Scholarly Activity

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This two-part assignment includes one photograph and one video. Please answer the questions below:

Part I: Photography

For this part of the assignment, select a current news article from AP News (you may use their website or an article from the World News section of your newspaper) that contains at least one photograph that is cited with the photographer’s name. Read the article, and then download the photograph or photographs (or take a photo if it is from a newspaper). Then, research background information about the photographer using the CSU Online Library or another reputable source. In your essay, include a copy of the photo or photos, give a summary of the article and photographer’s background information, and explain how the photograph or photographs helped explain or support the news story. You can also write about what other photographs could have helped explain the story better or are lacking from the story.

Part II: Video

For this part of the assignment, select a current news article from AP News (or another reputable news source) that features a video. Research the issue or event featured in the video. In your submission, provide a link to the video, give a summary of the article, and explain how the video helped explain or support the news story. Include what other footage could have helped explain the story better or are lacking from the story.

Your submission must have a minimum of 2 pages of writing.

Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.

Using SEI Strategies In A SIOP Lesson Plan

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Create a SIOP lesson plan in a content area of your choice for a group of ELLs at a grade and English language proficiency (ELP) level that you specify.

Use the “SIOP Lesson Plan Template,” located in the Student Success Center.

Identify and select the ELP Standards from your state.

Create a content objective and a language objective using the English Language Arts Standards from your state.

Consider applicable language acquisition stages of development in your lesson planning.

Include a 500-750 word rationale that includes an explanation regarding how the following aspects of SIOP were accounted for within the design of your lesson:

  1. Lesson Preparation
  2. Building Background
  3. Comprehensible Input
  4. Strategies
  5. Interaction
  6. Practice and Application
  7. Lesson Delivery
  8. Review and Assessment

Why Explore Different Approaches to Change

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Introduction

Why Explore Different Approaches to Change

 

 

“A key point for managers of change is to understand the distinction between the changes being managed in the external world and the concurrent psychological transitions that are experienced internally by people (including managers themselves).”

 

1

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 11)

 

A key point for managers of change is to understand the distinction between the changes being managed in the external world and the concurrent psychological transitions that are experienced internally by people (including managers of change themselves). It is essential to remember that when people talk about change, they talk about the external world of change, the things that we can see. What is more important is that we need to examine how people feel, something that is often neglected.

1

Introduction

The 4 Approaches to Individual Change

Behavioural – changing behaviours.

Cognitive – achieving results.

Psychodynamic – the inner world of change.

Humanistic psychology – maximizing potential.

 

2

(Cameron & Green, 2020)

 

 

(Cameron & Green, 2020, p. 11)

 

We will draw on four approaches to change. These are the behavioural, the cognitive, the psychodynamic and the humanistic psychological approaches as show in the figure.

2

Learning and the Process of Change

 

 

 

“Learning is not just an acquisition of knowledge, but the application of it through doing something different in the world.”

“Thinking not only requires time, it also requires psychological space.”

3

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 12)

3

Learning and the Process of Change

The Learning Dip

4

(Cameron & Green, 2020)

Conscious Competence

Unconscious Competence

Conscious Incompetence

Unconscious Incompetence

(Cameron & Green, 2020, p. 13)

 

As we learn and go through the process of change, an external assessment of our performance would no doubt confirm a reduction in our efficiency and effectiveness for a period of time. And if we were to map the internal state, our confidence levels would most likely dip as well. This anxiety will slowly disappear over time (see Figure 1.2).

 

 

4

Learning and the Process of Change (con’t)

Conscious and Unconscious, Competence and Incompetence

 

5

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 13-17)

 

Another way of looking at what happens when we learn something new is to view it from a Gestalt perspective. The Gestalt psychologists suggested that people have a worldview that entails some things being in the foreground and others being in the background of their consciousness. Page 14 of Northouse has a different perspective on this, but I’d like to use the analogy of a baby and driving a car.

5

Learning and the Process of Change (con’t)

Kolb’s Experiential Learning Cycle

 

Honey and Mumford (1992) uses the labels:

Activist – concrete experience.

Pragmatist – practical experimentation.

Reflector – reflective observation.

Theorist – theoretical concepts.

 

Kolb would argue that true learning could not take place without someone going through all stages of the cycle.

6

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 13-17)

 

Kolb’s Learning Cycle

 

David Kolb (1984) developed a model of experiential learning, which unpacked how learning occurs, and what stages a typical individual goes through in order to learn. We learn through a process of doing and thinking. The labels of activist, reflector, theorist and pragmatist are drawn from the work of Honey and Mumford (1992) who built on Kolb’s work.

6

Learning and the Process of Change (con’t)

Kolb’s Experiential Learning Cycle

 

7

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 13-17)

 

Cameron and Green (2019) uses the term “Kolb’s Learning Cycle”. I prefer to use the term Kolb’s Experiential Learning Theory (KELT) because it reflects the theory better.

 

According to Kolb’s Experiential Learning Theory, learning is “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). Experience is at the heart of his understanding of learning. In this learning model learners go through four stages – concrete experience abilities (CE), reflective observation abilities (RO), abstract conceptualizing abilities (AC) and active experimentation abilities (AE). Kolb posits that “effective learners are able to engage in each of these four stages. They must be able to involve themselves fully, openly and without bias, reflect on and observe their experiences from many perspectives (RO). They must be able to create concepts that integrate their observations into logically sound theories (AC), and they must be able to use these theories to make decisions and solve problems (AE)” (p. 30). In recent publications Kolb has linked these four abilities with being mindful of one’s experiential learning and proposed practices that maximize each ability (Kolb & Yeganeh, 2012; Yeganeh & Kolb, 2009). For example, for concrete experience we strive to turn off the autopilot of our mind by relaxing our body and focusing on our sense of touch, sound, sight and smell. For reflective observation (RO) we can “practice sitting with thoughts and feelings rather than acting on them” (Kolb & Yeganeh, p.10); abstract conceptualization can be enhanced by questioning assumptions, and seeing “shades of gray rather than dichotomous thinking”; finally, for active experimentation, we can “practice novel questioning” and “experiment by responding to people and events in ways that you normally do not” (p. 10).

 

Following on from the earlier definition of learning as ‘the process of acquiring knowledge through experience which leads to a change in behaviour’, Kolb saw this as a cycle through which the individual has a concrete experience. The individual does something, reflects upon his or her specific experience, makes some sense of the experience by drawing some general conclusions, and plans to do things differently in the future. Kolb would argue that true learning could not take place without someone going through all stages of the cycle.

 

In addition, research by Kolb suggested that different individuals have different sets of preferences or styles in the way they learn. Some of us are quite activist in our approach to learning. We want to experience what it is that we need to learn. We want to dive into the swimming pool and see what happens (immerse ourselves in the task). Some of us would like to think about it first! We like to reflect, perhaps on others’ experience, before we take action. The theorists might like to see how the act of swimming relates to other forms of sporting activity, or investigate how other mammals take the plunge. The pragmatists among us have a desire to relate what is happening to their own circumstances. They are interested in how the act of swimming will help them to achieve their goals.

 

7

Learning and the Process of Change (con’t)

Kolb’s Experiential Learning Cycle

 

8

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 13-17)

 

8

Learning and the Process of Change (con’t)

Kolb’s Experiential Learning Cycle

 

9

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 13-17)

 

9

The Behavioural Approach to Change

Focuses on how one individual can change another individual’s behaviour using reward and punishment, to achieve intended results.

 

Reinforcement Strategies

Financial reinforcement

Non-financial reinforcement

Feedback. E.g. performance reviews, customer feedback. Can be +ve or –ve.

Social reinforcement. E.g. communication (+ve or –ve), praise, compliments, general recognition, greater (lesser) attention.

10

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 19-24)

10

The Behavioural Approach to Change (con’t)

Motivation and Behaviour

Theory X vs. Theory Y (see Table 1.2, p. 24)

11

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 19-24)

 

11

The Behavioural Approach to Change (con’t)

Motivation and Behaviour

 

 

Herzberg’s Motivating Factors (2 factors)

A desire to avoid pain or deprivation (hygiene factors).

A desire to learn and develop (motivators).

(see Table 1.3, p. 24)

12

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 19-24)

12

The Behavioural Approach to Change (con’t)

Motivation and Behaviour

Herzberg’s Motivating Factors (2 factors) (con’t)

13

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 19-24)

 

13

The Behavioural Approach to Change (con’t)

Motivation and Behaviour

 

 

 

Transactional vs. Transformational leadership.

Intrinsic vs. Extrinsic motivation.

14

(Cameron & Green, 2015; Northouse, 2015)

Cameron and Green’s 4th edition also mentioned transactional and transformation leadership as well as intrinsic and extrinsic motivation in changing behaviours.

14

The Cognitive Approach to Change

 

Focuses on learning about developing the capacity for language and a person’s capacity for problem solving.

 

Our emotions and our problems are a result of the way we think.

 

Does not refer to the external stimuli and the responses to the stimuli. It is more concerned with what individuals plan to achieve and how they go about this.

15

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 25-31)

 

15

The Cognitive Approach to Change

 

Achieving Results (Belief System Theory)

 

 

Setting Goals

The clearer the goal, the greater the likelihood of achievement.

Making Sense of Our Results

Pay attention to the way we talk to ourselves about results.

16

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 25-31)

 

The belief system theory emerged principally from the work of Rokeach through the 1960s and 1970s. He suggested that an individual’s self-concept and set of deeply held values were both central to that person’s beliefs and were his or her primary determinant. Thus individuals’ values influence their beliefs, which in turn influence their attitudes. Individuals’ attitudes influence their feelings and their behaviour – ‘an enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to alternative modes of conduct or end-states of existence’ (Rokeach, 1973: 5).

 

Out of these approaches has grown a way of looking at change within individuals in a very purposeful way. Essentially individuals need to look at the way they limit themselves through adhering to old ways of thinking and replace that with new ways of being.

 

This approach is focused on the results that you want to achieve, although crucial to their achievement is ensuring that there is alignment throughout the cause and effect chain. The cognitive approach does not refer to the external stimuli and the responses to the stimuli. It is more concerned with what individuals plan to achieve and how they go about this.

16

Self concept & Values

 

 

Beliefs

 

 

Feelings

 

 

Behaviour

 

 

Results

 

 

Attitudes

 

 

The Cognitive Approach to Change (con’t)

 

Techniques for Change (con’t)

Positive listings

List all +ve qualities you have. By accepting all these are all part of you, you can reinforce all these +ve thoughts, feelings and perceptions  enhanced beliefs.

Affirmations

+ve statements describing the way that you want to be.

Visualizations

Focus on a +ve, present mental image.

17

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 25-31)

17

The Cognitive Approach to Change (con’t)

 

Techniques for Change (con’t)

Reframing

Reducing feelings and thoughts that impact negatively on performance.

Pattern Breaking

A technique of physically or symbolically taking attention away from negative state and focusing it on a positive.

Detachment

See yourself stepping away from a negative situation and into a positive situation.

18

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 25-31)

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The Cognitive Approach to Change (con’t)

 

 

Techniques for Change (con’t)

Anchoring and Resource States (2 techniques, not 1)

Remember an experience from the past which has all the components of success.

Rational Analysis

Write down all the reasons that are incorrect and continuously proving that these are irrational beliefs. Eventually, we will come to disbelieve it.

19

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 25-31)

19

The Psychodynamic Approach to Change

 

 

 

When facing change in the external world, an individual can experience a variety of internal psychological states

 

20

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 31-40)

20

The Psychodynamic Approach to Change

The Kubler-Ross Model

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

21

Sometimes in reverse order

(Cameron & Green, 2020; www.bing.com)

(Cameron & Green, 2020, p. 31-40)

(http://www.bing.com/images/search?q=Kubler-Ross+model&qpvt=Kubler-Ross+model&FORM=IGRE#view=detail&id=00C6A6B8B5120DA2F495D3D949D4339F5C51AFE3&selectedIndex=0. Retrieved on 10-Mar-2014)

 

Kübler-Ross Grief Cycle deals with terminally ill patients and the different psychological stages that they went through in coming to terms with their situation. Clearly this research was considered to have major implications for people experiencing other types of profound change.

 

Kübler-Ross realized that patients – given the necessary conditions – would typically go through five stages as they came to terms with their prognosis. The stages were denial, anger, bargaining, depression and finally acceptance.

21

The Psychodynamic Approach to Change

Virginia Satir Model

 

 

 

 

 

 

 

 

 

The impact on group performance of a well assimilated change during the five stages of the Satir Change Model.

22

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 31-40)

(http://stevenmsmith.com/ar-satir-change-model/ Retrieved on 10-Mar-2014)

 

22

The Humanistic Psychology Approach to Change

Combines some of the three previous approaches while developing its own.

 

Key areas of focus:

Importance of subjective* awareness as experienced by the individual;

The importance of taking responsibility for one’s situation;

The significance of the person as a whole entity (a holistic approach). We exist within a social and cultural context.

23

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 31-40)

Subjective – based on or influenced by personal feelings, tastes, or opinions: Contrasted with objective. (Ref: http://www.bing.com/search?q=subjective&src=IE-SearchBox&FORM=IENTTR&conversationid=&pc=EUPP_. Retrieved on: 13-Jun-2016)

23

The Humanistic Psychology Approach to Change

Maslow Hierarchy of Needs

 

 

 

 

 

 

 

 

 

 

24

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 40-49)

(http://www.bing.com/images/search?q=Maslow%27s+Pyramid&Form=IQFRDR#view=detail&id=F602E9A676EEF102ABBA6E191E6F81627E5F8F81&selectedIndex=14. Retrieved on 10-Mar-2014)

24

The Humanistic Psychology Approach to Change (con’t)

Rogers and the Path to Personal Growth

 

 

 

 

 

 

 

 

 

 

 

25

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 40-49)

(http://www.golfclubespana.com/carl-rogers-humanistic-theory-summary-118.jpg Retrieved on 10-Mar-2014)

25

The Humanistic Psychology Approach to Change

Gestalt Approach to Individual and Organizational Change

 

 

 

 

 

 

 

 

 

 

26

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 40-49)

(http://www.bing.com/images/search?q=Gestalt+cycle&qpvt=Gestalt+cycle&FORM=IGRE#view=detail&id=14F99C9C0B715B54C0F1030B03DD3C3BB296C10C&selectedIndex=1. Retrieved on 10-Mar-2014)

 

26

Personality and Change

 

When working with individuals and teams through change, it is useful to identify and openly discuss people’s personality types, e.g.

Type A vs. Type B

Understanding Individual Characteristics and Group Strengths

Keirsey Temperament Sorter

FIRO Element B

Myers-Briggs Type Indicator (MBTI) (author thinks this is most effective)

27

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 49-51)

 

27

Personality and Change

 

 

Myers-Briggs Type Indicator (MBTI)

 

Extroversion vs. Introversion.

Sensing vs. iNtuition.

Thinking vs. Feeling.

Judging vs. Perceiving.

28

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 49-51)

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Managing Change and Resistance to Change in Self and Others

 

 

In this section, we look at:

Individual and group propensity for change;

Edgar Schein and his suggestions for managing change;

Describe some of the ways that change can be thwarted;

Identify how managers or change agents can help others to change.

29

(Cameron & Green, 2020)

(Cameron & Green, 2020, p. 52-63)

 

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Compare and Evaluate Bloom’s and Hirsch’s educational reforms to education

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4 PAGES OR APPROXIMATELY 1100 WORDS EXCLUSING COVERPAGE AND REFERENCES

DEADLINE 10 HOURS MAXIMUM

APA FORMAT

0% PLAGIARISM

Purpose: Reflect on the key concepts/terms that form Politics of Curriculum and evaluate Bloom and Hirsch’s influence on education.

Directions: After reading Pinar & Bowers article and Postmodernism Chapter 2 by Aronowitz and Giroux, please answer the following questions:

  1. After reading the Pinar & Bowers article and reviewing the power point presentation, reflect on the key terms/concepts presented by Pinar and Bowers, and how do they relate to politics of curriculum?
  2. From Aronowitz and Giroux Chapter 2:
    • (1) Compare and Evaluate Bloom’s and Hirsch’s educational reforms to education (Be Specific and provide examples from the chapter), and (2) Aronowitz and Giroux state on p. 52 that Hirsch and Bloom seem to promote “a public philosophy informed by a crippling ethnocentricism”. What are the implications of such statement on pedagogy?Adapted from: Eberly Center for Teaching Excellence, Carnegie Mellon University

      Weekly Assignments Assessment Rubric EDG 7692C

      Sophisticated – 2 Points Competent – 1 Point Needs Work – 0 Points Depth of analysis

      Student’s answers go beyond the assignment to explore the implications or evidence in new contexts or in particularly thoughtful, insightful, and/or original ways.

      Student’s answers show a nuanced grasp of the readings and the ability to apply these readings with facility to current educational curriculum policies.

      Student’s answers fully meet the parameters of the assignment but do not exceed them. (and/or…)

      Student’s answers demonstrate a good grasp of the readings but some awkwardness applying them (citing specific examples and/or relationship to politics of curriculum)

      Student’s answers do not address the assignment. (and/or…)

      Student’s answers are inconsistent with the readings (i.e. it makes or fails to challenge assumptions.)

      Grasp of reading(s)

      Student’s answers represent the student’s arguments/point of views, evidence and conclusions accurately, fairly and eloquently. Demonstrates a firm understanding of the implications of the author’s arguments/point of view.

      Student’s answers represent the student’s arguments/point of views, evidence and conclusions accurately.

      Student’s answers badly misrepresent the student’s arguments, evidence, and/or conclusions.

      Evidence Evidence used to support the central point of the readings is rich, detailed and well chosen.

      Evidence sections employ appropriate illustrations and/or quotations.

      The connection between the students’ point of view and evidence is clearly and compellingly articulated in all written responses.

      (Where applicable) Important opposing evidence (i.e. evidence that might seem to contradict your argument) is considered and convincingly refuted.

      Evidence used to support the central point of the readings is well chosen, though not particularly rich or detailed.

      The connection between the student’s point of view and evidence is clearly articulated.

      (Where applicable) Some opposing evidence is considered and refuted.

      Evidence used does not clearly support the main points of the readings. (and/or…)

      (Where applicable) Important opposing evidence is ignored, thereby weakening the central argument.

      Conclusion Elegantly synthesizes and reframes key points from the students’ answers.

      Suggests new perspectives or questions relevant to the central argument, and brings closure. Excellent use of APA format.

      Synthesizes and brings closure but does not examine new perspectives or questions. Appropriate use of APA format with one or three errors.

      Is missing or cursory. (and/or…)

      Repeats the topic paragraph more-or-less verbatim. Inadequate use of APA format, four errors or more.