Contextual Influences on Learning Presentation

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Instructions for assignment 2

 

Contextual Influences on Learning Presentation

 

Contextual factors play an integral role in the learning process. Outside factors, such as families, culture, socioeconomic dynamics, and family discipline routines, can have a profound effect on student development and readiness for learning. Teachers who recognize these factors equip themselves to meet the learning needs of diverse student populations. Additionally, by modifying instruction or procedures to address all of the students’ contextual factors, they will have an increased likelihood of academic success.

Create an 8-10 slide digital presentation for a teacher professional development on how contextual factors affect student learning.

Include the following:

· How social interactions, culture, society, and technology can affect student development and readiness for learning.

· How the contextual factors could be addressed in classroom instruction.

· Two specific examples of how you would modify classroom instruction to address contextual factors (e.g., you provide an Internet-based family activity, but several of your students’ families do not have Internet access at home.) How would you modify the activity?

· A title slide, a reference slide, and presenter’s notes.

The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your presentation with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

 

 

Description

Topic 2: Contextual Factors and Learning

Hi Class,

Congratulations on completing week 1! As we move forward, remember you began to look at cognitive processes and learning.

Your objectives for this week are as follows:

· Identify how the culture of diverse elementary students affects their development and readiness for learning. [ACEI 1.0; InTASC 1(a), 2(d), 2(e), 2(i), 2(j), 2(m), 2(o)]

· Develop strategies to modify instruction for students with diverse developmental abilities and needs to ensure growth and learning. [ACEI 1.0; InTASC 1(c), 1(g), 2(e), 2(f), 6(p), 7(b)]

· Use technology tools to collaborate with colleagues on concepts intended to help promote student success. [ACEI 5.4, InTASC 10(e), 10(f), 10(g), 10(n); ISTE-T 1d, 3a, 3b, 3c] [CEC 6.5, 7.2, ICSI.3.K4, ICSI.7.S8]

“Man’s mind, once stretched by a new idea, never regains its original dimensions.” Oliver Wendell Holmes

This week we will explore contextual influences on learning.

Steps to get started this week:

Read Chapter 4 in the textbook and view the 4 electronic resources provided in the course materials.

Assignment: Contextual Influences on Learning Presentation

Please watch my video to help you with this week’s assignment:

https://www.loom.com/share/7167002e889c40c5b51331fc0b6b98a7

Create an 8-10-slide PowerPoint presentation to be used during a professional development training for classroom teachers. The presentation should identify contextual factors that affect students’ learning.

Include the following:

· How social interactions, culture, society, and technology can affect students’ development and readiness for learning.

· How the contextual factors could be addressed in classroom instruction.

· Two (2) specific examples of how you would modify classroom instruction to address contextual factors (e.g., you provide an Internet-based family activity, but several of your students’ families do not have Internet access at home.) (*note the use of a capital letter for the word “Internet”.)

· How would you modify the activity?

· A title slide, a reference slide, and presenter’s notes. PLEASE NOTE: The title slide and reference slide DO NOT count as part of your slide count, because they are not considered content. Please include a minimum of 8 slides of content to be successful with this assignment.

 

The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

You need to support your presentation with 2-3 scholarly references. Your eBook can be used as one reference.

Please view and print out this GCU APA Style Guide to help you in your formatt

If you are including the textbook as a source in your references, please format it as seen below:

Ormrod, J. E. & Jones, B. D. (2018). Essentials of educational psychology: Big ideas to guide effective teaching (5th ed.). Upper Saddle River, NJ: Pearson.

CITATIONS:

Simple Citation – supporting paraphrased ideas

(Ormrod & Jones, 2018).

Full Citation – supporting quoted words

(Ormrod & Jones, 2018, p. ##).

I am attaching a PPT template you can use and make your own. This will ensure that you have all the parts in the rubric.

Training Transfer And Training Evaluation

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Case 1: Read the Case Study entitled The School Board at the end of Chapter 10 of  Saks, A., and Haccoun, R. (2015). Managing performance through training and development, 7th ed. Toronto: Nelson. Assume the role of a training consultant who has been hired by the company to assess where this training initiative went wrong and how to move forward.

Write a 1000-word memo that answers the five Questions in the case study. Ensure that you incorporate the concepts and ideas learned, and that you properly cite any materials you paraphrase or directly quote using APA 6th edition format.

CASE STUDY- THE SCHOOL BOARD

For years, parents, students, and teachers complained that nobody listened, that decisions were made without participation, and that good ideas went unacknowledged. A needs analysis that involved a survey of teachers and students confirmed that these problems were widespread. Carlos DaSilva, who was recently appointed trainer at the school board and had a strong background in teaching, had to address the communications problem as his first assignment. He designed what he considered to be an excellent three- day communications program. He spent months on the design: finding videos, exercises, and games that taught active listening, upward communication, brain- storming, and other areas identified in the survey. Carlos was excited to deliver his new training program and was sure that the participants would like it. On the first day, Carlos began with a brief introduction on the importance of communication, followed by a lecture on communication channels. Afterwards, he showed a video about manager–employee communication problems and how to improve communication. This was followed by a discussion of the key points in the video and what the trainees might do to improve their communication skills. On day two of the training program, Carlos began with a lecture on brain- storming. He then had trainees participate in a group brainstorming exercise. Each group had to brainstorm as many ideas as possible for improving communication in the school board. Afterwards, the groups presented their ideas followed by a discussion of the most creative ways to improve communication with teachers, students, and parents. On the third day of the training program, Carlos began with a lecture on active listening. Trainees then participated in an exercise in which they had to develop a message and then communicate it to the other trainees. At the end of the exercise, each trainee had to recall the message sent by the other trainees. This was followed by a discussion of how to be a more effective listener and tips on active listening. Carlos ended the training program by having trainees participate in a communication game. First, he had trainees complete a self-assessment of how they send messages and the channels they use for communication. Then groups of trainees had to develop a message that they would communicate to the other groups. Each group had to determine the best way for their message to reach the other groups as accurately and quickly as possible. At the end of the game, each group read out the message they received from the other groups. Carlos then scored each group in terms of the accuracy of the message received by the other groups and how long it took for each group to receive the message. The game was a lot of fun for the participants, who left the training program on a high. Carlos thanked them for attending the program and encouraged them to apply what they learned in training when they returned to work. The trainees applauded Carlos and thanked him for providing such an enjoyable training experience. Two months after the training program, Carlos was sitting at his desk, thinking about his meeting scheduled for 2 p.m. with the school board superintendent. He was looking forward to the meeting, knowing that he would be praised for the successful interactive communications program he had designed and delivered.

However, the meeting with the superintendent went poorly. Although some participants had loved the exercises and games in the communications course, most had not changed their work behaviour. Furthermore, a review of the situation showed that the old problems persisted and communication remained a serious problem at the school board. Carlos did not know what to say or what he should do. Several days later, Carlos approached some of the participants who had attended the training program and asked them how things were going. One participant laughed and said, “Well that was a lot of fun, but training is training and work is work. Besides, nothing ever changes around here.” Carlos asked her what she meant and she explained to him that supervisors don’t get it and continued to call the shots. “The only thing they know about communication is downward,” she said. “Maybe they should have attended your training program!” QUESTIONS

1. What are some reasons that Carlos’s training program did not transfer?

2. Discuss some of the barriers to transfer that might be operating at the school board. Who is responsible for these barriers and when do they occur during the training process?

3. Describe some of the things that Carlos might have done before, during, and after the training program to improve the transfer of training. What could the trainees and supervisors have been asked to do before, during, and after training to improve transfer?

4. Discuss the training transfer climate and the transfer system at the school board. How might they have contributed to the transfer problem?

5. What should Carlos do about the transfer problem at the school board? What changes should he make next time he delivers a training program?

Case 2: Read the Case Study entitled The Alcohol/Drug Abuse Prevention Program (ADAPP) at the end of Chapter 11 of  Saks, A., and Haccoun, R. (2015). Managing performance through training and development, 7th ed. Toronto: Nelson. Assume the role of a training consultant who has been hired by the company to assess where this training initiative went wrong and how to move forward.

Write a 1000-word memo that answers the four Questions in the case study. Ensure that you incorporate the concepts and ideas learned, and that you properly cite any materials you paraphrase or directly quote using APA 6th edition format.

 CASE STUDY-  THE ALCOHOL/DRUG ABUSE PREVENTION PROGRAM (ADAPP) 

The North American Transportation Company (NATC) is a very large organiza- tion that provides continent-wide facilities for the shipping of goods, from tonnes of wheat and iron ore to individual parcels. Headquartered in Canada, the com- pany uses all forms of heavy equipment to load, transport, and deliver goods and materials for its clients. In recent years, a number of accidents and near-accidents have occurred. In some cases the accidents caused injuries to people (mainly employees, though some injuries were sustained by bystanders). They also caused substantial material damage to prop- erty and/or the environment. In three cases in the last five years, people were killed. Investigation of these accidents indicated that drug and/or alcohol abuse by company personnel was relatively common and that these may have been contributing factors to the accidents. This analysis also uncovered that absenteeism and job performance problems were also the result of drug/alcohol use by employees. The CEO of the company asked the HR department to solve the problem. In response, the department formulated a zero-tolerance policy toward workplace  alcohol and drug abuse. The policy outlawed alcohol/drug use on the job and made the implementation and enforcement of the policy the direct responsibility of all supervisory personnel in the company. They further developed and imple- mented a training program to instruct all supervisors on the policy, the means to implement it, and the specific behaviours expected of them. This training program became known as the Alcohol/Drug Abuse Prevention Program (ADAPP). The day-long training program explained that it was the responsibility of super- visors to be vigilant with respect to drug/alcohol use on the job and to act imme- diately when there was a problem. There were three main aspects to the ADAPP policy that supervisors were to learn and to transfer to the job: (1) explain the policy to their employees as a group; (2) watch for employees who show signs of being “under the influence”; and (3) choose the specific supervisory action required correctly. Supervisor were instructed to (a) assess the situation with the employee; (b) immediately relieve the employee from his/her post should the impairment prevent safe and effective job performance; and (c) direct the person to the Employee Aid Program for further investigation and treatment. Supervisors who failed to implement the procedure would face disciplinary actions including, in some cases, immediate dismissal. The training program consisted of lectures and video presentations, followed by various role-playing exercises and discussions designed to help supervisors learn the policy, motivate them into implementing it, and enhance their confidence in their ability to do so.

Questions

1 . Design a training evaluation for the ADAPP. The training evaluation must be both summative (Has ADAPP led to an increase in the desired supervisory behaviours and to a decrease in employee absence and work- place accidents and injuries?) and formative (What aspects of the training program, if any, should be improved?).

2. What model or models of training evaluation would seem appropriate in this case? Explain your answer.

3. What variables should be measured and how should this be done? a. Determine the main variables to measure. b. Determine the information to be collected to address potential improvements to the program, if necessary.

4. What data collection design or designs would you consider most appropriate for the evaluation? Explain your reasoning.

Department of Defense (DoD) Ready

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Project: Department of Defense (DoD) Ready

 

Purpose

This course project is intended to assess your ability to identify, design, and organize information technology (IT) security policies.

Learning Objectives and Outcomes

You will be able to develop draft IT security policies for an organization and apply learning constructs from the course.

Required Source Information and Tools

Web References: Links to Web references in this document and related materials are subject to change without prior notice. These links were last verified on June 16, 2014.

 

The following tools and resources will be needed to complete this project:

Course textbook

Internet access

DoD instructions or directives http://www.dtic.mil/whs/directives/

Risk Management Framework (RF) for Department of Defense Information Technology (IT) http://www.dtic.mil/whs/directives/corres/pdf/851001_2014.pdf and http://www.rmf.org/images/stories/rmf_documents/850001_2014.pdf

Department of Defense Information Security Program http://www.fas.org/irp/doddir/dod/5200-1r/

Department of Defense Internet Services and Internet-Based Capabilities http://www.dtic.mil/whs/directives/corres/pdf/855001p.pdf

Department of Defense Proposes New Information Security Requirements for Contractors: http://www.hldataprotection.com/2010/03/articles/cybersecurity-data-breaches/department-of-defense-proposes-new-information-security-requirements-for-contractors/

School/public library (optional)

Deliverables

Project Checkpoints

The course project has a checkpoint strategy. Checkpoint deliverables allow you to receive valuable feedback on your interim work. In this project, you have several ungraded checkpoint deliverables. (See the course Syllabus for the schedule.)

You may discuss project questions with the instructor, and you should receive feedback from the instructor on previously submitted work. Checkpoint deliverables ensure refinement of the final deliverables, if incorporated effectively. The final deliverable for this project is a professional report.

 

Checkpoint Expected Deliverables
Week 6 Submit a bulleted list of DoD-compliant policies, standards, and controls that affect the WAN, Remote Access, and System/Application Domains.”

 

 

Scenario

You work for a high-tech company with approximately 390 employees. Your firm recently won a large DoD contract, which will add 30% to the revenue of your organization. It is a high-priority, high-visibility project. You will be allowed to make your own budget, project timeline, and tollgate decisions.

This course project will require you to form a team of 2 to 3 coworkers (fellow students) and develop the proper DoD security policies required to meet DoD standards for delivery of technology services to the U.S. Air Force Cyber Security Center (AFCSC), a DoD agency. To do this, you must develop DoD-approved policies and standards for your IT infrastructure (see the “Tasks” section below). The policies you create must pass DoD-based requirements. Currently, your organization does not have any DoD contracts and thus has no DoD-compliant security policies or controls in place.

 

Your firm’s computing environment includes the following:

12 servers running Microsoft Server 2012 R2, providing the following:

Active Directory (AD)

Domain Name System (DNS)

Dynamic Host Configuration Protocol (DHCP)

Enterprise Resource Planning (ERP) application (Oracle)

A Research and Development (R&D) Engineering network segment for testing, separate from the production environment

Microsoft Exchange Server for e-mail

Symantec e-mail filter

Websense for Internet use

Two Linux servers running Apache Server to host your Web site

390 PCs/laptops running Microsoft Windows 7 or Windows 8, Microsoft Office 2013, Microsoft Visio, Microsoft Project, and Adobe Reader

Tasks

You should:

Create policies that are DoD compliant for the organization’s IT infrastructure.

Develop a list of compliance laws required for DoD contracts.

List controls placed on domains in the IT infrastructure.

List required standards for all devices, categorized by IT domain.

Develop a deployment plan for implementation of these polices, standards, and controls.

List all applicable DoD frameworks in the final delivery document.

Write a professional report that includes all of the above content-related items.

Submission Requirements

· Format: Microsoft Word

· Font: Arial, Size 12, Double-Space

· Citation Style: Your school’s preferred style guide

· Length: 2–4 pages

Self-Assessment Checklist

I developed a list of compliance laws required for DoD contracts.

I listed controls placed on domains in the IT infrastructure.

I listed required standards for all devices, categorized by IT domain.

I developed DoD policies and standards for our organization’s IT infrastructure. I developed a deployment plan for implementation of these polices, standards, and controls.

I listed all applicable DoD frameworks in the final report.

I involved myself in each of the lessons and asked my instructor questions.

I found additional references/resources than those provided.

I created an academic paper describing the policies, standards, and controls that would make our organization DoD compliant.

I submitted my work per the deliverable timeline to the instructor for monitoring and comment.

 

© 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.

www.jblearning.com Page 2

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