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Resource: Personal Action Plan Observation Instructions Conduct your observation according to the Personal Action Plan Observation Instructions, located on the student website. Consider the following questions in 1,050- to 1,400-word paper: 1. What did you observe? 2. Why was this situation out of your comfort zone? 3. What did you learn? 4. What perceptions changed or remained the same about the people observed? 5. What types of things did you notice about the people? Did you witness any socially conscious individuals? What traits did you see? 6. What type of social inequality did you observe or experience? 7. Did your comfort level change from the time the observation began until it ended and if so how? 8. How has this experience helped you to be more of a socially conscious individual? 9. What traits will you need to exhibit? 10. What areas need to be improved and what steps will you take to ensure there is growth in this area? Develop a personal action plan while considering the above questions. Share this experience with the class and be prepared to discuss other students’ experiences. Format your paper consistent with APA guidelines. .

Education

How has this experience helped you to be more of a socially
conscious individual?
9.
What traits will you need to exhibit?
10.
What areas need to be improved and what steps will you take to
ensure there is growth in this area?
Develop
a personal action plan while considering the above questions.
Share
this experience with the class and be prepared to discuss other
students’ experiences.
Format
your paper consistent with APA guidelines.

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1 Saint Leo University PSY 110HA Psychological Well-Being: How to be Sane in an Insane World Course Description: This course uses psychological approaches to physical, cognitive, and emotional well-being. The scientific method will be used as a lens to view adjustment issues. Topics include personality and self-development, positive psychology, sex and gender, and relationships. Emphasis is on application via personal assessment and stress management techniques. Students must be aware that they will be asked to share personal information concerning their psychological well-being throughout the course as it applies to content that we cover. Some of the content of this course addresses issues related to sex. If you are uncomfortable with this course content, please consider taking a different course to fulfill the Human Adventure requirement for University Explorations. Prerequisite: None Textbooks: This is an Open Educational Resources (OER) course. All course content is free and is found online and through the Saint Leo University Library. Faculty and Students must have the ability to download pdf files and will need Adobe Digital Editions 1.7.1 or higher for offline viewing. Links to assigned readings are provided in the respective modules. Learning Outcomes: 1. Analyze major historical, political, social, economic, and/or life events in context focusing on the important findings to the science of psychology demonstrated by quiz grades and the Compare and Contrast Critique. 2. Develop and use critical thinking concepts and processes demonstrated by quiz grades and the Compare and Contrast Critique. 3. Apply principles from the social sciences to individual experience and demonstrate insight into one's own thinking process and personality while developing self-awareness in line with Saint Leo's core value of Personal Development through these assessments: Traits To Strength, Virtual Communication Project, Stress and Coping and Self-Assessment. HA2 4 Apply principles from the social sciences to individual experience of different stress reduction techniques to live more effectively as demonstrated by the Stress and Coping Project and graphical representation of data. 5. Identify personal strengths that are associated with quality of life demonstrated by the Traits to Strength Project and the Self-Assessment Project. 6. Communicate effectively for a determined purpose while demonstrating an understanding of effective communication techniques that enhance personal relationships through quiz grades and the Virtual Communication Project assessments. CC2 7. Analyze major historical, political, social, economic and/or life events in context while explaining issues important to and gender research demonstrated by quiz grade and Virtual Communication Project assessments. HA1 8. Develop an appreciation of and sensitivity to issues of diversity demonstrated by quiz grade. 2 Core Va ...

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Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan. This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501. Goal Statement and Rationale Instructional Goal (or goals) from Professional Growth Plan: Describe how this goal will impact learner performance. Learning Goal for Lesson: Lesson Analysis · Analysis of evidence for learner learning. In preparation for analysis: · View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior. · Review feedback from observer. · Study artifacts and evidence of student learning. · Gather feedback from learners by informal conversation, survey, or questionnaire. Guiding Questions Responses 1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources? 2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions? 3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes? 4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions? 5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan. 6. Given all the evidence related to learner learning, how will you proceed toward your goal? · Analysis of evidence for instructional practices. In preparation for analysis: · Review lesson plan (desired results, assessment, learning plan). · View videotape. · Review feedback from observer. · Review completed self-assessment. Guiding Questions Responses 1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes? 2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why? 3. Explain how your design and execution of this lesson affected the ...

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