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Category: Psychology

  • [Solved] Discussion replies

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    **175 words each** Discussion post 1 Good evening, The best ways for a parent to limit screen time for their children is to implement rules when they are young and to be sure they are consistent. In our house we limit the amount of time our kinds are on their devices, especially when they are under …

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    **175 words each**
    Discussion post 1
    Good evening,
    The best ways for a parent to limit screen time for their children is to implement rules when they are young and to be sure they are consistent. In our house we limit the amount of time our kinds are on their devices, especially when they are under the age of 16. There are certain expectations that need to be met before they are allowed to be on their devices such as home work and chores.
    You can monitor your children's behavior on social media by setting up restrictions on a child account or by monitoring their devices whether it is a phone or tablet. This can also go back to setting up certain limits on what they are allowed to do and if they don't follow these rules then there will be consequences like not being able to use their devices for a certain period of time. A child's social media account can affect a relationship with their parents because the use of social media can be addicting which can cause problems when the parents are working towards enforcing certain rules. The use of social media can also affect a child's mood and behavior by potentially changing things in the child's brain having to do with emotions and learning. On the other side of things, if a parent is using social media it can also affect their relationship with their children because it is distracting the parent from the in person time with their children. As a role model for our children we are showing that it is ok to use social media, sometimes excessively, which can negatively impact our children. As parents we need to lead by example.
    https://www.hopkinsmedicine.org/health/wellness-and-prevention/social-media-and-mental-health-in-children-and-teens
    Discussion post 2
    The best way to ensure that a child is not overusing and developing a technology addiction is by limiting their use starting at a young age. Babies and toddlers are a result of what they are fed. Children need to develop their creativity, but if they are constantly entertained, their brains won't have to work to think for themselves. For toddlers, I would offer one hour during the day for educational content and one hour or less in the evening of their choice of content. If they are young and don't already have an addiction to technology, then no reward is needed. If you are dealing with an older child who has become reliant on technology, then I would put usage restrictions on their devices and implement a reward system.
    For social media, it is more than fair to adhere to the age restrictions that the platforms have put in place. Once they are old enough and the parent feels they are ready, it should be with the requirement that you have their login information, so that you can monitor that no predators are trying to talk to the child. Do your best to develop a relationship built on trust with your child, because if they are going to be sneaky, then they will find a way regardless of your monitoring.
    A child's use of social media could impact their relationship with their parents if the child feels overly sheltered and their world suddenly gets much bigger, causing them to pull away from their parents.
    People learn best by what is being modeled, and children are no exception. If the parents are constantly on social media, then the children will be as well.
    C. Vidal. Johns Hopkins Medicine. https://www.hopkinsmedicine.org/health/wellness-and-prevention/social-media-and-mental-health-in-children-and-teens

  • [Solved] Prof Double R

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    Amber post Microaggressions are very real, and they can cause a lot of psychological damage to one's self. The video shows that microaggression happens in everyday conversation. Like in the video where he tries to hint around that she should go to the gym and he kind of chuckles about a fat comment….

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    Amber post
    Microaggressions are very real, and they can cause a lot of psychological damage to one's self. The video shows that microaggression happens in everyday conversation. Like in the video where he tries to hint around that she should go to the gym and he kind of chuckles about a fat comment. Just whistling at a female or male can make them feel uncomfortable.
    I believe when it comes to someone participating in a riot or tendency to bully someone there are no excuses. Some people can't help the things that happen in their life and there is no reason to tear them down and bully them. If you have a feeling about something and want attention, then a riot is not the way to go. for example, a protest for abortion should be yelled about on the side of the road. Take the major steps to do a support group and help the young mothers and support them. talk about their positive and negative outcomes.
    Being racial stereotypical and discrimination are formed not by just a single group but learned from family, culture and everyday norms. Someone could learn the person or croups background and know what they have been through before judgment. For example, if you have a girl that is in your school that has clothes with holes, and she wears the same clothes everyday doesn't mean anyone has the right to say she is nasty or a scumbag. Maybe she comes from a family that her mother and father do drugs or drink and they have no money. Instead of judging it never hurts to help someone live life a little better even as simple as giving up some of your clothes.
    "Bad eggs" are everywhere you go. whether it's school, work, or even just going to the store you may run into one. Some people have the protentional to change but some people or groups never do and get worse.
    This all goes along with social justice which means you should treat everyone the same. No one should ever be left out or left behind just because of issues in their personal lives, how they look, or stuff they did in their past.
    Shayne post
    Microaggressions are real because even small comments can send messages that make people feel excluded. When someone says “You shouldn’t take offense” or “You’re too sensitive,” it shuts down valid feelings and makes inclusion harder. Group mentality can also influence harmful behavior. People may join riots or bullying because the crowd makes it feel acceptable, but that doesn’t remove personal responsibility. Since discrimination is learned, the first step to unlearning it is honest self-reflection and willingness to question personal biases. Instead of calling people “bad eggs,” it helps to separate the person from the behavior so we can focus on growth rather than labels. These ideas connect to emotional intelligence because understanding our impact on others and choosing more respectful behavior supports inclusive and ethical communities.

  • [Solved] What is a teaching plan ?

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    What is a teaching plan for someone with autism ?

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    What is a teaching plan for someone with autism ?

  • [Solved] ABA Psychology: BST approach, TCO6 Skills assessment

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    For this assignment, you are going to assess your current set of skills using the BACB Test Content Outline 6 assessment provided, create a set of supervision goals, design a training plan using a behavior skills training approach, and consider a process to evaluate the effects of a supervision and …

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    For this assignment, you are going to assess your current set of skills using the BACB Test Content Outline 6 assessment provided, create a set of supervision goals, design a training plan using a behavior skills training approach, and consider a process to evaluate the effects of a supervision and training experience.
    Due Saturday, November 29th
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    ScreenShot2025-11-26at6.54.51PM.png](https://www.sweetstudy.com/files/screenshot2025-11-26at6-54-51pm-png-10460145 "ScreenShot2025-11-26at6.54.51PM.png")
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    BACB_TCO6SkillAssessment5.xlsx](https://www.sweetstudy.com/files/bacb-tco6skillassessment5-xlsx "BACB_TCO6SkillAssessment5.xlsx")
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  • [Solved] week 3 discussion program

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    Now that you have selected one measurable outcome from your logic model (Week 2), this week we will determine how the evaluation will be conducted and who will be included in it. For this discussion, address the following: **1. Outcome Being Evaluated** State one short-term or intermediate outcome …

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    Assignment Prompt & Instructions

    Now that you have selected one measurable outcome from your logic model (Week 2), this week we will determine how the evaluation will be conducted and who will be included in it.
    For this discussion, address the following:
    **1. Outcome Being Evaluated**
    State one short-term or intermediate outcome from your logic model.
    Restate it clearly as an outcome, not an activity or goal.
    **2. Evaluation Design**
    What would be the best design to evaluate the outcome at your agency? Most program evaluations use a self-controlled pre/post design (comparing each participant’s outcome measure at intake and again at post-treatment or discharge), but you should confirm whether this design fits your program.
    – Explain why the design you chose is feasible in your agency.
    – _Do not create a new control group or add groups that do not exist in practice._
    **3. Limitations of the Design**
    Briefly discuss one limitation of using this design.
    Choose only one that realistically applies to your setting, such as:
    – Maturation
    – Regression to the mean
    – History effects
    – Selection bias
    Explain why the chosen limitation matters for _your_ outcome, in everyday language.
    **4. Sampling Strategy**
    Describe who will be included in the evaluation.
    Explain why this sampling approach is appropriate for your program.
    **Reminder:** Your response must reference your specific program AND the specific outcome you identified. Only one citation required this week.
    **Post your initial response to the discussion question early in the learning week (no later than Wednesday) and then respond to a minimum of two other posts no later than Sunday.**
    \
    MACLUREWEEKTWOASSIGNMENT.docx](https://www.sweetstudy.com/files/maclureweektwoassignment-docx "MACLUREWEEKTWOASSIGNMENT.docx")
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    logic_model_REVISED2.docx](https://www.sweetstudy.com/files/logic-model-revised2-docx "logic_model_REVISED2.docx")
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    MACLUREWEEKTWOASSIGNMENT.docx](https://www.sweetstudy.com/files/maclureweektwoassignment-docx-10449841 "MACLUREWEEKTWOASSIGNMENT.docx")
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  • [Solved] Psychology 5

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    Imagine you are an HR manager for a small, community-based non-profit focused on providing essential services to low-income families. The organization has experienced rapid growth in the past few years to meet increased community needs. However, this quick expansion has led to increased workloads an…

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    Assignment Prompt & Instructions

    Imagine you are an HR manager for a small, community-based non-profit focused on providing essential services to low-income families. The organization has experienced rapid growth in the past few years to meet increased community needs. However, this quick expansion has led to increased workloads and stress, as there has not been a corresponding increase in the number of staff or the number of available resources.
    You have noticed that there is a decline in staff morale and productivity. Employees are expressing feelings of being overwhelmed, underappreciated, and unsure of their ability to meet the demands of their roles. Performance reviews indicate a decrease in self-efficacy, with staff members questioning their impact on the organization's mission. Staff members also feel that they are stuck in their current roles and don’t have opportunities to grow and learn new skills. Additionally, turnover rates have increased, and the quality of service for clients has begun to suffer.
    The president of the non-profit has asked you to consider ways to help the employees increase their levels of motivation. You feel that one of the biggest reasons for low motivation is that employees don’t have a high level of self-efficacy, so you would like to implement a training program. This training program would be designed to help boost employee self-efficacy, job satisfaction, and overall performance. You know that you need to get something together quickly for the president of the non-profit, so you decide to submit an outline of why you think that a training program would be a good way to increase motivation and self-efficacy for the employees, as well as ideas that you have to include in it. You have decided that your program will focus on the following 4 areas: skill development, stress management, goal setting, and recognition.
    ##### **Assessment Prep**
    **Locate** a minimum of 2 peer-reviewed journal articles in the [University Library](https://library.phoenix.edu/home) that relate to self-efficacy and motivation.
    **Use** the [Self-Efficacy Motivation Outline Template](https://multimedia.phoenix.edu/cms/202447870) to guide you as you write your training program outline. Please note: The template is intended to guide you.  Remember you are taking the role of a professional HR Manager so you do not want a university heading on your outline.
    ##### **Assessment Deliverable**
    **Prepare** a 700- to 1,050-word outline of the training program. In your outline:
    – Include an introduction explaining an overview of your outline purpose.
    – Explain why you are proposing the creation of the training program.
    – Discuss each of the four key areas listed below and how they will be a part of the training program:
    – Skill development
    – Consider training that relates to skills such as empathy, active listening, cultural sensitivity, time management, problem-solving, and communication.
    – Identify 2 specific skills you want to concentrate on in the training program.
    – Include research to support your points.
    – Stress management
    – Consider training that relates to topics such as mindfulness, meditation, social support, and healthy lifestyle habits.
    – Identify 2 types of stress management resources or strategies you want to provide information on in the training program.
    – Include research to support your points.
    – Goal setting
    – Consider training that relates to topics such as setting realistic goals, learning to say no, delegating tasks, and an understanding of how to effectively use SMART goals.
    – Identify 2 areas of goal setting that you want to provide information on in the training program.
    – Include research to support your points.
    – Recognition
    – Consider the importance of employees feeling recognized and heard and how to implement tailored and effective recognition throughout the training process. Ensure your program includes peer-to-peer recognition, praise, rewards, awards, etc.
    – Identify 2 types of recognition you feel would best motivate employees and work well with the other areas of the training program.
    – Include research to support your points.
    – Provide a summary of why the training program will help increase performance, job satisfaction, and self-efficacy.
    – Include a conclusion in your training program outline.
    **Provide** a title and reference page.
    **Cite** at least 2 peer-reviewed journal articles.

  • [Solved] help with draft

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    please create a 3 page paper using the attached for reference – writingassignmentdue11_17.pdf **writingassignmentdue11_17.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/writingassignmentdue11-17-pdf) **writingassignmentdue11_17.pdf** This file is to…

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    please create a 3 page paper using the attached for reference

    – writingassignmentdue11_17.pdf

    **writingassignmentdue11_17.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/writingassignmentdue11-17-pdf)

    **writingassignmentdue11_17.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/writingassignmentdue11-17-pdf)

  • [Solved] 4- Attraction, Single Sexuality, and Cohabitation

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    · At least 800 words · At least three scholarly citations in APA format. · Any sources cited must have been published within the last five years. · Acceptable sources include the Bible, course texts, relevant books, and peer-reviewed articles. \ Discussion-DiscussionAttractionSingleSexualityandCoha…

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    · At least 800 words
    · At least three scholarly citations in APA format.
    · Any sources cited must have been published within the last five years.
    · Acceptable sources include the Bible, course texts, relevant books, and peer-reviewed articles.
    \
    Discussion-DiscussionAttractionSingleSexualityandCohabitation.docx](https://www.sweetstudy.com/files/discussion-discussionattractionsinglesexualityandcohabitation-docx "Discussion-DiscussionAttractionSingleSexualityandCohabitation.docx")
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    Videos.docx](https://www.sweetstudy.com/files/videos-docx-10448391 "Videos.docx")
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    Read-A_Celebration_of_Sex_for_Newlyweds_—-_Chapt1.pdf](https://www.sweetstudy.com/files/read-a-celebration-of-sex-for-newlyweds-chapt1-pdf "Read-A_Celebration_of_Sex_for_Newlyweds_—-_Chapt1.pdf")
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    Read-A_Celebration_of_Sex_for_Newlyweds_—-_Chapt5.pdf](https://www.sweetstudy.com/files/read-a-celebration-of-sex-for-newlyweds-chapt5-pdf "Read-A_Celebration_of_Sex_for_Newlyweds_—-_Chapt5.pdf")
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  • [Solved] Premarital Project: Outline

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    Follow Premarital Project: Outline Grading Rubric and Feedback from prior outline At least two scholarly citations in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the Bible, course texts, relevant books, and peer-reviewed articles. \ …

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    Follow Premarital Project: Outline Grading Rubric and Feedback from prior outline
    At least two scholarly citations in APA format.
    Any sources cited must have been published within the last five years.
    Acceptable sources include the Bible, course texts, relevant books, and peer-reviewed articles.
    \
    PremaritalProject-OutlineGradingRubric.pdf](https://www.sweetstudy.com/files/premaritalproject-outlinegradingrubric-pdf "PremaritalProject-OutlineGradingRubric.pdf")
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    Feedback-PremaritalProject-TopicSelectionAssignment.docx](https://www.sweetstudy.com/files/feedback-premaritalproject-topicselectionassignment-docx "Feedback-PremaritalProject-TopicSelectionAssignment.docx")
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  • [Solved] Yes or NO

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    see attached – ## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx – ## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx – ## EdPsyccluster14.pdf – ## EdPsyccluster15.pdf **## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx** Read Cluster 14 in your text as well as the…

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    see attached

    – ## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx

    – ## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx

    – ## EdPsyccluster14.pdf

    – ## EdPsyccluster15.pdf

    **## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx**

    Read Cluster 14 in your text as well as the cluster 14 power point. Then submit your typed response to the Homework assignment by the due date listed.

    Homework Yes or No

    Do you think homework should be assigned? Whether you say yes or no, provide an explanation as to why you feel that way. Then provide 1 reason for the other side of the argument (so if you said no to homework and explained yourself, I want you to also include why someone else may say yes).

    **## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx**

    Read Cluster 15 in your text as well as the cluster 15 power point, then submit your typed responses to TESTING… in canvas by the due date. Please number the responses 1-6. I only need the responses.

    TESTING…

    1. Name one condition of a standardized test

    2. Provide an example of a classroom assessment other than a quiz/test/exam.

    3. Explain what it means if a student scores in the 76th percentile on the science portion of a standardized test.

    4. What is the mode in the following list of scores? 62,75,75,83,94,94,94,99

    5. What is the mean of the following list of scores? 62,77,81,82,95

    6. Is this test that you are taking right now SUMMATIVE or FORMATIVE?

    **## EdPsyccluster14.pdf**

    Teaching Every Student

    Cluster 14

    Effective
    Teaching

    Clear Learning Goals

    Effective Use of Time

    Proactive and Caring Classroom
    Management

    Clear Explanations with Examples

    Providing Guided and Independent
    Practice

    Frequent Checks for Understanding
    with Immediate Feedback

    Planning

    Several levels- year, term, unit, week
    and day

    Reduces but does not eliminate
    uncertainty in teaching

    Must allow flexibility

    Need wide-range knowledge about
    students’ interests, abilities and
    about the subject

    Collaboration with other teachers is
    best

    Direct
    Instruction

    Systematic instruction for mastery
    of basic skills, facts and information

    Characterized by high levels of
    explanation, demonstration and
    interaction with students.

    Effective
    Direct
    Instruction

    Use a number of examples

    Organize lessons- outline, objectives

    Plan for difficult parts- anticipate student
    problems, think of analogies

    Strive for clear explanations- avoid vague
    words, be specific, focus on one idea at a
    time

    Signal transitions- “now we will turn to”

    Communicate enthusiasm- tell students
    why the lesson is important

    HOMEWORK

    YES

    Why do you think
    homework should
    be given?

    NO

    Why do you think
    homework should
    not be assigned?

    Assign the right kind

    Students must see the value in it

    They must understand the
    assignment

    Must be held accountable for the
    hmwk- check it

    Seatwork

    Often overused

    Should follow up a lesson and give
    students supervised practice with
    feedback

    Students should see the connection
    between the seatwork and the lesson

    “Does doing this seatwork help students
    learn anything that matters?

    Questioning
    and Response
    Time

    All students should have experience
    with thought-provoking questions

    Helps them master critical thinking
    and problem-solving skills

    Teachers should wait 3-5 seconds
    after posing a question

    Wait time leads to longer answers,
    more students likely to participate

    Calling on everyone?

    – Slide 1: Cluster 14
    – Slide 2: Effective Teaching
    – Slide 3: Planning
    – Slide 4: Direct Instruction
    – Slide 5: Effective Direct Instruction
    – Slide 6: HOMEWORK
    – Slide 7: Homework
    – Slide 8: Seatwork
    – Slide 9: Questioning and Response Time

    **## EdPsyccluster15.pdf**

    Classroom Assessment, Grading and Standardized Testing

    Cluster 15

    Standardized
    Tests

    Nationwide tests given under uniform
    conditions and scored according to
    uniform procedures.

    Classroom
    Assessments

    Many forms: unit tests, essays,
    portfolios, projects, presentations,
    etc.

    Formative
    Assessments

    Ungraded testing used before or
    during instruction to aid in planning
    and diagnosis.

    Supports learning

    Ex. Pre-test- Assesses readiness

    Summative
    Assessments

    Testing that follows instruction and
    achievement

    Reports learning

    Ex. Final exam

    Reliability
    Consistency of test results.

    About the same score from one
    occasion to the next.

    Validity
    Degree to which a test measures
    what it intends to measure.

    Informal
    Assessments

    Ungraded formative assessments that
    help teachers make decisions.

    Ex. Exit tickets and journals.

    Scoring
    Rubrics

    Rules that are used to determine the
    quality of a student’s performance.

    Measures of
    Central
    Tendency

    Typical score for a group of scores

    Mean Arithmetical Average

    Median
    Middle score in a group of scores

    Mode Most frequently occurring score

    Standard
    Deviation

    Measure of how widely scores vary from
    the mean.

    The smaller the standard deviation, the
    more the scores are clustered around the
    mean.

    Normal
    Distribution

    The most commonly occurring
    distribution in which scores are
    distributed evenly around the mean.

    Percentile
    Rank

    Percentage of those in the sample
    scoring at or below an individual’s score.

    – Slide 1: Cluster 15
    – Slide 2: Standardized Tests
    – Slide 3: Classroom Assessments
    – Slide 4: Formative Assessments
    – Slide 5: Summative Assessments
    – Slide 6: Reliability
    – Slide 7: Validity
    – Slide 8: Informal Assessments
    – Slide 9: Scoring Rubrics
    – Slide 10: Measures of Central Tendency
    – Slide 11: Mean
    – Slide 12: Median
    – Slide 13: Mode
    – Slide 14: Standard Deviation
    – Slide 15: Normal Distribution
    – Slide 16: Percentile Rank

    **## EdPsyccluster15.pdf**

    Classroom Assessment, Grading and Standardized Testing

    Cluster 15

    Standardized
    Tests

    Nationwide tests given under uniform
    conditions and scored according to
    uniform procedures.

    Classroom
    Assessments

    Many forms: unit tests, essays,
    portfolios, projects, presentations,
    etc.

    Formative
    Assessments

    Ungraded testing used before or
    during instruction to aid in planning
    and diagnosis.

    Supports learning

    Ex. Pre-test- Assesses readiness

    Summative
    Assessments

    Testing that follows instruction and
    achievement

    Reports learning

    Ex. Final exam

    Reliability
    Consistency of test results.

    About the same score from one
    occasion to the next.

    Validity
    Degree to which a test measures
    what it intends to measure.

    Informal
    Assessments

    Ungraded formative assessments that
    help teachers make decisions.

    Ex. Exit tickets and journals.

    Scoring
    Rubrics

    Rules that are used to determine the
    quality of a student’s performance.

    Measures of
    Central
    Tendency

    Typical score for a group of scores

    Mean Arithmetical Average

    Median
    Middle score in a group of scores

    Mode Most frequently occurring score

    Standard
    Deviation

    Measure of how widely scores vary from
    the mean.

    The smaller the standard deviation, the
    more the scores are clustered around the
    mean.

    Normal
    Distribution

    The most commonly occurring
    distribution in which scores are
    distributed evenly around the mean.

    Percentile
    Rank

    Percentage of those in the sample
    scoring at or below an individual’s score.

    – Slide 1: Cluster 15
    – Slide 2: Standardized Tests
    – Slide 3: Classroom Assessments
    – Slide 4: Formative Assessments
    – Slide 5: Summative Assessments
    – Slide 6: Reliability
    – Slide 7: Validity
    – Slide 8: Informal Assessments
    – Slide 9: Scoring Rubrics
    – Slide 10: Measures of Central Tendency
    – Slide 11: Mean
    – Slide 12: Median
    – Slide 13: Mode
    – Slide 14: Standard Deviation
    – Slide 15: Normal Distribution
    – Slide 16: Percentile Rank

    **## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx**

    Read Cluster 14 in your text as well as the cluster 14 power point. Then submit your typed response to the Homework assignment by the due date listed.

    Homework Yes or No

    Do you think homework should be assigned? Whether you say yes or no, provide an explanation as to why you feel that way. Then provide 1 reason for the other side of the argument (so if you said no to homework and explained yourself, I want you to also include why someone else may say yes).

    **## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx**

    Read Cluster 15 in your text as well as the cluster 15 power point, then submit your typed responses to TESTING… in canvas by the due date. Please number the responses 1-6. I only need the responses.

    TESTING…

    1. Name one condition of a standardized test

    2. Provide an example of a classroom assessment other than a quiz/test/exam.

    3. Explain what it means if a student scores in the 76th percentile on the science portion of a standardized test.

    4. What is the mode in the following list of scores? 62,75,75,83,94,94,94,99

    5. What is the mean of the following list of scores? 62,77,81,82,95

    6. Is this test that you are taking right now SUMMATIVE or FORMATIVE?

    **## EdPsyccluster14.pdf**

    Teaching Every Student

    Cluster 14

    Effective
    Teaching

    Clear Learning Goals

    Effective Use of Time

    Proactive and Caring Classroom
    Management

    Clear Explanations with Examples

    Providing Guided and Independent
    Practice

    Frequent Checks for Understanding
    with Immediate Feedback

    Planning

    Several levels- year, term, unit, week
    and day

    Reduces but does not eliminate
    uncertainty in teaching

    Must allow flexibility

    Need wide-range knowledge about
    students’ interests, abilities and
    about the subject

    Collaboration with other teachers is
    best

    Direct
    Instruction

    Systematic instruction for mastery
    of basic skills, facts and information

    Characterized by high levels of
    explanation, demonstration and
    interaction with students.

    Effective
    Direct
    Instruction

    Use a number of examples

    Organize lessons- outline, objectives

    Plan for difficult parts- anticipate student
    problems, think of analogies

    Strive for clear explanations- avoid vague
    words, be specific, focus on one idea at a
    time

    Signal transitions- “now we will turn to”

    Communicate enthusiasm- tell students
    why the lesson is important

    HOMEWORK

    YES

    Why do you think
    homework should
    be given?

    NO

    Why do you think
    homework should
    not be assigned?

    Assign the right kind

    Students must see the value in it

    They must understand the
    assignment

    Must be held accountable for the
    hmwk- check it

    Seatwork

    Often overused

    Should follow up a lesson and give
    students supervised practice with
    feedback

    Students should see the connection
    between the seatwork and the lesson

    “Does doing this seatwork help students
    learn anything that matters?

    Questioning
    and Response
    Time

    All students should have experience
    with thought-provoking questions

    Helps them master critical thinking
    and problem-solving skills

    Teachers should wait 3-5 seconds
    after posing a question

    Wait time leads to longer answers,
    more students likely to participate

    Calling on everyone?

    – Slide 1: Cluster 14
    – Slide 2: Effective Teaching
    – Slide 3: Planning
    – Slide 4: Direct Instruction
    – Slide 5: Effective Direct Instruction
    – Slide 6: HOMEWORK
    – Slide 7: Homework
    – Slide 8: Seatwork
    – Slide 9: Questioning and Response Time

    **## EdPsyccluster15.pdf**

    Classroom Assessment, Grading and Standardized Testing

    Cluster 15

    Standardized
    Tests

    Nationwide tests given under uniform
    conditions and scored according to
    uniform procedures.

    Classroom
    Assessments

    Many forms: unit tests, essays,
    portfolios, projects, presentations,
    etc.

    Formative
    Assessments

    Ungraded testing used before or
    during instruction to aid in planning
    and diagnosis.

    Supports learning

    Ex. Pre-test- Assesses readiness

    Summative
    Assessments

    Testing that follows instruction and
    achievement

    Reports learning

    Ex. Final exam

    Reliability
    Consistency of test results.

    About the same score from one
    occasion to the next.

    Validity
    Degree to which a test measures
    what it intends to measure.

    Informal
    Assessments

    Ungraded formative assessments that
    help teachers make decisions.

    Ex. Exit tickets and journals.

    Scoring
    Rubrics

    Rules that are used to determine the
    quality of a student’s performance.

    Measures of
    Central
    Tendency

    Typical score for a group of scores

    Mean Arithmetical Average

    Median
    Middle score in a group of scores

    Mode Most frequently occurring score

    Standard
    Deviation

    Measure of how widely scores vary from
    the mean.

    The smaller the standard deviation, the
    more the scores are clustered around the
    mean.

    Normal
    Distribution

    The most commonly occurring
    distribution in which scores are
    distributed evenly around the mean.

    Percentile
    Rank

    Percentage of those in the sample
    scoring at or below an individual’s score.

    – Slide 1: Cluster 15
    – Slide 2: Standardized Tests
    – Slide 3: Classroom Assessments
    – Slide 4: Formative Assessments
    – Slide 5: Summative Assessments
    – Slide 6: Reliability
    – Slide 7: Validity
    – Slide 8: Informal Assessments
    – Slide 9: Scoring Rubrics
    – Slide 10: Measures of Central Tendency
    – Slide 11: Mean
    – Slide 12: Median
    – Slide 13: Mode
    – Slide 14: Standard Deviation
    – Slide 15: Normal Distribution
    – Slide 16: Percentile Rank

    **## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx**

    Read Cluster 14 in your text as well as the cluster 14 power point. Then submit your typed response to the Homework assignment by the due date listed.

    Homework Yes or No

    Do you think homework should be assigned? Whether you say yes or no, provide an explanation as to why you feel that way. Then provide 1 reason for the other side of the argument (so if you said no to homework and explained yourself, I want you to also include why someone else may say yes).

    **## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx**

    Read Cluster 15 in your text as well as the cluster 15 power point, then submit your typed responses to TESTING… in canvas by the due date. Please number the responses 1-6. I only need the responses.

    TESTING…

    1. Name one condition of a standardized test

    2. Provide an example of a classroom assessment other than a quiz/test/exam.

    3. Explain what it means if a student scores in the 76th percentile on the science portion of a standardized test.

    4. What is the mode in the following list of scores? 62,75,75,83,94,94,94,99

    5. What is the mean of the following list of scores? 62,77,81,82,95

    6. Is this test that you are taking right now SUMMATIVE or FORMATIVE?

    **## EdPsyccluster14.pdf**

    Teaching Every Student

    Cluster 14

    Effective
    Teaching

    Clear Learning Goals

    Effective Use of Time

    Proactive and Caring Classroom
    Management

    Clear Explanations with Examples

    Providing Guided and Independent
    Practice

    Frequent Checks for Understanding
    with Immediate Feedback

    Planning

    Several levels- year, term, unit, week
    and day

    Reduces but does not eliminate
    uncertainty in teaching

    Must allow flexibility

    Need wide-range knowledge about
    students’ interests, abilities and
    about the subject

    Collaboration with other teachers is
    best

    Direct
    Instruction

    Systematic instruction for mastery
    of basic skills, facts and information

    Characterized by high levels of
    explanation, demonstration and
    interaction with students.

    Effective
    Direct
    Instruction

    Use a number of examples

    Organize lessons- outline, objectives

    Plan for difficult parts- anticipate student
    problems, think of analogies

    Strive for clear explanations- avoid vague
    words, be specific, focus on one idea at a
    time

    Signal transitions- “now we will turn to”

    Communicate enthusiasm- tell students
    why the lesson is important

    HOMEWORK

    YES

    Why do you think
    homework should
    be given?

    NO

    Why do you think
    homework should
    not be assigned?

    Assign the right kind

    Students must see the value in it

    They must understand the
    assignment

    Must be held accountable for the
    hmwk- check it

    Seatwork

    Often overused

    Should follow up a lesson and give
    students supervised practice with
    feedback

    Students should see the connection
    between the seatwork and the lesson

    “Does doing this seatwork help students
    learn anything that matters?

    Questioning
    and Response
    Time

    All students should have experience
    with thought-provoking questions

    Helps them master critical thinking
    and problem-solving skills

    Teachers should wait 3-5 seconds
    after posing a question

    Wait time leads to longer answers,
    more students likely to participate

    Calling on everyone?

    – Slide 1: Cluster 14
    – Slide 2: Effective Teaching
    – Slide 3: Planning
    – Slide 4: Direct Instruction
    – Slide 5: Effective Direct Instruction
    – Slide 6: HOMEWORK
    – Slide 7: Homework
    – Slide 8: Seatwork
    – Slide 9: Questioning and Response Time

    **## EdPsyccluster15.pdf**

    Classroom Assessment, Grading and Standardized Testing

    Cluster 15

    Standardized
    Tests

    Nationwide tests given under uniform
    conditions and scored according to
    uniform procedures.

    Classroom
    Assessments

    Many forms: unit tests, essays,
    portfolios, projects, presentations,
    etc.

    Formative
    Assessments

    Ungraded testing used before or
    during instruction to aid in planning
    and diagnosis.

    Supports learning

    Ex. Pre-test- Assesses readiness

    Summative
    Assessments

    Testing that follows instruction and
    achievement

    Reports learning

    Ex. Final exam

    Reliability
    Consistency of test results.

    About the same score from one
    occasion to the next.

    Validity
    Degree to which a test measures
    what it intends to measure.

    Informal
    Assessments

    Ungraded formative assessments that
    help teachers make decisions.

    Ex. Exit tickets and journals.

    Scoring
    Rubrics

    Rules that are used to determine the
    quality of a student’s performance.

    Measures of
    Central
    Tendency

    Typical score for a group of scores

    Mean Arithmetical Average

    Median
    Middle score in a group of scores

    Mode Most frequently occurring score

    Standard
    Deviation

    Measure of how widely scores vary from
    the mean.

    The smaller the standard deviation, the
    more the scores are clustered around the
    mean.

    Normal
    Distribution

    The most commonly occurring
    distribution in which scores are
    distributed evenly around the mean.

    Percentile
    Rank

    Percentage of those in the sample
    scoring at or below an individual’s score.

    – Slide 1: Cluster 15
    – Slide 2: Standardized Tests
    – Slide 3: Classroom Assessments
    – Slide 4: Formative Assessments
    – Slide 5: Summative Assessments
    – Slide 6: Reliability
    – Slide 7: Validity
    – Slide 8: Informal Assessments
    – Slide 9: Scoring Rubrics
    – Slide 10: Measures of Central Tendency
    – Slide 11: Mean
    – Slide 12: Median
    – Slide 13: Mode
    – Slide 14: Standard Deviation
    – Slide 15: Normal Distribution
    – Slide 16: Percentile Rank

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    – 2
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