Write your idea/title/topic/thesis in the center of a piece of paper. Draw a circle around it.

• Draw a “leg” from the central “body” of your topic towards the top right hand corner of the page. Label this “leg” with the first topic/category.
• Add more legs moving clockwise around the page until all the sections have been included, with the final one being somewhere near the top left of the page.
• Now divide each “leg” up into smaller “legs” with all the points that you made in each section. (Again work clockwise from the top left so that the sequence of ideas is maintained).
• Finally, please be sure that one section is devoted to identifying any gaps or niches in the research.

“Creating a Project from a Template” video and “Working with Work Breakdown Structure (WBS) Codes” video.

Create a work breakdown structure (WBS) and a project schedule for the Learning Team project selected in Week 2. You can access Microsoft Project via Toolwire. The link to MS Project via Toolwire is available in the Week 1 Recommended Activities folder.

Use Microsoft® Project to list the components and breakdown of the project’s WBS (i.e. project phases, grouping of tasks, resource assignments, etc.).

Develop a Gantt chart with the following:

• Project Phase
• Tasks
• Resource Names/Titles
• Duration
• Start and Finish Dates
• Predecessors
• Milestones Highlighted

Please respond to responses to the initial discussion post in a minimum of 75 words. Please refer to Ch 8 attached. Please also label with Response 1 and Response 2. PLEASE BE SURE TO USE APA FORMATTING

Ormrod, J. (2016). Human learning. (7th ed.). Boston, MA: Pearson Publishing

Initial Discussion Prompt:

Choose a topic with which you are familiar, and imagine that you have to give a half-hour lecture on that topic. Describe your topic, then explain in concrete terms the steps you would take in your lecture to maximize the likelihood that your listeners would engage in:

1. Meaningful learning
2. Organization
3. Elaboration
4. Visual imagery

Remember to choose a topic that you currently teach, would like to teach, or one that you would like to present to a group of faculty members

Response 1

My topic would be elaboration. We use elaboration to help us understand new information increasing from simple to complex thinking. To make sure that the listeners engage in elaboration I would inform them that we can think of elaboration as one that students use to think about the learning process. Our process includes taking prior knowledge to enhance the old and new knowledge as they merge together thereby creating a new version. Then we store the new revised data which is a process of learning more than the material presented (Ormrod, 2016).

I would give an example about students responding to the usage of elaboration. For example, have you ever asked your students to put a story in writing about their favorite food? They usually give long drawn-out details of when they last ate it or describe how it looks. Some people use elaboration incorrectly because individuals generalize a situation that did not accuracy happened. According to Ormrod (2016), elaboration provides more details which we can later retrieve from different parts of our memory. Elaboration explains the cognitive processes that may be involved in long-term memory storage (Ormrod, 2016). For example, teachers may give a procedural task, the simplest is presented first, then other lessons present more versions until the full range of the tasks are taught (Reigeluth, 2017).

Response 2

My topic would be professional learning communities. Professional learning communities are schools that have professionals meet and collaborate in order to grow as teachers and to help improve student performance. This process is to ensure that every student in the community learns more. In order for a PLC to thrive, all teachers and staff must be all in and willing to collaborate and share in a organized environment. They must be willing to give time and effort to get better at their professions as well. The first thing I would do in my lecture is to relate the PLC as something the teachers can understand and relate to.

To make sure that the listeners engage in meaningful learning I would explain that the PLC acronym can really be dropped. I would also explain that any good professional is really already engaging in this activity with the PLC stigma on it. I would relate their learning to writing of lesson plans. When your looking for a fun activity to do on dividing fractions you look online or use resources from others to find the activity. Rarely does any teacher create a new activity for every topic. No, they choose to find other’s activities and use them to meet their needs. PLC is the same way just you use teachers in your community to bounce ideas off of. This relates to something each teacher has background knowledge on and can help with meaningful learning. I would organize my lecture to ensure learners internalize the information. The first thing I would start with is telling them why we plc. Starting with the why gets them thinking of the end results and that would drive there what. Backwards learning helps with organization in a persons mind because the learner knows their end and can then work to get their. The third step I would take in my lecture is to allow the listener to elaborate on what is being said. I would dwell into certain inferences people make about professional learning communities. This will also help them make connections in with they are hearing and what their minds are processing. The last step I would take to endure listeners are actively learning while I speak is to create visual imagery. I would help learners draw a mental picture of what PLC looks like. I would help by leading them to this picture by using illustrations of successful PLC groups and how it helps kids from all diverse economic groups (Ormrod, 2016).

If I can do all this will speaking, my listeners will have learned what a PLC is and how to be part of one.

read each paragraph and give me your opinion if you agree or disagree

1.

Define the importance of having an emergency operations plan (EOP).

EOP – Emergency Operating Plan addresses strategy, tactics, responsibilities and resources, the pillars emergency operations system. The importance of having an EOP is to reduce the risk of severe losses due to causalities and establish overall authority, roles and responsibilities for trained personnel. (http://www.austintexas.gov)

Identify steps that could be taken to address shortfalls that may occur in the areas of resources or trained personnel capabilities.

Equipment inventory is not part of the EOP. Equipment lists serve to identify and correct shortfalls. Personnel using special purpose equipment such as self-contained breathing apparatus, as required by OSHA, should have refresher courses and training yearly. (Perry & Lindell, 2007)

Lack of communication and coordination between governmental agencies and hospitals. The EOP needs to define plans for situations when or if the hospital is deemed unusable. Additional training of hospital personnel needs to be improved. (Farmer & Carlton, 2006)

Explain your rationale behind the step selections. Lack of proper and/or outdated equipment can delay effective and efficient recovery efforts.

Personnel in charge of issuing or using equipment need to be fully trained on how to properly use the equipment.

During any disaster whether natural or terroristic, hospitals play one of the most important parts in providing medical attention to those in need. Should the nearest hospital become unusable, due to lack of rooms, personnel, medicine, there needs to be a backup plan. Local government and all hospitals in the surrounding area need to have a plan to be available at a moment’s notice.

2.

Entire communities can be shut down by a disaster. This includes local businesses, government buildings and city services. It is important that each of these organizations create an emergency plan for the stability of operations. An emergency operations plan (EOP) is a basic component of an emergency management program that provides the general authority, roles, and functions performed during incidents. Emergencies may include fires, bomb threats, terrorism, natural disasters, or major crimes. The plan establishes guidelines for dealing with a variety of situations and to ensure that emergency officials are familiar with those procedures and their roles in the event of a crisis (Perry & Lindell, 2007).

Shortfalls in emergency planning can occur when planners fail to account for community’s needs, capabilities, and resources. One way to address these gaps is to ensure the community is engaged in the planning process and included as an integral part of the plan. An effective plan cannot be achieved without an understanding of the community. Another way is to ensure the EOP is flexible and adaptable to changing circumstances. Contingency plans need to be included so emergency officials can respond adequately by improvisation during an emergency. A large, complicated plan makes it hard for responders to understand their roles in the overall emergency response (Perry & Lindell, 2007).

Additionally, constant training and exercises for all hazards would improve personnel and response capabilities. Training ensures everyone in response roles knows their duties and responsibilities. This includes fire personnel, police, emergency medical services personnel, public works employees, and others. There also should be training for personnel in hospitals, schools, nursing homes, and other facilities (Perry & Lindell, 2007)