React to Reading
I enjoyed Chapter 12 that covered Assessing and Planning Skills. When I was reading about Gantt charts I found them interesting – but at the time I was much more interested in the Pareto and Impact Analysis Charts. Perhaps my background in sales and marketing led to my attraction to those two types of charts over the Gantt chart. The Pareto chart immediately gave me solid numerical data and listed a breakdown of contributing factors. The example showed a school's climbing dropout rate. It gave a straight forward big picture view of the dropout rates for this school. The breakdown of contributing factors also gave the campus and school community clear targets for improvement such as more education and interventions in regards to drug and alcohol abuse and teen pregnancies. This chart to me quickly gave information and a suggested target plan. In sales and marketing this type of chart would have dictated targets for my advertising budget.
I was also drawn to the Impact Analysis Chart. I think once again this goes back to my business background. In my last management role I managed 32 people. We were the marketing, recruiting, and sales team. It was a great team. However, any time we faced a big change we could potentially lose one to two weeks money due to the difficulties that some folks faced with serious change. I would have loved to have had a tool like this to decide the best way to approach the changes and how best to support those through it. It would have been a great tool to share with them to show how much care, concern, and consideration was taken before in advance of upcoming changes. Clearly this also carries over to the school environment - which is not as fast paced and not as flexible when appro...
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...aborative teams with great thought for compatibility and work styles. The supervisors are expected to complete this at the end of the year so the teachers know what their assignments are for the upcoming year. In return the teachers are expected to prepare collaboratively before the start of the school year. The collaborative teams are expected to attend collaborative trainings together as a team during the school year and hopefully will choose to seek some training during the summer time as well. If there are multiple collaborative teams within a particular grade level core academic subject, that entire group is expected to attend the collaborative training together. We decided to make the entire process collaborative to produce the best collaborative processes. I am very pleased with the tool we created. I look forward to what we will be exploring next.
The assessment that I have chosen for my lesson is a “card sort”. I will have eight graphs copied on card stock ready for the students to cut out. They will analyze each graph, match it to a scenario, and tape it next to the scenario it matches. For each graph, the students will label the x- and y-axes with the appropriate quantity and unit of measure. Then, they will write the title of the problem situation on each graph.
The teaching assistant will work together with the teacher to plan, evaluate and deliver learning activities for the children, in accordance to the curriculum / EYFS. The teaching assistant will have planned learning activities to carry out with the group of children which she/he will record their level of learning and will feed this information back to the teacher, the teaching assistant will inform the teacher which children were successful with the learning activity and which were not, also about the learning activity if activity was too challenging for children to achieve /not challenging/appropriate for the child to achieve the learning objective. Therefore the activity will be reviewed with both teacher and teaching assistant, and will then plan further learning activities which will again be evaluated then reviewed on each
In this essay, I will identify the main tenets of Behaviourism, Cognitive and Humanist and state how each claims learning happens. I will analyse two principles and how they affect the way we plan and deliver learning. Furthermore, I will reflect on the impact of these insights on my own practice and professional development.
The “Nurse of the Future Core Competencies Self Assessment Tool (SSAT)” has eleven core competencies that are vital to every nurse on the floor. It include: Patient-Centered Care, Professionalism, Leadership, System-Based Practice, Informatics and Technology, Communication, Teamwork and Collaboration, Safety, Quality Improvement, Evidence-Based Practice, and Nursing Knowledge.
One thing to remember when using any decision-making tool is to keep the end in mind. In other words when working through a process, visualizing the end result is Helpful. We must also remember that in every decision-making process there are a multitude of tools to help us along the way. No tool is really better then another, in fact most are made to compliment each other not as a soul solution to the process at hand.
Introduction: Many assessment tools and interviewing skills are available to the clinical social worker within a mental health setting. This paper will examine one such assessment tool, the competency-based assessment, and its applicability in a mental health setting. A comparison will be made between this advanced assessment method and a generalist social work assessment. Interviewing people who have mental health concerns can offer challenges for clinical social workers. Several interviewing techniques that can help with some of these challenges will be outlined.
There are many different assessment models developed which enable the coach to assess the client from a number of varied perspectives. The majority of these models are simply used as a tool, providing a schema for noting observations. An ideal assessment model is an instrument used to obtain structure within the framework of the coaching encounter. The coach is never limited to the parameters of the model, but the model should provide a guide in the evaluation of the client. In other words, the model allows the coach to develop a frame of reference for client observation. Although, there is no single correct coaching model, the coach must rely on a broad range of coaching techniques to adequately assess the client’s condition and present circumstance. It is the multiplicity of views that offers the greatest coaching models (Watts & Corrie, 2013).
Larson, C. and LaFasto, F. (1989), Teamwork: What Must Go Right/What Can Go Wrong. Newberry Park, CA: Sage Publications, Inc.
These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions toward others that fuel my motivation toward helping. This concern welfare of others comes from my religious and personal experiences as a child and young adult.
What critical thinking skills are needed for the leader committed to social justice to effectively communicate at all levels of practice?
I will explain the psychology of learning and the theories I use in my practice. Analysing these theories and teaching methods will give rise, to investigating how these will help in teaching and learning ‘In a nutshell, a principle is a value, belief or ethic relating to something you do and the theory is that which explains why it works’.(Wilson 2009:350) In delivering of a lessons, educator must keep in mind SMARTER objectives.
LaFasto, Frank M. J.; Larson, Carl (August, 2001). “When Teams Work Best.” Thousand Oaks, CA: Sage.
Moccozet, L., Opprecht, W., & Léonard, M. (2009). A Collaborative Training Platform for Peer-Based Co-Construction of Knowledge and Co-Tutoring. International Journal Of Emerging Technologies In Learning, (S3), 40-45. doi:10.3991/ijet.v4s3.1100
Henry Gantt, an associate of Taylor's, developed the Gantt chart, a bar graph that measures planned and completed work along each stage of production. Based on time instead of quantity, volume, or weight, this visual display chart has been a widely used planning and control tool since its development in 1910.
32). The students are then able to visually keep up with their results and progress over a short or long period of time, which is then used as a motivational, visual tool. Not only does self-graphing aide in improving positive academic behaviors and habits, it also is, a contributing force for motivating students to improve due to the visual stimulus the graphing provides (p. 32). All of the student’s progression is laid out for them in one place, whether it is on a Microsoft Excel spreadsheet or a simple bar graph they draw themselves. Self-graphing is a great way to promote an increase is wanting to do better particularly in reading and writing. Teachers and students are also able to sit together and decided which graph would be best to satisfy the greatest amount of motivation. According to Hirsch, Ennis, and McDaniel (2013), self-graphing allows for flexibility in the since that if a student does not make their goal one week, they still have the option to make it the following week (p. 33). Hirsch et. al. (2013), suggest that setting up long term reading goals on a graph allows the students to visualize where they need to be at a specific time frame, providing motivation in a visual way (p. 33). If a child seems to struggle with behavior choices, self-graphing is a positive way to provide a visual