Communication Styles Self-Assessment

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200 words response

 

As you learned in the What is Collaboration? discussion forum, there are a variety of ways that you can collaborate with colleagues, children, and their families. Equally important to understanding the different methods for collaborating is understanding your own strengths and weaknesses when working to support diverse learners in inclusive settings. In this discussion forum you will have the chance to evaluate your own strengths and weaknesses related to communication.

To prepare for this discussion,

  • Please refer to the Week Two Guidance for further tips and examples that will support your success on this discussion.
  • Complete the Office of Recreational Services Communication Style Quiz (Links to an external site.)Links to an external site..
  • Read Are you talkin’ to me? (Links to an external site.)Links to an external site.

In your post,

  • Place your main communication style (Demonstrator, Assertor, Contemplator, or Narrator) in the subject line of your post.
  • Summarize your results from completing the Office of Recreational Services Communication Style Quiz. In your summary, make sure to include what you have learned about yourself from completing the quiz.
  • Explain, based on your quiz, what are two things that come easy for you when communicating and what are two things that are more difficult.
  • Discuss what you can do tomorrow to enhance the areas of communication that are more challenging for you.

How the school psychologist interprets information from a nonbiased formal diagnostic assessment;

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Field Experience B: Understanding Diagnostic Assessments – The Role of the School Psychologist

Interview a school psychologist about diagnostic assessments and his or her role in the process of evaluating individuals with exceptionalities.  Your interview should address the following prompts: (I have not been able to interview anyone so you can pretend there was an interview.)

1. The criteria and distinguishing factors of nonbiased formal and informal diagnostic assessments;

2. Examples of and how nonbiased formal diagnostic assessments are administered to individuals with exceptionalities, including any legal and ethical requirements;

3. Examples of and how nonbiased informal diagnostic assessments are administered to individuals with exceptionalities, including any legal and ethical requirements;

4. How the school psychologist interprets information from a nonbiased formal diagnostic assessment;

5. How the school psychologist interprets information from a nonbiased informal diagnostic assessment;

6. How the assessment information is used in making eligibility, program and placement decisions for individuals with exceptionalities; and

7. Strategies in communicating assessment results to various stakeholders.

In 300 words, summarize and reflect upon your interview.

APA format is not required, but solid academic writing is expected.

(I WILL ATTACHE A PREVIOUS ASSIGNMENT LIKE THIS ONE)

Running head: FIELD 1

 

FIELD 3

 

 

 

 

 

 

 

Field Experience A

Tyesa Wilson

SPD 530: Assessment and Eligibility in Special Education

March 13, 2019

 

 

 

 

 

 

 

 

Field Experience A

I really enjoyed this interview. It gave me insight on how it is working with the response to intervention (RTI) process. She went into details explaining each level of the RTI. I learned that during each level, a service is added. They are going more in-depth to understand the student’s performance and what needs to be done to help the child reach his/her potential in the classroom. Each level of testing is administered differently. They are each administered by qualified personnel, but as the student progresses to another level the setting is different. Level one can be done while engaging instruction within the classroom. Level two is administered in a small-group setting. It can be given in the classroom or in another setting. Level three is administered on a more personal level. The student is observed doing different tasks to measure there are of need and they are normally given psychological testing. It is important as classroom teachers to do progress monitoring. This helps us understand of the students are making gains or if they need extra help. Progress monitoring is important because this helps determine if a students needs to move to the next level of RTI. I learned that results are sent to various stakeholders through emails. This is something I did not know. I would have thought there would be a more secure way of sending the results. I thought that was interesting. Results are also posted on the State Education websites. The information provided to me during this interview would be helpful throughout my career. I learned strategies and more information on my role as a classroom teacher working with RTI. I will apply the information gathered to my work.

What are the most important elements of effective lesson design?

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Chapter 9 of the textbook focuses on the importance of designing effective lessons. For this assignment, you will create a presentation using PowerPoint, Prezi (Links to an external site.)Links to an external site., or another presentation tool of your choice to analyze effective practices in designing effective instruction for students.
Scenario: You have been asked by a colleague or administrator to support other educators in designing effective instruction. It has been observed that most of the educators have been planning instruction using a traditional model. The objectives of the presentation are to explain the backwards design model of designing instruction, to provide an overview and rationale of the process, to compare and contrast the two models, and finally to provide an example that other educators could use as a model for their own planning.
The presentation will consist of three parts:
Part 1: Effective Lesson Design and Backwards Design
In this section of the presentation, you will need to discuss the following topics:

a. What are the most important elements of effective lesson design?

b. Why are good learning objectives critical to planning effective instruction?

c. Provide an example of a good learning objective aligned with the Common Core State Standards. What makes this a “good” learning objective?

d. What are some common pitfalls in planning effective lessons? How can we avoid these pitfalls?

e. What does backwards design mean?

f. How does the Common Core State Standards Initiative (Links to an external site.)Links to an external site. play a role in designing effective instruction?

Part 2: Compare and Contrast Backwards Design and the Traditional Model

In your presentation, include a visual representation using a chart, diagram, concept map, info graphic, or any other visual that compares and contrasts the backwards design model with the traditional model of lesson planning.

Part 3: Backwards Design Activity

In this section of your presentation, you should demonstrate the process of planning a brief lesson (not an entire unit) for any grade level through a backwards design approach. Your example should be a specific example that starts with planning for stage one (identifying desired results), then stage two (assessment evidence), and lastly, stage three (the learning activities). Your activity must be aligned to a Common Core State Standard (Links to an external site.)Links to an external site..
Optional: If you are interested in honing your professionalism and speaking skills, consider delivering your presentation to an audience and videotaping it (you can include a YouTube (Links to an external site.)Links to an external site. link in the slides) or creating a screencast of the presentation using Screencast-o-matic (Links to an external site.)Links to an external site. or Jing (Links to an external site.)Links to an external site. and recording yourself presenting the information. If you choose to record yourself or do a screencast, be sure to have relevant information on the screen (such as your presentation slides) while you are speaking and include the link in your presentation for your instructor. This could be a great addition to your professional portfolio and to any professional networks in which you are involved (i.e., LinkedIn, Twitter, or any professional organizations). Such a presentation can provide you an opportunity to demonstrate your knowledge, skills, and professionalism to others and to gain meaningful feedback.

In your presentation, you should cite your sources both in your slides and in your references using APA format as outlined in the Ashford Writing Center. You must cite the course textbook as well as at least one other peer-reviewed source. The presentation should be 12 to 20 slides in length, not including title and reference slides. Be sure to also save a copy of your assignment for your Final Project and for future professional development.

https://content.bridgepointeducation.com/curriculum/file/27bf2626-5d1a-4edb-9cf3-d23af28a074f/1/Docicon.pngPrior to writing, download and use this template: Effective Lesson PlansPreview the document

Required Resources

Text

Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots (2nd ed.). Retrieved from https://content.ashford.edu/

  • Chapter 9: Designing      Effective Lessons
    • This chapter focuses on       the specific ways to design and plan effective lesson plans.  It       introduces the understanding by design lesson planning strategy and       examines how a teacher can craft an instructional plan using the backward       mapping approach.
  • Chapter 10: Engaging and      Connecting Students to the Learning
    • This chapter examines       how individuals organize information in their brains and how they make       meaning of situations and events.  It also focuses on the theory of       learning called constructivism and looks at the works of Vygotsky and       Piaget.

Multimedia

Michael Pershan.  (2012, July 6).  What if Khan Academy was made in Japan? (Links to an external site.)Links to an external site. [Video file].  Retrieved from http://www.youtube.com/watch?v=CHoXRvGTtAQ

Rystad, M.  (2013, April 7).  Assessment for learning (Links to an external site.)Links to an external site. [Video file].  Retrieved from http://www.youtube.com/watch?v=HcLMlY6R7RM

  • This video explains      multiple strategies for assessment for learning, or formative      assessments, to inform instructional decisions.

TED Talks.  (2011, March).  Salman Khan: Let’s use video to reinvent education (Links to an external site.)Links to an external site. [Video file].  Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

Websites

Common Core State Standards Initiative (Links to an external site.)Links to an external site. (http://www.corestandards.org/)

  • Official Common Core      State Standards website.

Recommended Resources

Article

Darling-Hammond, L., & Adamson, F. (2010).  Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning (Links to an external site.)Links to an external site..  Stanford Center for Opportunity Policy in Education.  Retrieved from https://scale.stanford.edu/system/files/beyond-basic-skills-role-performance-assessment-achieving-21st-century-standards-learning.pdf

  • This article discusses      the key role of accountability measures in education and the role of      performance  assessments in twenty-first century learning.

International Society for Technology in Education.  ISTE Standards Teachers. (Links to an external site.)Links to an external site. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

Text

Popham, W. J.  (2010). Classroom assessment: What teachers need to know (6th ed.). Upper Saddle River, NJ: Prentice-Hall.

  • This text discusses the      range of topics teachers need to know about assessment.

Websites

Jing (Links to an external site.)Links to an external site. (http://www.techsmith.com/jing.html)

Khan Academy (Links to an external site.)Links to an external site. (http://www.khanacademy.org)

PowToon (Links to an external site.)Links to an external site. (http://www.powtoon.com)

Prezi (Links to an external site.)Links to an external site. (http://prezi.com)

Screencast-o-matic (Links to an external site.)Links to an external site. (http://www.screencast-o-matic.com)

Sliderocket (Links to an external site.)Links to an external site. (http://www.sliderocket.com)

Smore (Links to an external site.)Links to an external site. (https://www.smore.com)

YouTube (Links to an external site.)Links to an external site. (http://www.youtube.com)

How does he support his main argument (evidence, ancillary arguments, etc.)?

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Carefully read Theodore Dalrymple’s The Frivolity of Evil and type a 750 word response in which you address EACH of the following five questions in your own words:

  1. What is the author’s main argument?
  2. How does he support his main argument (evidence, ancillary arguments, etc.)?
  3. Relate the author’s discussion of human happiness and misery to the issue of virtue ethics with specific reference to Aristotle’s Virtue Theory (in Chapter 2).
  4. Do you agree or disagree with Dalrymple’s analysis? Why or why not? (Feel free to include observations from your own experience or that of friends, relatives, or acquaintances.)