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SOCW6333 Walden Week 11Discrimination Model Discussion
Due 5/9/19 @ 6 PM ESTRespond to at least two colleagues’ posts and provide an additional strategy your colleague might i ...
SOCW6333 Walden Week 11Discrimination Model Discussion
Due 5/9/19 @ 6 PM ESTRespond to at least two colleagues’ posts and provide an additional strategy your colleague might implement to effectively use Bernard’s Discrimination Model.Response to Nicole K.Three Roles in Bernard’s Discrimination Model The three roles in Bernard’s discrimination model include; teacher role, consultant role and counselor role (Bernard, 1997). When a supervisor assumes the teacher role, this is when the supervisor informs the student of what it the most necessary to know in order to be competent in practice (Bernard, 1997). The consultant role is when the supervisor is there as a resource and encourages the student to trust his/her skills and take control of his/her learning (Bernard, 1997). Lastly, the counselor role is when the supervisor asks for the student to reflect on his/her experience and using those “ah-ha” moments to enhance the students’ professional practice (Bernard, 1997).When to Introduce the Topic of Vicarious TraumaIf I were a supervisor, I would introduce the topic of vicarious trauma (VT) early on in our professional time together. The earlier I educate the student/trainee on the dangers of this work, the more chance we can utilize prevention strategies or talk about self-awareness. I am pretty straight forward when it comes to addressing serious or potentially serious effects of this practice, especially if I were a supervisor. Part of a supervisory role is to make sure the staff that is under you is getting the care they deserve to provide appropriate services to the clientele. I would introduce VT directly within 2-3 supervisions with the student. After the initial supervision, I would evaluate the experience/professional level of the student and be more willing to address VT and its’ effects.Besides being upfront/direct about VT, I could use the supervisory process to educate the student about VT. I would watch the student interact with client(s) (intervention skills) and then discuss how the client made sense of the session (conceptualization) to determine risk factors of VT (Bernard, 1997). To determine the sensitivity of the student and his/her background I would use personalization skills to better understand if he/she is at risk for VT with certain individuals of similar culture or just based on sensitivity in general (Bernard, 1997). Lastly, I would utilize professional behavior skills to understand where the student is in terms of ethics and professional development (Bernard, 1997). Using these skills would help me understand his/her ethics and observe differences that may result in the presence of VT.Introduce VT in Three Roles In the teacher role, I would introduce VT directly because it is necessary to have knowledge on this risk in the field. In the counselor role I would introduce VT, I would insert comments appropriately in hopes that the student would begin the dialogue him/herself with me or to learn about it on his/her own. In the consultant role, I would take a very backseat driver type of approach. As a consultant, you allow for the student to stumble upon things on his/her own and use you as a resource. This may be the most organic way to discuss VT because the student brings it to the attention of the supervisor, but personally I would take the teacher role approach in my own practice.ReferencesBernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook ofpsychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley.**************************************************************************************************************************************Response to LorraineExplain how and at what point you would introduce the topic of vicarious trauma to a trainee/supervisee.I would immediately introduce the topic of vicarious trauma to a trainee or supervisee. In fact I would want my trainee or supervisee to have training on vicarious trauma. I would have the information available and strongly encourage my trainee/supervisee to follow through with ongoing therapy and vicarious trauma training on a regular basis.Explain how you would educate a supervisee through the supervisory process.I would educate my supervisee through the supervisory process by acclimating the supervisee to the role of a supervisor and explaining the overall expectation of the relationship.Explain the strategy you would use to introduce the topic of vicarious trauma with a new supervisee in Bernard’s three roles.According to Bernard (1997), “Some supervisors adopt a teacher role whenever the trainee seems to be struggling with interventions, a consultant role when conceptualization is the issue, or a counselor role when personalization is the issue” (p.313). I would encourage the supervisee to utilize training as a benefit in the role of a teacher. In the role of a counselor I would educate the supervisee on trauma and its effects on clinicians and how vt training can be utilized as a preventative method in remaining safe from vt. In the consulting role I would encourage my supervisee to examine various types of trauma he/she has encountered and analyze the potential for vt to occur. Bernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley.>Handbook of Psychotherapy Supervision. 1st Edition by Watkins, C. E., Jr. Copyright 1997 by John Wiley and Sons. Reprinted by permission of John Wiley and Sons via the Copyright Clearance Center.ReferenceBernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley.
continuing cookie chronicle chapter 4, writing homework help
Kimmel, D., Kieso, D., & Weygandt J. (2013). Financial accounting: Tools for business decision making. (7th ED.). ...
continuing cookie chronicle chapter 4, writing homework help
Kimmel, D., Kieso, D., & Weygandt J. (2013). Financial accounting: Tools for business decision making. (7th ED.). Hoboken, NJ: John Wiley & Sons, Inc.I'm looking for assistance with the Continuing Cookie Chronicle Chaper 4. I completed half of the problems but I know my answers are way off and do not have time to redo the entire work.
India University plagiarism test help
Item 1 In the case below, the original source material is given along with a sample of student work. Determine the ty ...
India University plagiarism test help
Item 1 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionInstructional designers typically employ models to guide their day-to-day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units (either whole curricula or individual modules or lessons.)The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes. References:Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes (van Merriënboer, 1997, p. 2). Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction, according to van Merriënboer. References:Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 2 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThe goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus. To accomplish this, the learner must know how to execute the proper response, as well as the conditions under which that response should be made. Therefore, instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response.References:Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. According to behaviorism, instruction should provide necessary stimulus in order for learners to produce desired response. It is important that the learner must know how to execute the proper response under the required conditions in order to produce the desired response (Ertmer & Newby, 1993). Instruction should provide learner with opportunities that the learner practice to elicit the desired outcome. References:Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 3 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionWhile most tutors saw a value in using games, as: 'good for visual/kinesthetic learners'; 'makes teaching and learning more fun, learners are able to work at their own pace'; 'breaks up the lesson, different learner styles'; 'give my students variety and some fun whilst reinforcing their learning'.References:De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.According to Freitas (2006), games can support the learning styles of visual and kineasthetics learners. Games can make teaching and learning more fun, and learners are able to work at their own pace. Also, games are seen as a break from a lesson in which students reinforce their learning during the break. References:De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 4 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionBecause computer systems exhibit performative intelligence, we can teach them to do tasks. It is this very capability that makes it possible to use computers as an interactive medium for instruction and learning. It is interaction which sets computers systems apart from other media such as books, television, and film.However, present-day computers literally do not understand the culturally bound meanings of the messages which they manipulate during these interactions because such computers lack qualitative intelligence.References:Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. According to Frick (1997), computer systems demonstrate performative intelligence, when compared to other media such as books, television, and film. Computers can be programmed to do things. This feature of computer systems makes them an alternative medium for instruction and learning. However, he claims that computer systems lack the ability to understand the meaning of messages they send and receive during interaction with students and teachers. References:Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 5 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThere is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process. References:Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.References:Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 6 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThe lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills has been identified as a major barrier to technology integration. Lack of specific technology knowledge and skills is one of the common reasons given by teachers for not using technology. References:Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational TechnologyResearch and Development, 55, 223-252.There are many factors that can affect technology integration in schools. Hew and Brush (2007) state that the main factors to technology integration are the lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills.References:Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 7 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionContent could be presented in a variety of formats via multimedia. Dynamic processes could be illustrated. Content in the form of text, still pictures, video, sound, graphics, or animations could be digitally or analogically encoded and stored in electronic, magnetic, and optical technologies. This encoded information could be transmitted literally around the world in a matter of seconds. References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.With the rapid advance in information technologies, people around the world can access information quickly. Information takes the form of text, still pictures, video, sound, graphics, or animations, which are stored and transferred electronically through these computational technologies.References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 8 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionScience classrooms offer at least five ways to individualize and to enhance students'learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives.References:Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: http://www7.nationalacademies.org/bose/Dede_Gaming_CommissionedPaper. pdf According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected to match their ability levels. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 9 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionI accept the point that whenever learning occurs, some medium or mix of media must be present to deliver instruction. However, if learning occurs as a result of exposure to any media, the learning is caused by the instructional method embedded in the media presentation. Method is the inclusion of one of a number of possible representations of a cognitive process or strategy that is necessary for learning but which students cannot or will not provide for themselves.References:Clark, R. E. (1994). Media will never influence learning. Educational technology research and development, 42(2), 21-29.Media do not influence learning. Learning takes place because of the instructional methods represented in the medium which are used, rather than medium itself. It is the instructional methods which influence learning.References:Clark, R. E. (1994). Media will never influence learning. Educational technology research and development, 42(2), 21-29.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 10 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThe concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated - and interesting - is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few. References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Retrieved from https://www.indiana.edu/~tedfrick/fastback/fastback326.html#nature Frick (1991) claims that systems, including both business systems, and educational systems, are actually very simple. The main idea is that systems "have parts that fit together to make a whole" (The nature of systems in education section, para. 1). What is further interesting to Frick is how those parts are connected together.References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Retrieved from https://www.indiana.edu/~tedfrick/fastback/fastback326.html#nature Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism
What type of solid figure is Matt's block, math homework help
Matt has a block. He uses one of the flat surfaces of the block to trace a triangle. What type of solid figure ...
What type of solid figure is Matt's block, math homework help
Matt has a block. He uses one of the flat surfaces of the block to trace a triangle. What type of solid figure is Matt's block?
Chamberlain Political Socialization Discussion
Think about conversations around politics when you were in primary school (around age 10). What were some of the ways you ...
Chamberlain Political Socialization Discussion
Think about conversations around politics when you were in primary school (around age 10). What were some of the ways you learned about the political establishment through family members and friends? How were you politically socialized as a child? Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least one outside scholarly source.
Management
Please use APA format, please use 3 scholarly references for in-text-citations with page numbers for each question.Please ...
Management
Please use APA format, please use 3 scholarly references for in-text-citations with page numbers for each question.Please use reference, please include page numbers in every question cite. Please write 500 words before reference is added to bottom.
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SOCW6333 Walden Week 11Discrimination Model Discussion
Due 5/9/19 @ 6 PM ESTRespond to at least two colleagues’ posts and provide an additional strategy your colleague might i ...
SOCW6333 Walden Week 11Discrimination Model Discussion
Due 5/9/19 @ 6 PM ESTRespond to at least two colleagues’ posts and provide an additional strategy your colleague might implement to effectively use Bernard’s Discrimination Model.Response to Nicole K.Three Roles in Bernard’s Discrimination Model The three roles in Bernard’s discrimination model include; teacher role, consultant role and counselor role (Bernard, 1997). When a supervisor assumes the teacher role, this is when the supervisor informs the student of what it the most necessary to know in order to be competent in practice (Bernard, 1997). The consultant role is when the supervisor is there as a resource and encourages the student to trust his/her skills and take control of his/her learning (Bernard, 1997). Lastly, the counselor role is when the supervisor asks for the student to reflect on his/her experience and using those “ah-ha” moments to enhance the students’ professional practice (Bernard, 1997).When to Introduce the Topic of Vicarious TraumaIf I were a supervisor, I would introduce the topic of vicarious trauma (VT) early on in our professional time together. The earlier I educate the student/trainee on the dangers of this work, the more chance we can utilize prevention strategies or talk about self-awareness. I am pretty straight forward when it comes to addressing serious or potentially serious effects of this practice, especially if I were a supervisor. Part of a supervisory role is to make sure the staff that is under you is getting the care they deserve to provide appropriate services to the clientele. I would introduce VT directly within 2-3 supervisions with the student. After the initial supervision, I would evaluate the experience/professional level of the student and be more willing to address VT and its’ effects.Besides being upfront/direct about VT, I could use the supervisory process to educate the student about VT. I would watch the student interact with client(s) (intervention skills) and then discuss how the client made sense of the session (conceptualization) to determine risk factors of VT (Bernard, 1997). To determine the sensitivity of the student and his/her background I would use personalization skills to better understand if he/she is at risk for VT with certain individuals of similar culture or just based on sensitivity in general (Bernard, 1997). Lastly, I would utilize professional behavior skills to understand where the student is in terms of ethics and professional development (Bernard, 1997). Using these skills would help me understand his/her ethics and observe differences that may result in the presence of VT.Introduce VT in Three Roles In the teacher role, I would introduce VT directly because it is necessary to have knowledge on this risk in the field. In the counselor role I would introduce VT, I would insert comments appropriately in hopes that the student would begin the dialogue him/herself with me or to learn about it on his/her own. In the consultant role, I would take a very backseat driver type of approach. As a consultant, you allow for the student to stumble upon things on his/her own and use you as a resource. This may be the most organic way to discuss VT because the student brings it to the attention of the supervisor, but personally I would take the teacher role approach in my own practice.ReferencesBernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook ofpsychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley.**************************************************************************************************************************************Response to LorraineExplain how and at what point you would introduce the topic of vicarious trauma to a trainee/supervisee.I would immediately introduce the topic of vicarious trauma to a trainee or supervisee. In fact I would want my trainee or supervisee to have training on vicarious trauma. I would have the information available and strongly encourage my trainee/supervisee to follow through with ongoing therapy and vicarious trauma training on a regular basis.Explain how you would educate a supervisee through the supervisory process.I would educate my supervisee through the supervisory process by acclimating the supervisee to the role of a supervisor and explaining the overall expectation of the relationship.Explain the strategy you would use to introduce the topic of vicarious trauma with a new supervisee in Bernard’s three roles.According to Bernard (1997), “Some supervisors adopt a teacher role whenever the trainee seems to be struggling with interventions, a consultant role when conceptualization is the issue, or a counselor role when personalization is the issue” (p.313). I would encourage the supervisee to utilize training as a benefit in the role of a teacher. In the role of a counselor I would educate the supervisee on trauma and its effects on clinicians and how vt training can be utilized as a preventative method in remaining safe from vt. In the consulting role I would encourage my supervisee to examine various types of trauma he/she has encountered and analyze the potential for vt to occur. Bernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley.>Handbook of Psychotherapy Supervision. 1st Edition by Watkins, C. E., Jr. Copyright 1997 by John Wiley and Sons. Reprinted by permission of John Wiley and Sons via the Copyright Clearance Center.ReferenceBernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley.
continuing cookie chronicle chapter 4, writing homework help
Kimmel, D., Kieso, D., & Weygandt J. (2013). Financial accounting: Tools for business decision making. (7th ED.). ...
continuing cookie chronicle chapter 4, writing homework help
Kimmel, D., Kieso, D., & Weygandt J. (2013). Financial accounting: Tools for business decision making. (7th ED.). Hoboken, NJ: John Wiley & Sons, Inc.I'm looking for assistance with the Continuing Cookie Chronicle Chaper 4. I completed half of the problems but I know my answers are way off and do not have time to redo the entire work.
India University plagiarism test help
Item 1 In the case below, the original source material is given along with a sample of student work. Determine the ty ...
India University plagiarism test help
Item 1 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionInstructional designers typically employ models to guide their day-to-day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units (either whole curricula or individual modules or lessons.)The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes. References:Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes (van Merriënboer, 1997, p. 2). Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction, according to van Merriënboer. References:Merriënboer, J. J. van. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 2 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThe goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus. To accomplish this, the learner must know how to execute the proper response, as well as the conditions under which that response should be made. Therefore, instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response.References:Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. According to behaviorism, instruction should provide necessary stimulus in order for learners to produce desired response. It is important that the learner must know how to execute the proper response under the required conditions in order to produce the desired response (Ertmer & Newby, 1993). Instruction should provide learner with opportunities that the learner practice to elicit the desired outcome. References:Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 3 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionWhile most tutors saw a value in using games, as: 'good for visual/kinesthetic learners'; 'makes teaching and learning more fun, learners are able to work at their own pace'; 'breaks up the lesson, different learner styles'; 'give my students variety and some fun whilst reinforcing their learning'.References:De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.According to Freitas (2006), games can support the learning styles of visual and kineasthetics learners. Games can make teaching and learning more fun, and learners are able to work at their own pace. Also, games are seen as a break from a lesson in which students reinforce their learning during the break. References:De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343-358.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 4 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionBecause computer systems exhibit performative intelligence, we can teach them to do tasks. It is this very capability that makes it possible to use computers as an interactive medium for instruction and learning. It is interaction which sets computers systems apart from other media such as books, television, and film.However, present-day computers literally do not understand the culturally bound meanings of the messages which they manipulate during these interactions because such computers lack qualitative intelligence.References:Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. According to Frick (1997), computer systems demonstrate performative intelligence, when compared to other media such as books, television, and film. Computers can be programmed to do things. This feature of computer systems makes them an alternative medium for instruction and learning. However, he claims that computer systems lack the ability to understand the meaning of messages they send and receive during interaction with students and teachers. References:Frick, T. (1997). Artificially intelligent tutoring systems: what computers can and can't know. Journal of Educational Computing Research, 16(2), 107-124. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 5 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThere is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process. References:Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.References:Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 6 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThe lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills has been identified as a major barrier to technology integration. Lack of specific technology knowledge and skills is one of the common reasons given by teachers for not using technology. References:Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational TechnologyResearch and Development, 55, 223-252.There are many factors that can affect technology integration in schools. Hew and Brush (2007) state that the main factors to technology integration are the lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills.References:Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 7 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionContent could be presented in a variety of formats via multimedia. Dynamic processes could be illustrated. Content in the form of text, still pictures, video, sound, graphics, or animations could be digitally or analogically encoded and stored in electronic, magnetic, and optical technologies. This encoded information could be transmitted literally around the world in a matter of seconds. References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.With the rapid advance in information technologies, people around the world can access information quickly. Information takes the form of text, still pictures, video, sound, graphics, or animations, which are stored and transferred electronically through these computational technologies.References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 8 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionScience classrooms offer at least five ways to individualize and to enhance students'learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives.References:Dede, C. (2009). Learning context: Gaming, gaming simulations, and science learning in the classroom. Paper commissioned for the National Research Council Workshop on Gaming and Simulations, October 6-7, Washington, DC. Retrieved from: http://www7.nationalacademies.org/bose/Dede_Gaming_CommissionedPaper. pdf According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected to match their ability levels. Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 9 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionI accept the point that whenever learning occurs, some medium or mix of media must be present to deliver instruction. However, if learning occurs as a result of exposure to any media, the learning is caused by the instructional method embedded in the media presentation. Method is the inclusion of one of a number of possible representations of a cognitive process or strategy that is necessary for learning but which students cannot or will not provide for themselves.References:Clark, R. E. (1994). Media will never influence learning. Educational technology research and development, 42(2), 21-29.Media do not influence learning. Learning takes place because of the instructional methods represented in the medium which are used, rather than medium itself. It is the instructional methods which influence learning.References:Clark, R. E. (1994). Media will never influence learning. Educational technology research and development, 42(2), 21-29.Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarismHintsItem 10 In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original Source MaterialStudent VersionThe concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated - and interesting - is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few. References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Retrieved from https://www.indiana.edu/~tedfrick/fastback/fastback326.html#nature Frick (1991) claims that systems, including both business systems, and educational systems, are actually very simple. The main idea is that systems "have parts that fit together to make a whole" (The nature of systems in education section, para. 1). What is further interesting to Frick is how those parts are connected together.References:Frick, T. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation. Retrieved from https://www.indiana.edu/~tedfrick/fastback/fastback326.html#nature Which of the following is true for the Student Version above? Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism
What type of solid figure is Matt's block, math homework help
Matt has a block. He uses one of the flat surfaces of the block to trace a triangle. What type of solid figure ...
What type of solid figure is Matt's block, math homework help
Matt has a block. He uses one of the flat surfaces of the block to trace a triangle. What type of solid figure is Matt's block?
Chamberlain Political Socialization Discussion
Think about conversations around politics when you were in primary school (around age 10). What were some of the ways you ...
Chamberlain Political Socialization Discussion
Think about conversations around politics when you were in primary school (around age 10). What were some of the ways you learned about the political establishment through family members and friends? How were you politically socialized as a child? Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least one outside scholarly source.
Management
Please use APA format, please use 3 scholarly references for in-text-citations with page numbers for each question.Please ...
Management
Please use APA format, please use 3 scholarly references for in-text-citations with page numbers for each question.Please use reference, please include page numbers in every question cite. Please write 500 words before reference is added to bottom.
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