Show your skills!
Reflections
Research
Curriculum Creation
Interventions
Process Group Facilitation
Psychoeducational Group Facilitation
Group Documentation
Grading Philosophy
Historically, your instructors have required you to read, memorize, and regurgitate information in a top down power dynamic.
How helpful has it been?
I'm here to help us break that model and give you an opportunity to show me the way that you know how to learn.
Most importantly, you will decide how you want me to assess your learning
Grading Practice
I'll offer you enough structure to ensure you stay within safe and ethical practices.
You will get to decide what you want to learn, how you want to learn it, and how someone else will measure whether or not you've reached your goal.
Grading structure
You are already aware that you've signed up for a credit class that reports your effectiveness in the form of a letter grade (A,B,C, D, F).
How we come up with that figure will be up to our collaborative evaluation process.
WHY we are doing this?
Sometimes the why is an important motivator.
You will need to know how to measure your client's progress in treatment.
You will need to know how to create measurable assessments.
You will need to know how to help your clients discover their best learning capabilities.
You will need to help your clients foster motivation.
Grades aren't a true measurement of learning, instead it's a subjective report of one's completion of minimum requirements.