Respond to the questions below each link. Use paragraph format to write your assignment. Include the title for each video, the question prompts, and your responses to the question prompts.

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Assignment #4 Methodology: English Language Teaching Methods (20 points)

The purpose of this assignment is to become familiar with a variety of methodologies, strategies, best practices, and instructional techniques used to teach English as a second language.

For this assignment, you will view 5 videos of teachers instructing English language learners in various locations around the world and in the United States using various methods and strategies.

Include and introduction with the following information: title of the video, grade level, subject area, and cultural background of the students.

Respond to the questions below each link. Use paragraph format to write your assignment. Include the title for each video, the question prompts, and your responses to the question prompts.

ESOL Methodology and Strategy Videos

  1. SIOP Model for Teaching English Learners – Lesson Delivery

SIOP Model for Teaching English Learners – Lesson Delivery (Links to an external site.)SIOP Model for Teaching English Learners - Lesson Delivery

The direct instruction of the lesson is fact and opinion. What are the content and language objectives for this lesson?

What tools does the teacher use to teach?

What did the “inside outside circle” review about what was taught in the lesson?

  1. Total Physical Response to Teach Vocabulary  https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr (Links to an external site.)

What strategies does the teacher use to teach the vocabulary through Total Physical Response (TPR)?

How do the students learn the words in this method?

How do students use their bodies in this method?

  1. Shaping the Way we Teach English Module 7 Learning StrategiesShaping the Way We Teach English: Module 07, Learning Strategies (Links to an external site.)Shaping the Way We Teach English: Module 07, Learning Strategies

What are the metacognitive and cognitive strategies discussed?

How did the teaching strategies effect learning?

What are characteristics for successful self-directed learning strategies for students?

  1. Shaping the Way we Teach English Module 2 Building Language Awareness Shaping the Way We Teach English: Module 02, Building Language Awareness (Links to an external site.)Shaping the Way We Teach English: Module 02, Building Language Awareness

What are some characteristics of language awareness?

What are the best practices for language use as stated in the video?

How are classroom techniques used to improve language awareness?

  1. Culturally responsive instructionCulturally Responsive Teaching and Learning.flv (Links to an external site.)Culturally Responsive Teaching and Learning.flv

What is the evidence for culturally responsive instruction listed in the video?

How would you implement culturally responsive instruction?

How were the students engaged in the video lesson?

Rubric

Assignment #4 Methodology: English Language Teaching Methods (20 points)

Element

Not Met

0 – 13 points

Met

14 – 18 points

Exceeded

19 – 20 points

Introduction

(4 points)

Most information about the title of the video, grade level, proficiency level and cultural background of the students in the videos is not listed.

Complete information including the title of the video and grade level, of the students in the videos are listed in the written assignment.

Complete information including the title of the video and, grade level, and cultural background of the students in the videos are clearly and comprehensively listed in the written assignment.

Answers to questions for ELL videos

(15 points)

Written responses to the questions for less than 5 videos was completed. The answers are not correct for all of the videos.

Written responses to the questions for all 5 videos. Some minor errors in responses to the questions may be present.

Correct written responses to the questions for all 5 videos. The answers are based on specific examples from the videos.

APA format

(3 points)

The assignment was not written in paragraph format.  The assignment had numerous writing and APA format errors. The assignment may be submitted late.

The assignment is written in paragraph format. APA format is used and the assignment was free of most written errors and may be submitted on time.

Provide the DSM-5 differential diagnoses for Bill,  including a listing of “Other Factors,” and support your decision  process with a brief narrative.

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Discussion 1: Bipolar Disorders

In your Diagnostic and Statistical Manual of Mental Disorders (6th Edition)  text, critique the strengths and weaknesses of the Bipolar Disorders  section, including such factors as its structure and organization, ease  of use, and the primary research and methodological considerations that  were used to establish the criteria for these disorders.

In particular, assess how you differentiate between Bipolar I  Disorder, Bipolar II Disorder, and a Cyclothymic Disorder, and how these  came to be viewed as different diagnoses in the development of the DSM. This will entail some research outside of required course materials.

 

Discussion 2: Principal Diagnoses

Based on the material presented in the Case Study of Bill:

  1. Provide the DSM-5 differential diagnoses for Bill,  including a listing of “Other Factors,” and support your decision  process with a brief narrative.
  2. Refer to the two ICD-10-CM appendices in your DSM-5 text, pages 839–862 and 877–896 and detail any differences in the diagnosis that you might find if you were to use the ICD-10 to arrive at the diagnosis or diagnoses. (As this is your first look at the comparison between the ICD-10 and the DSM classification systems, you may want to take a little time to understand how these systems relate to each other.)
  3. Explain the etiological factors that you think are relevant in this  case along with their reasons, keeping the diathesis-stress model in  mind. You will need to do some research to clearly explain and support  your reasons for suspecting these etiological factors.
  4. List the three primary issues that need to be addressed in a treatment plan for Bill.

Why do so many people believe in the existence of psychic phenomena? Why is this ready acceptance of “nonsense as mere harmless aberrations” potentially dangerous?

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Answer everything in own words no copy pasting please or not paying

 

1.    What importance do sensation and perception have in the “real world?”

 

and complete the next section two .. 3 question below

 

 

II.  As an investigator of unusual claims, James Randi is accustomed to being confronted with incredible examples of medieval thinking in the modern age. A good example is the recent worldwide fascination with a black-and-white film on TV, which purported to show the dissection of an alien from outer space. The TV network that broadcast this film reportedly paid $100,000 for this “cinematic miracle,” which was hailed by UFO fans as conclusive proof of the existence of extraterrestrial beings. “The film was so inherently flawed,” scoffs Randi, “that even I was amazed at the fact that anyone could accept it. This film, which should have changed the course of history, is now relegated to the vast gallery of embarrassing mistakes.”

In this exercise you will visit several Web sites that are devoted to the scientific, and not-so-scientific, study of psychic phenomena. Because you will be exposed to both sides of the issue, your exploration will encourage you to think critically about your own beliefs regarding paranormal phenomena.

To guide your research, here’s the Web site address for the James Randi Educational Foundation. Begin your exploration here, and use the site’s hyperlinks to visit other relevant Web pages.

http://www.randi.org/

1. What is the “paranormal challenge?” Has anyone taken Randi up on his offer? Why is Randi confident that his money is safe?

2. Why do so many people believe in the existence of psychic phenomena? Why is this ready acceptance of “nonsense as mere harmless aberrations” potentially dangerous?

3. What is a “cold reading?”  How does this technique work?

Explain the strengths and limitations concerning the reliability and validity of your scale.

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This assignment I need a discussion post and a response to a colleague post.

If you ask a classmate questions about course content and he is correct sometimes but at other times he gives you the wrong information, you might say that he is not reliable. You may want to request help from someone who knows the correct answer every time—perhaps your Instructor! The concept is the same in research. It is important to be confident that when you measure a variable repeatedly, it will have the same result. That is what reliability means in research.

Another important concept in research is validity. You might have a friend who laughs at all of your jokes. You determine that you must be very funny because your friend laughs. You are measuring your ability to be funny based on laughing behavior. However, it is possible that your friend is very polite and does not want to hurt your feelings by not laughing. In that case, the laugh is really measuring your friend’s politeness and not your expertise in telling jokes. The “laugh” measure, in this case, is not valid. It does not measure what you think it is measuring.

The concept of validity is critical in research, too. If you develop a scale to measure the conceptual variable of anxiety, but it really measures fear, the scale is not valid. Conceptual variables are abstract ideas that form the basis of research designs. What does the concept of anxiety mean to you? How would you define anxiety to another person? Only after conceptual variables are precisely defined can they be turned into measureable variables.

In this Discussion, you will turn a conceptual variable into a measureable variable by creating and administering your own scale, and by considering the scale’s reliability and validity.

To prepare:

  • Read Chapter 4 of the course text. Pay particular attention to the Likert scale illustrated on page 75.
  • Read Chapter 5 from the course text.
  • Review the assigned readings from Chapters 1–3 from the previous weeks.
  • Identify conceptual variables that may be of interest to you. A few examples are anxiety, conformity, and leadership.
  • Create your own 5- to 10-item Likert scale to assess a conceptual variable of interest to you.
  • Administer the scale to at least three friends or family members. You may administer it in person or via e-mail.
  • Prepare to upload the Likert scale you created as an attached document (in .doc or .rtf format) to your Discussion post.

With these thoughts in mind:

By Day 3

  • The conceptual variable you selected. Note: Include the conceptual variable in the “Subject”field of your post (e.g., Job Satisfaction).
  • In the main body of your post:
  • Discuss your experience writing and administering the scale.
  • Explain how your scale turned your conceptual variable into a measured variable (beyond creating a Likert scale).
  • Explain the strengths and limitations concerning the reliability and validity of your scale.
  • Upload the Likert scale you created as an attached document (either a .doc or .rtf file).

Note: Be sure to support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources.

By Day 6

Respond to at least one of your colleagues’ initial Discussion assignment postings in one of the following ways: (I have attached a colleague discussion post below that I need to respond to)

  • Ask a probing question about the scale and provide the foundation, or a rationale, for the question.
  • Support or offer a different perspective to a colleague’s explanation about how he or she turned the conceptual variable to a measured variable.
  • Support or offer a different perspective to a colleague’s explanation of the strengths and limitations concerning the reliability and/or validity of his or her scale.

Note: You are required to complete your initial post before you will be able to view and respond to your colleague’s postings. After clicking on the “Post to Discussion Question” link, select “Create Thread” to create your initial post.

colleague post :

For my discussion this week I decided to create a scale to see if people struggle with an anxiety disorder. I composed 10 questions that i felt would be essential to ask to participants to measure their levels of anxiety in every day life. My experience writing the scale was good because I put a lot of thought into the questions so that they can tell me the accurate level of anxiety people go through to determine their levels of anxiety. Administering the test was fun and I got to know how people around me and in my every day life experience life and handle anxiety differently than others. MY scale turned from aconceptual variable, the ideas that form the basis of a research hypothesis, (Stagnor, C. 2015. p.67). to a measured variable, which consist of numbers that represent the conceptual variables. (Stangor, C. 2015 p.67). because I came up with a study to measure amount of anxiety in a person’s daily life and by administering that study to different participants I got measures in numbers to show levels of anxiety for each participant. Reliability of a measure refers to the extent to which it is free from random error. (Stangor C. 2015 p.92). The strengths in reliability of my scale is that I administered it to a few people and I also put some questions that mean the same thing twice just in different words to see if the answers matched. The limitations of reliability is if the person answers the same question that i reworded differently then I cannot say that it is reliable. There are different form of validity however validity refers to the extent to which a measured variable actually measures the conceptual variable. (Stangor C. 2015. p.96). The strengths concerning validity in my scale is after providing the participants with the questions and getting the results I can now put participants answer to my study to show anxiety levels of each participant. For my anxiety questionnaire i asked people related questions to anxiety to measure the amount of anxiety that people have to show the validity. The limitations if validity in this scenario is if people are not answering questions accurately because they do not take it seriously or if my questions had nothing to do with anxiety and I was testing for anxiety levels in individuals then the answers would not be valid. Overall, this discussion topic and scale i created really put in perspective conceptual variables and how it coincides with measured variables. It also allowed me to understand what circumstances show reliability and validity and how they can also be misinterpreted in data.

Stangor, C . 2015. Research methods for the behavioral sciences. 5th edition).