MAECEL Virtual Toolbox – Tool #2 Practical Application Of My Graduate Program

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MAECEL Virtual Toolbox – Tool #2 Practical Application of My Graduate Program

An important overarching theme of the content for this week of class has been what it takes to become an early childhood professional. In your reading and discussion on professional standards you had to defend standard 6d: Integrating knowledgeable, reflective, and critical perspectives on early education (NAEYC, 2011). In your discussion on ethics in early childhood education you acknowledged the importance of engaging in an “ongoing process of self-reflection…” (Bredekamp, 2017, figure 16.3). As you can see, an important aspect of becoming a professional is reflection.

In the article, Fostering Reflection (Links to an external site.)Links to an external site., Danielson (2009) states that “Great teachers know when to make decisions quickly and when to step back and reflect” (para. 1). As part of your reflection as both an educator and a student, it is important that you understand how the learning you are engaged in right now will not only benefit your future career, but has important practical application. The purpose of this assignment is to guide you in this reflection process in the hopes that as you progress through your program you will continue to reflect on what you learn in each course.

Content Expectations:
For this assignment you will create a presentation for your future self. This presentation should be created as a 5-6 slide power point or Google Slides presentation.

Your presentation audience is your future self upon completion of your program capstone course. Your presentation must include the following:

  • Goal(s) upon Entering this Program
    • Identify your career goals and what led you to begin your graduate program.
    • Defend why these goals are important to you and the impact they will have on the field of early childhood education.
  • Program Learning Outcomes (PLO’s)
    • Summarize each of the 7 program learning outcomes (please refer to the instructor guidance for a complete list of the program learning outcomes). In your summary, include examples how each PLO is specifically aligned with the NAEYC Standards for Early Childhood Professional Preparation and its practical application to the field of early childhood education. Support this portion of your presentation by directly citing the NAEYC standards.
  • Tying it Together
    • Explain specifically how each program learning outcome supports your individual career goals.
    • Defend to your future self how mastering each of the program learning outcomes has practical application to not only the field of early childhood education, but also to your specific career goals. Support this portion of your presentation with at least two scholarly resources.
  • Research and Resource Expectations:
    • Source Requirement:
      • At least two scholarly peer-reviewed or credible sources. Please use the MAECEL Source Guide if you need assistance with how to locate scholarly peer-reviewed or credible sources.

Writing and Formatting Expectations:

  • Title Slide: Must include a separate title page with the following:
    • Title of presentation
    • Student’s name
  • Organization: Demonstrates logical progression of ideas.
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in there  (Links to an external site.)Links to an external site..
  • Suggested Assignment Length: This assignment should be a 5-6 slide power point or Google Slides presentation (not including title and reference pages).

How You Might Proceed As Her Therapist Within A Person-Centered Framework. Judith Case

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This case application exercise serves to provide students practice in applying person-centered theories, practices and techniques to case practice. The purpose of this assignment is to help you practice the following skills: reflecting on the following question: The essay must be 1 full page in length. Make this personal.

This is a psychotherapy course. Based on a therapist works and skills.

Give specific and personal examples

Your paper must include reflection and application of the course material for this chapter. If references are used, citations should be written in APA format

Formatting Requirements:

• Margins – 1 Inch

• Font – Times New Roman, (12pt)

• Spacing – Double

number responses

  • Imagine self in the role as counselor and apply techniques commonly used in person-centered practice to a specific case. (Application)
  • Exploration and reflection of your personal counseling style. (Caring & Learning How to Learn)

The Case of Judith: Judith is a 25-year-old White female who works as a receptionist at a law firm. Six months ago she began dating Shawn, a 27-year-old man who lives in her apartment complex. Their relationship has deepened, and they now see each other two or three times a week, despite their heavy work schedules. Recently, they began to talk about getting married.

Judith came to therapy because she is concerned about what she describes as her “sexual problem.” Judith told her therapist, “When Shawn and I make love, I get turned on at first but then I just shut down. It’s like my sexual feelings evaporate into thin air. Shawn is very understanding but I know it’s difficult for him.” Judith went on to say that she thought her strict religious upbringing was part of the problem. She said, “I grew up in a small southern town, and my family was almost fanatically religious. My parents thought sex was shameful and dirty and that premarital sex was a horrible sin. If they knew that Shawn and I were having sex, they would be appalled. I left the church when I was in college, and I no longer believe many of the things my parents and church taught, but I think my upbringing has caused me to block out my sexual feelings.”

Person-centered theory posits that children, because they need the love of their parents, tend to “deny to awareness” experiences, including their own feelings, that do not fit their parents’ value system. Judith’s parents considered sex “shameful and dirty” and believed that premarital sex was a “horrible sin.” Thus, it is understandable that Judith, as a child growing up in such an environment, might learn to block out or “deny to awareness” feelings related to sexuality. Although person-centered therapists do not focus on the past in therapy, they do understand that childhood experiences often explain why adults “block out” certain feelings or other aspects of themselves. Person-centered theory says that in order to reclaim previously denied aspects of their experiences, clients must be provided with a therapeutic environment characterized by empathy, congruence, and unconditional positive regard. To the degree the therapist is able to provide this environment and to the degree clients perceive it, they will begin to grow. Their growth will include a natural tendency to explore and gradually allow into awareness feelings that were previously denied.

Using this theoretical structure, it becomes obvious what I need to do in working with Judith from a person-centered perspective: I must provide her with a therapeutic relationship in which she feels deeply understood and accepted. As she begins to realize that I understand how she feels, that I accept and do not judge her, and that I, too, am trying to be open and honest in my relationship with her, Judith will increasingly feel free to be her real self in therapy and to explore and access parts of herself that she had previously blocked out or denied to awareness. As a person-centered therapist, I would not use techniques in my work with Judith nor would I push, cajole, or try to persuade her to do what I thought was best. Person-centered therapists believe that human beings grow naturally when they are provided with empathy, honesty, and acceptance—just as a flower grows naturally when it is provided with sunshine, water, and soil. Thus, based on my own clinical experience and a great deal of research that supports the effectiveness of a deeply human therapeutic relationship, I would predict that Judith, if she stays with the therapeutic process, will not only recover her sexual feelings but will also grow as a person, perhaps in ways that she has not even imagined.

Questions: Answer the following questions on how you might proceed with Judith within the person-centered framework:

(1) Suppose Judith is referred to you for continued person-centered therapy. Would you find it easy to give her empathy and not judge her? What if you are religious and agree with Judith’s parents that premarital sex is wrong? Would you still be able to give Judith empathy and acceptance? At a more general level, do you think it’s possible to accept and support someone even when you disagree with their values or actions? Explain your answer.

(2) Person-centered therapists do not use therapeutic techniques. Instead, they try to create a therapeutic relationship characterized by empathy, acceptance, and genuineness. Would you feel comfortable working with clients in this way, or would you want to use techniques in your work? Why or why not?

(3) Suppose that after working with Judith for a few sessions you come to suspect, despite her physician’s assurance to the contrary, that part of Judith’s problem could be physiological in nature. How would you handle this? What specifically would you do?

Secondary Teacher Newsletter 750-1000 Words

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Physical development can affect adolescents in a variety of ways and it is important for teachers and families to understand adolescent physical development and how to guide adolescents in development.

In a 750-1,000 word newsletter for secondary teachers, elaborate on the following issues related to physical development in adolescence and early adolescence. Include the following in your newsletter:

  1. Trends in puberty over the last 100 years and reasons for these trends.
  2. The effect of early and late onset of puberty on adolescent physical development and social/emotional relationships with peers.
  3. How changes in physical development affect cognitive processing and decision making.
  4. The role of technology on students’ sense of interconnectedness. Provide examples of some technological tools.
  5. Ways to ensure the use of technology in schools and the classroom is safe, ethical, and responsible.

Use typical features of a newsletter, including images, headings, and columns.

Support your newsletter with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
SEC-505 SEC-505-O500 Adolescent Physical Development Essay 75.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Category 100.0%
Trends in Adolescent 20.0% No submission Essay has little or nothing to do with trends as it relates to the physical development in adolescence. Essay inadequately elaborates on trends as it relates to the physical development in adolescence. Essay clearly elaborates on trends as it relates to the physical development in adolescence. Essay skillfully and convincingly elaborates on trends as it relates to the physical development in adolescence.
Effects of Early/Late Puberty 20.0% No submission Essay has little or nothing to do with the effects of early/late puberty in adolescent physical development. Essay inadequately elaborates on the effects of early/late puberty in adolescent physical development. Essay clearly elaborates on the effects of early/late puberty in adolescent physical development Essay skillfully and convincingly elaborates on the effects of early/late puberty in adolescent physical development
Changes in Physical Development 20.0% No submission Essay has little or nothing to do with the changes in physical development affecting adolescent behavior in the classroom. Essay inadequately elaborates on the changes in physical development affecting adolescent behavior in the classroom. Essay clearly elaborates on the changes in physical development affecting adolescent behavior in the classroom. Essay skillfully and convincingly elaborates on the changes in physical development affecting adolescent behavior in the classroom.
Effect of Physical Development 15.0% No submission Essay has little or nothing to do with the effect of physical development on the adolescent cognitive and socio-emotional behavior in the classroom. Essay inadequately elaborates on the effect of physical development on the adolescent cognitive and socio-emotional behavior in the classroom. Essay clearly elaborates on the effect of physical development on the adolescent cognitive and socio-emotional behavior in the classroom. Essay skillfully and convincingly elaborates on the effect of physical development on the adolescent cognitive and socio-emotional behavior in the classroom.
Organization 10.0% No submission Statement of purpose is not justified by the conclusion. Argument is illogical. Conclusion does not support the claim(s) made. Purpose statement is vague, and claims do not thoroughly support it. Argument and conclusion are orderly but present unconvincing justification of claims. Purpose statement and conclusion are clear. Argument shows logical progression. There is a smooth progression of claims from introduction to conclusion. Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
Research Citations 10.0% No submission Reference page includes errors and/or inconsistently used citations. Sources are not credible. Reference page lists sources used in the paper. Sources are appropriate and documented, although errors are present. In-text citations have few errors. References used are reliable, and reference page lists all cited sources with few errors. n-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
Mechanics 5.0% No submission Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language. Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%

Memory Enhancement Strategies

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Attached are the guidelines for the Expertise Sharing Project.

My Topic:

Memory Enhancement Strategies

14-15 Slides of Content.

REQUIRED COURSE MATERIALS Required textbook: Slavin, R.E. (2018). Educational psychology: Theory and practice (12th ed.). Boston, MA: Pearson. ISBN- 9780134995199.

Other Required and/or Recommended Resource(s): Writing Style Formatting: APA Format: Where applicable, the use of APA 6th edition is required.

Course Objective 7 – List and describe steps and principles relevant to direct instruction as it relates to the teaching of concepts, skills, and attitudes including various modes of retention, forgetting, and transfer.

Course Objective 8 – Identify the key concepts of the constructivist theory of learning as they relate to cooperative learning, problem-solving and thinking skills

Course Objective 9 – Identify and describe characteristics of appropriate and effective learner-centered lessons and units that utilize grouping, differentiation, and technology.

Course Objective 10 – Describe different bases of motivation such as drives, needs, goals, interests, and achievement motivation; and discuss psychological principles and procedures for teachers to motivate learners and foster intrinsic motivation.

Course Objective 11 – Identify the components of an effective learning environment for all learners, including those with exceptionalities.

Course Objective 12 – Identify methods for teacher accountability and their relation to assessment methodologies

Guidelines for Expertise Sharing Project

EP 500 Advanced Educational Psychology

 

There are many topics that fall under the umbrella of Educational Psychology. From the basics such as direct instructional practices to newer information on the effectiveness of brain-based teaching, the big questions are always, “How do students best learn and how do teachers best teach?” The main purpose of the Expertise Sharing Project is for students to conduct an in-depth investigation into a topic from the field of Educational Psychology (topic list can be found below), design a presentation, and share findings with the other members of the class.

Description of Project:

The graduate student will become an “expert” on a selected topic using information from the course text and outside research from at least five research articles (from peer-reviewed journals) to construct a PowerPoint presentation to benefit a targeted audience who is less familiar with the topic. The student will share the PowerPoint in the designated Discussion Forum and then respond to two other students who have designed PowerPoints on different topics.

Course Objectives Addressed by Project:

CO7, CO8, CO9, CO10, CO11, CO12

 

Headings for and order of slides:

This project should be at least 14-15 slides in length and should include notes at the bottoms of the slides between the introductory slide and the reference slide(s); these notes should fully explain the main points on the slides.

· Introductory Slide—An introductory slide with the topic, your name, course number, and date.

· Definitions Slide(s)—Slide(s) that give a definition of the topic and definitions of specific terms that will be used. Remember that all information from outside sources must be cited within your PowerPoint presentation per the APA guidelines.

· Importance of the Topic to Education—Slide(s) that explain(s) why the topic is important to education today.

· Details Related to Topic—Slides that explain and give examples of details related to the chosen topic for this project.

· Reference Slides—Comprehensive reference list in APA style. All references must have corresponding citations within the body of the presentation where information was used from the text and other research material.

 

Things to Remember:

1) Locate at least five (5) scholarly references (such as other texts or articles from a university library database). The course textbook counts as one extra reference.

2) Make sure to include citations for the information from scholarly references used in your presentation. References in your reference list must correspond to the citations in your presentation and vice-versa.

3) Use the powerful tools in PowerPoint to make your presentation attractive, organized, and easy to follow. Do not use hyperlinks to internet sites in your presentation.

4) You must include a relevant graphic (include citation/reference) on each content slide (not Introductory or Reference slides), and the background must be visually appealing—you cannot use just black text on a plain white background.

 

List of Topics for Expertise Sharing Project:

· Assessing Student Learning (might include instructional objectives, types of evaluations, etc.)

· Attribution Theory (might include locus of control, self-efficacy, etc.)

· Cognitive Study Strategies (might include note-taking, underlining, PQ4R method, etc.)

· Constructivism (might include discovery learning, reciprocal teaching, scaffolding, zone of proximal development, etc.)

· Effective Learning Environments (might include behavior management, time management, parental communication, etc.)

· Failure Avoidance (might include learned helpless, anxiety, teacher expectations, etc.)

· Information-Processing (might include executive processing, dual code theory, levels of processing, memory, etc.)

· Instructional Strategies (might include cooperative learning, direct instruction, activating prior knowledge, etc.)

· Memory Enhancement Strategies (might include paired-associate learning, chunking, pegword method, other mnemonics, etc.)

· Motivation (might include expectancy theory, achievement, positive/negative reinforcements, etc.)

· Problem-Solving Processes and Skills (might include strategies, use of technology, tutorial programs, etc.)

· Teacher Accountability and Standardized Testing (might include aptitude tests, norm-referenced and criterion-referenced achievement tests, standard setting, accountability, interpretation of standardized tests, testing accommodations for disabilities/EL, etc.)

· Technology-based Applications That Enhance Learning (might include ways of integrating, various internet-based programs, instructional TV, other multimedia, etc.)

· Theories of and Assessment of Intelligence (might include Gardner, Spearman, explanation of IQ, methods of testing IQ, etc.)

 

 

Grading Rubric for Expertise Sharing Project

Item Points Possible Points Awarded
Introductory slide 5 Points  
Overview/definition slides 10 Points  
Importance of topic to education 15 Points  
Details related to topic 25 Points  
Explanatory notes and citations on most slides 20 Points  
Presentation is visually appealing 10 Points  
Minimum of five research articles and Reference List (APA format)—must include citations in presentation 15 Points  
     
Total 100 Points  
    Points Deducted
Graduate-Level Written Expression and Proper APA Formatting**    
Total Points    

 

**Points will be deducted from total earned per the following:

No errors= no points deducted

One to four errors=four points per error

More than four errors=six points per error