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The document discusses expectations for weekly online discussion posts. Students are asked to discuss the differences between leadership and management based on provided resources. They are also asked to reflect on their own leadership style and how they can develop leadership skills in the classroom and community. The document outlines expectations for weekly discussion posts, including making an initial response, responding to other students, creating new discussion threads, and providing a reflective post at the end of the week. Students are expected to post early in the week and continue participating throughout to receive full credit. Posts should demonstrate understanding of course materials and avoid being vague, repetitive, or lacking examples or support.
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Проект «Зеленый лук»
Презентация ученицы первого класса образовательной школы.
У учеников было задание, состоящее из трех частей:
1. посадить луковицу
2. понаблюдать за ростом (корней, перьев)
3. сделать отчет о проделанной работе
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The document provides guidance for students preparing for their final exam on May 26th. It outlines expectations for exam answers and provides practical exercises. Key points:
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Проект «Зеленый лук»
Презентация ученицы первого класса образовательной школы.
У учеников было задание, состоящее из трех частей:
1. посадить луковицу
2. понаблюдать за ростом (корней, перьев)
3. сделать отчет о проделанной работе
В презентации история лука
Виды лука
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Similar to Building Community
Discussion Forum Expectations Each week, you will be e.docx
Discussion Forum Expectations:
Each week, you will be expected to participate in a class discussion. Each discussion will be
preceded by a prompt from the instructor. Unless the prompt clearly states otherwise, you are
expected to post multiple times each week. In addition, your posts should NOT all occur on the
same day. Follow these rules carefully:
1. Each student should produce at least two substantial posts each week. These are posts
that fully engage the weekly prompt or provide an extended response to another student’s
post. Lengths of these posts will vary but will generally be 50 words or longer (perhaps
much longer).
2. Each student should also post at least one additional, less substantial post to sustain the
discussion. These “social posts” might simply state agreement with another statement,
make short informational points, or point the discussion toward a tangential topic.
Students who are engaged in the discussion should have no trouble adding two or three of
these posts each week.
3. The first substantial post must occur before noon on Wednesday of the current week.
4. One post must occur after Thursday at noon of the current week.
5. All posts (minimum of 3) submitted before 10 pm on the Sunday ending the week.
Generally, students are expected to write, in total, about 500 words per week in the forum.
Meaningless filler judged to be provided solely for the purpose of reaching the expected length
will reduce the student’s score.
Forum Posting Assessment:
Students are expected to produce coherent posts with little or no grammatical errors. Posts should
not use excessive colloquial language, incomplete sentences, or “texting” type abbreviations for
common words or phrases. No posts should contain discriminatory or abusive language or
content.
Grade Rubric
Weak Competent Proficient
Posting
On-time
0 to 2 points
Initial post late or follow-up
posts made after deadline
3 to 4 points
All posts made on the same
day
4 to 5 points
Initial and follow-up posts
meet requirements
Quantity 0 to 3 points
Only one substantive post
or multiple, short posts.
4 to 7 points
At least one substantive
post and additional posts.
8 to 10 points
Three or more posts. At
least two of them are
substantive posts.
Quality 0 to 3 points
Incomplete, incoherent,
derogatory, or poorly
considered posts.
4 to 7 points
Posts do most of the
following: respond to the
prompt, demonstrate
knowledge of material,
provide insight, and engage
with other students'
statements.
8 to 10 points
Posts do ALL of the
following: respond to the
prompt, demonstrate
knowledge of material,
provide insight, and engage
with other students'
statements.
Discussion Forum Citation:
Students should always avoid plagiarism. In addition, it is in the student’s best interest to provide
in-text citation to demonstrate to .
Student Discussion Self-Grading though use of the D2L Quizzing Tool
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by Laura M. Schwarz and NancyruthLeibold, both of Minnesota State University Mankato
Discussion Self Grading in Brightspace Integrated Learning Platform
Fro the Brightspace Teaching and Learning Community, by presenters Laura Schwarz and Nancyruth Leibold, both of Minnesota State University Mankato
The Week 3 Forum meets the following course objectivesUnderstand .docx
The Week 3 Forum meets the following course objectives:
Understand the feminist perspective, masculinities, and contributions to social research.
In this discussion forum, students are required to provide a response to one of the following questions. Remember to include two references to the readings and to respond to two other posts.
1.
What is the double standard discussed in Andersen (Chapter 4)? How has the double standard changed over time? Reference the readings and respond to two other posts.
Or
2.
Compare and contrast the stories in Connell about Adam Singer and Tip Southern (Chapter 6). What do these stories tell us about masculinities in the U.S.?
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.
Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.
No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be.
Online Discussions, Guidelines and Suggestions
Online discussions serve the same purpose as face-to-face discussions by allowing students to question concepts, share ideas and experiences, and gain a deeper understanding of course material. The goals are to reach a shared understanding or identify multiple perspectives on a topic. Students are encouraged to ask questions, respond thoughtfully, provide support and examples, and move the discussion forward to deepen learning. Instructors will grade discussions based on the quality, insightfulness, and contribution of student posts.
The Forum includes several stepsIdentify a different re.docx
The Forum includes several steps:
Identify a "different" research problem that would be best studied using a non-probability sample.
Discuss why this research problem is best studied using a non-probability sample, and what type of non-probability sample you would likely use.
Find a peer-reviewed journal article (no more than five years old) related to that research problem.
Discuss the sampling strategy/process used in the article. What details are included, and what information regarding the sampling was ignored?
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Exemplary (100%)
Accomplished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates some comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.
Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.
No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s comprehension.
Real world application of knowledge
2
Initial post demonstrates that the learner can creatively and uniquely apply the concepts and examples learned in class to a personal or professional experience from their life or to a current event.
Initial post demonstrates that the learner can apply the concepts and examples learned in class to a personal or professional experience from their life or to a current event.
Initial post does not clearly demonstrate that the learner can apply the concepts and examples learned in class. Unclear link between the c ...
This week we will discuss the social construction of gender. Choose .docx
This week we will discuss the social construction of gender. Choose
one
of the following options. Forum instructions are also included below.
1. What does it mean to say that gender is socially constructed? What are the expectations for femininity? Masculinity? What happens when someone does not meet these expectations? Remember to include at least two references to the text in your response. Respond to at least two other posts.
Or
2. In the U.S. individuals are exposed to the stereotypes of what constitutes masculinity and femininity at a very young age. For this option, you will need to visit the toy and/or baby departments of a large store. There are differences in clothing, toys, colors, and even packaging. Examine these areas in the store and take note of how the areas are divided and marketed. What differences do you see? How does this relate to the social construction of gender? Include two references from the text in your discussion and reply to two other posts.
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence. ...
The discussions are_the_exams
The document provides guidance for student-led online discussions. It explains that the discussions serve as exams for the course. Students must post questions early and frequently participate in all discussions. To receive full credit, students' discussion responses must follow two cardinal rules: 1) the comment must introduce new, relevant information and cite sources properly; and 2) the subject field must concisely convey the main point of the comment. The quality of discussion responses is rated on a 0-4 point scale. A student's grade for each discussion is based on the total points received, with grades ranging from F to A.
DNP Discussion Guidelines and Rubric PurposeThe purpose o
DNP Discussion Guidelines and Rubric Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Due Date
The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions.
Discussion Criteria
I. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
II. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the initial posting.
· The peer response must occur before Sunday, 11:59 p.m. MT.
· The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.
b. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The faculty response must occur on a separate day from the initial posting.
· Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
· This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.
I ...
Edu120 week 1 guidance
This document provides an overview of Week 1 for an instructional design course. It outlines the learning outcomes, required readings from Part 1 and Chapter 5, and discussion topics on instructional design theories and the difference between educational and training experiences. Students are expected to introduce themselves, respond to 3 classmates, and make initial and response posts on the discussion topics. The document provides additional optional resources on applying design theories to adult learners and a TED talk on self-teaching using the web.
English102_CourseSyllabus_Summer2017
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
DNP Discussion GuidelinesPurposeThe purpose of the grade
DNP Discussion Guidelines
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Due Date
The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT.
Please note that the late assignment policy does not apply to the collaborative discussions.
Discussion Criteria
Review the discussion criteria:Application of Course Knowledge
· The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.Engagement in Meaningful Dialogue
· The student responds to a student peer and course faculty to further dialogue.
·
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the initial posting.
· The peer response must occur before Sunday, 11:59 p.m. MT.
· The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.
·
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The faculty response must occur on a separate day from the initial posting.
· Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
· This response does not require a scholarly citation and reference unless the information is summarized and/or di ...
De vry engl 147 all discussions latest 2016 november
This document provides instructions and discussion questions for multiple weekly discussions in an English course. It includes prompts for discussing topics like argumentative strategies, evaluating sources, peer reviewing draft essays, and using APA style documentation. Students are asked to find sources on given topics, analyze samples, and provide feedback to classmates on their draft papers. The discussions aim to prepare students for researching and writing their final course project paper.
ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK MUST BE COMP.docx
ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK
MUST BE COMPLETED IN APA FORMAT
Memory Models
Learning about the structure of memory can improve your study skills. In this assignment, you will discuss the academic applications of memory models and try to apply the principles to yourself. Use the readings for the module and the terminology of the subject and respond to these questions:
You are a teaching assistant for an undergraduate history class and need to prepare a test. You want evidence to show that students know the material well. What kind of test would you prepare? What kind of test do you think requires the most in-depth knowledge? Why?
As Dan took his history test, he could not recollect many of the dates he had studied. Dan had memorized some important dates just before the test. While he was doing this, he was also talking on the phone. Which of Dan's memory stores—sensory memory, short-term memory (STM), or long-term memory (LTM)—do you think were most affected by his phone conversation? Why? Could Dan have done something differently to prevent forgetting the dates? Explain.
Identify two different kinds of mnemonic devices that could help Dan remember dates for his history test. Explain how they could be used.
Melissa is disappointed that she received yet another “D” on a test. She studied for several hours by reading and rereading her textbook and class notes. Based on the levels-of-processing memory theory, explain why Melissa’s method of studying was not very effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two tasks that could successfully be performed simultaneously (For example, can you listen to music while studying at the same time?). Discuss two other tasks that probably would interfere with each other. Make sure to discuss your answers in terms of the visuospatial scratchpad, the phonological loop, and the central executive.
Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources.
By
Saturday, February 14, 2015
, post your response to the appropriate
Discussion Area
. Through
Wednesday, February 18, 2015
, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
This discussion assignment is worth 40 points and will be graded using the discussion rubric.
Discussion Grading Criteria
Maximum
Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
·
Did not relate to the concepts or ideas presented in the discussion topic(s)
·
Claims were not supported.
Initial response:
·
Lacked substance
·
Was not original
·
Relied on personal experience only to support ideas
Initial response was:
·
Original and accurate
·
Substantive
·
Demonst.
Shearer / Syllabus / English102
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
Course DescriptionThis course will help you write prose that i.docx
Course Description
This course will help you
write prose
that is clear and informative. Clear thinking is the first step in reaching this goal. The class discussions, quizzes, and essay assignments have been especially designed to develop your critical thinking skills in this regard.
Another key ingredient in the ability to write strong prose is
active reading.
You must be able to take apart a piece of writing and analyze it on an abstract level. Leonardo da Vinci would never have been able to paint his Mona Lisa if he hadn't done his homework about human anatomy. The same goes for each of you--except you will be studying the flesh, blood, and bones of written prose. This active form of reading will help you when it comes time to do a little creating of your own on the printed page.
Average Workload Per Week
The average week in WR 122 will involve about 10-15 minutes per day of outside readings or watching video documentaries. There are only three essays. The first is a minimum of 2.5 pages long, the second is 3.5 pages long, and the third is 4.5 pages long.
Instructional Approach
This course is arranged chronologically and employs a modular design. Each week, students should complete all assignments listed in that week's lesson module. These modules can be accessed by clicking the "Learning Modules" folder on the Course Menu.
Due dates
for each week's assignments will be listed in the
Course Calendar
link which is available on the Course Menu.
All submissions will by due
by
midnight
on the date specified.
Assignments within the modules may direct students to use many of the tools contained in Blackboard, including the Assignment dropbox, Discussion Board, and Quizzes. These tools will be accessible both from within the weekly learning modules, as well as from the Course Menu.
Communication Guidelines
Communicate
by using the Blackboard e-mail system which can be accessed from the Course Menu. You can use Blackboard e-mail to send a private e-mail to your instructor and/or classmates. I will be checking email in Blackboard daily on weekdays. E-mail sent on weekdays will be answered within 48 hours. E-mail sent over the weekend will be answered the following Monday.
If your question or comment would be of interest to other students, please post it to the corresponding weekly
Discussions
area or
Chat
board. This way other participants can help answer questions, and all participants will benefit from the answers. Your first communication assignment is to introduce yourself in the discussion topic "Introductions."
Learning Outcomes
By the end of the term, you should be able to use critical thinking to analyze, synthesize and evaluate ideas. Your essays and compositions will demonstrate whether or not you have achieved this goal.
Learning yow to write is not always a clean orderly activity. A blank page is always cleaner than one filled with ink Messes will be encouraged in this course, so long as they are not cre.
Week 5 Discussion The No-Zero Grading Policy Debate[WLO1] [CLOs.docx
Week 5 Discussion The No-Zero Grading Policy Debate
[WLO:1] [CLOs: 2-6]
For this discussion, we engage in a debate that is a hot topic in our schools: the no-zero grading policy. Consider this scenario:
Steve submitted an assignment to you that was over a week late. He apologized for the late submission and told you that he had been dealing with some family issues that prevented him from getting his assignment submitted on time. Do you accept the assignment or still give him a zero for submitting it late?
Debate Grouping (by first letter of last name)
For this discussion, your assigned debate group is as follows:
· A-L: Proponents of no-zero grading policy: Accept Steve’s work and grade it.
· M-Z: Opponents of no-zero grading policy: Do not accept Steve’s work and give him a zero.
Prepare
Prior to beginning work on this assignment,
· Read Chapter 11: Grading and Reporting to Students and Parents.
· Explore the following web page: What Is a Growth Mindset? (Links to an external site.)
· Find an article that supports your assigned position from the Ashford University Library or a reputable and credible website. This a tip sheet Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) provides guidance for locating an appropriate source.
Reflect
Consider if you have been given a zero before for a missing or late assignment or if you have given a zero to a student.
Write
Clearly state what your assigned position is for this debate.
Due Thursday, Day 3
Based on your assigned position, formulate a defense statement supported by the course text as well as the article you located that includes the following:
· Discuss the theory behind the no-zero grading policy and its purpose.
· Provide at least three reasons for your position, based on your research. You also want to provide solid examples to support each reason.
· Properly cite and reference your sources within your response using APA formatting (Links to an external site.).
Due by Saturday, Day 5
Respond to at least one of your peers who has been assigned a different position from you and has not received a response, and offer a rebuttal. Be sure to provide evidence from the readings or articles to support your opposition. Properly cite and reference your sources within your response using APA formatting (Links to an external site.).
Due by Monday, Day 7
Respond to your original post and provide the following:
· Your own opinion of the no-zero grading policy based on the evidence from the research and the responses of your classmates. How would you personally handle Steve’s situation? Did your thinking change after reading your classmates’ viewpoints? Why or why not?
· Using the What Is a Growth Mindset? (Links to an external site.) web page as a point of reference, how might a no-zero grading policy help to promote a growth mindset for learners. Explain, and if applicable, share your own experiences as well.
Respond to Peers (Due Monday, Day 7): Post replies to at leas ...
10 tips for Incorporating Writing in to the Nursing Classroom
This document provides 10 tips for incorporating writing into nursing classrooms. The tips address common concerns faculty have around not having time to assess writing, lacking training in writing assessment, and not having space in the curriculum for writing. The tips suggest strategies like only collecting writing for completion, using peer review, adopting tools like Calibrated Peer Review, focusing feedback on grammar/form, choosing a lesson to teach with feedback, developing writing assignments to support learning goals, designing assignments for inquiry, and incorporating reflection. The document aims to demonstrate manageable ways for faculty to integrate writing into their courses to benefit student learning.
Ese 601 week 3 discussion assessment results and lre continuum new
Henry is a student who struggles with reading comprehension and organizing his thoughts in writing due to a learning disability. He is shy and often copies his peers rather than participating independently. The document discusses determining Henry's least restrictive environment (LRE) placement based on an assessment of his needs and abilities. Students are asked to post their LRE decision for Henry and justify it with evidence, then review and question or endorse others' decisions while providing additional resources. Engaging with others' posts can demonstrate content knowledge and critical thinking skills.
948 PM (CDT)Privacy Statement Terms and Conditions Contac.docx
9:48 PM (CDT)
Privacy Statement Terms and Conditions Contact Us
© 2015 American InterContinental University.
All Rights Reserved. Authorized Users Only.
Unit 5 - Discussion Board
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor
to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by
responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of
the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least
two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after
Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class
attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is
not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
What competencies were you able to develop in researching and writing the Comprehensive Project that is due in Unit 5? How did you leverage feedback from your peers in
the Discussion Boards for Units 1–4 in completing the project? How will these competencies and knowledge support your career advancement in management?
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Reading Assignment
Assignment Objectives
Construct and manage successfully conceptualized business ventures
Other Information
There is no additional information to display at this time.
Legend
Extra Credit View Assignment Rubric
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor
to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by
responding to posts created by others throughout the we.
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The Week 3 Forum meets the following course objectivesUnderstand .docx
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The Forum includes several stepsIdentify a different re.docx
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This week we will discuss the social construction of gender. Choose .docx
DNP Discussion Guidelines and Rubric PurposeThe purpose o
DNP Discussion Guidelines and Rubric PurposeThe purpose o
DNP Discussion GuidelinesPurposeThe purpose of the grade
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De vry engl 147 all discussions latest 2016 november
De vry engl 147 all discussions latest 2016 november
ALL WORK MUST BE COMPLETELY ORIGINAL NO RECYCLED WORK MUST BE COMP.docx
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
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Building Community
- 1. Online Discussion Google Image sce.edu For this week your discussion post will focus on leadership and management. After reviewing all the documents and videos provided in the resource section related to leadership discuss the difference between leadership and management. What are the differences and the similarities? What leadership styles do you need to be a leader or a manager? Reflect on your leadership style and what you can do to become a leader in the classroom and your community.
- 2. Weekly Discussion Board Expectations The below information is to complement your weekly grades and feedback I will be sending to you, and to serve as a guide to the basic expectations I have for weekly participation. Note: All of the following discussion board categories are very important for receiving full credit each week. 1. Initial Questions = responding to the first questions posted by the instructor on Monday of each week. 2. Response Postings = responding to other student postings. 3. New Threads = new postings created by students that directly address the lecture topics or instructor questions. 4. Reflection Postings = a posting at the end of the week where the student reflects on the week long discussion forum.. 5. Posting Subject Title = it is expected that each student will post original subject titles that will assist other students understanding of what the subject matter of the posting is about. These titles need to be short but descriptive and understandable. Expectations for above weekly scores: For a high discussion board grade you need to post early in the week. I will look for two to four posts, either New Threads or Response Postings, before Wednesday at midnight (11:59p.m.) for an a grade. This does not mean that you need to get all of your postings in before Wednesday at midnight. I expect students to be posting actively throughout the entire week. It is up to you to keep the discussion threads going. After your first postings for the week make sure to post other new threads and respond to other students ’ posts throughout the week. I am looking for you to have, at the least, a basic and well thought out start to your weekly discussion. Your answers should not be: ● Vague ● Does not directly respond to the lecture topics in detail ● Only repeats the question ● Does not back up the statements with any examples ● Be respectful in your response to others WEEKLY DEADLINE NOTE: The midnight deadline for each Friday by 11:59 p.m. It is the very last moment one can post without receiving an additional late penalty (-2 points) or to get your last thoughts of the week posted for grading consideration.
- 3. Activity Rubric Number Points Skills 5 Demonstrates excellence in grasping key concepts; critiques work of others; stimulates discussion; provides sample citations for support of opinions; readily offers new interpretations of discussion material. Ideas are expressed clearly, concisely; uses appropriate vocabulary. 4 Shows evidence of understanding most major concepts; will offer an occasional divergent viewpoint or challenge; shows some skill in support for opinions. Some signs of disorganization with expression; transition wording may be faulty. 2-3 Has mostly shallow grasp of the material; rarely takes a stand on issues; offers inadequate levels of support. Poor language use garbles much of the message; only an occasional idea surfaces clearly; expression seems disjointed; overuse of the simple sentence and a redundancy with words and commentary; paragraphs often appear unrelated to each other. This student requires constant prompting for contributions. 1 A minimal posting of material. Shows no significant understanding of material. Language is mostly incoherent. Does not respond readily to prompting. Credits: GRADING RUBRIC FOR THREADED DISCUSSIONS From John F. Bauer, “Assessing Student Work from Chat Rooms and Bulletin Boards.” New Directions for Teaching and Learning 91 (Fall 2002): 35.