Briefly describe the results of your personality test.

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The assignment (1-2 pages)

Briefly describe the results of your personality test.
Briefly explain your values as they relate to work and family life.
Think about your personality and values as they relate to Erikson’s stage of Generativity vs. Stagnation as you answer these questions:
If you are NOT in the generativity stage yet, do you think your personality and values are predictive of what you will do in that stage of life? Describe your prediction or why you believe your personality and values would not be predictive.
OR

If you ARE in the generativity stage, do you think there is a relationship between your personality, values, and generativity? Describe the relationship or why you think there is none.
Considering generativity as a continuum from most generative to most stagnant, on a scale of 1 to 10, where would you place yourself or your predicted self? Why?
Summarize your thoughts about the relevance of Erikson’s stage of generativity to your life based on your personality, values, and the activities in which you are engaged.
Note: Be sure to protect the identity of any persons you describe.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.

Describe a faulty generalization you have made, and critique that generalization.

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text book

Paul, R. & Elder, L. (2012). Critical Thinking: Tools for taking charge of your learning and your life (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

 

apa style –

 

 

Question 1

 

Describe a faulty generalization you have made, and critique that generalization.

 

Your response should be at least 75 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

 

 

 

 

 

Question 2

 

Explain three of the fallacies from the textbook, and then provide instances from your own life where you have witnessed these fallacies at work.

 

Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

 

 

 

 

Question 3

 

Describe the three types of thinkers, and present an example of each type from your own life.

 

Your response should be at least 500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

The assignment (1-2 pages)

  • Briefly describe the results of your personality test.
  • Briefly explain your values as they relate to work and family life.
  • Think about your personality and values as they relate to Erikson’s stage of Generativity vs. Stagnation as you answer these questions:
    • If you are NOT in the generativity stage yet, do you think your personality and values are predictive of what you will do in that stage of life? Describe your prediction or why you believe your personality and values would not be predictive.OR
    • If you ARE in the generativity stage, do you think there is a relationship between your personality, values, and generativity? Describe the relationship or why you think there is none.
    • Considering generativity as a continuum from most generative to most stagnant, on a scale of 1 to 10, where would you place yourself or your predicted self? Why?
  • Summarize your thoughts about the relevance of Erikson’s stage of generativity to your life based on your personality, values, and the activities in which you are engaged.

Note: Be sure to protect the identity of any persons you describe.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.
 

Titled: Bio- Psycho-Social Assessment

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: Titled: Bio- Psycho-Social Assessment

submit 5-8 pages no less that focus on an adolescent from one of the case studies presented from this course and complete a bio-psyco-social assessment. The assessment should be written in professional langue. See Week 10 Project details  I choosed the case of Diane which is about a 15 year old female who is currently her and her family is homeless and living in a shelter in a local church, also this child has seen her mother go through many stage of abuse which has caused haer to shut down in her life and hinder her in her growth of her adolescent stages of her childhood and it is causing a lot of difficult moments in her now growing up .some of what she has seen has influenced her development as a child and opening up to her mother because her mother left her alone a lot as she was coming up.and paid attention to her other siblings more and even as they developed it contiued so this child felt alone even now, emotional and physically this has effected her. Diane never got to get to experience how to interact with other children her own age, she was always kept sheltered., she would Diane would go to school with dirty clothes and not able to shower and take bath do the clothes she would wear would be dirty and smelly, so the only time she would get a chance to get cleaned up is when she go to school and get help from the school social worker, who finally intervene and reached out to the family and got involved and found resource such as food and clothing , good will services for clothe and furniture and other connections they needed to help them.This gave Diane hope and made her feel better about going to school around her peers being able to wear clean clothes and take bathes now that the social worker has stepped in to help may be counseling is in the making and the family can get back on top of things Diane said her mother went down hill after the older sister went off to college she just didn’t care any more but the social worker did get them some family counseling. so there is your case. an idea. tis is not due for a couple of weeks thanks.

Describe the example/resource explored explaining how it works

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This discussion is an opportunity to further demonstrate your ability to apply the principles of Universal Design for Learning (UDL) to the design of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a glance, the three main principles supporting UDL are to Provide Multiple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of learning). For this discussion you will review technology checkpoints as they relate to the three main principles of UDL. IT may be helpful to review the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this discussion, read the Week Four Instructor Guidance and then visit the UDL guidelines – version 2.0: Examples and resources (2014) website. At the website, select the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle you have been assigned to review.

  • If your last name begins with A-J: Choose one checkpoint from any of the three guidelines from Principle 1. Provide Multiple Means of Representation.

Within the checkpoint there are several examples and/or resources that support the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also choose to consider examples geared toward the grade level you are currently teaching, have experience in, or intend to teach.


Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific UDL checkpoint example selected. Include the link to your Jing tutorial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.

    1. State the principle and checkpoint (number and description) analyzed.

 

    1. Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.

 

    1. Describe the example/resource explored explaining how it works

 

    1. Address each of the “Key Considerations” for the checkpoint.

 

  1. Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.


Guided Response: Respond to two peers by first choosing two peers with a different last name grouping then your own. View their multimedia presentation and reflect on how their example relates to the three principles of UDL. Provide specific feedback for the “Key Considerations” as well as their idea of how the example/resource featured could be effectively used for instruction. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. The continued conversation also gives you further opportunities to demonstrate your content expertise, critical thinking, and real world experiences with the topic of UDL