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Instructions:
Toolbox Understanding Veterans Essay Assignment
1.3 Objective
Describe the concept of goal setting by establishing baseline measures.
Relevancy
We set goals for ourselves each day, but seldom think about the fact that we are going
through this process. Goals allow us to mark progress and make adjustments.
Avoidance is a common response to stressful situations. Unfortunately, avoidant
responses to stress create little opportunity for growth or development. When we
reflexively run from stressful situations, we gain no understanding of those situations
and make the accomplishment of goals a very difficult process.
Prior Learning
As we’ve learned, avoidance is part of the PTSD loop, which can lead to increased
anxiety. By understanding our own avoidance baseline, along with the causes and
effects of stress avoidance, we can then begin to take steps to change our own
behavior, reduce our reliance on avoidant strategies when faced with stressful
situations, and better understand the effect of PTSD has on the returning combat
veteran.
Pretest
A baseline measure is a measure of current performance, perceptions, attitudes,
knowledge, or behavior against which future progress, performance, perceptions,
attitudes, knowledge or behavior will be measured. Why do you think it is it important
to establish baseline measures?
Activity
There may be certain resiliency skills that you have mastered and others that you can
improve. Getting baseline measures allows you to identify those areas of strength and
weakness. Take Resiliency survey, Appendix B: Resiliency Survey. Obtain your
resiliency score.
Once you have your resiliency score, you can begin to develop a goal so that you can
improve upon your resiliency skills. Initially consider the goal to be a boundary or
limit then expand to it consider the length of time – long-term, short-term, personal,
academic, career, financial, or management. When writing goals consider the
following steps:
o Write the goal in a manner that you can measure the progress and fulfillment.
The goal needs to be realistically attainable and measurable.
o Identify the steps necessary to meet the goal. When all of the steps are
completed the goal is satisfied. Develop as many steps as you need to identify key
processes in attaining the goal. These steps or objectives can be refined to
include details regarding the conditions and degrees necessary to satisfy the
step. Consider checking-off each step as you complete it as you work toward
satisfying the goal.
Why is it important to have a measure of your resiliency?
Attempt to write a goal that would address improving your resiliency skills.
Using Think-Aloud Pair Problem Solving (TAPPS), groups of two will review their goal
and identify areas that need clarification or editing. Explain.
Follow-up
Why is it important to establish a baseline measure when developing a goal
statement?
Rewrite your goal for improving your resiliency skills.
How committed are you to improving your resiliency? Rate your commitment from 0
to 100, 0 being totally uncommitted, and 100 being totally committed to
improvement.
Whole Task Objectives Follow-up
Describe why establishing a baseline measure can have an impact on your learning?
Toolbox Baseline Measures Goal Set
References
Brooks, R. and Goldstein, S. (2003). The Power of Resilience. New York: McGraw-Hill
Cantrell, C. and Dean, C. (2005) Down Range: to Iraq and Back. Seattle: Word Smith
Publishing.
Kobasa, S. C. (1982). The Hardy Personality: Toward a Social Psychology of Stress and
Health. In Sanders, G.S. and Suls J. (eds.). Social Psychology of Health and Illness.
Hillsdale, New Jersey: Lawrence Erlbaum Associates. pp 3-28.
Olasov-Rothbaum, Foa, E.B., and Hembree, E.A. (2007). ReclaimingYour Life From a
Traumatic Experience: Workbook. New York: Oxford University Press.
Reivich, K. and Shatté, A. (2002). The Resiliency Factor. New York: Broadway Books.
Seligman, M.E.P. (2006). Learned Optimism: How to Change Your Mind and Your Life.
New York: Vantage Books.
Selye, H. (1956). The Stress of Life. New York: Guilford Press.
Slone, L. B., & Friedman, M. J. (2008). After the War Zone: A Practical Guide for
Returning Troops and Their Families. Philadelphia: DaCapo Press.
Q&A
Address any issues from prior session.
2.1 Objective
Determine your reading characteristics to include speed and comprehension level.
Whole Task Objectives
Apply and test methods to increase reading comprehension and learning.
Understand the purpose of measurement and obtaining measures.
Pretest
How many words per minute do you think you might typically read?
Relevancy
Reading comprehension refers to techniques for improving success in extracting
useful knowledge from text (Mayer, 2003). And, reading proficiency requires the ability
to recognize words quickly and effortlessly (Adams, 1990).
The 1997 U.S. National Reading Panel, using a comprehensive literature search on
teaching reading comprehension, indicated that vocabulary knowledge, reading
comprehension instruction based on reading strategies, and effective teaching
practices were critical to reading comprehension.
Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting. –Aldo
Activity
Reading speed is limited by several factors. When we read, we do not, for example,
focus on an entire paragraph. Rather, the eye moves across a line of type in
movements or saccades and pauses or fixations. These fixations are of about ¼
second. The distance the eye moves between fixations is between one and 20
characters, with an average being seven to nine characters (see Figure 2.1). The lower
line of text simulates the acuity of vision with the relative acuity percentages. Meaning
is obtained from the “word” in focus.
Figure 2.1. Acuity of Foveal Vision when Reading. Used with permission under the
terms of the GNU Free Documentation License, Version 1.2.
Differences between faster and slower readers are related to how long an individual
fixates, the length of saccades, and regressions back to already read material. Thus, a
faster reader will have short fixations, long saccades, and few regressions to already
read material. And, if the material being read is relatively easy, you may be able to get
meaning from additional spaces on either side of the fixation point (“Eye movement
in language reading,” 2009; “Reading: Adjusting speed,” n.d.) .
A strategy for consideration when you are attempting to improve reading speed and
comprehension is to adjust your reading rate depending upon the task you need to
address (“Reading Rate,” 2003).
o Skim read material when you are searching for particular information.
o Scan read material to get an overview of the content.
o Rapidly read material you are already familiar with or from which you only want
important facts.
o Normally read material to understand the content to the extent that you could
answer a question about the content or be able to retell the content.
o Carefully read material when are intending to evaluate, memorize, solve
problems, outline information, or prepare for testing.
Calculate your reading rate by timing yourself reading several paragraphs. Try
different types of reading to include magazine, text, and technical document. Count
the words in the paragraphs you have read and divide by the time (in minutes) you
required to read the paragraphs. The result is the number of words per minute you
read. Alternatively, consider the use of a web site that will automatically calculate your
reading while also providing a measurement of comprehension or understanding of
the material you have read.
Time your reading of the Relevancy and Activity sections. What is your reading rate
(words per minute)? Explain.
Follow-up
Obtain your baseline reading rate by the method described above or by using an
online source, such as: http://www.readingsoft.com/
http://www.readingsoft.com/
What is your reading rate (words per minute)? Did it change from your earlier
measurement? If it did change, what do think caused the different measurement?
Whole Task Objectives Follow-up
Describe why establishing a baseline measure can have an impact on your reading
comprehension and learning?
How do establishing a baseline measures of reading relate to your overall
understanding of measurement and obtaining measures?
Toolbox Reading Rate
2.2 Objective
Describe how to develop a more powerful vocabulary.
Whole Task Objectives
Apply and test methods to increase reading comprehension and learning.
Understand the purpose of measurement and obtaining measures.
Relevancy
Baker, Simmons, and Kameenui (1995) state that learning, as a language-based
activity is dependent on vocabulary knowledge such that an understanding of the
meaning of words is essential to reflecting on known concepts in novel ways or
learning. With inadequate vocabulary knowledge, learners are being asked to develop
novel combinations of known concepts with insufficient tools.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Toolbox Understanding Veterans Essay Assignment |
Toolbox Understanding Veterans Essay Assignment