Language Used in College, Work
and Daily Living – supports personal development. To use a well-worn phrase,
knowledge is power. Comprehending the multiple meanings and nuances of the
vocabulary provided in this list, will ensure that your student can take action, follow
directions and complete instructions, avoiding misunderstanding and confusion.
to introduce the concept of phrases whose meanings are different to a literal
interpretation. This is not a spelling list, rather, it is a comprehension inventory of
frequently used phrases. This is a long list which is intended to span the length of the
transition planning period.
9. 31
The Make a Plan Template is a starter resource to assist with thinking about how to
make a plan, who and what are involved, and how to communicate the plan to key
people. Making Reasonable Accommodations lists some of the accommodations
that can be expected in school or college, the workplace and the community.
to the individual. The Disclosure Script allows young people to begin thinking about
how and what to disclose, in a format that suits their needs and personality.
The 411 on Disability Disclosure: A Workbook for You with Disabilities is a very
comprehensive resource published in the USA, and available to download
from the Internet as a pdf.
There are a wealth of apps and software that assist with teaching social skills, jokes,
idioms and so forth. The Social Skill Builder website showcases a good selection of
these.
16. 9 781910 179932
ISBN 978-1-910179-93-2
Planning Transitions for Young People with Special Needs and Disabilities is designed
to support students with additional needs or disabilities from the age of 15 years
upwards. This resource is divided into six skills units, providing parents, families,
teachers and other professionals with resources for planning successful transitions
from secondary school.
The workbook helps students to identify strengths, challenges, needs and aspirations,
and to turn these into achievable goals, focusing on:
• Building ersonal kills
• Developing Learning Skills
• Exploring Post-transition Options
• Using Human and Technological Supports
• Learning to be Independent
• Managing the Transition Bridge
Packed with templates for managing
fatigue, study skills, communication,
disclosure, identifying options, assistive
technology checklists and other resources.