The author explores process-oriented based assessment, which centers on evaluating the steps and strategies used by individuals or groups to achieve a particular outcome. This type of assessment focuses on understanding the processes, problem-solving approaches, and decision-making skills employed during the task. The author may discuss methods for assessing processes, such as observation, self-reflection, or peer feedback.PROCESS-ORIENTED_BASED_AUTHENTIC_ASSESSMENT.docx

The author of this work focuses on process-oriented based assessment strategies. They have a comprehensive understanding of assessing individuals' skills, competencies, and performance through the analysis of their processes and workflows. Their expertise lies in designing evaluation frameworks that emphasize the steps, strategies, and decision-making involved in achieving desired outcomes. This author provides practical guidance on implementing process-oriented assessments to enhance learning, identify areas for improvement, and optimize performance.PROCESS-ORIENTED_BASED_AUTHENTIC_ASSESSMENT.docx

Process-oriented authentic assessment places importance on the learning process rather than just the final product. It focuses on assessing how students engage in a task or project, their problem-solving skills, critical thinking abilities, and their ability to reflect on their learning journey. This assessment approach aims to capture the authentic and meaningful learning experiences of students by evaluating their strategies, decision-making processes, and self-reflection. It encourages students to actively participate in their own learning and promotes a deeper understanding of the subject matter.PROCESS-ORIENTED_BASED_AUTHENTIC_ASSESSMENT.docx

Process-oriented assessment focuses on evaluating an individual's understanding and skills in executing a specific process or procedure. Rather than assessing the final product, this approach examines the steps followed, decision-making processes, and problem-solving strategies employed during the task. Process-oriented assessments often involve observations, interviews, and reflective analysis to gain insight into an individual's thinking and problem-solving abilities.PROCESS-ORIENTED_BASED_AUTHENTIC_ASSESSMENT.docx

Process-Oriented Authentic Assessment focuses on evaluating the learner's understanding and application of knowledge within real-world contexts. It emphasizes the process of learning, including critical thinking, decision-making, problem-solving, and collaboration. This approach assesses the learner's ability to transfer knowledge and skills to authentic situations, promoting deeper learning.PROCESS-BASED.docx

Unit 6 - Cognition and IntelligenceLearning objectives:1.      Define cognition and intelligence.2.      Explain these different types of intelligence: crystallized & fluid; the three types of intelligence in Sternberg’s “triarchic” theory; “multiple intelligences” in Gardner’s theory; and “emotional intelligence” according to Goleman.3.      Define “I.Q. score” and explain how it is measured.4.      Explain how “normal” intelligence is identified.5.      Define learning disability.6.      Define “intellectual disability” and describe the different subtypes.7.      Explain how intelligence may be influenced by both “nature” and “nurture”.

PSY 104 Workplace Psychology

Focuses on a number of important factors for effective performance in the workplace. Includes interpersonal skill development and communication, understanding individual differences, developing conflict resolution skills, group behavior, problem solving and decision making, becoming an effective leader; motivation, goal planning, diversity, stress management, improving career management skills, enhancing ethical behavior, and managing various work conditions. Covers important workplace laws and regulations in the United States. F, W, Sp, Su.

The first two weeks of this course covers the history of I-O psychology as well as organizational culture. This plan is designed to provide an avenue for teaching these topics in a way that utilizes universal designed and culturally responsive. This is done by providing multiple means for learning about the topics in order to appeal to many different students. In particular, the topic is introduced using three different texts as one may speak to each student better than another. The first assignment is designed in such a way that it allows the student to choose something that is relevant and meaningful to them. Workplace diversity is introduced early on to emphasize the importance of this topic.

The Pages of My Life asks students to demonstrate their writing skills when constructing a personal narrative.

This resource includes the first part of a 2-week activity designed to teach Social-Emotional Learning and build relationships in the classroom through gamification. In the first part of the lesson, we will describe the process and recall information that students can expand on. They will get to do the first trial in groups similar to the activities/game they will be participating in the following week. The second week involves putting social-emotional learning into action through a week long of group-activities, aiming towards a common goal.

Paul Cuffe was a sea captain, entrepreneur, and philanthropist who lived through the birth and early life of the United States. As a young man, he helped smuggle goods past the British blockade during the Revolutionary War; by the early 1800s, he was perhaps the wealthiest Black man in the young republic, renowned and respected for his business sense and moral character and the first free man of color to visit The White House. An ardent abolitionist, Cuffe used his wealth to build one of the first integrated schools in America and to power his ambitious — and controversial — plans to build a new Black republic in West Africa.

The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

Paul Cuffe was a sea captain, entrepreneur, and philanthropist who lived through the birth and early life of the United States. As a young man, he helped smuggle goods past the British blockade during the Revolutionary War; by the early 1800s, he was perhaps the wealthiest Black man in the young republic, renowned and respected for his business sense and moral character and the first free man of color to visit The White House. An ardent abolitionist, Cuffe used his wealth to build one of the first integrated schools in America and to power his ambitious — and controversial — plans to build a new Black republic in West Africa.The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

Presented in partnership with Kahoot!, World Explorer Trivia helps students prove their world knowledge through a fun and fast paced trivia grame!1. Choose the PenPal Schools Kahoot! that you would like to play by clicking the links to the left.2. Follow the directions on the Kahoot! website3. Have fun!

A wide range of environmental conditions are experienced while hiking the Grand Canyon.
Climate change is often presented in disconnection from human experiences central to equitable and just decision making. In this activity students use PocketLab temperature probes to collect and analyze data on campus or in a local park and describe the sources of variation. They then reflect on how climate decision making is improved by considering inequities in lived experiences such as lack of air conditioning in schools, lack of shelter during sustained heat or cold, or even the access people have to park spaces, or other outdoor environments that impact our enjoyment.

This climate justice activity was developed by collecting personal monitoring data at national parks, but has been tested in campus-urban environments. The activity can been extended by comparing personal experiences with meteorological station data and longer term climate averages.

The world's leaders have committed to creating a Global Earth Observing System - a massive network to provide a continuous and comprehensive picture of the Earth and its environment. This "system of systems" would provide an understanding of changing conditions on our Planet and support decision-making affecting the world's economy. Dr. Charles Kennel, Director of SIO, will describe the U.S. contributions to this international initiative and will talk about the extensive Earth observing capabilities at SIO. (59 minutes)

Students write to a business, school or community leader to call for action in response to a social justice issue from the central text. Alternatively, students can write open, persuasive letters to their peers or family members.

Students put together and collectively display sets of photographs that convey stories, feelings or messages related to themes in the central text.

ACTIVITY OBJECTIVE:  Build up the decision-making skills. This is a good exercise of choices with frequent use of decision power.  

Students work in small groups to write and illustrate an original children's picture book to teach others about a social justice or diversity topic present in the central text.

The Piggy Bank Primer: Budget and Saving e-book for 7 through 9 year olds uses a story, activities, and puzzles to introduce basic economic concepts saving, savings plan, spending, costs, benefits, goods, services, and opportunity cost.

Through a story and activities, the student book introduces students to economic concepts such as saving, spending, budgeting, wants, goods, services and opportunity cost.