Part I: Resource File

Reflect on your previous assignments and the concepts, theories, and approaches you have learned about throughout the course.

Create a resource file to use in your future classes and in your career that includes the following:

• Aone-sentence summary of each of the following major theories:
  • Psychotherapy
  • Therapeutic
  • Behavioral
  • Cognitive
  • Systems
  • Multicultural
• At least two intervention strategies for each theory
• When the strategies should be used
• The type of client or setting where the strategy would work best

Be creative with this section of the assignment. Some possible ways the resource file can be presented are in a file folder, flash cards, poster, paper, handout, presentation, or a job aid.

Part II: Personal Theory Paper

Write a 350- to 700-word paper where you create your own intervention theory. You may combine theories or you can invent a completely new theory.

Include the following in your paper:

• Explain your personal theory and why you believe in it.
• Describe the theories and theorists that you relate to the best and why.
• What surprised you most about the theories learned in class and why?

Format your paper consistent with APA guidelines.

Discussion

Address the topics below. Your original response should be at least 350 words and should reflect the fact that you have completed the assigned readings for the week. Remember, this is your chance to illustrate not only your understanding, but also your mastery of the materials for the unit. Use your words wisely so the posting has substance and includes examples and explanations. Limit the use of direct quotes, and do your best to critically synthesize and evaluate the literature in your own words wherever possible. Make sure to include in-text citations and a reference list as appropriate.

(512) Discussion topic 1 of 2

This week you are reading about variations on the basic ABA withdrawal design, namely the ABAB, ABABAB, BAB, ABC, and ABAC. Select one of these variations, and describe the research questions, hypotheses, and conditions of a hypothetical study in which this alternative design would be appropriate to use. Support your selection by providing a strong rationale as to why this approach should work in your study, and how it is an improvement over the basic ABA withdrawal design.

(512) Discussion topic 2 of 2

Select one of the withdrawal designs that you are reading about this week (not the same one you wrote about in a first discussion topic this week), and construct a research study that attempts to change a subject’s behavior using this single subject design. Describe the advantages and disadvantages of the method that you selected. How is your chosen method superior to the other withdrawal designs? In your answer, be sure to include specific threats to the internal validity of your study and to address ethical and sociocultural issues associated with this research design as they relate to your particular subject.

(517) Discussion topic 1 of 2:

Operant and respondent conditioning are both used to modify behaviors. Compare and contrast operant conditioning and respondent conditioning. Be sure to identify why each work with some behaviors and not with others. Select two behaviors, one that could be modified through operant conditioning and one that could be modified through respondent conditioning. Thoroughly discuss why each behavior chosen is more appropriate for its selected intervention (i.e., a respondent or operant) and why the alternative intervention would not be appropriate.

(517) Discussion topic 2 of 2:

Describe the types of behaviors that are most likely to be modified through the use of operant conditioning. Choose a real-life behavior and identify an effective way to modify this behavior through the use of operant conditioning (specifically discuss how to change the behavior through the use of reinforcement or punishment). Be sure to thoroughly analyze and discuss an example that is not previously described in the readings or the first Discussion topic.

You are teaching a mono lingual class of 8 year olds. There are 20 students in the class. This is the beginning of their second year of learning English. Write a 45 minute lesson plan with the following objective:

Objective: For students to learn and practice 6 new action verbs

Please include the following information:
Pre-plan
Target language (list the action verbs you will teach)
Assumed knowledge (for example, list some vocabulary and grammatical structures the students already know, which can be of use during the lesson) 
Anticipated problems 
Solutions 
Preparations and aids 
A step-by-step plan of the entire lesson including the timing of each stage and activity.
Here is the suggest staging for the lesson plan:

Warmer

Presentation

Lead In 
Set context 
Elicit vocabulary 
Drill chorally and individually 
Give the written form (they need to see the spelling) 
Controlled speaking practice 
Freer practice (a production exercise) 
Controlled written practice for homework

Below is my own work but my teacher has failed it!! therefore I’m looking for a tutor that can help me with the correction or even come up with an completely new lesson plan, either way is fine. I will also include my teacher feedback/comment on why he has failed me. TUTOR who is willing to work on my question are advised to use the comment to work on the correction. P/s only accepted if you’re seriously going to answer the question!!. Also, if some tutors who will raise prices that is sound/look ridiculously don’t even bother because I will not accepted!!

 

Level & Age: Elementary level, 8 years old

Lesson length: 45 minutes

Objective: six new action verbs 

Target language: new verbs run, jump, sing, sit, and sleep.

Assumed knowledge:
– Are expected to have knowledge of other action verbs, either related with the new words or not.
– Can use some essential sentences structures such as: wants to, he/she ….he can and I … he/she cannot or he/she does not…

Anticipated problems: 
– Might struggle to acquire all the new verbs.
– There is high possibility that students might have forgotten or struggle to remember all the previous thought verbs as well as sentence structures.

Solutions: 
– Repetition is essential throughout the lesson with students given a chance to repeat the phrase
• Prepare activity for example a game focusing on the previously thought vocabulary
• Revision of previously written homework from the previous lesson is essential
Preparation and Aids: pictures of people carrying out some activities as well as the handout for assignment 

Lesson plan
Stage 1: Warmer (T-S)(5 minutes)
– Start lesson with game; play bingo with the previously nouns and verbs 
– Revise assignment from the previous lesson

Stage 2: Lead on (S-T)(3 minutes)
– Use flash cards to provoke activities; read, sing, run, play, write. 
– After, put pictures on board, point out the picture and identify them

Stage 3: Presentation (T-S)(10 minutes) 
– Present sentences using ‘I can’t ……try sing and provoke I can’t sing, sleep and prove ‘I can sleep’. In case the sentences cannot be provoked, feed them to the class. Before the end of the lesson, the sentences should be repeated several times.

Stage 4: Drill individually (T-S) (5 minutes)
– More focus is put on the pronoun can and can’t. 
I can sleep….
I can’t sleep.
– The negative form of these words has different pronunciations thus helps students to differentiate the two words while pronouncing them.

Stage 5: Give the written form (S-T) (4 minutes)
– Provoke the question form, and put more emphasis on the short answers. 
– Highlight the different ways to pronounce the word can
Example :
“Can you sleep?” 
“Yes, I can.”
“No, I can’t.”
The word can is weak in ‘can you sleep?’ since it is not stressed. It is however strong in ‘yes, I can. 

Stage 6: Controlled practice (T-S-S) (3 minutes)
– Start the control of questions and answers around the class. Write up goal language on the board and examine any doubts.

Stage 7: Controlled practice (T-S) (5 minutes)
– Instruct students to write down the unusual things they are capable. You can help them if they don’t know.

Stage 8: Production (S-S) (9 minutes)
– Here is where milling activity is carried. Students should be given time to ask many questions on their fellow classmates and take note
– Then, tell the students to write their own sentences using the new verb they’ve learnt.

Stage 9: Controlled practice exercises for homework (T-S) (1 minutes)
– Set worksheet with gap-fill exercise.

Feedback/Comment from my teacher

Thanks for your hard work on this module. I’d like you to resubmit your lesson plan. Your current plan assumes that the students already know the target language. You appear to have based your plan on ‘can/can’t’ and not the six action verbs. Consider eliciting the target language through a context, then controlled practice and finally a freer production activity. 

A Worn Path short story.docx

In the stories you have read in Chapters 4-7, you have been introduced to several kinds of characters. Using a story that is different than the one you analyzed in the Literary Techniques and Their Connection to Conflict in Literature discussion, describe a character you sympathize with by answering the following questions:

• Why did this character interest you? What choices does the character make, and how do the choices (or the result of the choices) contribute to the theme of the story?
• What kind of conflict (internal/external) did this character encounter, and how did he/she handle it?
• How does the setting contribute to the character’s development?
• How does the setting contribute to the character’s experience and give the story more meaning?