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ThemeDigitalTechnologyinOurLivesResearchEssay2Gu.docx
Theme: Digital Technology in Our Lives
Research Essay 2
Guided Research Writing / Fall 2016
Introduction to Assignment:
We have been exploring the theme of digital technology in our lives, which is related to our earlier
theme of academic integrity and our own experiences in this class. During our written and spoken
discussions, many ideas have arisen, including how much new technology has changed human’s lives
and possibly our brains, opinions and research on multitasking, the benefits and drawbacks of using new
technology, the typical panicked response throughout history when a new kind of technology is created,
and ways to reduce the negative effects of technology in everyday life.
Assignment Requirements:
For this assignment, you will write a 3 to 4 page essay (typed and double-spaced) that answers one of
the following questions:
1. How can new technologies such as the Internet be used most effectively? In other words, how
can we minimize their negative effects and enhance their positive effects?
2. When the written language began to be widely used in Greece in the fourth century B.C.,
Socrates, a philosopher of the time, opposed it, saying that writing was a lot less flexible than
oral language and also that it would have a negative effect on our mind, destroying our ability to
memorize. What are some similar objections to the development of new technology?
3. How have new technologies such as the Internet affected education?
To successfully complete this assignment, you group must support your thesis with a variety of evidence
from at least three of our sources.
• An Assignment that Prevents Plagiarism
(Weimer)
• Digital Nation (Dretzin)
• Does the Internet Make You Dumber (Carr)
• Generation Plagiarism? (Gabriel)
• Mind over Mass Media (Pinker)
• Harvard to Adopt Student Honesty Pledge
(Coughlan)
• Survey: Many Students Say Cheating’s OK
(Slobogin)
• Top Ten Reasons Students Plagiarize & What
You Can Do about It (Cleary)
Due Dates:
Below is a sketch of the required steps in the writing process. Final paper grades may be reduced 5
points for every late or missing assignment. More detailed instructions for each will be given in “Weekly
Assignments” on D2L or in class.
Assignment Due Date and Time Submission Method
Rough Outline Monday, Nov. 21, 8AM Submit to D2L dropbox
Detailed Outline or notes on
possible evidence for each point
Wednesday, Nov. 23, beginning
of class
Bring paper to class
First Draft Friday, Nov. 25, 8AM Submit to D2L dropbox
Peer review Do during class Wed, Nov. 30 Bring paper to class
Final draft Monday, Dec. 5, 8AM Submit to D2L dropbox
This research essay will be graded on the following:
How well have you developed your thesis?
• Does your paper answer the research question in a focused and interesting way?
• Are your main supporting points / claims general enough to be supported by evidence from different
sou ...
Planning for presentation
The document provides guidance on how to effectively plan a presentation. It discusses 7 key stages: 1) preparing objectives and understanding your audience and venue, 2) choosing 3 main points, 3) selecting supporting evidence, 4) linking points, 5) developing an introduction, 6) crafting a conclusion, and 7) reviewing the presentation. The stages ensure the presentation has a clear structure, logically flows from point to point, and meets the needs of the audience.
Writing reports
Respect yours parents , yours elders and yours teachers
and do love with the children
Pray for me , for my parents and for my teachers
Thank you so much
Dynamics of Professional Presentationpdf
Definition: A presentation is the process of presenting a topic to an audience. It is typically a
demonstration, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, or to
build good will or to present a new idea or product.
Planning Your Presentation
Preparing a presentation can be an overwhelming experience if you allow it to be one. The
strategies and steps below are provided to help you break down what you might view as a large
job into smaller, more manageable tasks.
Step 1: Analyze your audience
The first step in preparing a presentation is to learn more about the audience to whom you'll be
speaking. It's a good idea to obtain some information on the backgrounds, values, and interests of
your audience so that you understand what the audience members might expect from your
presentation.
Step 2: Select a topic
Next, if possible select a topic that is of interest to the audience and to you. It will be much easier
to deliver a presentation that the audience finds relevant, and more enjoyable to research a topic
that is of interest to you.
Pg academic writing reports
This document provides guidance on planning and writing an academic report. It discusses identifying the key sections of a report and explaining the stages of planning and writing. The stages include analyzing the brief, conducting research and planning, and writing the report. Specific tips are provided for each stage, such as creating a plan and establishing aims and objectives before research, taking notes to focus on relevant information, and using transition words for clarity. The document emphasizes the importance of planning to communicate findings clearly and logically in a report.
Writing your reports jhm
The aim is to develop a product that can replace bedside cables and tubing to improve patient safety and recovery.
The context is that the entanglement of cables and tubing at hospital bedsides can compromise patient care and recovery. It discusses potential issues like disconnected lines, patients becoming tangled or strangled, and limited mobility restricting recovery.
The theory/concept mentioned is that movement and exercise can enhance recovery and reduce loss of muscle strength for patients who are bed-bound for extended periods.
Writing your reports
The document provides guidance on writing an academic report. It explains that a report has clear sections that outline what was done, why and how it was done, what was found, and why the findings are important. The document advises planning the report by analyzing the brief, researching and planning, and writing. It discusses each stage in more detail, including matching sections to their descriptions, developing aims and objectives, taking notes, creating paragraph plans, and focusing the writing.
Planning an effective presentationStudy guideFor a printer-fri.docx
Planning an effective presentation
Study guide
For a printer-friendly PDF version of this guide, clickhere
This study guide offers you an insight into the process of planning an effective presentation. It focuses on the importance of the presenter's relationship with the audience and suggests key strategies for making an impact.
Other Useful Guides: Delivering an effective presentation, Using visual aids.
What is a effective presentation?
A effective presentation makes the best use of the relationship between the presenter and the audience. It takes full consideration of the audience’s needs in order to capture their interest, develop their understanding, inspire their confidence and achieve the presenter’s objectives.
Careful planning is essential.
Seven stages in planning a presentation
1. Preparation
Many factors affect the design of your presentation. A powerful presenter will acknowledge and address each of the following:
· objectives;
· audience;
· venue;
· remit.
Objectives
Why you are making your presentation? Bear in mind what you want to achieve and what you want your audience to take away with them. Once you have decided upon your objectives, you are in a much better position to make strategic decisions about the design and tone of your presentation. For example, a presentation to a seminar group might require a balanced
argument, whereas a charity appeal might require a more creative approach. Ask yourself:
· what do you want your audience to have understood?
· what action do you want your audience to take following your presentation?
· how can you best design your presentation to meet your objectives?
Audience
Your audience will have a variety of different experiences, interests and levels of knowledge. A powerful presenter will need to acknowledge these and prepare for and respond to them accordingly. Ask yourself:
· how much will your audience already know about your topic?
· how can you link new material to things they might already understand?
· will you need to win them over to a particular point of view?
You may not be able to answer these questions for each member of your audience but you should have enough information to ensure that you have targeted your material at the right level for their needs. This might involve avoiding technical jargon or explaining abstract concepts with clear practical examples. If you fail to consider your audience’s needs, you will fail to appeal to their interest and imagination.
Venue
Where will you be making your presentation? What will the room be like? What
atmosphere will the physical conditions create? A large lecture theatre might create a formal atmosphere. Similarly, a seminar room might create a less formal tone. Ask yourself:
· what kind of atmosphere do you wish to create?
· how might the room arrangement affect your relationship with the audience?
· can you do anything to change the arrangement of the room to suit your
objectives?
· what audio-visual aids can you use?
Remit
You m.
Recommended
ThemeDigitalTechnologyinOurLivesResearchEssay2Gu.docx
Theme: Digital Technology in Our Lives
Research Essay 2
Guided Research Writing / Fall 2016
Introduction to Assignment:
We have been exploring the theme of digital technology in our lives, which is related to our earlier
theme of academic integrity and our own experiences in this class. During our written and spoken
discussions, many ideas have arisen, including how much new technology has changed human’s lives
and possibly our brains, opinions and research on multitasking, the benefits and drawbacks of using new
technology, the typical panicked response throughout history when a new kind of technology is created,
and ways to reduce the negative effects of technology in everyday life.
Assignment Requirements:
For this assignment, you will write a 3 to 4 page essay (typed and double-spaced) that answers one of
the following questions:
1. How can new technologies such as the Internet be used most effectively? In other words, how
can we minimize their negative effects and enhance their positive effects?
2. When the written language began to be widely used in Greece in the fourth century B.C.,
Socrates, a philosopher of the time, opposed it, saying that writing was a lot less flexible than
oral language and also that it would have a negative effect on our mind, destroying our ability to
memorize. What are some similar objections to the development of new technology?
3. How have new technologies such as the Internet affected education?
To successfully complete this assignment, you group must support your thesis with a variety of evidence
from at least three of our sources.
• An Assignment that Prevents Plagiarism
(Weimer)
• Digital Nation (Dretzin)
• Does the Internet Make You Dumber (Carr)
• Generation Plagiarism? (Gabriel)
• Mind over Mass Media (Pinker)
• Harvard to Adopt Student Honesty Pledge
(Coughlan)
• Survey: Many Students Say Cheating’s OK
(Slobogin)
• Top Ten Reasons Students Plagiarize & What
You Can Do about It (Cleary)
Due Dates:
Below is a sketch of the required steps in the writing process. Final paper grades may be reduced 5
points for every late or missing assignment. More detailed instructions for each will be given in “Weekly
Assignments” on D2L or in class.
Assignment Due Date and Time Submission Method
Rough Outline Monday, Nov. 21, 8AM Submit to D2L dropbox
Detailed Outline or notes on
possible evidence for each point
Wednesday, Nov. 23, beginning
of class
Bring paper to class
First Draft Friday, Nov. 25, 8AM Submit to D2L dropbox
Peer review Do during class Wed, Nov. 30 Bring paper to class
Final draft Monday, Dec. 5, 8AM Submit to D2L dropbox
This research essay will be graded on the following:
How well have you developed your thesis?
• Does your paper answer the research question in a focused and interesting way?
• Are your main supporting points / claims general enough to be supported by evidence from different
sou ...
Planning for presentation
The document provides guidance on how to effectively plan a presentation. It discusses 7 key stages: 1) preparing objectives and understanding your audience and venue, 2) choosing 3 main points, 3) selecting supporting evidence, 4) linking points, 5) developing an introduction, 6) crafting a conclusion, and 7) reviewing the presentation. The stages ensure the presentation has a clear structure, logically flows from point to point, and meets the needs of the audience.
Writing reports
Respect yours parents , yours elders and yours teachers
and do love with the children
Pray for me , for my parents and for my teachers
Thank you so much
Dynamics of Professional Presentationpdf
Definition: A presentation is the process of presenting a topic to an audience. It is typically a
demonstration, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, or to
build good will or to present a new idea or product.
Planning Your Presentation
Preparing a presentation can be an overwhelming experience if you allow it to be one. The
strategies and steps below are provided to help you break down what you might view as a large
job into smaller, more manageable tasks.
Step 1: Analyze your audience
The first step in preparing a presentation is to learn more about the audience to whom you'll be
speaking. It's a good idea to obtain some information on the backgrounds, values, and interests of
your audience so that you understand what the audience members might expect from your
presentation.
Step 2: Select a topic
Next, if possible select a topic that is of interest to the audience and to you. It will be much easier
to deliver a presentation that the audience finds relevant, and more enjoyable to research a topic
that is of interest to you.
Pg academic writing reports
This document provides guidance on planning and writing an academic report. It discusses identifying the key sections of a report and explaining the stages of planning and writing. The stages include analyzing the brief, conducting research and planning, and writing the report. Specific tips are provided for each stage, such as creating a plan and establishing aims and objectives before research, taking notes to focus on relevant information, and using transition words for clarity. The document emphasizes the importance of planning to communicate findings clearly and logically in a report.
Writing your reports jhm
The aim is to develop a product that can replace bedside cables and tubing to improve patient safety and recovery.
The context is that the entanglement of cables and tubing at hospital bedsides can compromise patient care and recovery. It discusses potential issues like disconnected lines, patients becoming tangled or strangled, and limited mobility restricting recovery.
The theory/concept mentioned is that movement and exercise can enhance recovery and reduce loss of muscle strength for patients who are bed-bound for extended periods.
Writing your reports
The document provides guidance on writing an academic report. It explains that a report has clear sections that outline what was done, why and how it was done, what was found, and why the findings are important. The document advises planning the report by analyzing the brief, researching and planning, and writing. It discusses each stage in more detail, including matching sections to their descriptions, developing aims and objectives, taking notes, creating paragraph plans, and focusing the writing.
Planning an effective presentationStudy guideFor a printer-fri.docx
Planning an effective presentation
Study guide
For a printer-friendly PDF version of this guide, clickhere
This study guide offers you an insight into the process of planning an effective presentation. It focuses on the importance of the presenter's relationship with the audience and suggests key strategies for making an impact.
Other Useful Guides: Delivering an effective presentation, Using visual aids.
What is a effective presentation?
A effective presentation makes the best use of the relationship between the presenter and the audience. It takes full consideration of the audience’s needs in order to capture their interest, develop their understanding, inspire their confidence and achieve the presenter’s objectives.
Careful planning is essential.
Seven stages in planning a presentation
1. Preparation
Many factors affect the design of your presentation. A powerful presenter will acknowledge and address each of the following:
· objectives;
· audience;
· venue;
· remit.
Objectives
Why you are making your presentation? Bear in mind what you want to achieve and what you want your audience to take away with them. Once you have decided upon your objectives, you are in a much better position to make strategic decisions about the design and tone of your presentation. For example, a presentation to a seminar group might require a balanced
argument, whereas a charity appeal might require a more creative approach. Ask yourself:
· what do you want your audience to have understood?
· what action do you want your audience to take following your presentation?
· how can you best design your presentation to meet your objectives?
Audience
Your audience will have a variety of different experiences, interests and levels of knowledge. A powerful presenter will need to acknowledge these and prepare for and respond to them accordingly. Ask yourself:
· how much will your audience already know about your topic?
· how can you link new material to things they might already understand?
· will you need to win them over to a particular point of view?
You may not be able to answer these questions for each member of your audience but you should have enough information to ensure that you have targeted your material at the right level for their needs. This might involve avoiding technical jargon or explaining abstract concepts with clear practical examples. If you fail to consider your audience’s needs, you will fail to appeal to their interest and imagination.
Venue
Where will you be making your presentation? What will the room be like? What
atmosphere will the physical conditions create? A large lecture theatre might create a formal atmosphere. Similarly, a seminar room might create a less formal tone. Ask yourself:
· what kind of atmosphere do you wish to create?
· how might the room arrangement affect your relationship with the audience?
· can you do anything to change the arrangement of the room to suit your
objectives?
· what audio-visual aids can you use?
Remit
You m.
Presentation
BUSINESS PRESENTATIONS AND PUBLIC SPEAKING 8 Hrs
What is a Presentation, Essential characteristics of a good presentation, Preparing a presentation, Delivering the presentation, Handling questions and debates, Delivering different types of speeches
Discussion Topics 2011-2012 LECTURES FOR STUDENT
This document provides guidance on writing an effective project proposal. It begins with objectives and motivational quotes. It then defines what a project proposal is, including its goal to secure funding, resources, buy-in, and excitement. It outlines six types of project proposals and how to write one, including writing an executive summary, background, solution, deliverables, success criteria, deadlines, and resources needed. It concludes by differentiating a project proposal from a research proposal.
Short report writing.
This document provides guidance on writing short reports. It defines a report as a way to keep records of successes and failures, inform others of developments, and help with research. Short reports are a formal presentation of facts on one page. The key sections of a short report are identified as the title page, abstract/summary, introduction, background, discussion, conclusion, and recommendations. The document outlines the purpose and content that should be included in each section to clearly communicate the purpose, findings, and suggested actions of the short report.
internet usage and limitations, presentation styles
The document provides information on the top 10 most popular uses of the Internet based on a recent survey of Internet traffic. The top use is electronic mail, with over 85% of Internet users sending and receiving email and 20 million emails crossing the Internet each week. Other popular uses include research, downloading files, discussion groups, interactive games, education/self-improvement, friendship/dating, electronic newspapers/magazines, job hunting, and shopping. The document also discusses what a presentation is, the importance of presentation skills, different types of presentations including informative, instructional, arousing, persuasive, and decision-making presentations, and some PowerPoint presentation tips.
Pg reports
This document provides guidance on planning and writing an academic report. It discusses identifying the key sections of a report and explaining the stages of planning and writing. The main sections of a report are outlined as the introduction, methods, findings and discussion. Effective planning is important and involves analyzing the brief, setting aims and objectives, researching, taking notes, and creating an outline. This includes planning each paragraph with a topic sentence, explanation, examples, and relevance. Signposting and transition words are also recommended to aid clarity. Proper academic language should be used to communicate ideas precisely without redundant or unclear phrasing.
Writing Short and Long Reports (Academic and Professional Writing)
Still working as a college instructor back in 2016, this was one of my lectures being a teacher of technical writing.
Class lecture i introductionto presentationskills
This document provides guidance on developing effective presentation skills. It discusses preparing for a presentation by understanding the objectives and audience, and developing a clear structure and message. Key aspects of an effective presentation include proper preparation through research and rehearsal, using a clear introduction, body, and conclusion structure, and considering timing, delivery style, use of visual aids, and both verbal and non-verbal communication. Managing audience interaction and nerves are also addressed. The overall aim is to help readers enhance their ability to communicate confidently and effectively with different audiences.
Dissertation Structure GuidelinesIt will be important to set
Dissertation Structure Guidelines
It will be important to set some broad guidelines and ground rules as well as highlighting the dissertation structure that your supervisors would like their students to adhere to. Suffice to say these issues have already been highlighted and discussed with you in detail in your PRISM unit.
In summary, when you start working on your dissertation and develop your thinking and findings a bit more, you may wish to have a chat with your supervisor; a call or Skype or using some other online tool. Also a good idea to send your supervisor your chapters as you complete them so that they can provide their comments as you make progress on other chapters. However please consult your supervisor if he/she wishes to consider an alternative approach.
There is a document called Assessment Guidelines on this Moodle site that gives a very brief outline of the suggested chapters involved in your dissertation and an idea of the number of words that are usually expected in each chapter.
In the meantime, as far as your dissertation structure is concerned, let us just remind you that as a general rule, we would suggest the following chapters and sections for your thesis.
-Title: A clear, concise statement of the topic.
-Abstract: The abstract is a summary of the whole dissertation. It presents all the major elements of your work in a highly condensed form. Maximum of 500 words.
- Contents page: clearly describing chapters and any sub-sections and related page numbers.
- Acknowledgement- Chapter 1 - Introduction: You need to set the scene for your dissertation, tell a story by providing some background to the importance of your chosen subject. You should also make your aims and objectives of the report very clear, by for example providing half a dozen bullets clearly describing what you have in mind and what you wish to explore. You should clearly state your "Research Question (s)" and state why your research is important, what is the research gap, how it contributes to the body of knowledge and potentially it’s significance to the practitioner’s world, and, what benefit will be achieved in carrying out your chosen piece of work.
- Chapter 2 - Literature Survey (LR): This is a very important part of your dissertation (particularly if you only rely on acquiring secondary data and body of knowledge). The aim will be for you to provide robust and credible literature relating to the subject matter. Use of some models/frameworks is encouraged. You will also get a better mark by providing a sound critic in your LR, i.e. what you agree with and what you don't, and, the reasons behind your argument/rationale.
- Chapter 3 - Research Methodology: Here you should describe the methodology used in gathering the data and information. You should make reference to both the primary, if any, (interviews, questionnaire, case study ...) and, secondary research methods (literature review and library based work...). You should also describe an ...
Pg academic writing reports
This document provides guidance on planning and writing an academic report. It discusses identifying the key sections of a report and explaining the stages of planning and writing. The stages include analyzing the brief, conducting research and planning, and writing the report. It emphasizes starting with a clear plan that establishes the report's purpose and key issues. The plan helps focus research and how information will be presented in the introduction, findings, and discussion sections. Guidance is provided on reading, note-taking, outlining paragraphs, using transition words, and developing academic language. The overall message is that careful planning is essential for structuring a clear, logical report that effectively communicates its findings to the reader.
Dissemination of research findings
This document discusses different methods for disseminating research findings, including oral presentations, written papers, and posters. Oral presentations allow for clarification and persuasion but information may be omitted. Written papers are a permanent record but are time-consuming. Posters visually attract audiences but have limited space. The document suggests using multiple dissemination methods together for maximum impact of research findings.
Lesson 4 ideas generation, justifications and the pitch
This document provides guidance for students on responding to a commission brief. It outlines the key activities and learning objectives, which include understanding the brief and assessment process, and understanding audience and research. For Activity 1, students are to generate ideas, conduct research, and justify their chosen idea with reference to the brief and audience. For Activity 2, students must write a concise pitch to sell their proposal. Examples of effective pitches are provided. Guiding questions are included to check student understanding.
WritingProcessForBusinessAnalysis-Guide
The document provides guidance on writing for business analysis. It outlines a 6-step process for writing documents: prewriting, drafting a framework/outline, revising, editing, proofreading, and publishing. Key aspects of each step are described, such as researching topics, brainstorming, creating an outline, reviewing logical flow, editing for clarity and flow, and proofreading for errors. Technical writing guidelines are also provided, such as using active voice and defining technical terms. The document emphasizes tailoring writing for the intended audience and including only relevant information to effectively convey the writer's intent.
Interdisciplinary Healthcare Plan Presentation.docx
The document summarizes an interdisciplinary healthcare plan presentation for implementing a clinical decision support system at United Healthcare. Key points include:
1. The plan aims to address issues like documentation, information exchange, and care coordination that negatively impact patient outcomes through better interdisciplinary collaboration and use of evidence-based practices.
2. An interdisciplinary team led by a project manager would implement the clinical decision support system using Kurt Lewin's three-stage change model and transformational leadership strategies.
3. Knowledge management would be used as the team collaboration strategy to facilitate adoption of the new system.
4. An estimated $55,000 in financial resources would be required for hardware/software and staff training.
five best practices for technical writing
What exactly is Technical Writing? What are the types of documents that come under the purview of technical writing? And why do we say that it is it important to follow rules and plan your initiatives?
Ingredients of a good document.pptx
This document discusses how to create good documents. It covers questions to consider when planning a document, understanding the intended audience, structuring the document in an organized manner, using proper writing style and structure, and ensuring the document is accessible and easy to understand. A quality assurance review is recommended to improve the overall quality and readability of the document.
Research! Linked AssignmentsAnnotated Bibliography .docx
Research!
Linked Assignments
Annotated Bibliography
Length: 5 citations and annotations
Value: 15%
Research Paper
Length: 2-3 pages
Value: 20%
Research Infographic Assignment
Length: One poster page
Value 10%
Annotated Bibliography
Provide a working bibliography of FIVE (5) sources, with annotations indicating why you believe the work you have chosen is a suitable one for your research paper. Use the criteria from the course notes to prove that your source is appropriate.
Each entry should include:
1. Full bibliographical information: author, title, publisher, date, internet address (URL) or library database. For this class we will be using APA format.
2. Two to four sentences that summarize what the article/book/video (or other item) is about. Two to four sentences that discuss the usefulness of this article to your paper. One or two sentences identifying why you determined whether this was an appropriate source.
Each of the annotations should be about a paragraph, no more than half a page. You will be judged on accuracy, quality of research and critical ability. Note that all five works are expected to be judged suitable.
Sample
See handout
Research Paper
Using the Powerpoint presentation for inspiration, research a technology, idea or concept that you would like to see implemented in the field of public health, food security, public art, or climate change adaptation to address an issue or problem you have identified. Your goal is to write a short paper in which you try to convince your audience to adopt this new technology, concept or idea. This paper is based on the concept of a policy briefing, though we will be adapting the format to suit our needs.
Audience: your audience should be a person or group of people who have the capacity to implement the technology, idea or concept you are proposing. For example, if you think that a great climate change adaptation idea is to build porous sidewalks and alleys as they have in Chicago and other cities, then you would address your paper to city council. If you think that Camosun College should have more public art, then you would address your paper to Camosun College Administration. So do a bit of research and discover whom to address your paper to.
Tone and Terminology: Make sure that the tone you use in your writing is appropriate. In most cases, your tone should be professional and concise. Avoid jargon that your audience would not know. (And please remember that I need to understand what you are writing). Your goal is to communicate, not to confuse.
Purpose: Your purpose is to persuade your reader to adopt the technology, idea or concept that you are presenting. Make sure to inform your reader what the current issue or problem is, as well as how it will be addressed by adopting the technology, idea or concept you propose. To do this, you will have to research what the current dialogue or conversation on the topic is. A strong persuasive paper will inclu.
Research! Linked AssignmentsAnnotated Bibliography .docx
Research!
Linked Assignments
Annotated Bibliography
Length: 5 citations and annotations
Value: 15%
Research Paper
Length: 2-3 pages
Value: 20%
Research Infographic Assignment
Length: One poster page
Value 10%
Annotated Bibliography
Provide a working bibliography of FIVE (5) sources, with annotations indicating why you believe the work you have chosen is a suitable one for your research paper. Use the criteria from the course notes to prove that your source is appropriate.
Each entry should include:
1. Full bibliographical information: author, title, publisher, date, internet address (URL) or library database. For this class we will be using APA format.
2. Two to four sentences that summarize what the article/book/video (or other item) is about. Two to four sentences that discuss the usefulness of this article to your paper. One or two sentences identifying why you determined whether this was an appropriate source.
Each of the annotations should be about a paragraph, no more than half a page. You will be judged on accuracy, quality of research and critical ability. Note that all five works are expected to be judged suitable.
Sample
See handout
Research Paper
Using the Powerpoint presentation for inspiration, research a technology, idea or concept that you would like to see implemented in the field of public health, food security, public art, or climate change adaptation to address an issue or problem you have identified. Your goal is to write a short paper in which you try to convince your audience to adopt this new technology, concept or idea. This paper is based on the concept of a policy briefing, though we will be adapting the format to suit our needs.
Audience: your audience should be a person or group of people who have the capacity to implement the technology, idea or concept you are proposing. For example, if you think that a great climate change adaptation idea is to build porous sidewalks and alleys as they have in Chicago and other cities, then you would address your paper to city council. If you think that Camosun College should have more public art, then you would address your paper to Camosun College Administration. So do a bit of research and discover whom to address your paper to.
Tone and Terminology: Make sure that the tone you use in your writing is appropriate. In most cases, your tone should be professional and concise. Avoid jargon that your audience would not know. (And please remember that I need to understand what you are writing). Your goal is to communicate, not to confuse.
Purpose: Your purpose is to persuade your reader to adopt the technology, idea or concept that you are presenting. Make sure to inform your reader what the current issue or problem is, as well as how it will be addressed by adopting the technology, idea or concept you propose. To do this, you will have to research what the current dialogue or conversation on the topic is. A strong persuasive paper will inclu ...
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docx
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docx
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Effective presentation strategies
The document discusses effective strategies for technical report writing and presentations. It covers defining the purpose, analyzing the audience, organizing the content into an introduction, main body and conclusion with clear transitions. Additional tips include preparing an outline, using visual aids, understanding delivery styles, handling questions, and using effective vocal techniques like volume, pace and pronunciation. The overall focus is on planning an effective presentation through audience analysis, clear organization and structure, and strong delivery skills.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docx
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docx
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
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Research! Linked AssignmentsAnnotated Bibliography .docx
Research!
Linked Assignments
Annotated Bibliography
Length: 5 citations and annotations
Value: 15%
Research Paper
Length: 2-3 pages
Value: 20%
Research Infographic Assignment
Length: One poster page
Value 10%
Annotated Bibliography
Provide a working bibliography of FIVE (5) sources, with annotations indicating why you believe the work you have chosen is a suitable one for your research paper. Use the criteria from the course notes to prove that your source is appropriate.
Each entry should include:
1. Full bibliographical information: author, title, publisher, date, internet address (URL) or library database. For this class we will be using APA format.
2. Two to four sentences that summarize what the article/book/video (or other item) is about. Two to four sentences that discuss the usefulness of this article to your paper. One or two sentences identifying why you determined whether this was an appropriate source.
Each of the annotations should be about a paragraph, no more than half a page. You will be judged on accuracy, quality of research and critical ability. Note that all five works are expected to be judged suitable.
Sample
See handout
Research Paper
Using the Powerpoint presentation for inspiration, research a technology, idea or concept that you would like to see implemented in the field of public health, food security, public art, or climate change adaptation to address an issue or problem you have identified. Your goal is to write a short paper in which you try to convince your audience to adopt this new technology, concept or idea. This paper is based on the concept of a policy briefing, though we will be adapting the format to suit our needs.
Audience: your audience should be a person or group of people who have the capacity to implement the technology, idea or concept you are proposing. For example, if you think that a great climate change adaptation idea is to build porous sidewalks and alleys as they have in Chicago and other cities, then you would address your paper to city council. If you think that Camosun College should have more public art, then you would address your paper to Camosun College Administration. So do a bit of research and discover whom to address your paper to.
Tone and Terminology: Make sure that the tone you use in your writing is appropriate. In most cases, your tone should be professional and concise. Avoid jargon that your audience would not know. (And please remember that I need to understand what you are writing). Your goal is to communicate, not to confuse.
Purpose: Your purpose is to persuade your reader to adopt the technology, idea or concept that you are presenting. Make sure to inform your reader what the current issue or problem is, as well as how it will be addressed by adopting the technology, idea or concept you propose. To do this, you will have to research what the current dialogue or conversation on the topic is. A strong persuasive paper will inclu.
Research! Linked AssignmentsAnnotated Bibliography .docx
Research!
Linked Assignments
Annotated Bibliography
Length: 5 citations and annotations
Value: 15%
Research Paper
Length: 2-3 pages
Value: 20%
Research Infographic Assignment
Length: One poster page
Value 10%
Annotated Bibliography
Provide a working bibliography of FIVE (5) sources, with annotations indicating why you believe the work you have chosen is a suitable one for your research paper. Use the criteria from the course notes to prove that your source is appropriate.
Each entry should include:
1. Full bibliographical information: author, title, publisher, date, internet address (URL) or library database. For this class we will be using APA format.
2. Two to four sentences that summarize what the article/book/video (or other item) is about. Two to four sentences that discuss the usefulness of this article to your paper. One or two sentences identifying why you determined whether this was an appropriate source.
Each of the annotations should be about a paragraph, no more than half a page. You will be judged on accuracy, quality of research and critical ability. Note that all five works are expected to be judged suitable.
Sample
See handout
Research Paper
Using the Powerpoint presentation for inspiration, research a technology, idea or concept that you would like to see implemented in the field of public health, food security, public art, or climate change adaptation to address an issue or problem you have identified. Your goal is to write a short paper in which you try to convince your audience to adopt this new technology, concept or idea. This paper is based on the concept of a policy briefing, though we will be adapting the format to suit our needs.
Audience: your audience should be a person or group of people who have the capacity to implement the technology, idea or concept you are proposing. For example, if you think that a great climate change adaptation idea is to build porous sidewalks and alleys as they have in Chicago and other cities, then you would address your paper to city council. If you think that Camosun College should have more public art, then you would address your paper to Camosun College Administration. So do a bit of research and discover whom to address your paper to.
Tone and Terminology: Make sure that the tone you use in your writing is appropriate. In most cases, your tone should be professional and concise. Avoid jargon that your audience would not know. (And please remember that I need to understand what you are writing). Your goal is to communicate, not to confuse.
Purpose: Your purpose is to persuade your reader to adopt the technology, idea or concept that you are presenting. Make sure to inform your reader what the current issue or problem is, as well as how it will be addressed by adopting the technology, idea or concept you propose. To do this, you will have to research what the current dialogue or conversation on the topic is. A strong persuasive paper will inclu ...
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docx
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docx
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Effective presentation strategies
The document discusses effective strategies for technical report writing and presentations. It covers defining the purpose, analyzing the audience, organizing the content into an introduction, main body and conclusion with clear transitions. Additional tips include preparing an outline, using visual aids, understanding delivery styles, handling questions, and using effective vocal techniques like volume, pace and pronunciation. The overall focus is on planning an effective presentation through audience analysis, clear organization and structure, and strong delivery skills.
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EDUC 742EDUC 742Reading Summary and Reflective Comments .docx
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docx
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740Prayer Reflection Report Grading RubricCriteriaLev.docx
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docx
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637Technology Portfolio InstructionsGeneral OverviewF.docx
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring（chapter2 and 3）, choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docx
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docx
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx
The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.
EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
2.
Aud
itory Integration Training (AIT)
3.
Biochemical Therapies
4.
Circle of Friends
5.
Computer Aided Instruction
6.
Dietary
R
estrictions and/or
S
upplements (including enzymes and vitamins)
7.
DIR/Floortime Approach (Greenspan)
8.
Discrete Trial Training
(DTT)
9.
Early Intervention Behavioral Intervention (EIBI)
10.
Early Start Denver Model (ESDM)
,
for young children with autism
11.
Functional Communication Training (FCT)
12.
Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
14.
Joint
Attention Interventions
15.
Music Therapy
16.
Naturalistic Intervention
17.
Options Therapy (Son Rise)
18.
Peer
M
ediated
I
nstruction and
I
ntervention
19.
Pharmacological
A
pproaches
20.
Picture Exchange Communication System (PECS)
21.
Pivotal Response Training
(PRT)
22.
Play Groups
23.
Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
C
onnection with
M
ercury and the MMR to autism
26.
Research on
S
iblings of
C
hildren with
A
utism
27.
Research on
T
ransition
S
ervices for
E
mployment
28.
Research on
T
ransition to the
A
dult
W
orld
29.
Research on
T
win
S
tudies
30.
SCERTS Model (Social
Communication
,
Emotional Regulation
, and
Transactional Support)
31.
Sensory Integration
32.
Sign
L
anguage
33.
Social Stories
34.
TEACCH (Treatment and Education of Autistic and related
Communication
-
handicapped C
h
ildren)
35.
Visual Strategies
and .
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Film vocab for eal 3 students: Australia the movie
Case 311-cv-02229-L-WVG Document 10 Filed 111611 Page.docx
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- 5. Case 3:11-cv-02229-L-WVG Document 10 Filed 11/16/11 Page 29 of 33 Case 3:11-cv-02229-L-WVG Document 10 Filed 11/16/11 Page 30 of 33 Case 3:11-cv-02229-L-WVG Document 10 Filed 11/16/11 Page 31 of 33 Case 3:11-cv-02229-L-WVG Document 10 Filed 11/16/11 Page 32 of 33 Case 3:11-cv-02229-L-WVG Document 10 Filed 11/16/11 Page 33 of 33 1 PresentationsPresentations The steps required to prepare an effective presentation parallel the steps you follow to write a document. As with writing a document, determine your
- 6. purpose and analyze your audience. Then gather the facts that will support your point of view or proposal and logically organize that information. Presentations do, however, differ from written documents in a number of important ways. They are intended for listeners, not readers. Because you are speaking, your manner of delivery, the way you organize your material, and your supporting visuals, require as much attention as your content. For the Presentation assignment, your purpose is to share information about your analytical paper. You are addressing an audience assumed to be unfamiliar with your subject. Also, due to the limitations of the online platform, your presentation of course will be written. However, you are to adapt a tone of writing similar to a spoken tone. 2 Determining Your PurposeDetermining Your Purpose
- 7. What do I want the audience to know, to believe, or to do when I finished the presentation? Every presentation is given for a purpose, even if it is only to share information. To determine the primary purpose of your presentation, use the following question as a guide: “What do I want the audience to know, to believe, or to do when I have finished the presentation?” Based on the answer to that question, write a purpose statement that answer the what? and why? questions. 3 Analyzing Your AudienceAnalyzing Your Audience • What is your audience’s level of experience or knowledge about your topic? • What is the general educational level and age of your audience?
- 8. • What is your audience’s attitude toward the topic you are speaking about, and—based on that attitude—what concerns, fears, or objections might your audience have? • Do any subgroups in the audience have different concerns or needs? • What questions might your audience ask about this topic? Once you have determined the desired end result of the presentation, you need to analyze your audience so that you can tailor your presentation to their needs. Ask yourself the above questions about your audience. 4 Structuring The PresentationStructuring The Presentation • Focus on audience. • Introduction: a brief overview. • Body: focuses on points, develops ideas. • End with a summary of points. • Call to action (when appropriate).
- 9. When structuring the presentation, focus on your audience. Listeners are freshest at the outset and refocus their attention near the end. Take advantage of that pattern. Give your audience a brief overview of your presentation at the beginning, use the body to develop your ideas, and end with a summary of what you covered and, if appropriate, a call to action. 5 The IntroductionThe Introduction This presentation analyzes three textbooks for us to consider using in the classroom. Based on a comparison of all three, I will recommend the one I believe best meets the needs of our curriculum. To do so, I will discuss the following five points: 1. Why we need a new textbook [the problem] 2. The basics of the curriculum [general information] 3. The criteria I used to compare the three textbooks [comparison]
- 10. 4. The textbooks I compared and why [possible solutions] 5. The textbook I propose we use [proposal solution]. Include in the introduction an opening that focuses your audience’s attention. This opening should accomplish one of the following: define a problem; get your audience’s attention (such as a strong statistic); pose a rhetorical question; recount a personal experience; employ an appropriate quotation. Following your opening, use the introduction to set the stage for your audience by providing an overview of the presentation, which can include general or background information that will be needed to understand any more detailed information in the body of your presentation. It can also show how you have organized the material. The above slide provides an example of an introduction. 6
- 11. The BodyThe Body 1.Prove your point. 1.Marshal the facts and data that you need. 2.Present the information using easy-to- understand visuals. 2.Offer solutions. 3.Anticipate questions and objections, and incorporate the answers into your presentation. If applicable, present the evidence that will persuade the audience to agree with your conclusions and act on them. If there is a problem, demonstrate that it exists and offer a solution or range of possible solutions. For example, our introduction stated that the problem was an outdated textbook. We could use the above approach. 7 The ClosingThe Closing
- 12. • Fulfill the presentation goals. –Prompt action. –Summarize your thinking points. –Be strong and persuasive. –Bring the presentation full circle. Fulfill the goals of your presentation in the closing. If your purpose is to motivate the listeners to take action, ask them to do what you want them to do; if your purpose is to get your audience to think about something, summarize what you want them to think about. Many presenters make the mistake of not actually closing—they simply quit talking. Because your closing is what your audience is most likely to remember, use that time to be strong and persuasive. The closing brings the presentation full circle and asks the audience to fulfill the purpose of the presentation, just like a conclusion to any document should do.
- 13. 8 TransitionsTransitions Presentation Transition – a sentence or two that informs the audience of a new topic. Place a transition: • Between the introduction and the body. • Between main points within the body. • Between the body and the closing. Planned transitions should appear between the introduction and the body, between points within the body, and between the body and the closing. Transitions are simply a sentence or two to let the audience know that you are moving from one topic to the next. They also prevent a choppy presentation and provide the audience with assurance that you know where you are going and how to get there. When delivering a presentation, it is also a good idea to pause
- 14. for a moment after you have delivered a transition between topics to let your listeners shift gears with you. Remember, they do not know your plan. 9 Using VisualsUsing Visuals • Flip charts. Ideal for small groups, or when brainstorming with your audience. • Whiteboard or Chalkboard. Convenient for creating sketches and jotting notes. • Overhead Transparencies. You can create a series of overlays to explain a complex device or system, adding (or removing) the overlays one at a time. • Presentation Software. Such as PowerPoint or Corel Presentations. You can import graphs and charts from spreadsheet software, or images from the Web. Most software packages also include templates and enhancements. Well-planned visuals not only add interest and emphasis to your presentation, they also clarify and simplify your message because they communicate clearly, quickly, and vividly. Charts, graphs, and illustrations greatly
- 15. increase audience understanding and retention of information, especially for complex issues and technical information that could otherwise be misunderstood or overlooked. You can create and present the visual components of your presentation by using a variety of media: flip charts; whiteboard or chalkboard; overhead transparencies; slides; or computer presentation software. 10 Visual ChecklistVisual Checklist • Use text sparingly in visuals. Use lists, keeping them in parallel structure and with balanced content. Use numbers if the sequence is important, and bullets if it is not. • Limit the number of listed items to 5 or 6 per visual. • Make your visuals consistent in type style, size, and spacing. • Consider the size of the audience when setting type size. • Use graphs and charts to show data trends.
- 16. • Make a sharp contrast between your text and the background. • Use no more than 12 visuals per presentation. • Do not read the text of your visuals word for word. 11 Delivering a PresentationDelivering a Presentation • Practice your presentation with visuals. Practice in front of listeners, if possible. • Familiarize yourself with the location of the presentation. • Prepare a set of notes that will trigger your memory during the presentation. • Make as much eye contact as possible with your audience. • Animate your delivery by integrating movement, gestures, and vocal inflection into your presentation. • Speak loudly and slowly to be heard and understood. • Do not read the text of your visuals word for word; explain the key points in detail.