Introduction:
Before completing this assignment, you may review
the video entitled “Open Education Pedagogy” in the Course Media Gallery in D2L or in the liquid syllabus page in the "Course Essentials". It will give you context and help you understand why this course was developed in the way that it is.
Part 1: Think about the following.
You have good reason(s) to take this class. What are they?
These reasons will guide what you want to get out of the class.
Why is it important to know your reasons?
In this class, you are learning about group counseling and you will decide what you focus your attention on.
How will you motivate you when things get hard?
Suggestions to consider:
There is a balance that you're going to discover. The conflict you'll face is from being comfortable so you can learn while also facing the stress that will help you grow.
If you are more comfortable staying quiet, you will be challenged to speak more.
If you are more comfortable talking, you will be challenged to stay quiet.
Part 2: Read the Executive Summary Pages XV-XVI in the S.A.M.H.S.A. manual entitled “TIP 41 Substance Abuse Treatment: Group Therapy”
Part 3:
Now that you've completed the previous two parts, answer these questions truthfully, but concisely. I'm not looking for a novel. This is what you'll turn in for credit.
What is the best course you've ever taken?
What interests you about group counseling?
How defines your personal success?
Give tangible examples. I.e. attending every class, all assignments on time, all reading done before class starts, raising your hand once per class, etc. TIP 41
What is something that I'll be able to see that indicates you need help?
What does support look like for you?
Part 1:
Review the Open Pedagogy Assignment Sampler found in the supplemental information page while you are completing this proposal.
Which of these assignment styles are you going to work within? You can mix and match.
Depending on the size of the project you are proposing, you may need to select a few of the items or create additional supplemental coursework.
A good way to measure this is, if you can get this project done in less than 30 hours of intentional research, creation and completion, then it's not enough. I'll point out that for every 1 credit in a course, you are expected to do 3 hours of outside work every week. That equates to 9 hours of outside work every week for a 3 credit course.
I'll also point out that if you need more than 60 hours to complete your project, it's likely too much or you aren't working efficiently.
Part 2:
What are you proposing?
What are you going to show your peers by the end of this term?
What format are you going to use?
How extensive are you planning to make it?
How much time are you planning to commit to spend each week on this project?
Examples:
A 2-3 page paper with 4 APA citations will not be enough on its own.
A 2-3 page paper with 4 well-researched APA citations, with an accompanying PowerPoint, a fact sheet or group hand-out along with a group facilitation is getting close to enough. Add in a few reflective papers, some peer feedback and a measurement tool of the outcomes you want for your group members, then you've got a solid proposal.
Examples of Previous Assignments Created Within and Open Pedagogy Classroom:
10 week psychoeducational group curriculum outline with 1 full group design and a 20 minute group facilitation. Accompanied was a research paper 2-3 pages with 4 APA citations.
Co-Created psychoeducational Group Content, facilitated and lasting 1 hour including question and answer section. Accompanied was 2 research papers that were developed cooperatively with 10 or more APA citations.
Website design including 10 modules of psychoeducational group curriculum. This website also has an introduction, resources tab and includes a 2-3 page research paper with 4 citations.
Final Disclaimer:
If you are confused, need help or have reservations of any kind, make sure to reach out to your peers for help and guidance. You may also reach out to your instructor if you and your peers feel lost.
Finally, if you are interested in sharing a Google Document with your instructor, you may do so. It is strongly recommended if you want to get the most out of this class that you can.
Failing to Plan is Planning to Fail
Creating an individualized learning plan (ILP) involves identifying unique learning goals, strengths, challenges, and preferred learning methods. An ILP can help achieve desired learning outcomes, whether you are pursuing academic or personal development goals.
In a shareable document such as Google Docs, you may invite your instructor to a page entitled "Individualized Learning Plan" followed by your name or initials. You will also need to reference your learning proposal. The goals you create here need to be specific, measurable, and achievable within a realistic timeframe. Use a SMART goal template if you've never done this (found in the content tab of D2L).
Align with the course outcomes (Found in the section below entitled "course outcomes")
Identifying learning goals:
Clearly state the purpose and scope of your plan.
How is your project's plan related to the course content guides?
What specific knowledge or skills do you want to acquire or improve?
What are others going to gain from your project and what is your motivation behind offering this to them?
In other words, how are you going to measure whether they did or did not receive the benefits you want then to gain?
I.e. Measurement.
Reference your learning goals and proposal, plan accordingly:
Define the components and requirements of your individualized plan
Break down your plan into manageable sections or tasks. The more precise you are, the easier the project will be for you.
It might be helpful for you to think of this as a 'to do' list. What are the actions you need to take to get the desired result?
Do you need to schedule a meeting or meetings with the librarian, writing center, tutoring center or instructor?
Assessing current abilities and challenges:
What are your current strengths in relation to your learning proposal?
What are you opportunities for growth?
What is going to possibly get in the way of your plan, and what will you do if those barriers arise?
What are some warning signs that you need to reach out to your peers or instructor to ask for help?
Create a detailed timeline:
Keep in mind that material needs to be submitted for review by the 8th week of the term.
Define your due dates in relationship to section #2 (manageable sections or tasks). Be specific as to prevent procrastination.
Regularly assess your progress and adjust your plan as needed.
Create a tracking sheet.
Remain adaptable while keeping to your plan as best as possible.
Identify when you need additional support or resources.
Ask for help
Communicate when you fall behind.
Exactly how it sounds. This is an in class discussion and/or a written assignment. Since you've created a plan already, this assignment is simple and straight-forward. In essence, do not spend a lot of time on it and explain how the process is going and if you are having any challenges.
Everyone will submit a final product on week 8. This is for consistency and fairness. Presentations will take place from weeks 8 through 11.
Your individualized learning plan needs to be related to one or more of these outcomes
AD 152 Group Counseling
Intended Outcomes for the course.
Upon completion of the course students will be able to:
Employ strategies for effective group development.
Employ effective trauma-informed group interventions.
Function as a group facilitator by implementing group interventions.
Maintain confidentiality, healthy boundaries, and ethical practice in group leadership.