React to Reading
I enjoyed Chapter 12 that covered Assessing and Planning Skills. When I was reading about Gantt charts I found them interesting – but at the time I was much more interested in the Pareto and Impact Analysis Charts. Perhaps my background in sales and marketing led to my attraction to those two types of charts over the Gantt chart. The Pareto chart immediately gave me solid numerical data and listed a breakdown of contributing factors. The example showed a school's climbing dropout rate. It gave a straight forward big picture view of the dropout rates for this school. The breakdown of contributing factors also gave the campus and school community clear targets for improvement such as more education and interventions in regards to drug and alcohol abuse and teen pregnancies. This chart to me quickly gave information and a suggested target plan. In sales and marketing this type of chart would have dictated targets for my advertising budget.
I was also drawn to the Impact Analysis Chart. I think once again this goes back to my business background. In my last management role I managed 32 people. We were the marketing, recruiting, and sales team. It was a great team. However, any time we faced a big change we could potentially lose one to two weeks money due to the difficulties that some folks faced with serious change. I would have loved to have had a tool like this to decide the best way to approach the changes and how best to support those through it. It would have been a great tool to share with them to show how much care, concern, and consideration was taken before in advance of upcoming changes. Clearly this also carries over to the school environment - which is not as fast paced and not as flexible when appro...
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...aborative teams with great thought for compatibility and work styles. The supervisors are expected to complete this at the end of the year so the teachers know what their assignments are for the upcoming year. In return the teachers are expected to prepare collaboratively before the start of the school year. The collaborative teams are expected to attend collaborative trainings together as a team during the school year and hopefully will choose to seek some training during the summer time as well. If there are multiple collaborative teams within a particular grade level core academic subject, that entire group is expected to attend the collaborative training together. We decided to make the entire process collaborative to produce the best collaborative processes. I am very pleased with the tool we created. I look forward to what we will be exploring next.
One thing to remember when using any decision-making tool is to keep the end in mind. In other words when working through a process, visualizing the end result is Helpful. We must also remember that in every decision-making process there are a multitude of tools to help us along the way. No tool is really better then another, in fact most are made to compliment each other not as a soul solution to the process at hand.
The assessment that I have chosen for my lesson is a “card sort”. I will have eight graphs copied on card stock ready for the students to cut out. They will analyze each graph, match it to a scenario, and tape it next to the scenario it matches. For each graph, the students will label the x- and y-axes with the appropriate quantity and unit of measure. Then, they will write the title of the problem situation on each graph.
These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions toward others that fuel my motivation toward helping. This concern welfare of others comes from my religious and personal experiences as a child and young adult.
Teamwork has become increasingly more popular in organizations. In order for teams to be successful it is important that individuals have the tools necessary to align their tasks with a shared goal. Teams must be able to provide the necessary feedback and support to continue to improve the process and outcomes that define a team’s goal. Teams, just like people, are made up of characteristics. Successful teams are able to work interdependently by providing a clear set of goals, good leadership, support, appropriate tasks, accountability and rewards (Levi, 2014, p.29). Team value is determined not simply by the project outcome but in whether individuals can work together collectively to incorporate different perspectives, and provide the support and motivation to one another when there is a conflict (Levi, 2014, p. 126). Individual and team accountability begins with a clear understanding of the role each member of the team has and what expectations have been set for the team to achieve its goal.
time to collaborative work can be a result to enhance team awareness and create overall positive
Assist with the development of monitoring plans for short, mid, and long-term outcomes of the strategies outlined in the Strategic Plan and in the evaluation of the program’s developed for effectiveness and efficiency.
Larson, C. and LaFasto, F. (1989), Teamwork: What Must Go Right/What Can Go Wrong. Newberry Park, CA: Sage Publications, Inc.
Some of the key aspects of our collaboration were that we each made a list of needs that the student would require and who would administer them the most effectively. The tasks for the students were broken down into chunks and then each team worked on a segment
Collaboration begins with networking, coordination, and cooperation and then requires team members to share decisions, responsibility, and trust. It requires that team members invest time and energy to come up with options and design strategies for carrying out these plans. Because collaboration requires lots of time and energy, it is impossible to make all decisions collaboratively. In some instances, the desired result can be achieved through networking, coordination, or cooperation. Working together, or collaboratively, invites participation of multiple service providers and the use of multiple resources. See the Student Stories below for examples of collaboration in action.
A work team will be defined for the purposes of this paper by a definition borrowed from Bateman and Snell (2004). A team is formed of people (usually a small number) with complementary skills who trust one another and are committed to a common purpose, common performance goals, and a common approach for which they hold themselves mutually accountable. Teams generally see themselves and are seen by others as a social entity, which is interdependent because of the tasks performed as members of a group.
32). The students are then able to visually keep up with their results and progress over a short or long period of time, which is then used as a motivational, visual tool. Not only does self-graphing aide in improving positive academic behaviors and habits, it also is, a contributing force for motivating students to improve due to the visual stimulus the graphing provides (p. 32). All of the student’s progression is laid out for them in one place, whether it is on a Microsoft Excel spreadsheet or a simple bar graph they draw themselves. Self-graphing is a great way to promote an increase is wanting to do better particularly in reading and writing. Teachers and students are also able to sit together and decided which graph would be best to satisfy the greatest amount of motivation. According to Hirsch, Ennis, and McDaniel (2013), self-graphing allows for flexibility in the since that if a student does not make their goal one week, they still have the option to make it the following week (p. 33). Hirsch et. al. (2013), suggest that setting up long term reading goals on a graph allows the students to visualize where they need to be at a specific time frame, providing motivation in a visual way (p. 33). If a child seems to struggle with behavior choices, self-graphing is a positive way to provide a visual
Gleckel, E. K., & Koretz, E. S. (2008). Collaborative individualized education process. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.
Moccozet, L., Opprecht, W., & Léonard, M. (2009). A Collaborative Training Platform for Peer-Based Co-Construction of Knowledge and Co-Tutoring. International Journal Of Emerging Technologies In Learning, (S3), 40-45. doi:10.3991/ijet.v4s3.1100