Piedra and Engstrom (2009) noted how the life model “remains general and unspecific regarding factors that affect immigrant families” (p. 272). Recall that there will never be one theory or a model that can fully explain a phenomenon or lay out all the steps and procedures when working with complex issues that clients present to social workers. Recognizing this, Piedra and Engstrom selected another theory in the immigration literature—segmented assimilation theory. They identified concepts from segmented assimilation theory to “fill in” the gaps that the life model does not address.

 

To prepare: (No More Than 500 words)

• Review the life model.
• Review this article in the Learning Resources: Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

 

Using an example from your fieldwork experience and a diverse population you encountered at the agency (for example, in Piedra and Engstrom’s article, it was immigrant families), respond to the following:

• Identify and describe the diverse population and the unique characteristics and/or the distinctive needs of the population in 3 to 4 brief sentences.
• Explain how the life model can be applied for the population.
• Explain where the gaps are in applying the life model for this population.
• When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.

Approaches to Measuring Student Learning

Methods of measuring student learning are often characterized as summative or formative assessments:

• Summative assessments – tests, quizzes, and other graded course activities that are used to measure student performance. They are cumulative and often reveal what students have learned at the end of a unit or the end of a course. Within a course, summative assessment includes the system for calculating individual student grades.
• Formative assessment  – any means by which students receive input and guiding feedback on their relative performance to help them improve. It can be provided face-to-face in office hours, in written comments on assignments, through rubrics, and through emails.

Formative assessments can be used to measure student learning on a daily, ongoing basis. These assessments reveal how and what students are learning during the course and often inform next steps in teaching and learning. Rather than asking students if they understand or have any questions, you can be more systematic and intentional by asking students at the end of the class period to write the most important points or the most confusing aspect of the lecture on index cards. Collecting and reviewing the responses provides insight into what themes students have retained and what your next teaching steps might be. Providing feedback on these themes to students gives them insight into their own learning.

You can also ask students to reflect and report on their own learning. Asking students to rate their knowledge about a topic after taking your course as compared to what they believe they knew before taking your course is an example.

ORDER NOW FOR AN ORIGINAL PAPER!!!