Questionnaire Comparison Activity

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Questionnaire Activity Template

 

We have used questionnaires in this course to help you identify your perceptions and preferences on the different aspects of leadership. Now you will take the data (scoring interpretations) from each of the four questionnaires to compile the information and begin to develop your unique combination of the aspect to define your personal leadership model.

 

To develop your model, first analyze the scoring interpretation from each questionnaire. Using the chart below, record your responses from each of the questionnaires. As a reminder, the scoring interpretation from each of the questionnaires is shown below:

 

Questionnaire 1.3 (Northouse, 2021):

The scores you received on this questionnaire provide information about how you define and view leadership. The emphasis you give to the various dimensions of leadership has implications for how you approach the leadership process. For example, if your highest score is for trait emphasis, it suggests that you emphasize the role of the leader and the leader’s special gifts in the leadership process. However, if your highest score is for relationship emphasis, it indicates that you think leadership is centered on the communication between leaders and followers, rather than on the unique qualities of the leader. By comparing your scores, you can gain an understanding of the aspects of leadership that you find most important and least important. The way you think about leadership will influence how you practice leadership.

 

Questionnaire 3.3 (Northouse, 2021):

This questionnaire is designed to measure three common styles of leadership: authoritarian, democratic, and laissez-faire. By comparing your scores, you can determine which styles are most dominant and least dominant in your own style of leadership.

 

Questionnaire 4.3 (Northouse, 2021):

This questionnaire is designed to measure your task-oriented and relationship-oriented leadership behavior. By comparing your scores, you can determine which style is more dominant in your own style of leadership. If your task score is higher than your relationship score, you tend to give more attention to goal accomplishment and somewhat less attention to people-related matters. If your relationship score is higher than your task score, your primary concern tends to be dealing with people, and your secondary concern is directed more toward tasks. If your scores are very similar to each other, it suggests that your leadership is balanced and includes an equal amount of both behaviors.

 

Questionnaire 5.3 (Northouse, 2021):

The Leadership Skills Questionnaire is designed to measure three broad types of leadership skills: administrative, interpersonal, and conceptual. By comparing your scores, you can determine where you have leadership strengths and where you have leadership weaknesses.

 

Northouse, Introduction to Leadership, 5e, SAGE Publishing, 2021.

 

 

Questionnaire Topic Highest scoring area(s) If you have two areas very close in score please include both. How this area’s score impacts your ideas about leadership (hint- check scoring interpretation.
Example Relationship emphasis This score indicates that I feel the emphasis for leaderships should be on the relationship or interaction between the leader and the followers.
Q 1.3- Definition and view of leadership

 

  

 

 

 

 

  
Q 3.3- Identify your style of leadership  

 

 

 

 

  
Q 4.3- Measure task and relationship-oriented leadership behavior  

 

 

 

 

  
Q 5.3- Measure three broad types of leadership skills  

 

 

 

 

  

 

 

 

Now that you have the initial set of information from the questionnaires, you will need to analyze the responses in relation to each other. To do this you will prioritize which of your scores you feel is the most important to you in the development of your personalized leadership model. Please rank the four areas below, with the most important first and the least important in the fourth position.

 

Example Your responses
1. Democratic Leadership Style 1.
2. Relationship emphasis 2.
3. Balanced relational and task orientation 3.
4. Primary strength Conceptual with secondary Interpersonal strength 4.

 

 

Take a moment to review the data shown above, both your highest scoring areas and the prioritization you assigned to the four areas. For the last portion of this assignment, write a summary of the insights you have gained about your leadership. In a paragraph of at least five sentences or more, share your insights to address the questions below:

 

· Looking at this information, what is most surprising to you about your preferences?

· Reflect on some of the opportunities you have had to lead others—how well does this assessment of your preferences align with your actions in the past?

· What is one action you can take now to help you continue to develop your leadership skills to align with the areas you consider your leadership preferences?

Interdisciplinary Lesson

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Interdisciplinary Lesson Plan Assignment Exemplar

(Provided courtesy of an iteachTEXAS candidate)

Current Event: The Coronavirus outbreak is the current event the students will focus on. Many people are concerned about their health due to this disease rapidly spreading around the world. https://www.nbcnews.com/health/health-news/live-blog/coronavirus-updates-live-u-s-europe- brace-infection-spread-italy-n1153801 Content Disciplines: English II and Chemistry are the content areas for this assignment. The coronavirus is related to English because journalists are writing articles about the disease to keep everyone updated. Chemistry and coronavirus are connected because scientists are searching for the cure. Learning Objective: The students will use their knowledge of English and Chemistry to create a fictional cure for Coronavirus. Chemistry Objective 1: Students will select which elements from the Periodic Table should be in the cure.

TEKS Subchapter 19 C, Chemistry (5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to:

(A) explain the use of chemical and physical properties in the historical development of the Periodic Table. (B) identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, using the Periodic Table; and (C) interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table.

Chemistry Objective 2: Students will calculate the chemicals needed for the cure. TEKS Subchapter 19 C, Chemistry 8

(8) Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to:

(A) define and use the concept of a mole. (B) calculate the number of atoms or molecules in a sample of material using Avogadro’s number. (C) calculate percent composition of compounds. (D) differentiate between empirical and molecular formulas. (E) write and balance chemical equations using the law of conservation of mass.

Chemistry Objective 3: Students will formulate a cure by using the scientific method. TEKS Subchapter 19 C, Chemistry 3

 

 

3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, to encourage critical thinking by the student. (B) communicate and apply scientific information extracted from various sources such as current events, published journal articles, and marketing materials. (C) draw inferences based on data related to promotional materials for products and services.

English Objective 1: Students will read and evaluate information found in informational text to formulate a cure.

TEKS Subchapter 19 B, 9 English II (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks.

English Objective 2: Students will create an APA format report on their findings. TEKS Subchapter 19 B13, English II (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning. (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. (D) edit drafts for grammar, mechanics, and spelling; and (E) revise the final draft in response to feedback from peers and teachers and publish written work for appropriate audiences.

English Objective 3 Students will compile their research and design a PowerPoint. TEKS Subchapter 19 B 23 English II

 

 

Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A) marshals evidence in support of a clear thesis statement and related claims. (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view. (C) uses graphics and illustrations to help explain concepts where appropriate. (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials

 

Warmup- Students will write what they know about the outbreak. The students will also write which elements they think are present in existing medicines. They will also write about how the scientific process affects researchers searching for cures to illnesses. They will discuss how the media coverage is affecting the public’s view of the coronavirus. Instructional Strategies: Students will be placed into groups. Working in groups helps students meet the objectives because they can talk to each other throughout the whole process. They will brainstorm ways to cure the disease. Students will complete a KWL chart about the coronavirus before they begin to research. This will help students think about their prior knowledge of coronavirus. After ten minutes, I will show them a BrainPop video that discusses the Coronavirus. Students must take notes while watching the video. Taking notes will help students retain information. They will refer to their Chemistry textbook and additional online information about diseases. This will help students learn the objectives because they must use their Chemistry knowledge to develop the cure. They will answer questions such as, “What chemicals are used in medicines? How are these medicines tested? How do these elements react with other products? I will show them reports written by scientists. This will expose them to informational texts. I will advise my students to use the Purdue Owl website to format their essay in APA format. Materials: The required materials are the Chemistry textbook, computers, and cellphones. These materials will help students find the necessary research for their projects. The computers and cellphones will provide them access to the Purdue Owl website. Closing/Formative Assessment: Students will complete an exit slip before they leave class. They will discuss how the brainstorming session went and will discuss the ideas that were shared in their groups. The teacher will ask the students about their thoughts during class. The teachers will answer any questions the students may have. When the students begin working on their written report and PowerPoint, they must complete the exit slip based on those assignments. By using the exit slips, students can keep track of how their project is coming along. Summative Assessment: The students will create a PowerPoint presentation to present their findings to the class. The PowerPoint will show how the students devised a plan to cure the illness. The students will use the scientific method as a basis for this assignment. They will organize their information into the steps of the scientific method for the PowerPoint. Students

 

 

will critique their classmates’ decision making in their development of the cure. Students will also turn in a typed report of their findings. Homework: Students will research cures to prior outbreaks. This will help them formulate ideas for their projects by seeing how previous outbreaks were handled by scientists. They will evaluate the cures to prior outbreaks. Students can imagine solutions to the disease from reading about older cures. This information will be included in their PowerPoints.

Writing Notebook

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Each week you will have an opportunity to practice different aspects of the writing process in this writing notebook. It consists of a template you will fill out and submit in Canvas. In addition to introducing and practicing targeted components of the writing process, these notebooks are meant to help you to determine your own strengths and identify opportunities for growth.

This week, the writing notebook focuses on how to develop a thesis sentence.

Before you begin this week’s writing notebook, please read Writing a Thesis Statement (Links to an external site.) and review the Writing a Thesis video tutorial found on that page.

In the Week 1 Writing Notebook you will

  • Identify the purpose of a thesis statement.
  • Construct an effective thesis statement.

Follow the steps outlined below to complete this week’s writing notebook:

  • Download the Week 1 Writing Notebook Template below, which has been provided for you in both a Word document and a PDF file.
  • Week 1 Writing Notebook Template download(PDF)
  • Week 1 Writing Notebook Template download(Word)
  • Complete all steps of the Working Thesis Activity in the Week 1 Writing Notebook, including the reflection step.

    1

    Week 1 Writing Notebook Working Thesis Activity

    Each week you will have an opportunity to practice different aspects of the writing process in a writing notebook. It consists of a template you will fill out and submit in Canvas. In addition to introducing and practicing targeted components of the writing process, these notebooks are meant to help you to determine your own strengths and to identify opportunities for growth.

    This week, the writing notebook focuses on how to develop a thesis sentence.

    STEP ONE: Developing your Topic Think of a topic that interests you, something you know a good deal about, or something that you would like to explore more deeply.

    If you’re stuck, view the Overcoming Writer’s Block and the Narrowing a Topic and Developing a Research Question webpages in the Writing Center to help spark some thoughts.

    1. What is the topic that you will be using for this activity?

    Click or tap here to enter text.

    STEP TWO: Building a Thesis As you have learned, a thesis sentence has two main parts – the topic (which is what you are writing about) and the angle (which is what you want to say about that topic).

    1. What do you already know about this topic? Click or tap here to enter text.

    ENG121 Week 1 Writing Notebook

     

    https://writingcenter.uagc.edu/narrowing-topic-and-developing-research-question
    https://writingcenter.uagc.edu/overcoming-writers-block

     

    2

    2. What would you like to say about this topic? Click or tap here to enter text.

    STEP THREE: Creating a Working Thesis Let’s combine the work you’ve done so far to create a working thesis.

    Activity 1: A thesis works to guide the flow of information in a paper, preparing the reader for what the paper will be about. Using the steps from this Writing Notebook, construct a working thesis for a paper about the topic you have selected. Remember, your thesis will have two parts – it will introduce the reader to the topic you have selected, and it will present the reader with the angle for your paper by letting the reader know what you intend to say about the topic. If you’re stuck, use the Thesis Generator from the Writing Center.

    Enter your working thesis below.

    Click or tap here to enter text.

    STEP FOUR: Review and Reflect Review your work in this Writing Notebook. What challenges did you face? Which aspects of thesis creation were new to you, or which aspects might you have already been familiar with? In no more than 150 words, please reflect on your work in this activity.

    Click or tap here to enter text.

    ENG121 Week 1 Writing Notebook

     

    https://writingcenter.ashford.edu/thesis-generator
    1. Question 1 Response:
    2. Question 2 Response:
    3. Question 3 Response:
    4. Question 4 Response:
    5. Question 5 Response:

Benchmark Case Study: PLAAFP & Annual Goals

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Details:

The  IEP is an essential part of each student’s special   education program  and plays a large part in the role of special   education teacher  responsibilities. Special education teachers must   include all of the  information needed to describe the student’s   strengths, needs,  background information, etc. All of this information   is used to  develop an effective program for the student.

By the age of 16,  students with special education services must have   an additional  transition plan that addresses current functioning based   on  observations, student surveys, and other age appropriate transition    services. Goals must be developed for further education and training    as well as employment after high school. Aligned transition activities    for each goal must be realistically developed to assist students in    achieving their goals. Teams must also consider the need for goals    associated with independent living. These goals could address    community access and participation, adult living and post-school    options, as well as daily living skills to support independence in    adult settings.

Review the “Alicia Case Study” to inform the assignment   that follows.

Use the “Case Study: PLAAFP and Annual Goals Template”   to complete this assignment.

Part 1: Present Level of Academic Achievement and Functional     Performance (PLAAFP)

Complete the following in 250-300 words for the case study student.

  • Section 1: Academic Student Strengths/Interests
  • Section 2: Evaluations
  • Section 3: Performance in   Classes
  • Section 4: Other Relevant Issues

Part 2: Post-Secondary Transition

Consider emotional, social, and academic concerns to be successful post-secondary.

  • Preferential Learning Environment
  • Strengths/Interests     Relating to Transition
  • Areas in Need of Improvement for   Transition

Based  on age appropriate transition assessments, include measurable    transition IEP goals and transition activities/services appropriate    for the student’s post-secondary preferences, strengths, and needs.

  • Education/Training
  • Employment
  • Independent   Living

Part 3: Rationale and Reflection

Provide a 500-750 word summary addressing the following:

  • Rationalize your PLAAFP, annual goals, and transition plan     choices, citing the CEC Code of Ethics.
  • Discuss  and defend     the legal, ethical, and quality requirements related to  the     management of confidential student information, such as the      information displayed within a PLAAFP or transition plan.
  • Reflect  on how you will use the foundational knowledge and     current issue  you have researched during the development of this     assignment to  improve student learning in your future professional   practice.

Support your rational with 1-2 scholarly resources, in addition to   the CEC Code of Ethics.

College of Education (COE) program competencies and national     standards assessed in the benchmark assignment:

COE 3.8: 

Consider  individual abilities, interests, learning environments,     and  cultural and linguistic factors in the selection, development,     and  adaptation of learning experiences for individual with      disabilities.  [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1,      IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s),      9(h); GCU Mission Critical 2, 3, 4, 5]

COE 3.10: 

Develop  and implement a variety of education and transition plans     for  individuals with disabilities across a wide range of settings     and  different learning experiences in collaboration with     individuals,  families, and teams.  [CEC 5.5, ICSI.5.S8,     ICSI.5.S8,  ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3,     IGC.5.K8,  IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC     7(b),  7(e); GCU Mission Critical 1, 2, 4, 5]

COE 5.1:

Reflect  on practice in light of research on teaching, professional     ethics,  and resources available for professional learning in order     to  improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2,     ICSI.6.K4  ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5,     ICSI.6.S7,  IGC.6.K4, IGC.6.K6, IGC.6.S2;  InTASC 9(l), 9(o);     GCU Mission  Critical 2, 3, 4]

COE 5.4: 

Integrate foundational knowledge and current issues to inform     professional practice.  [CEC 6.2, ICSI.6.S1, ICSI.6.S2,     ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); GCU Mission     Critical 1, 2, 4]

COE 5.8: 

Demonstrate legal, ethical, and quality requirements related to     the management of confidential student information.  [CEC     6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6;     InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]