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Case Study

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Due Date: 01/06/2019

Time: 11:00 am Darwin Time (NT)

Words: 2500 words (Excluding References)

Reference style: APA 6th edition (Both In-text referencing and reference list is mandatory)

References: Minimum 12-14 references required. Among which 3 should be from the book (Payne, M (2014) Modern Social Work Theory Palgrave MacMillan) and 6 from the suggested readings. The rest should be from good journal articles.

Name: Essay / Case Study analysis

Choose 1 case study to base your essay/case study analysis on (From the file named “Case Studies – Choose 1 for Final Assignment”)

In your essay you will analyse the case study and critically evaluate the theoretical approach and intervention/s that you would use as a social work practitioner working with this scenario.

Support your ideas and proposed approaches to practice using your learning in this Unit. You can choose one or more of the theoretical models learned throughout this course to prepare your essay. For example: Strengths Based Approaches, Attachment Theory, Systems/Ecological approach and Anti-Oppressive practice.

Your essay should include consideration of:

• The social work/practitioner role and the likely organisational context of the service/s involved in the case study.

• Who is your primary client and consideration their significant others (e.g carers, extended family, friends, peers) when working in partnership in this case.

• What are your initial thoughts about the case study and what you would take into consideration preparing to work with the people in the case study?

• How do theory and models of practice help you to understand the situation?

• How does your understanding of theory and models of practice influence the approach you might take with the case study. Outline how you would work with the people in this scenario.

• Critically evaluate your chosen approach to working with the client using literature

 

Assessment Criteria: The essay will be marked following the criteria below

Analysis/Argument (60%)

· Demonstrated understanding of key concepts, theories or perspectives covered within the unit learning materials in respect to application to the case study (e.g. Strengths Based Practice; Attachment Theory; Trauma Informed Practice; Ecological Systems theory; Anti-Oppressive Practice etc.)

· Application of concepts reflecting critical analysis of the case study and chosen practice approach.

· Use of clear framework in response to the case study and assessment task

· Key concepts, debates and issues identified

· Critical reflection on the topics

· Topics are discussed in adequate depth and use sources and literature relevant to topic

· Evidence of wide reading

 

Structure/Organisation (20%)

· A clear essay structure has been used to put forward a central argument in response to all elements of the assessment task. The essay reflects sound use of paragraphs with a logical flow between sections.

 

Clarity of Expression (10%)

· Correct spelling/punctuation, sound sentence structure and succinct writing. Written expression clearly conveys meaning.

 

Adherence to Academic Writing Style including references (10%)

· Sound use of literature throughout. References are correctly and consistently presented. Sources are adequately acknowledged. A minimum of 10 references is required for this assessment.

 

Book: The learnings from the book should reflect throughout your essay. Minimum 3 references should be used from the book. Correct referencing style should be maintained according to CDU referencing guide. For example, page number, paragraph, and different author’s citation in the book.

Name: Payne, M (2014) Modern Social Work Theory Palgrave MacMillan

Website of the book: https://bookshelf.vitalsource.com/#/user/signin

Username: wahidsalman0227@yahoo.com

Password: Swk313@cdu

Suggested Readings: Minimum 6 references from the suggested reading list should be used.

· Connolly, M., & Harms, L. (2015). Systems theories (Chapter 3), Connolly, M. & Harms, L. (2015) Social work: From theory to practice (Second ed.). Cambridge ; Port Melbourne, vic.: Cambridge university press.

· Howe, D. (2009) Systemic and ecological approaches(Chapter 14). A brief introduction to social work theory. Basingstoke. England

· Roberts, J., Abu‐Baker, K., Diez Fernández, C., Chong Garcia, N., Fredman, G., Kamya, H., … Zevallos Vega, R. (2014). Up Close: Family Therapy Challenges and Innovations Around the World. Family Process, 53(3), 544-576.

· Tudge, J., Mokrova, I., Hatfield, B., & Karnik, R. (2009). Uses and Misuses of Bronfenbrenner’s Bioecological Theory of Human Development. Journal of Family Theory & Review, 1(4), 198-210.

· Geldard, D. & Geldard, K. (2012) Combining skills to facilitate the change process (Chapter 2 ) in Geldard, D. & Geldard, K (2012) Basic personal counselling: A training manual for counsellors (7th ed) Pearson Australia. Frenches Forrest.

· Roose, R., Roets, G., Van Houte, S., Vandenhole, W., & Reynaert, D. (2013). From parental engagement to the engagement of social work services: Discussing reductionist and democratic forms of partnership with families. Child & Family Social Work, 18(4), 449-457. doi:10.1111/j.1365-2206.2012.00864.x

· Maidment, J., & Egan, R. (2016). Practice skills in social work and welfare: More than just common sense. Allen & Unwin.

· Healy, K., & EBook Library. (2014). A dynamic model of practice (Chapter 2) in Healy, K. (2014) Social work theories in context : Creating frameworks for practice (2nd ed.).

· Saleebey, D. (2006) The Strength perspective in social work practice. 7th Edition. Published Pearson

· Gray, Mel. (2011). Back to basics: A critique of the strengths perspective in social work. Families in Society: The Journal of Contemporary Social Services, 92(1), 5-11. DOI: 10.1606/1044-3894.4054

· Dominelli, L. (2009) People who misuse substances : addictions or responses to difficult life circumstances and relationships? (Chapter 7) Dominelli, L. (2009). Introducing social work Cambridge, UK ; Malden, MA: Polity.

· Wendt, S & Seymour, S (2009) Applying Post-structuralist ideas to empowerment: Implications for social work education. Social Work Education: The International Journal 29 (6) pp. 670-682, DOI: 10.1080/02615470903342093

· Buchanan, F. (2013). A critical analysis of the use of attachment theory in cases of domestic violence. Critical Social Work 14(2). University of Windsor. Canada.

· Knight, C. (2015). Trauma-Informed Social Work Practice: Practice Considerations and Challenges. Clinical Social Work Journal, 43(1), 25-37. DOI: 10.1007/s10615-014-0481-6

· Fook, J., & Gardner, F. (2007). Critical reflection and direct practice (Chapter 11). Fook, J., & Gardner, F. (2007) Practising critical reflection a resource handbook. Maidenhead: Open University Press.

· Weld, N. (2011) Working with emotion (Chapter 4). Weld, Nicki. (2011) A Practical Guide to Transformative Supervision for the Helping Professions Amplifying Insight. London ; Philadelphia: Jessica Kingsley, 2012.

 

Teacher’s Notes: This must be followed strictly

· Please define key terms and theories and connect them with your case study

· Use good references to make your views and suggestions connect with the assignment

· While doing critical analysis, don’t just define the terms. Use examples to connect the case study with your analysis.

· Make sure your sentences make good sense and are grammatically correct

· Avoid plagiarism

· If you are working out how to incorporate critical analysis through the section “critically evaluate your chosen approach to working with the client using literature” the following might be useful:

 

Critical analysis of the theories generally fits here. In addition to this consider the specific details of the case study and your overall approach – are there any other complexities for practice that need to be considered that might influence how these theories may/may not suit or other factors that influence the imagined outcomes of the intervention and/or your choice of theory. Critical evaluation is broad – essentially students need to build a clear argument during the course of the essay for their chosen approach. The next stage of evaluation would then reflect some awareness of the complexity of the relationship between theories and practice (e.g. some of the content from Module 1, 2 & 6, the various parts of the integrated framework – not just the formal theory).

· One of the most common questions I get about this assignment is whether first or third person should be used. Either is fine – as this is an essay that requires you to imagine you are in the role of the worker you may use first person language to articulate your practice ideas for the case study (etc. “I would”). If you are more comfortable writing in third person (“the worker would…”) that is fine too.

· Please go through all the power point slides. Learnings from there should also reflect throughout your essay.

 
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Paper Less Than 1000 Words/Case Anaylsis

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Paper less than 1000 words/case anaylsis

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PACIFICINSTRUCTIONS.docx
Home>Social Science homework help>Paper less than 1000 words/case anaylsis

 

PACIFIC INSTRUCTIONS

All case analyses must include the six sections in the table below, although some instructors may require additional elements. Use headings to identify these sections in the case analyses.

 

Please read carefully and follow pacific instructions…Cite the actual article and use scholarly article/information for other citations 1 or 2 to support relevant information! The article is in the manual sent and pacific instruction memo sent also. Private, DISMISSED

Required Components of Case Analyses

 
Introduction

Briefly identify the major elements (i.e., who, where, what) of the case.

Contextual Analysis

Summarize internal and external issues that created or sustain the problem (i.e., why). Depending on the system level, these may include: cultural, economic/resource, political/legal, organizational, social, and ethical issues, interpersonal relationships, and intrapsychic and biological conditions. Use and cite professional sources (and include APA-style references).

Problem Statement

Give a specific and concisely written formulation of the problem to guide analysis and problem-solving. Not a question but a statement of the problem. Usually no more than two sentences.

Alternative Strategies

Identify three or more possible solutions to the problem. These solutions should be plausible, distinct and non-contingent (i.e., not interdependent). Briefly note advantages and disadvantages of each possible solution for addressing the problem.

Recommendation

Justify your preferred strategy, explaining why you selected that particular one, how it best resolves the problem, and how you will determine its effectiveness. Be sure your recommended strategy can be plausibly supported by resources available in the case context.

Ways of Knowing

Self-reflectively identify the source for your thinking about this case. For example, did you base it on previous experience, intuition, specific theories, personal values, authority, empirical research, previous discussion of similar problems, or something else?

 
Case Evaluation Matrix
Problem Statement Contextual Analysis Alternative Strategies Recommend-ation “Thinking like a SWer” Writing

Quality
Accurate, clear, specific, concise, and useful Adequately addresses all important issues Several distinct and appropriate strategies, with well-developed pros/cons for each Explicitly resolves the entire problem Reflects thorough problem-solving Compelling, clear and interesting, with no errors

 

 
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2-3 Pages Research Paper Introduction

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WG 70 + RV 70

Final Research Project

 

Research Question:

Does higher education have an influence on social mobility in the U.S?

 

 

· Quotations must be used sparingly, if at all. Sources are to be paraphrased and summarized in the students own words . Wording too close to the original is considered plagiarism and is grounds for an automatic “F”.

· Paper and references should conform to APA format unless proposed otherwise

· Paper should demonstrate a thorough command of Academic style, including reported speech verbs and sophisticated transitions and extensive use of anaphoric references

· Paper should demonstrate a thorough command of English grammar , and contain appropriate use of the various structures we have studied in class

· Paper should be free of spelling and punctuation errors.

 
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WEEK 2: CASE STUDY

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Your task individually is to find and interview two people who have managed organizational change, or who have been directly involved in change implementation. Design a “topic guide” for your interviews.

This should cover, for example, the organizational context; your interviewees’ roles in relation to change; the nature of the changes in which they were involved; why those changes were significant; how the changes were implemented, covering key decisions, actions, turning points, crises; how your interviewees would describe their personal management styles; the outcomes of those changes—successful, or not.

If possible, choose to interview managers from different organizations and sectors, to provide contrast. Once you have collected this interview evidence, consider the following questions:

  • Which images of change did those two managers illustrate?
  • How did those images affect their change management decisions and actions?
  • Where they drew on more than one image, to what extent were those related to the type of change?
  • context of change?
  • phase of change?
  • Their involvement in more than one change at the same time?
  • What other factors did you identify?
  • What conclusions can you draw from your analysis of the effects of images and mental models on the way that your interviewees approached their change management roles?

Grading Rubric

The Grading Rubric is displayed at the bottom of the assignment.

A quality paper will meet or exceed all the rubric requirements.

Turnitin is used on all reports and projects. A report can be obtained for your review prior to submitting your final work. Make sure that you are in compliance with the University’s 20/80 rule.

RUBRIC

HRM587 Week 2 Case StudyHRM587 Week 2 Case StudyCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeInterview Topic GuideYour task individually is to find and interview two people who have managed organizational change, or who have been directly involved in change implementation. Design a “topic guide” for your interviews10.0 pts
This criterion is linked to a Learning OutcomeAPA & FormattingFollow APA style for general format and citations All papers should be double-spaced, using an 11- or 12-point font. Grammar and syntax (sentence structure) must be correct.5.0 pts
This criterion is linked to a Learning OutcomeOrganization and CohesivenessWritten in a cohesive manner that flows from the topic guide. The language should be clear, concise, and precise.10.0 pts
This criterion is linked to a Learning OutcomeContentOnce you have collected this interview evidence, consider the following questions: – Which images of change did those two managers illustrate? – How did those images affect their change management decisions and actions? – Where they drew on more than one image, to what extent were those related to the type of change? — Context of change? — Phase of change? — Their involvement in more than one change at the same time? – What other factors did you identify? – What conclusions can you draw from your analysis of the effects of images and mental models on the way that your interviewees approached their change management roles? Each paper should be a minimum of 3 – 5 pages and comprehensively incorporate ALL of the questions in the assignment.75.0 pts

 
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FOR RESEARCHER_D ONLY!!!!

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Study Guide

Midterm #2

 

Week 6: February 28 & March 1 – U.S. Encroachment into Mexico

 

Gonzalez, Chapter 5 “Mexicans: Pioneers of a Different Type” (96-107)

 

The author, Juan Gonzalez, in this chapter describes the history of Mexican Americans in the U.S. Southwest from the 1820s to the 1960s. He did this primarily through the life experiences of the Canales family in Texas. Be familiar with this history (e.g., loss of land, lynchings), and be able to write at least 3 paragraphs on what Gonzalez wrote about Mexican Americans.

 

Martinez, “Mexican Independence and U.S. Invasion” (22-50)

 

In this section of the book, Martinez presents an array of information Mexico/U.S. relations during the mid to late 1800s. Take general notes on this historical period. Again as with Gonzalez’ chapter, have enough information to write at least 3 paragraphs.

 

Lecture:

1. According to Barrera, what were the three key developments influencing the social, political and economic status of Chicanos in the Southwest during the Nineteenth Century?

 

2. Barrera presents six explanations for U.S. expansion into the Southwest and for the Mexican American War. How many different explanations did you find in this chapter?

a. What reasons do each of these 6 explanations offer for U.S. expansion?

b. What are the strengths and weaknesses of each of these explanations?

 

3. When did Mexico win its independence from Spain?

 

4. Compare the various means by which land was transferred in California to how it was transferred in New Mexico and Texas. In other words, in what different ways were Chicanos displaced from the land?

 

Week 7 – March 7 & 9 – 20th Century: Mexican Revolution and Chicana/Mexicana Labor Activism in the U.S.

 

Martinez, 500 Years of Chicano History,

a) La Revolution Mexicana, 51-72

Conduct research on 3 individuals or events or places mentioned in this section of the book. Take notes on each and cite your sources. Only on can be from Wikipedia.

b) Labor Activism, 92-112

For this section of the book. do your research on 2 individuals or historically significant incidents. As with the previous section, take notes and cite your source.

 

Del Castillo, Between Borders: Essays on Mexicana/Chicana History:

a) Calderon & Zamora, “Manuela Solis Sager and Emma B. Tenayuca: A Tribute”

b) Ruiz, “A Promise Fulfilled: Mexican Cannery Workers in Southern California”

 

1. Both of these articles focus on the labor activism of Mexican/Chicana women during the 1930s and 1940s. The first article, by Calderon and Zamora, concentrates largely on the stories of two labor activists. Explain who these women were and their accomplishments.

 

2. In the chapter written by Ruiz in what industry did the women organize? How did the women organize or mobilize and what did they do to create better working conditions? Lastly, what led to the success of the union and its eventual demise? Know some of the names of the women who helped organize the cannery workers.

 

Video: https://www.democracynow.org/2017/2/28/forgotten_history_in_1930s_us_deported

 

What did you learn about this “forgotten history” of the 1930s massive deportation?

 

LECTURE:

1. What were the five components of a colonial labor system? Be able to define each of these aspects.

 

2. What were the factors “pushing” Mexican from Mexico, and factors “pulling” Mexicans to migrate to the U.S.

 

3. What were the immigration policies implemented during this period?

 

Week 8: March 15 & 17 – Chicana/o Movement

 

Martínez, 500 Years, “El Movimiento,” pp. 121-223

 

In this section of the book, Martínez presents the many aspects and dimension of this time period: from the student in the different states, to community mobilization efforts, labor organizing and immigrant rights activism. Identify 3 acts of mobilization, activists or organizations you found particularly interesting, disturbing and/or inspirational. Do research on each of these 3 and cite your courses with no more that I Wikipedia reference. Be ready to discuss in class by Tuesday.

 

Acuña, Occupied America, Chap.13 “Goodbye America: The Chicano in the 1960s” pp. 295-

315 & 318-325

 

1. A number of political and economic changes took place during the exciting Movement Era of the 1960s and 1970s. Among these occurrences were the Chicano student activities, events and organizations. Mention and elaborate on four of these.

 

2. Extensive labor and community organizing was also taking place during this historic period. Discuss and elaborate on two of these union and/or community organizing efforts. Identify the region, key issues and the people involved.

 

3. In what manner did this baby boom generation reaffirm its ties to its Mexican heritage?

 

2:00pm class – Rev Lawson’s workshop on Non Violence Social Change

1) Identify 3 things you learned from Revered Lawson’s workshop

2) Identify the connection between this workshop and our course.

 
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Critical Case Study Analysis

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Miranda is a 28-year-old married, heterosexual woman, who comes to the family service agency seeking support following the recent death of her mother. Miranda complains of feeling sad every day, having difficulty sleeping and having difficulty parenting her three children, Marta age 8, Jose age 5, and Teresa age 3. Miranda and her family moved here from South America six years ago, as her husband found employment with a trucking company that paid significantly more money than he could earn in South America. Miranda’s mother moved with them and was living with Miranda, her husband, and her children when she died. Miranda’s mother was diagnosed with stage 4, metastasized lung cancer 8 months ago. Her death one month prior to Miranda’s initial appointment was surprising to Miranda as she had hoped that the treatment would work and would result in remission.

Miranda reports with pride that her elder daughter Marta is doing well in second grade. She describes her as a good girl who helps around the house and helps Miranda care for the younger children. Jose is currently attending preschool. Miranda reports some concerns about his behaviour as preschool teachers have been expressing concern to her that he may have ADHD. He is often in trouble at school and has difficulty following directions and focusing on simple tasks such as drawing pictures and listening during story circles. She reports that her relationship with her husband is good and that he is a good man, but that he is frequently away from home due to his job, which sometimes requires that he transport materials across the state. He is sometimes away from home for 2 or 3 nights in a row.

 

Miranda presents as very sad and tearful. She is seeking some relief from her sadness and some way to cope with the general stress of her current life circumstances.

 
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SCS 100 Advertisement List

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SCS 100 Advertisement List

 

You will need to identify four advertisements to support your work on the project. You must choose ads from this list. View each ad to make your selection. Accessible versions of each ad are indicated with bullets.

 

Product/Service: Health and Beauty

 

Advertisement Ad Type
Google: Body Type (1:58)

· Narrated video

· Captioned video

· Transcript

 Video
Promote Iceland: Let It Out! (1:01)

· Narrated video

· Captioned video

· Transcript

 Video
Olay: #Makespaceforwomen (0:30)

· Narrated video

· Captioned video

· Transcript

 Video
Dove, Sky Witness: Empowering Idents (2:04)

· Narrated video

· Captioned video

· Transcript

 Video
Panasonic: Your Inner Man

· Text-only description: Panasonic: Your Inner Man

 Print
Haagen-Dazs: Beard Bibs

· Text-only description: Haagen-Dazs: Beard Bibs

 Print
Pantene: #SeeBeautyNotGender (1:43) Video

 

 

Product/Service: Cars and Transportation

 

Advertisement Ad Type
Hyundai: Smaht Pahk (1:20)

· Narrated video

· Captioned video

· Transcript

 Video
Toyota: 2020 Toyota Big Game Commercial: Ft Cobie Smulders (1:00)

· Narrated video

· Captioned video

· Transcript

 Video
Jeep: Groundhog Day – Bill Murray (1:01)

· Narrated video

· Captioned video

· Transcript

 Video
Audi: Let It Go Featuring Maisie Williams (1:00)

· Narrated video

· Captioned video

· Transcript

 Video
Audi: The Doll That Chose to Drive (3:09)

· Narrated video

 Video
Mini Cooper: Created in a Countryman (0:41)

· Narrated video

· Captioned video

· Transcript

 Video

 

 

Product/Service: Social Services and Causes

 

Advertisement Ad Type
Apple: A Climate Change Promise from Apple (1:36)

· Narrated video

· Captioned video

· Transcript

 Video
Burger King: Reduced Methane Whoppers (2:00)

· Narrated video

· Captioned video

· Transcript

 Video
Stronger Together (0:50)

· Narrated video

· Captioned video

· Transcript

 Video
Canon: Truthmark (1:59)

· Narrated video

· Captioned video

· Transcript

 Video
Ad Council: Fight the Virus. Fight the Bias. (1:15)

· Narrated video

· Captioned video

· Transcript

 Video
Unilever: United We Stand (0:57)

· Narrated video

· Captioned video

· Transcript

 Video

 

 

image1.png

 
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Conference Presentation

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Conference Presentation

Overview

You have been asked to give a presentation to new counselors on the usefulness of theory in school counseling approaches at a school counseling conference. You will choose among CBT, Gestalt, reality, solution-focused, and play-therapy theories and discuss the theory’s application and usefulness in school counseling settings.

Instructions

Create a 12-slide PowerPoint presentation that addresses one of the counseling theories that you studied in this course. Organize your presentation and title your slides according to the bold headings below and develop each slide as guided:

  • Counseling Theory. Thoroughly describe the theory you selected (3 slides).
  • Developmental Applications: Elementary, Middle, High. Explain how this theory might be applied when working with students at elementary, middle-school, and secondary levels (3 slides).
  • Applicability in Schools. Describe the usefulness of this theory in school counseling settings (2 slides).
  • Why Use Theory in Counseling? Explain why it is important to ground counseling approaches in theory (2 slides).
  • Ethical Guidelines. Explain the significance of sharing best practices in a professional setting as ethically guided by the profession (1 slide).
  • References. Include a slide that lists 3–4 current academic references in current APA format (1 slide).

You must include speaker’s notes in your PowerPoint.

Additional Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements:

  • Written communication: Develop an accurate and professionally written presentation that conveys the overall goals of the assignment and is free of errors that detract from the overall message.
  • Appropriate use of text in presentation:
    • Slides should capture key concepts—not every word you plan to say.
    • Put your entire talk in speaker’s notes only.
    • Use no more than six lines per slide and six words per line.
    • Use short phrases: do not use complete sentences other than quotations.
    • If concepts can be illustrated with visuals, use them instead of words.
  • Appropriate use of visuals:
    • Use appropriate illustrations, photos, or charts strategically. They should enhance, not detract from, the overall message.
  • Reference formatting:
    • Use in-text citations throughout to support assertions.
    • Credit all images.
    • Include references in current APA style on last slide.
 
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Permanent Tutor/Employment

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Individual Project:

DUE: JUNE 8TH

Select one of the options (A–E) described below. Choose one option, follow the instructions in the appropriate attachment, then prepare a 2-page (double-spaced) paper that includes each of the bulleted elements listed below.

For whichever option you choose, be sure to:

Discuss why you chose the project (a paragraph or two).

Present a summary of the results/findings (approx. 1 page). The summary of results/findings should be specific to the option (A–E) that you chose.

Your reactions to the experience (about half of a page).

What you gained from the experience (a paragraph). Provide substance, depth, and application of what has been learned in this class; in other words, try to use information gained in this class to your paper as much as possible.

A. Case Management Study: Identify an elder with some functional dependency and/or functional limitations. Describe that person’s situation (e.g., age, housing, family situation), limitations (physical and/or mental), and current resources (e.g. family, services currently being utilized). Develop a plan for that person to increase his/her ability to remain independent within the community, using formal and informal support services. Identify specific agencies and services that could be used, including phone numbers, addresses, and—when possible—a contact person. In your summary, provide a description of the person’s current situation, and then cover services and resources available to meet those needs. Be specific and name the services and agencies that can help and the type of help they can provide.

B. Do You Know Your Parents (or Grandparents) as People?: First, complete the form giving the responses you think your parents (or grandparents) will give, then have them give you their responses. This is best done when you can sit down with your parents for a couple of hours rather than over the telephone. When the questions are sensitive, inappropriate or out of date, you should substitute questions of your own. Turn in the completed form with your paper. Your “summary of results/findings” should summarize what you found; in other words, don’t just list responses given by parents/grandparents. Quotes and examples can enhance your summary.

 

C. Family Health History: Complete the forms provided. You need to be able to get information regarding your extended family members’ health. Go back at least two generations (parents and grandparents). Turn in the completed forms along with your paper. Within your “summary of results/findings” and “what you gained from it” sections you need to identify those health problems for which there appears to be a family tendency, and address what you can do now to try to avoid those problems. Include a discussion of your own health hazards based upon your current health habits, and discuss how lifestyle factors can influence your future health.

 

D. Long Term Care Facility Visit: As early as possible in the semester, contact a long term care facility (can be assisted or supportive living) and schedule a visit during which you interview a staff member and take a tour of the facility. During the interview (approx. 20 minutes) seek information on the background and history of the facility, mission, organizational structure, schedule/routine, funding source(s), personnel qualifications, etc. You might offer to send the questions ahead of time to expedite the interview portion of your visit. During the tour portion of your visit, ask to see all common rooms, a typical individual resident’s room (if possible), outside grounds, an activity in session, etc. Use the “Long Term Care Facility Visit” form provided.

 

E. Timeline Interview: Here is an opportunity to spend an hour with an older American (over 65) to learn his or her views on a variety of issues and events in the past. This can be a delightful and rewarding project. In your paper, be sure that you do not simply list questions and provide the respondent’s answers. Try to gain a sense of what was unique to people of this person’s generation. See the timeline interview guide for details, and be prepared to substitute relevant events for those that are not appropriate to the interviewee’s age group.

 
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EDU 643 Week 6 Complete (Discussion 1 & 2, Final Paper)

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Week 6 – Discussion 1

Project-Based Learning

Project-based learning has many benefits especially for students who are English language learners including:

  1. Students taking responsibility for being active learners
  2. Engaging in critical thinking and problem solving
  3. Making informed decisions
  4. Utilizing technology to enhance instruction and presentation

Watch the video below, An Introduction to Project-Based Learning.

As an ELL teacher, you are aware of the huge benefits of using this type of instruction to guide authentic content and language learning that is student-centered and highly engaging for both ELL and general education students.  This type of learning has been declined by the principal in the past, but you feel equipped with research-based information to support your request. Provide a brief 200-word email to your school’s administration explaining why the ELL classes, both self-contained and inclusive classrooms, should be allowed to pilot this type of curriculum for a three-month trial citing at least two benefits of this teaching process. Include at least one scholarly source to support your cause.

Guided Response: Respond to at least two of your classmates by taking the role of school principal and addressing at least three areas of concern that you’ve discovered in your ELL teacher’s presentation. Make sure the points you address include critical thinking, the impact of project-based learning (PBL) on future educators and students, and are supported by scholarly sources.  Be sure to revisit your post to read the teacher’s response.

 

 

 

 

Ashford 7: – Week 6 – Discussion 2

 

Community Service Learning

Read Chapter II: Case Studies of the School-to-Career Initiatives for English Language Learners (pp. 17 – 24) in A guide to involving English language learners in school to career initiatives.Then, write a minimum 300-word presentation, a two-minute Voki or a two-minute Wideo to your school board proposing a community service learning initiative for the elementary/middle/ high school where you are working or would like to work in the future. Identify at least two organizations in your neighborhood that you would like to participate in this initiative with explanation of your choices.  Make sure that you include logistical information such as transportation, timing, and parental consent.

Guided Response: Respond to at least two peers taking the role of an ELL instructor from another district/ state.  Integrate and cite the information gained from this week’s reading to identify “holes” in the proposal? Where are the strengths? Finally, how can technology be incorporated into this proposal to assess language proficiency and promote academic and social growth?

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Threa

 

Week 6 – Final Paper

SDAIE Lesson Plan

Using the Specially Designed Academic Instruction in English (SDAIE) Lesson Plan Template, you will create a lesson plan that will meet the diverse needs of English language learners (ELLs) utilizing the knowledge you have learned throughout the course. Within this lesson plan, you will need to effectively address all four areas of language acquisition: speaking, listening, reading, and writing. The lesson plan must include the following elements:

  1. Introduction: Describe the lesson information including:

 

    • Grade Level.

 

    • Learning objectives for each area of language acquisition (speaking, listening, reading, and writing). Be sure that the objectives are appropriate and written in clearly measurable terms (consult “A Model of Learning Objectives” for Bloom’s Taxonomy). Also be sure that they support the standards you discuss in the next section.

 

  1. Standards: Discuss the Common Core State Standard(s) (or your state’s standards) and English language development standard(s) for each level of learner (beginning, early intermediate, intermediate, early advanced, and advanced). Be sure that the content standards you choose are appropriate for the grade level and lesson.

 

  1. Materials: Create three teacher-made materials, student handouts, and/or other supplemental materials that are well-organized, clearly written, complete, and appealing to students (include these with the lesson plan).

 

  1. Lesson: Create a detailed lesson following the SDAIE Lesson Plan Template. Your lesson plan will include the following:

 

    • Anticipatory Set (Warm Up).

 

    • Guided Practice.

 

    • Independent Practice.

 

    • Closure.

 

  1. Be sure that your lesson includes activities and instruction which do the following:

 

    • Activates and transfers prior knowledge and build upon background knowledge of learners, including essential vocabulary and meaningful, personal connections.

 

    • Scaffolds and frontload skills, knowledge, and learning.

 

    • Addresses a variety of learning modalities and multiple intelligences, one of which must be auditory (this includes incorporating music, videos, or visiting a performing arts performance to name a few).

 

    • Includes at least one educational technology device that incorporates audio (i.e.: music, videos, interviews, etc.) as part of the lesson or a homework assignment.

 

    • Presents clear and specific plans for actively engaging students in explaining, summarizing, or reviewing the learning experience, major concepts, and key vocabulary.

 

    • Clearly indicates how students will apply the skill, strategy, or tasks learned in the lesson (independently, in groups, etc.).

 

    • Differentiates to meet the needs of all learners.

 

    • Contains measureable assessment activities (formal and informal) designed for each learning objective including a summative project-based activity.

 

  1. Reflection: Reflect on your lesson plan by assessing the effectiveness of your instructional strategies and how you encouraged student motivation. The reflection will be no more than one page in length.

While creating your lesson plan, think about motivation and the role it plays in helping linguistically diverse students to achieve success. Include strategies for your lesson that encourage student motivation. The lesson plan will be five to six pages in length (in addition to the title and reference pages) using APA format. Be sure to use at least three scholar resources in addition to the text.

 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

 
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